Dissertations / Theses: 'Counseling in elementary education Counseling in middle school education Alcoholism'

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Drover, Deana M. "Report of a counselling internship at St. John Bosco All Grade School, St. John's, Newfoundland, including a research project : implementation and evaluation of a grade eight drug awareness program entitled, Alcohol in our society /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq23128.pdf.

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Hamilton, R. Mark. "Transition from elementary school to middle school a model for success /." Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999hamiltonr.pdf.

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Regner, ChristiAnne M. "An inside look at the transition from elementary school to middle school." Menomonie, WI : University of Wisconsin--Stout, 2004. http://www.uwstout.edu/lib/thesis/2004/2004regnerc.pdf.

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Leu, Lynne M. "Parent and teacher perceptions of importance of guidance and counseling programs in the Wisconsin Rapids elementary schools." Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999leul.pdf.

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Nyutu, Pius N. "The development of the student counseling needs scale (SCNS)." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4837.

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Thesis (Ph.D.)--University of Missouri-Columbia, 2007.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on March 19, 2009) Vita. Includes bibliographical references.

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Robertson-Smith, Misty. "Implementation of the American School Counseling Association National Model: readiness level of Mississippi school districts based on school counselor perceptions /." Diss., Mississippi State : Mississippi State University, 2007. http://library.msstate.edu/etd/show.asp?etd=etd-04042007-130742.

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Heinemann, Gloria Hermanson. "The effects of the Lions-Quest "Skills for Adolescence" program on self-esteem development and academic achievement at the middle school level." Scholarly Commons, 1990. https://scholarlycommons.pacific.edu/uop_etds/3473.

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Purpose. The purpose of this study was to determine the effectiveness of the Lions-Quest "Skills for Adolescence" (L-QSA) Program on self-esteem enhancement and academic achievement for middle school students. Procedure. A total of 1177 students from two middle schools in a northern California district were involved in the study. A group of 384 students, who had participated in the L-QSA Program in their sixth grade year, were compared with 793 students who had not received L-QSA training. All students were pre- and posttested on the Coopersmith Self-Esteem Inventory (CSEI) and the Comprehensive Test of Basic Skills (CTBS). In addition, a random sample of control and experimental subjects were delay tested on the CSEI. Independent variables included demographic data from school records and student self-report personological information. The five research questions addressed in the study were analyzed by means of a t-test of the Pearson product moment correlation coefficient, an analysis of covariance (ANCOVA), or a two-way analysis of variance (ANOVA). Findings. There was no significant relationship between participation in the L-QSA program and the enhancement of self-esteem and academic achievement for most subjects. Limited English Proficient (LEP) students who participated in the L-QSA Program did show a significant relationship (p $<$.01) by decreased scores in the School-Academic area of self-esteem on the CSEI over time. In the delay testing, eighth grade L-QSA trained students showed a significant relationship (p $<$.05) by increased scores over time in the CSEI School-Academic subtest. Implications for further study. Replications of this study might be made varying length of training offered to students, the specific affective education program used in the training, and a larger portion of students who are participants in a labeled categorical education program such as students in Gifted and Talented Education (GATE), special education programs, and migrant minority students. Other self-esteem measures should also be used in addition to the CSEI to validate levels of self-esteem. Finally, a similar study might include the effects of increased parent participation and school staff in the affective education program.

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Morris-Smith, Elizabeth Rachelle Morris. "An Examination of the Alignment of the Proposed Ohio School Counselor Evaluation System with the Views and Perceptions of School Administrators and Counselors on the Role of School Counselors in Northwest Ohio." University of Findlay / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1497279019378304.

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Cardenas, Nancy. "Play therapy interventions and their effectiveness in a school-based counseling program." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2839.

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The purpose of this study was to add to the limited amount of information on the effectiveness of play therapy interventions in a school-based counseling program. The study focused on examining the reasons why clients were referred to counseling, the frequency and duration of their behavior, the clients' academic performance at the beginning and end of treatment, the total number of sessions received, and the type of play therapy that was used to determine how effective play therapy interventions were during treatment.

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Rappa, Kelly A. "A Case Study Exploring the Transition to Middle School From the Perspective of Students." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/998.

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The transition to middle school is often associated with negative effects on academic achievement, motivation, self-esteem, and psychological well-being. Educators at a Grade 6 through 8 middle school in the northeastern United States observed students struggle with the adjustment to middle school. Research suggests that developmentally responsive schools can significantly reduce the potential negative impact of middle school adjustment. Drawing upon developmental theories from the works of individuals such as Piaget, Erikson, and Maslow, the purpose of this single-case study was to capture the opinions, thoughts, and perceptions of the students transitioning into middle school to better understand how they perceived their developmental needs were supported and where additional support was necessary in order to facilitate a smoother transition to middle school. Three focus group interviews, one for each sixth grade team, were conducted. Additional data were obtained by reviewing anonymous student writing samples completed for the school's transition team. Both data sets were analyzed by applying a typological analysis process. Data analysis indicated students believed the transition programs effectively oriented them to procedural aspects of middle school; however, students expressed the need for additional academic and social-emotional support as their first year of middle school progressed. Findings guided the development of a facilitator's guide for student support groups wherein additional academic and social-emotional assistance can be provided to students in transition. Implications for social change include a proactive program that promotes student achievement and positive social-emotional development.

