Relevant bibliographies by topics / Student counselors – Indiana – Attitudes

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Academic literature on the topic 'Student counselors – Indiana – Attitudes'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Student counselors – Indiana – Attitudes"

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Marini, Irmo, Roy Chan, Amber Feist, and Lelia Flores-Torres. "Student Attitudes Toward Intimacy with Persons Who are Wheelchair Users." Rehabilitation Research, Policy, and Education 25, no. 1 (January 1, 2011): 15–26. http://dx.doi.org/10.1891/2168-6653.25.1.15.

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The present study explored whether students would be attracted to having an intimate relationship with a wheelchair user if participants were able to first see a head shot photo and later read a short biography of the person. Four hundred and eight undergraduate students were surveyed regarding their interest in potentially being friends, dating or marrying a wheelchair user. Sixty-six percent indicated they would have no problem dating and/or marrying a wheelchair user. A MANOVA revealed significant differences between gender, type of relationship, and experience with a prior disability relationship. Personal characteristics of intelligence, humor and appearance rated most highly. Those unwilling to date and/or marry their selection cited that the partner would be too much work, interaction would be awkward, and the partner would be sick often. Educators may benefit from training counselors about misconceptions regarding sexuality, whereas counselors can role play and provide clients with insights regarding societal beliefs.
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Cole, Joanna C. M., Dewey G. Cornell, and Peter Sheras. "Identification of School Bullies by Survey Methods." Professional School Counseling 9, no. 4 (January 2006): 2156759X0500900. http://dx.doi.org/10.1177/2156759x0500900417.

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How can middle school counselors identify bullies? This study compared two methods of identifying bullies in a sample of 386 middle school students. A peer nomination survey identified many more bullies than did student self-report. Moreover, self-reported and peer-nominated bullies differed in their types of bullying behaviors, level of general self-concept, attitudes toward aggression, and disciplinary infractions. Overall, this study raises concern about reliance on student self-report and supports the use of peer nomination as a means of identifying school bullies. These findings have implications for school counselors in undertaking efforts to reduce school bullying.
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Kamrath, Barry, and Teresa Brooker. "Improved Attitude and Achievement: A Case Study of an Elementary School Academic Advisement Intervention." Professional School Counseling 21, no. 1 (January 2017): 1096–2409. http://dx.doi.org/10.5330/1096-2409-21.1.60.

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School counselors are often called upon to develop and implement academic interventions. In this case study of one urban elementary school, a school counselor conducted a small group academic advisement intervention. The results suggest that integrating the activities into the elementary school counseling program can be an effective Response to Intervention (RTI) component that advances academic achievement and improves attendance and discipline issues. This article presents the impact of the intervention on student and parent attitudes toward school and future success and shares implications for school counselors.
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Constantine, Madonna G., and George V. Gushue. "School Counselors' Ethnic Tolerance Attitudes and Racism Attitudes as Predictors of Their Multicultural Case Conceptualization of an Immigrant Student." Journal of Counseling & Development 81, no. 2 (April 2003): 185–90. http://dx.doi.org/10.1002/j.1556-6678.2003.tb00240.x.

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Auger, Richard W., Nicholas R. Abel, and Brandie M. Oliver. "Spotlighting Stigma and Barriers: Examining Secondary Students’ Attitudes Toward School Counseling Services." Professional School Counseling 22, no. 1 (January 2018): 2156759X1881127. http://dx.doi.org/10.1177/2156759x18811275.

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Student attitudes toward accessing school counseling services were the focus of a survey of 3,584 middle school and high school students. Respondents identified barriers to seeking help from school counselors, including stigma, a desire to manage problems themselves, a lack of a positive relationship with their school counselor, and a concern that the counselor would not keep disclosures confidential. This study also examined the impact of gender, age, and race/ethnicity on students’ willingness to seek help from their school counselor. We present implications for practice and future research.
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Sharpe, Melvin L., Roberto Porto Simões, and Ana Roig Steffen. "Teaching International Public Relations: an Interactive Approach." Revista FAMECOS 12, no. 28 (April 13, 2008): 134. http://dx.doi.org/10.15448/1980-3729.2005.28.3345.

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Ball State University in Muncie, Indiana, and the Pontifical Catholic University of Rio Grande do Sul in Porto Alegre, Brazil, have joined public relations campaigns classes to teach students the lessons that need to be learned in international public relations performance. Class assignments include research to build knowledge of culture, government, and the media within each others countries. Student campaign teams must use each other as counselors in learning about differences in culture and public relations performance needs. They must also conduct research instructing and using each other in carrying out research activities in the same working relationship that they must eventually use as professionals in carrying out campaigns in each other’s countries.
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Knackmuhs, Eric, James Farmer, and Heather L. Reynolds. "Student Outcomes of Eco-Restoration Service-Learning Experiences in Urban Woodlands." Journal of Experiential Education 40, no. 1 (November 29, 2016): 24–38. http://dx.doi.org/10.1177/1053825916679182.

