• Mother/Daughter Dyads: The Significance of Communication in School Performance

      Gilbert, Annmarie K.J.; The College at Brockport (2006-01-01)
      This research examined whether there is a difference when mother and daughter work on having a healthier relationship by enhancing their communication with each other, if there is change in mother's involvement in her daughter's school. The workshop was conducted with ten eighth-grade girls, a pre-test and post-test was used to measure changes. Communication between mother and daughter was examined using five categories. The results showed that daughters wanted their mothers to be more involved and there is a need for improvement with communication between the mother and daughter. Daughters needed to increase confident levels to be able to express themselves. Recommendations such as having both the mother and daughter at the workshop for future study were discussed.
    • Narratives from Grief Counseling: Client Perspectives on Effective Interventions and Strategies for Recovery

      Weaver, Janalee; The College at Brockport (2010-01-01)
      This qualitative study examines the unique and personal experiences of individuals that have experienced grief and loss through bereavement. The terms associated with grief and bereavement are defined by the literature. An historical perspective of the research on theories of grief and interventions for recovery are presented. The narrative stories of bereaved individuals are shared and common themes identified. The major themes of experiences, coping strategies and successful interventions as identified by the participants are compared to the literature. Recommendations for counseling bereaved individuals are made based on the experiences of the bereaved participants. Implications and recommendations for counselors working with bereaved individuals are made. The need for continued research in the area of bereavement theory and counseling is stated.
    • New Student Adjustment: A Group Experience for High School Students

      Hoy, Colleen; The College at Brockport (2005-01-01)
      A study was completed in a high school using all of the new students in grades 9- 12 to evaluate whether a group for new students would have an effect on connectedness and GPA. A pre-group survey was administered to all new students, and they were asked to rate on a scale from 1-5 how strongly they agreed or disagreed with four statements. They were also asked if they would like to participate in a group for new students. Students were separated into two groups, those who chose to participate in the group and those who chose not to participate in the group. Eight group sessions were held, and a post-group survey was administered to all of the new students after the group sessions had ended. Pre and post survey results, along with pre and post GPA were compared for each group separately to evaluate for change and then the groups’ results were compared with each other. Pre and post survey results revealed an increase in scores for three out of the four statements for the group that participated in the new student group. The results for students who did not participate in the group revealed a decrease in scores for all four statements. Both groups had an increase from pre to post GPA.
    • New Student Transition Program into Elementary School

      Budniewski, Kelly L.; The College at Brockport (2007-01-01)
      Transition into a new elementary school is difficult and frightening for children in Kindergarten. This article focuses on the impact peers, parents, teachers and counselors have when helping support the transition into a new school setting. Environmental, social, physical and emotional issues all play a key role in the transition process. Interventions are implemented to a new Kindergarten Student at a Brockport Elementary School to determine if they affect the school adjustment and forming of friendships for that five year old child. Recommendations for counselor practice are included.
    • Nutrition and Mental Health

      Goodspeed, Patricia; Burke, Michelle; The College at Brockport (2017-04-01)
      This research study was focused on the barriers mental health clients experience to consuming a plant-based diet. The research participants included seven clients at an outpatient mental health clinic consisting of different diagnoses, races, and ages. A multi-method approach was utilized with the use of a nutritional survey followed by a semi-structured interview. Six of the seven participants consume a poor diet per the nutritional assessment. When asked the barrier(s) to consuming a healthy diet, five participants expressed lack of interest and another participant reported lack of resources. Further research is recommended in this area.
    • Obstacles to Attending Treatment in an Urban Mental Health Clinic: A Client’s Perspective Approach to Identifying Factors Influencing Treatment Attendance

      Delaney, Nicholas M.; The College at Brockport (2012-04-01)
      The majority of clients seeking, and participating in, mental health treatment face a variety of barriers to their regular attendance; much of the focus, however, has continued to be centered around the experience of the provider and not on the client. The following research investigates the perceptions held by clients in an urban, low income, mental health setting, about what barriers they face. Clients completed a survey asking them to identify, on a likert scale, the degree to which they experienced barriers in several areas as they pertained to their mental health treatment. Clients also identified ways in which they believed they could be aided by the clinic in circumventing their barriers. The research findings, though descriptive in nature, point towards an institutional blind spot that allows for lower income clients to fall through the cracks of the mental health care industry.
    • Opportunity Program Counselors’ Perspectives on Factors Affecting Student Retention and Attrition

      Hasler, Anne; The College at Brockport (2013-10-01)
      Current higher education trends show that while college enrollment is increasing, attrition rates are also on the rise. Literature on the topics of current college enrollment and completion data, college readiness, education policy, and the factors affecting retention was reviewed with a focus on differences in education rates based on race/ethnicity and socioeconomic status. A phenomenological study was completed to gain an understanding of the factors affecting the college retention of students in educational opportunity programs. These findings would serve to increase the postsecondary knowledge and college readiness of high school students at the researcher’s internship site. The qualitative method of conducting focus groups was utilized to gather perspectives from Educational Opportunity Program (EOP) and Higher Educational Opportunity Program (HEOP) counselors and directors on the topic of student retention. The results indicated five main categories of factors affecting retention rates: academic, financial, personal, familial, and health. Similarities were observed among five postsecondary institutions on perspectives regarding college readiness, program components, and the strengths of students in opportunity programs. Conclusions on postsecondary experience and college readiness are included. It is recommended that increased intervention and support services be provided for college-bound high school students, those transitioning to college, and those already enrolled.
    • Parental Awareness and Attitudes toward Academic Dishonesty in a Suburban High School Setting