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Stovall, Juliett Viola. "A study of the perception of elementary, middle, and high school principals on school social work consultation, collaboration and program development." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2008. http://digitalcommons.auctr.edu/dissertations/AAIDP14675.

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This study examines the perception of K-12 principals about school social work consultation, collaboration and program development in a large urban school district in Georgia. The primary survey participants consist of one hundred eight K-12 school principals selected using non-probability sampling. Twenty seven school social workers in the same school district also selected by convenience sampling responded to the survey questionnaire which is designed using a four point Likert scale. The fmdings of the study indicate that responding principals and school social workers perceive consultation, collaboration and program development as expected activities. Responding principals also perceive that it is the responsibility of the principal to ensure that these activities occur. A greater percentage of principals in schools with special education and/or homeless enrollments expect consultation with the school social worker. Principals in schools with special education and homeless enrollments are more likely to 1 include the school social worker as an integral partner in school leadership and decision making than principals in schools with Title I or English to Speakers of Other Languages (ESOL) student enrollments.

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Gross, Christine D. "Faces in the mirror: Exploring conflict styles of adults in school communities using the face -negotiation theory." ScholarWorks, 2009. https://scholarworks.waldenu.edu/dissertations/705.

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This correlation study focused on the lack of understanding of the relationship between social self-image "face" and conflict styles among adult employees on school campuses. An individual's social self-image may involve concerns for the social representation of oneself, another individual, or a relationship. Limited research pertaining to the degree face concerns affect conflict styles within school communities is a problem for school administrators because conflict styles can influence conflict outcomes and impact workplace quality on school campuses. This study relied on Ting-Toomey's face-negotiation theory, which proposes that individuals prefer conflict styles based upon face concerns. Research questions explored correlations between self-face, other-face, and mutual-face concerns with dominating, emotional expressive, neglect, integrating, obliging, compromising, third-party help, and avoiding conflict styles. The sample consisted of 192 adults employed on 3 school campuses located in a large metropolitan region in the western region of the United States. Participants completed a survey by recalling a conflict with an adult coworker. Participants responded to items measuring social self-image and behavioral responses to conflict. Results were analyzed using multiple regression tests. Findings suggest that preferences for conflict styles were very different in the presence of self-face than in the presence of other-face and mutual-face, and face-concerns were either weak predictors or nonpredictors for avoiding and third-party help. This study has the potential to enhance workplace quality on school campuses in that it suggests mutual-face concerns for relationships associate with cooperative conflict styles that tend to promote constructive conflict outcomes.

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Gutierrez, Ruth. "THE TELLTALE SIGNS OF BEHAVIORS: BULLYING AND BULLY VICTIMS." CSUSB ScholarWorks, 2016. https://scholarworks.lib.csusb.edu/etd/301.

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Bullying in schools is a social problem that continues to grow. Social workers need to be informed about it and prepared to address it in their practice. This study focused on behaviors students who are bullying and students who are victims of bullying demonstrate that get them referred to school‑based counseling. This is a quantitative study with qualitative aspects. A data extraction tool was used to collect secondary data from case files from Family Solutions Collaborative in the Ontario/Montclair School District of students who received counseling services. The data collected was coded, examined, interpreted, and described. Utilizing Statistical Package for the Social Sciences (SPSS) statistics, frequency and cross‑tabulation analysis showed relationships between various behaviors and bullying status. The benefit from this research is an increased awareness of specific behaviors that will allow teachers, school staff, parents, and counselors to identify students who are bullying and students who are being bullied before the bullying evolves into something much greater.

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Klepfer, Stacey J. "Self-Esteem and Motivation Effects on Predicted High School Graduation Outcomes." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/394.