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Service learning with ecological restoration projects can positively affect participants’ attitudes, behaviors, and learning, but little is known about the longevity of these effects. Furthermore, urban green spaces are an understudied, yet increasingly important, context for eco-restoration service learning. This study examined the persistence of student outcomes of eco-restoration service-learning experiences in an urban woodland. Undergraduate courses from the Departments of Biology and Recreation, Park, and Tourism Studies at Indiana University partnered with the Bloomington Urban Woodlands Project (BUWP) to restore native woodland habitat and conduct public outreach. Phenomenological analysis of student interviews demonstrated that service-learning experiences improved learning outcomes and encouraged and reinforced pro-environmental attitudes up to 14 months later. Results also demonstrate the applicability of an environmental interpretation behavior change model to college-level instruction.
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Ketchledge, Whitney, Michael Kosloski, and Philip Reed. "Factors Influencing Student Enrollment in Career Academy Programs." Career and Technical Education Research 46, no. 1 (May 31, 2021): 34–52. http://dx.doi.org/10.5328/cter46.1.34.

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There is considerable research demonstrating strong benefits of the career academy model to students and teachers, but there is little indicating why students enroll in academies and what methods of recruitment may work best. This study assessed factors influencing students' decisions to enroll in career academy programs by looking at factors that influence students to apply for academy programs and reasons students have for choosing not to enroll in academy programs. A survey was used to collect the necessary data with n = 401 responses from students enrolled in an academy and n = 2,421 responses from students not enrolled in an academy. A factor analysis resulted in two larger groupings linking items together based on program experience and student attitudes. A Pareto analysis indicated that counselors were the greatest influencing factors on student decisions to enroll in career academy programs. Parents, teachers, other students, the course catalog, website, and brochure also played a considerable role in how students learned about the academies. The most influential reasons students have for not applying included not knowing, not interested, and missed deadline.
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A M., Juhri. "GROUP GUIDANCE SERVICES MANAGEMENT OF BEHAVIORAL TECHNIC HOMEWORK MODEL." GUIDENA: Jurnal Ilmu Pendidikan, Psikologi, Bimbingan dan Konseling 3, no. 1 (September 13, 2013): 11. http://dx.doi.org/10.24127/gdn.v3i1.370.

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Abstract: This simple paper describes the implementation of management guidance service groups using the model home visits behavioral techniques (behavior technic homework). The ideas outlined in this paper are intended to add insight for counselors in the management of the implementation of counseling services group that carried out effectively. This simple paper is expected to be used as reference studies in theoretical matters relating to the management guidance services group, for counselors to students both need guidance services and those who passively as they face various problems difficulties martial jar and obstacles in the achievement of learning ,In general, this study aims to provide insight in particular in the development of social skills for students, especially the ability to communicate with the participants of the service (students) more While specifically to encourage the development of feelings, thoughts, perceptions, insights and attitudes that support embodiments behavior Iebih creative and effective in improving communication skills both verbal and non-verbal for students.Keyword: counselor, counseling, group, student
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Dyer, James E., and Edward W. Osborne. "The Influence Of Science Applications In Agriculture Courses On Attitudes Of Illinois Guidance Counselors At Model Student-Teaching Centers." Journal of Agricultural Education 40, no. 4 (December 1999): 57–66. http://dx.doi.org/10.5032/jae.1999.04057.

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Dissertations / Theses on the topic "Student counselors – Indiana – Attitudes"

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Fassett, David R. "Academic standards alignment with essential work skills : perceptions from Indiana guidance counselors and employers." Virtual Press, 2006. http://liblink.bsu.edu/uhtbin/catkey/1354645.

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The purpose of this exploratory study was to look at the importance of Indiana's Algebra I academic standards in relationship with essential, entry-level work skills as perceived by employers and guidance counselors in northern and northeastern Indiana. Counselors and employers were sent electronic (e-mail and web-based) or hard (paper) copies of a survey instrument. Section II of the survey asked for demographic data, (age, race, gender) as well as information related to the size of the business or school, type of business, and years in current position. Respondents were also asked to rate their knowledge of the Indiana academic standards, the Americans with disabilities Act and Section 504 of the Vocational Rehabilitation Act. In Section III, respondents were presented with the nine Indiana Algebra I standards, along with examples to illustrate and further explain each standard. Employers rated each standard, and the standards combined, on its importance to skills required from people seeking jobs immediately after leaving high school using a Likert scale. Guidance counselors rated the importance of the standards based on what they knew of the labor market within school district and surrounding areas using the same Likert scale. Comments were solicited at the end of the survey instruments. Employers disagreed with the importance of any of the Algebra I standards, or the standards as whole, as entry-level work skills. Their highest mean rating was 2.4. Counselors also disagreed, although on two standards their mean rating was above the Neutral rating. Sample size was deemed too low for generalization, but study does supply a framework for future research.
Department of Special Education
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Evenson, Sarah E. "Perceptions of Indiana high school counselors on the usefulness of reputational rankings in higher education." Virtual Press, 1998. http://liblink.bsu.edu/uhtbin/catkey/1074536.