      Sykes, Mike; The College at Brockport (2010-01-01)
      This study examines the parental awareness and attitudes toward academic dishonesty at the high school level to address a gap in the literature. Little data is currently available regarding the knowledge and views of parents regarding various aspects of academic dishonesty. A quantitative survey was created by the researcher and utilized in both online and paper forms to collect data from parents of students in grades 9-12 in a suburban high school. Results indicate that parents think academic dishonesty is unacceptable and are marginally aware of what specific techniques involved. Parents disagreed with students not being punished for academically dishonest behavior. Keywords: academic dishonesty, cheating, plagiarism, awareness, attitudes
    • Parents’ Perceptions of Factors Influencing Student’s Attendance

      Powell, Amy L.; The College at Brockport (2012-04-01)
      Truancy is a serious, nation-wide problem for students, schools, and society. Previous research suggested that the root causes of truancy must be understood before effective interventions can be implemented (Henry & Huizinga 2007; Reid, 2005). The literature suggests that the causes of school truancy often fall into four categories; individual, school, family, and community factors. A critical element in model truancy intervention programs across the country is parent involvement (McCray, 2006). There has been little research done; however, regarding parents’ perceptions of factors that influence their child’s truancy. Quantitative data is presented that reveals parents’ perceptions of the factors that influenced their child’s absenteeism at a suburban high school in the United States. Results are discussed, and implications for counselors are presented.
    • Peer Sexual Harassment in Schools: A Sexual Harassment Program for 8th Grade Students

      Mauragis, Elise M.; The College at Brockport (2005-01-01)
      Peer sexual harassment in schools was discussed. Statistics about sexual harassment, the meaning of sexual harassment, laws about sexual harassment, and impacts that sexual harassment has on students was discussed. A program developed for eighth grade students was discussed, and evaluated. The students that participated in the program showed a knowledge increase of 38% on what sexual harassment means as well as a 53% increase on being able to name four different forms of sexual harassment. The author also found that education on sexual harassment was well taken with students rising awareness of knowing what to do if sexual harassment happened to them by 23%.
    • Perceived Barriers of Urban African American Students: A Group Study

      Heilmann, Meade W.; The College at Brockport (2005-01-01)
      Urban African American students are forced to deal with obstacles to success. Researchers have concluded that there are many barriers that urban students must overcome in order to achieve their educational and career goals. The following study provides a look at the effects of group therapy on the perceived barriers experienced by urban African American adolescents. An eight week group therapy intervention was implemented with a sample of 11 African American eighth grade students in an urban school district. The results reveal that group therapy has a positive effect on barriers to postsecondary education, anticipated barriers, and the belief that the individual will be able to overcome barriers that inhibit him or her to achieve career goals. Limitations and Implications for future research are discussed.
    • Perceived Barriers to African American Male Education Completion

      Outland, Rafael; Graham, Ebonesha; The College at Brockport (2016-04-01)
      In efforts to inform future school counseling and educational practices, the following research paper was constructed to determine “What are the perceived barriers to African American male education completion?” This paper seeks to expose roadblocks and define the role father absenteeism plays in the educational experience of inner city African American males. Themes of household makeup and parental substitutions, exposure to risk factors, and the formation of identity were explored. Both a literature review and research study were conducted. The findings revealed numerous barriers such as a patterned cycle involving father absence, past failures, identity formation, generational behaviors, and the breakdown of the African American community.
    • Perceptions of Middle School Students and Parents on the Effectiveness of the Olweus Bullying Prevention Program

      Brewer, John; The College at Brockport (2013-10-01)
      Bullying has been recognized as a significant problem in adolescents. The Olweus Bullying Prevention Program (OBPP) has been the most successful and widely used program in schools to reduce the incidence of bullying. This study aimed to investigate the perceptions of middle school students and parents on the effectiveness of OBPP. Online surveys for students and parents were developed using a Likert-type scale. The results indicate that students and parents believe OBPP is effective in increasing knowledge of bullying and how to effectively deal with it. Parents do not perceive that incidents of bullying have decreased since implementation of OBPP. This parent perception is inconsistent with student belief that with OBPP bullying happens less. The results suggest that further research is needed on the perceptions of the effectiveness of OBPP.
    • Perceptions of Stress Experienced by Student-Athletes in an Education Opportunity Program