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Identifying at-risk students and precursors to high school dropout has been an ongoing concern for schools and communities. Dropouts are at a high risk for a lifetime of challenges such as low income, unemployment, lack of healthcare, and incarceration. Motivation and self-esteem have been shown to be influential on a student's decision to drop out of high school. The purpose of this quantitative study was to evaluate the connection between self-esteem, motivation, and on track for high school graduation and identify areas of need in order to improve academic and social success for students. The research was based on social learning theory, attribution theory, and self-determination theory, which provided a foundation to understand the role of motivation and self-esteem. The research questions addressed self-esteem, motivation, and other demographic variables as predictors of being on track for high school graduation. A secondary data analysis was used to evaluate anonymous student responses to the Academic Motivation Scale and Student Self-Esteem Scale as well as demographic information for 165 students in 12th grade to determine possible predictors of being on track for high school graduation. A significant correlation was indicated between self-esteem and motivation, and self-esteem was shown to be a significant predictor of being on track for graduation using a multiple regression analysis. A logistic binary regression was used to examine additional possible predictors and grade point average was shown to be a significant predictor of being on track for graduation. This research helped identify academic barriers and influences on graduation rates, and can be used for identification of at-risk students and improving high school graduation rates.

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Abel, Leah A. "Development and maintenance of victimization associated with bullying during the transition to middle school: The role of school-based factors." Kent State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=kent1594745288709797.

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Jackson, Ronnie. "A Study of the Relationship between Key Influencers as Motivators to Attendance, Behavior, Engagement, and Academic Achievement among Middle School Students in Metropolitan Atlanta Georgia." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2014. http://digitalcommons.auctr.edu/cauetds/4.

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This study examines middle school students’ perceptions of the relationship between key influencers on student attendance, student behavior, student engagement, and academic achievement. Three hundred (300) survey participants were used in this mixed methods design, which consisted of an analysis of the independent variables affecting overall student motivation operationalized as Student Attendance, Student Behavior, Student Engagement, and Academic Achievement of eighth grade students. The survey participants were composed of two urban middle schools in a large public school system and a private middle school in the same county. African-American male students were isolated to analyze correlation relationships among variables. Findings of the study indicated that among other outcomes, African-American male students have definite perspectives about teacher quality and the impact of parental involvement.

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Okereke, Beverly Ngozi. "A Collaborative Approach to Address Student Behavior and Academic Achievement across Systems." CSUSB ScholarWorks, 2016. https://scholarworks.lib.csusb.edu/etd/404.

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Academic achievement and in-classroom behaviors are two significant child outcomes that affect student success in school. According to Systems Theory, in order to truly understand the factors that affect these outcomes for children, one must look to the major systems that encapsulate the child (including their school and home environments). This project is a meta-analytic review that examined the effectiveness of measures representing each system in predicting child achievement and behavior: School-Wide Positive Behavior Supports (SWPBS) for the school as a system, level of parent involvement (high versus low) for the home system, and student motivation (intrinsic versus extrinsic) for the child system. Archival research was used to examine children who attended K-12 schools in various Westernized countries. A total of 15 studies were examined to compute the effect sizes which were combined to examine the relative strength of each factor on the two outcome variables. For academic achievement, it was found that effect sizes were very large for SWPBS (0.768) and student motivation (0.807), and were large (0.589) for parent involvement. For behavior, SWPBS was associated with a very large effect size (-0.780). In other words, SWPBS is strongly associated with both increased academic achievement and decreased problem behavior, whereas parent involvement and student motivation are strongly associated with increased academic achievement. A suggested systems approach including the school counselor is proposed that meshes the effects of these three child systems into a more fluid, collaborative model that address child academic achievement and behavioral concerns.

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Winiger, Jill. "High School Educators’ Perceptions of Their Schools’ Conduciveness to English Language Learners’ Success." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etd/2470.

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The purpose of this study was to investigate the perceptions of administrators, guidance counselors, and classroom teachers in the high schools of Northeast Tennessee regarding their schools’ academics, climate, culture, parent engagement, and their English Language Learners’ school experiences. The researcher sought to ascertain if significant differences exist between the perceptions of different groups of educational professionals in the school, with those groups to include school administrators, guidance counselors, and classroom teachers. Data were analyzed from 50 survey questions with 42 of those questions measured on a 5-point Likert scale, 5 questions as multiple choice, and 3 questions as open-ended. Data were collected through an online survey program, Survey Monkey. The survey was distributed to 12 school districts consisting of 39 high schools. There was a 23% response rate among administrators, a 29% response rate among counselors, and a nearly 10% response rate among teachers. There were no significant variations of the participants’ perceptions of their schools’ conduciveness to ELLs’ success with regard to classroom practice, student resilience, school climate, school culture, and the strength of home and school partnership.

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Velez, Rene. "Perceptions of School Performance Measures: A Study of Principals in the United States and Head Teachers in the United Kingdom Using Q Methodology." UNF Digital Commons, 2006. http://digitalcommons.unf.edu/etd/275.

