• The Effectiveness of Horticultural Therapy Groups on Adults with a Diagnosis of Depression

      Alston, Letitcia Y.; The College at Brockport (2010-01-01)
      Horticultural therapy as an alternative treatment for adults with Major Depressive Disorder has been shown to be effective as an alternative therapeutic intervention to treat or mediate symptoms of depression. The author will explore its effectiveness on maintaining mental health self-care for adults who are diagnosed with depression. The evaluation of a reciprocal relationship between plant and person and the effective role it has as a therapeutic alternative will also be explored. The research examined proves there is a need for additional research on the effectiveness of horticultural therapy psycho-educational groups. The author will note observable changes in indicators of depression and will summarize the changes in indicators as a method to track group effectiveness. The data analysis presented from the depression inventory, which was given to the 13 adult participant?s in this study, all aged over 21. The results indicate that many depressive symptoms such as feelings of sadness and low mood decreased for participants in this group project.
    • The Effectiveness of Mandatory Group Counseling in Middle School on Decreasing Incidents of Violence and Increasing Student Academic Performance

      Juda, Matthew; The College at Brockport (2007-01-01)
      At the Northwest College Preparatory High School students are required to attend a group counseling period known as Advisory. It is purported that because of this group counseling the school will experience a decrease in violence and an increase in academic achievement. Using report card data, the passing rates by subject and by marking period were calculated. This study was conducted comparing the statistics for NWCP and John Marshall, the other school housed on the campus. The study shows a correlation between the mandatory counseling and a ten to fifteen percent greater passing rate by subject area and at the midway point in the school year.
    • The Effectiveness of Mindfulness Techniques for Decreasing Anxiety Symptoms in Adolescents

      Outland, Rafael; Hiltz, Kara M.; The College at Brockport (2016-04-01)
      Nearly 32% of adolescents demonstrate a lifetime prevalence of an anxiety disorder, making it the most common mental disorder among adolescents (Merikangas et al., 2010). Mindfulness-based interventions have shown success in reducing anxiety symptoms in adults. This study focused on the effects of an 8-session mindfulness group on the moderate to severe anxiety levels of middle and high school students. The objectives of the small-group intervention were to educate adolescents about mindfulness techniques and to practice ways in which they could make mindfulness part of their daily lives. The aim of this study was to highlight the impact of a small-group mindfulness intervention on experienced anxiety of middle school and high school students.
    • The Effectiveness of Psycho-Educational Group Counseling on Sixth Grade Male Students' Anger.

      Ellis, Ashley L.; The College at Brockport (2008-01-01)
      This study examined anger in children and adolescence and the use of psycho-educational group counseling in anger reduction. It was hypothesized that a six week psychoeducational anger management group would reduce the cognitive, behavioral, and emotional components of anger. A pre and post-test assessment was conducted using the Multi-dimensional School Anger Inventory (MSAI) on the effectiveness of psychoeducational group counseling across five subscales: Anger Experience, Hostility, Behavioral Expression, Destructive Expression, and Positive Coping. Findings indicated a positive change in all subscales with the exception of positive coping which resulted in a slight negative change. The study’s strengths and limitations were discussed as well as suggestions for future research. Implications for the counseling practices were also addressed.
    • The Effects of Empathy on Prosocial Behavior Among Middle School Children

      Carlie, Kelly F.; The College at Brockport (2006-01-01)
      This thesis is an examination of empathy through research of a multitude of sources. Included is a description of the empathy program implemented to sixth graders, including the results of this research project conducted by a Graduate Student at SUNY Brockport. The definition of empathy, prosocial behaviors, and characteristics of bullies and victims was explored. The researcher‘s intent was to determine if empathy was a key component in maintaining children‘s positive relationships with each other, as well as decreasing bullying behaviors. This thesis also explored whether empathy had an effect on increasing a sixth grade child‘s instances of prosocial behavior. The researcher also attempted to determine if empathy could be taught to sixth graders through an eightweek character education program. Bryant‘s Index of Empathy for Children and Adolescence, developed by Brenda K. Bryant, and a Character Education Instrument developed by the researcher was used to determine if empathic tendencies were increased in sixth grade children following an eight-week character education program. The results of the study determined that empathy and knowledge of general character education traits could be taught to sixth grade students.
    • The Effects of Group Counseling on Adolescent Stress