      Reiner, Summer; Finnemore, Renee (2017-01-01)
      Stress has been shown to have a negative impact on psychological and physical health. Individuals who experience chronic stress are at increased risk for serious health conditions such as rheumatoid arthritis, coronary disease and some cancers as well as mental health disorders such as anxiety, depression, disordered eating and substance use. The resulting conditions impact any area of an individual’s life such as academic or career endeavors. In the case of college students, experiences of stress impact student achievement and persistence. Research on student- athletes, underrepresented, first generation, and low-income students has shown these populations to be at increased risk for stress and the negative effects of stress experiences. This study aims to increase understanding of the experiences of student-athletes in an Education Opportunity Program (EOP). Participants indicated that they felt stressed sometimes to fairly often but felt in control of their lives. They identified academics, social, and personal wellness issues as concerns which caused them to experience stress. The new insights gained by this study will expand research in this area and could improve efforts by The College at Brockport EOP counselors to serve their student-athletes.
    • Police Response to Domestic Violence

      Hinchey, Jennifer; The College at Brockport (2007-01-01)
      A graduate student completed research and facilitated discussion of police response to domestic violence. A review of literature covered a through definition of domestic violence and a historical perspective on the role of law enforcement in these types of cases. A survey was created, and administered to police officers to obtain their views, attitudes, knowledge, and perceptions on domestic violence. The topic of domestic violence and police response was explored through a feminist counseling perspective. A summary of the survey results was presented. Suggestions and recommendations for future research and practice were also discussed.
    • Positive Psychology "Three Good Things in Life" and Measuring Happiness, Positive and Negative Affectivity, Optimism/Hope, and Well-Being

      Fleming, Andrew W.; The College at Brockport (2006-01-01)
      Positive psychology is the study of human strength, resilience, and optimal human functioning. The goal of positive psychology is to make people happier by understanding and building positive emotion, gratification and meaning. The constructs of happiness, hope, optimism, well-being, resilience and flow are examined in how they relate to positive psychology. The "three good things in life" exercise was implemented with participants and participants completed pre and posttest measurements on happiness, positive and negative affect, hope/optimism, and well-being. The "three good things in life" exercise consisted of having participants journal each night for one-week three things that went well that day and why. The results suggest that the "three good things in life" exercise may increase happiness and optimism/hope. Results also showed that the satisfaction with life scale scores remained the same, a decrease in positive affect scores, and increased negative affect scores. Overall, the changes in the mean scores were small. Implications for the results and further study are elaborated on. The positive psychology field can benefit from further study to examine where its developments can be implemented successfully and where it can be further enriched.
    • Principal's Perceptions of the Role of School Counselors and the Counselor-Principal Relationship

      Costanza, Todd; The College at Brockport (2014-10-01)
      The purpose of this study was to examine the views of current administrators on the roles and tasks of school counselors, and on the relationship between counselors and principals. The participants were chosen from a convenience sample of one head principal and three assistant principals of a high school located in the northeastern United States. This research included a mixed methods design to incorporate a researcher-designed survey based on information from a list of appropriate and inappropriate tasks for school counselors as deemed by the American School Counselors Association (ASCA), and a focus group discussion on the relationship each principal has with the school counseling department. The research showed that there remains an inconsistent gap in the amount of exposure each principal has in relation to the ASCA National Model from their administrator certification training. Principals were also able to identify a number of characteristics that are viewed as critical to the success of a school counselors working at the high school level.
    • Psychoeducational Group Counseling to Enhance Self-Control in Middle School Students

      Outland, Rafael; Crowley, Amanda; The College at Brockport (2016-04-01)
      This study evaluated self-control of middle school students (6th-8th graders) in a psychoeducational group. The purpose of this study was to examine whether or not students are learning and becoming more aware of their own self-control during situations they may encounter. Students attending a Lunch Bunch group have focused on aspects of learning and enhancing their self-control. A pre-test/post-test was used to evaluate students’ self-control using a 10-item self-reporting survey. Data analysis in the study included a comparison between students’ responses on the pre and post self-control survey. Moreover, conclusions were also drawn regarding differences in group experiences between students with an Individual Educational Plan (IEP) and those without.
    • Relational Aggression among Adolescents

      Paris, Janel; The College at Brockport (2006-01-01)
      Relational aggression, defined as harm that occurs through injury or manipulation of a relationship, has more recently emerged as a point of contrast to physical aggression and has received increased attention in the popular press and in scholarly journals. Relational aggression is discussed in terms of definitions, identification and intervention in a school context. A program developed for 7th through 9th grade girls in a rural school district was discussed and evaluated.
    • Relational Aggression and the Impact it has on Female Adolescents

      Hamilton, Rebecca C.; The College at Brockport (2010-01-01)
      Recent research has been dedicated to understanding relational aggression and how it impacts females. In this paper the researcher created a survey. The survey focused on the aggressor, the victim, the impact of relational aggression toward friendships, school attendance and the most commonly used relational aggressive behaviors. The survey was administered to forty female students in a suburban High School. Overall, the results of this study suggested that relational aggression had no impact on the selected students friendships or school attendance. However, the students did report that they did not think their school had done everything they can to handle issues related to relational aggression. Results pointed to the need of school staff to address relational aggressive behaviors when students are in their freshman and sophomore year of high school. The students surveyed provided feedback for their teachers, school counselors and administrators on how they would like them to address relational aggression behaviors in their school. Training for the entire staff on relational aggression was also recommended.