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Performance measures have been used throughout the business sector as a means to assess productivity, allocate resources, and increase profitability. More recently, they have been utilized to answer increasing calls for accountability in public education. Legislation has been passed in both the United Kingdom and the United States that implements performance measures as a means to measure student achievement and assess school performance. This study, conducted both in the United States and the United Kingdom, examined the perceptions of 15 primary and 15 elementary school leaders with regard to the transnational issue of school performance measures. Q methodology was used to examine the opinions and perceptions of these leaders for the purpose of providing insight for stakeholders and identifying future areas of research. The data from the participants revealed patterns of opinion within the head teacher group, the principal group, and the participants as a whole. Common opinions included the balanced use of performance measures, the political nature of school performance measures, the appropriate use of standardized test scores, and the consideration of economic and social factors. This study also demonstrated the use of Q methodology in qualitative educational research by both obtaining and analyzing rich and insightful participant data.

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Sprecher, Katharine Matthaei. "Decolonial Multiculturalism and Local-global Contexts: A Postcritical Feminist Bricolage for Developing New Praxes in Education." 2011. http://trace.tennessee.edu/utk_graddiss/1129.

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This dissertation presents a conceptual bricolage that explores complex, reflexive, and interrelated dimensions of educational praxes. My work is grounded in the assertion that the ever-changing, local-global nature of contemporary societies requires new approaches to curricula, pedagogies, policies, and practices in U.S. schools to meet the challenges and opportunities of a global era. Presenting my research and findings as four articles, I begin with a dialectical analysis of theoretical and pedagogical literatures to develop an adaptable framework for decolonial multicultural education. In Article 1, I demonstrate how this framework synergizes aspects of social reconstructionist and critical multicultural, global, and decolonial educations, while re-emphasizing possibilities for relational learning in local-global classrooms. In Article 2, I examine a unique local-global context: the matriculation of resettled refugee children into host country schools. This project integrates the decolonial multicultural framework with literatures on ecological interventions for refugee students to address grief, trauma, loss, poverty, acculturation, and host culture hostilities. The theoretical frameworks are infused with considerations concerning children’s lived experiences as complex beings rooted in multiple, fluid, and intersecting contexts. In Article 3, I present a pilot case study on students with refugee status who attended a public school in the South. I discuss qualitative data from participant observations and staff interviews. Using the framework I developed in Article 2 for ecological, decolonial multiculturalism, this study discusses the emergent themes of teacher training, ecological interventions, deficit and assimilationist approaches, and hostile school peer relations. Finally, in Article 4 I argue for a shift in the teacher professional role to include systemic support for ongoing teacher research as a way to address the complexity, multiplicity, and reflexivity of local-global classrooms. I propose postcritical ethnography and feminist praxis-based methodologies as tools to help teacher-researchers learn about and respond to their students. My dissertation thus entails four articles interconnected by the theme of decolonial multicultural education, and enriches framework considerations by exploring the local-global contexts of students with refugee status, specific refugee students in a U.S. school, and potential uses of postcritical and feminist qualitative methodologies for decolonial multicultural teacher-researchers.

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Badenhorst, Charlotte Henrietta. "Psigiese lewensaktualisering van die afknouer in die primere skool." Diss., 2013. http://hdl.handle.net/10500/10590.

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Text in Afrikaans
Die doelstelling van hierdie kwalitatiewe navorsing was om die leerder in die primêre skool, wat ander afknou, se psigiese lewensaktualisering te verken en te beskryf. Om hierdie doelstelling te bereik, is bepaalde doelwitte gestel. Deur middel van ’n literatuurstudie is ondersoek ingestel na die ontwikkeling van die leerder in die middelkinderjare. Voorts is die konsep van afknouery ondersoek, om sodoende ‘n psigiese beeld te kan skep van die leerder wat ander afknou. Projeksiemedia is in drie gevallestudies gebruik om empiriese inligting rakende die doel van die navorsing te bekom. Temas is uit die projeksiemedia geïdentifiseer en teen die bestaande literatuur geverifieer. Tydens die bespreking van die inligting wat uit die projeksiemedia verkry is, is gevolgtrekkings en aanbevelings gemaak. Daar is gepoog om die bevindinge nie te veralgemeen nie, omdat dit ‘n kwalitatiewe studie was.
The aim of this qualitative study was to explore and describe the psychological life actualization of the learner in primary school who bullies others. To achieve this goal, specific objectives were set. The development of the learner in middle childhood was examined by means of a literature investigation. Furthermore, the concept of bullying was investigated, thus creating a psychological image of the learner who bullies others. Projection media were used in three case studies to obtain empirical information regarding the objective of the research. Themes from the projection media were identified and verified against the existing literature. During the discussion of the information acquired from the projection media, conclusions and recommendations were made. An attempt was made not to generalize the findings, because this was a qualitative study.
Psychology of Education
M. Ed. (Voorligting)

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Dissertations / Theses on the topic 'Counseling in elementary education Counseling in middle school education Alcoholism'

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