      Kurlan, Melissa I.; The College at Brockport (2007-01-01)
      The current literature has emphasized the prominent impact of stress on the lives adolescents and the need for counselors to implement stress management and coping progams. The purpose of this study was to determine whether or not psycho-educational group counseling in the school relieves stress among adolescent students identified as experiencing excessive stress. This study also examined gender differences in the severity and types of stress and response to the counseling intervention. Two separate groups (male and female) of 6-8 sixth grade students participated in ten weeks of structured group counseling that took place during the school day and focused on stress and coping. The results indicated that group counseling does indeed reduce stress among adolescents of both genders, although there were some gender differences in the character of response. The study also found that there was no major difference in the total amount of stress symptoms reported by males and females, although there were gender differences in specific types of stress symptoms reported. Thus, psycho-educational group counseling conducted in the school setting appears to be a useful intervention for reducing stress among adolescent students. Male and female students do show some differences in the quality of stress reported and in the response to counseling.
    • The Effects of Individual Counseling on Students with Disciplinary Issues

      Goodspeed, Patricia; Dumigan, Kaleigh; The College at Brockport (2017-04-01)
      The intent of this study is to ascertain if individual counseling can be used as an intervention to help those students who have continual, problematic, disciplinary issues. The literature review is presented, and discusses the possible outside influences to behavioral issues, as well as psychological factors, social-emotional supports, and counseling as an intervention. Similarly, this study examines if counseling can be an effective intervention for the students who receive multiple disciplinary referrals within a school year, but have not yet received individual counseling. Students were selected based upon a criterion of a minimum of 5 disciplinary interventions within the last school year (in school suspension, out of school suspension, multiple class failure across semester, insubordination, physical violence and continual reported peer conflict). Within this study, four students brought parental consent forms and signed minor assent forms in compliance to complete this six-session study. Students were given a pre-test at their first session, and a post-test at their last session. These tests were used as a means of self-report for the students to see if they could identify their feelings, attitudes, and areas of need before and after the intervention. Student disciplinary records were examined before and after the study as means to objectively view if the intervention may have been successful. Results supported the claim that counseling can be used as an effective intervention with this population. Both the participants’ self-report and disciplinary records proved that counseling was an effective was to minimize disciplinary referrals and aid in student self-awareness and coping skills.
    • The Effects of Successful Completion of Dialectical Behavior Therapy on Reduction of High Cost Emergency Service Utilization

      Goodspeed, Patricia; Wilson, Christine; The College at Brockport (2017-04-01)
      Dialectical Behavior Therapy is one of the most highly researched evidence-based practices for the treatment of personality disorders as well as functional deficits in emotional regulation, distress tolerance and interpersonal skills (Brazier et al., 2006). These symptoms untreated often lead to the utilization of crisis management mental health treatment including inpatient hospitalizations and emergency department visits (Lieb et al., 2004). This research study examined whether DBT is an effective treatment modality to reduce high cost emergency service usage. This research study is a secondary analysis of data that has been collected by a community mental health organization. Aggregate data was analyzed using a t-test to determine if there is a statistically significant difference in the amount of emergency services participants used in the six months prior to beginning DBT and the six months after completion of DBT. Completion of the DBT program was found to be effective in reducing the number of days of inpatient stay as well as emergency department visits.
    • The Emotional Well-being and Spiritual Maturity Connection: A Study on the Relationship between Emotional Health and Spirituality

      Rebisz, Jocelyn B. D.; The College at Brockport (2007-01-01)
      This project was designed to determine the relationship between spiritual health and emotional maturity. The study was conducted at a community church that provides mental health services using data gathered from adults participating in a process-oriented group facilitated by a Mental Health counselor. The participants were asked to complete a pretest and posttest designed to measure emotional maturity and spiritual health. The results indicated that there is a statistically significant correlation between spiritual health and emotional maturity. As the participants matured emotionally through their work in the therapy group, they also became spiritually healthier. This study has implications for the impact of emotional growth on spiritual health in a mental health setting. These findings are useful to those pondering the compatibility of spirituality and counseling.
    • The Experiences of Mental Illness and Addiction among Men and Women with Co-occurring Disorders

      Storm, Sara H.; The College at Brockport (2007-01-01)
      The study presented used empirical phenomenological methods to gain insight into the experiences of chemical dependence and mental illness among men and women with co-occurring disorders. The literature review discussed issues concerning: gender with the self-construal, traditional gender norms, and gender as a factor in the co-occurring disorder population. The results of this study include the following themes: catalysts for change, positive and negative self-concept, substance use as a means of self-medication, and therapeutic factors. Implications for the counseling profession, and implications for further research were discussed.
    • The Flip Side: An Investigation into the Depersonalization of Communication

      Myer, Eileen S.; The College at Brockport (2010-01-01)
      The author investigated the depersonalization of student communication in grades six through twelve. The Flip Side Survey was run to focus in on whether or not the use of instant message programs and text messages via cellular telephones is depersonalizing communication between 6th through 12th grade students (N=213). Depersonalization was broken down in to five constructs: empathy, compassion, conversational cue usage, personal communication skills, and consequence recognition. Each construct was measured in relationship to face-to-face communication and each question was repeated in relationship to text message and instant message communication. The results showed little evidence to support the depersonalization of communication due to the use of text/instant messaging.
    • The Gender Gap: How Utilization of a School Counseling Center Affects Academic Performance

      Hooper, Travis; The College at Brockport (2008-01-01)
      In researching the current academic gender gap, the project investigated academic performance, gender, and utilization of the counseling center to determine whether there was a relationship. The variables that were appraised are as follows: frequency use of the counseling center, type of counseling center use, stress, organizational skills, homework completion, retention, and grade point average. The data was collected using a survey method at a rural middle/high school. Some of the results mirrored prior research and some countered it. The results regarding stress indicated that males experienced more stress related to school than females. With regards to the organization and homework, they indicated that females ranked themselves with a higher completion rate and better organizational skills. The discussion focused on the long term affect of the gender gap, its implications, the benefits of eliminating it, and the significance of the counseling center in that process.
    • The Group Counseling Needs of Chemically Dependent Women

      Taylor, Latoya; The College at Brockport (2009-01-01)
      This study critically explored ways to effectively treat chemically dependent women in a group setting. The author’s findings are supported by research resulting from a literature review. The benefits of utilizing group counseling to treat chemically dependent women are presented along with issues that need to be addressed in a group setting, and the benefits of same-sex groups vs. mixed gender, as well as supplemental counseling methods that can be used to increase positive client outcomes. In addition, the author conducted a survey with female clients who, at the time were in chemical dependency treatment, to determine what psychoeducation topics they believe are beneficial to explore while in therapy. The author concluded that group counseling effectively addresses the needs of chemically dependent women and some of the topics that should be explored in treatment are healthy relationships, loss/grief, trauma and/or abuse, as well as motherhood. Additionally, to keep clients engaged and progressing in treatment, supplemental methods such as giving homework and prize therapy can assist in chemical dependence treatment of women.
    • The Hidden Side of Bullying: A Study and Intervention of Relational Aggression

      Capolino, Anna Martinez; The College at Brockport (2006-01-01)
      By its very nature, relational aggression is about relationships. Human relationships are incredibly complex and multifaceted and are influenced not only by the individuals involved in the relationship but also the context and culture in which these relationships exist. The purpose of this study was to create a group that could help adolescent girls to identify and to challenge gender-role stereotypes, and maximize the potential for individual socialization. The Go Grrrls Program was implemented to help the girls learn skills they could utilize to change the way they interact with the world. A pre and posttest questionnaire was given to a sample of six ninth grade girls at a Western New York High School. The sample included six females who were selected at random. Each student completed thirteen sessions of group counseling. Results for each student are reported. The study demonstrated that the girls had a 1.1 percent change in the category of self-efficacy and a 5.2 percent increase in the category of self-esteem. Limitations of the study are discussed. Implications for counselors are presented.
    • The Impact of a Career Exploration Group

      Munger, Sara Jane; The College at Brockport (2006-01-01)
      The purpose of this investigation was to use a group approach to career counseling, to explore the career development process of eleventh grade students. The objective was to qualitatively asses the knowledge of self and occupational information, the role of significant others, education and work goals, and the decision making process. A fiveweek career exploration group was implemented. A pre-test and post-test was used to evaluate change. Significant change in participant?s occupational knowledge, knowledge of self, influences, and education and work goals were unfounded. Participants did show a significant increase in the amount of time they spend in career exploration and in the amount of resources they utilized. There were more significant changes found in the female participants, which raised questions for further research.
    • The Impact of a Comprehensive School Counseling Plan

      Thomas, Sara W.; The College at Brockport (2011-10-01)
      Many attempts have been made to mold the role of the school counselor over the last century. Reviewing the history of the school counselor helps identify the discrepancies within the role of the school counselor and highlights the need for a comprehensive school counseling program. As schools reform to keep up with present day issues and problems, school counselors must also clarify their role to continue to support student’s academic, career and personal/social success. The ASCA National Model provides a structured plan for school counselors to implement into their school district to be the most effective. A qualitative research, using the methodology of empirical phenomenology, was conducted to collect the data from a mental health team from a high school setting. Through a focus group and individual one-on-one interviews, the team shared their experiences and the impact of the comprehensive plan that was implemented in their department in 2008.
    • The Impact of a Mindfulness-Based Group on Anxiety in Sixth Grade Students

      Goodspeed, Patricia; Ingoglia, Carina; The College at Brockport (2017-04-01)
      This study examines the impact of a five-week mindfulness-based group on levels of anxiety in sixth grade students. Anxiety is a prevalent problem among children and adolescents. Research shows the need for early intervention for students dealing with anxiety (HirshfeldBecker & Biderman, 2002). Research suggests that mindfulness techniques are effective in decreasing anxiety in adolescents (Skorman Cicero, 2013; Semple et al., 2005; Napoli et al., 2015; Semple et al., 2010). Each group in this study included discussing the students’ anxiety concerns and practicing new mindfulness exercises. The group curriculum focused on paying attention to thoughts and feelings without judgment. Results show a decrease in overall anxiety levels among group members. Students also reported positive feedback about the group. This study provided further evidence that teaching mindfulness to students in schools can have a positive impact.
    • The Impact of a Mindfulness-Based Intervention on Elementary School Students Anxiety Level

      Goodspeed, Patricia; Perri, Sarah; The College at Brockport (2017-04-01)
      Anxiety is a pervasive problem among children and adolescence and if left untreated, it is often associated with elevated rates of comorbidity with other psychiatric disorders. There is growing evidence for effective early interventions for children and adolescents dealing with anxiety, particularly in the school setting. There is growing research that mindfulness-based interventions to be beneficial for children and adolescents to enhance self-regulation and coping, aspects of executive functioning central to managing symptoms related to stress. This current study focused on the impact of a mindfulness-based intervention on fifth grade students’ anxiety levels. Nine participants participated in a six-week mindfulness-based intervention that provided education on anxiety and mindfulness, and mindfulness exercises. Participants were given a pre and post-test to measure the effects of the mindfulness intervention. Results suggested that there was statistically significant change in anxiety levels.
    • The Impact of a Psychoeducational Workshop on Awareness and Retention of Suicide Prevention Information

      Goodspeed, Patricia; Feeny, Joseph S.; The College at Brockport (2017-04-01)
      Adolescent suicide is a significant public health issue in the United States. The development of youth suicide prevention education curriculum and school faculty training programs in American schools may reduce adolescent suicide rates. Legislation in 37 states, not including New York, and lawsuits against many American public school districts indicate a national trend towards mandating curriculum and training. This study examined the impact of a psychoeducational workshop in a high school setting on student awareness of essential information associated with suicide prevention. The instrument used for research was a ten item pre-test and post-test created by the principal investigator with evidence of validity and reliability. Results indicate the workshop improved student awareness and retention of suicide prevention information to a statistically significant level. Implications of research include a recommendation of implementation of a similar psychoeducational workshop within New York High School Health Education classes.
    • The Impact of Contemplative Practices on Anxiety Level of Middle School Students

      Neadom, Keri; The College at Brockport (2013-04-01)
      A review of recent literature has revealed that the anxiety level of middle school students continues to rise. In addition, it has been documented that when anxiety is untreated, it will often lead to significant and crippling disorders throughout adulthood. Contemplative practices, or practices aimed to bring a non-judgmental awareness of one’s internal and external experience, are being used across disciplines, professions, and cultures with the intention of relaxation, and bringing oneself to a more tranquil state. Although data collection presents a challenge, resent studies have shown that there is a positive correlation between the use of contemplative practices and the level of relaxation and ease one may experience. Even though this new wave of practice and treatment has become increasingly popular, research concerning the impact of contemplative practices on middle school age children is limited. The current study focused on the impact of contemplative practices on the anxiety level of middle school students in a large suburban middle school in Western, New York. In this study, three participants were exposed to three forms of contemplative practice and were given a pre and posttest to determine if there was a shift in anxiety level pre and post practice. The results showed that there were no significant changes in the anxiety level of any of the participants throughout the study. The primary researcher noted that although the instrument did not reflect change, participants did report positive feedback of their experience. Results suggested that this form of study may be better represented using a different instrument or choosing a qualitative study. The results of this study are being provided to the school that provided participants so that they may use the data to plan future student interventions.