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The purpose of this study was to investigate the perceptions of Indiana high school counselors relative to the usefulness of reputational rankings on higher education institutions. The perceptions of counselors were collected and examined through a survey instrument developed for this study. One-hundred and sixteen participants completed the survey resulting in a 39% return rate.Indiana high school counselors perceive themselves to have an impact on a students college choice. These results are representative of what other studies have pointed out about a counselors impact on high school students. 66% of the respondents felt that they understood the material presented in reputational rankings, however only 23% responded that reputational rankings were easy to understand. Counselors did not perceive that reputational rankings did not provide comprehensive material for a student to make a choice about college. Still, over 50% stated that they thought students should take the time to look at repuational rankings when making a choice about college.When describing positive and negative perceptions of reputational rankings, counselors listed a number of factors in each area. Positive perceptions about rankings were that they could serve as a good starting point and that they provided a good comparison of schools and programs.When looking at negative items, counselors felt that too much weight was put into rankings and that they were invalid or provided misleading information.
Department of Secondary, Higher, and Foundations of Education
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Lawrie, Joshua D. "The effectiveness of the Multicultural Advisor Program at Ball State University." Virtual Press, 2004. http://liblink.bsu.edu/uhtbin/catkey/1285591.

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Training staff to better meet the needs of a diverse study body is an important component of housing and residence life programs. This study at Ball State University identified the role and effectiveness of the Multicultural Advisor Program and provides suggestions on how to improve. Six focus groups allowed the researcher to explore the Multicultural Advisor Program from Resident Assistants, Multicultural Advisors, Hall Directors, and students perspectives during fall 2003 semester.
Department of Educational Leadership
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Kilbride, Erin C. "A qualitative study of student attitudes and perceptions of the role of residence life professionals in attending to the spiritual needs of undergraduate college students at Ball State University." Virtual Press, 1998. http://liblink.bsu.edu/uhtbin/catkey/1135004.

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This qualitative study investigated the attitudes and perceptions of the role of Residence Life Professionals in attending to the spiritual needs of undergraduate college students at Ball State University. This study examined how undergraduate college students view the role of Residence Life Professionals in attending to spiritual needs. The results of this study have particular significance for those who are responsible for the well being of college students on a daily basis and benefit the Residence Life system by allowing a better understanding of where Professionals and students stand on this issue. This in turn will help Residence Life Professionals and students establish realistic expectations of each other in the spiritual arena. The researcher conducted 12 interviews with undergraduate student at Ball State University and analyzed the data by coding themes.
Department of Secondary, Higher, and Foundations of Education
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Wall, Andrew F. "Perceptions of collegiate student learning." Virtual Press, 1996. http://liblink.bsu.edu/uhtbin/catkey/1020187.

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This examination describes the perceptions of faculty, student affairs professionals and students in regard to what students should learn as a result of college and what means are important for collegiate student learning. Some similarities and significant differences are found between groups as well as within groups in relation to what students should learn and how they learn. All three groups were found to place importance on the acquisition of critical thinking and communication skills as an outcome of college attendance. Faculty were found to place more-importance on in class skills and competencies when compared to student affairs professionals or students. All three groups identify traditional in class means of learning as significantly more important than out of class learning within the college environment.
Department of Secondary, Higher, and Foundations of Education
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Beck, Elizabeth Ann. "Indiana public high school principals', teachers', and guidance counselors' views of the purposes, content, standards of achievement, administrative procedures, and impact of high school graduation examinations." Virtual Press, 1997. http://liblink.bsu.edu/uhtbin/catkey/1063419.

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The purposes of this study were to survey Indiana high school principals, teachers, and counselors (a) to determine their levels of level of knowledge in testing, interpretation of test scores, research on the impact of graduation examinations, and performance assessment; (b) to determine their levels of experience with minimal competency testing, graduation examination programs and performance assessment; and (c) to profile each group's and the entire group's views of the purposes, content, standards of achievement, and administrative procedures for a graduation examination. Additionally, the study sought to identify what these educators predicted would be the impacts of such examinations.The populations studied were randomly selected samples from three groups of educators: (a) principals (350); (b) teachers (753); and (c) guidance counselors (524) in Indiana public high schools. A survey concentrating on the issues central to the purpose, content, standards of achievement, administrative procedures, and impact of graduation examinations was developed and validated by the researcher.It was found that principals and counselors perceived themselves to be more knowledgeable about and experienced with testing than did teachers. Indiana educators preferred (a) a high school graduation examination with a combination of open-ended constructed responses, performance tasks, and multiple-choice questions whose content was determined by a state-level committee of educators and consisted of a broad spectrum of skills and content areas; (b) full inclusion of students with disabilities, if there were reasonable and appropriate accommodations and if these students' scores were not used to evaluate teachers or schools; and (c) awarding two high school diplomas. Indiana educators predicted that if high school graduation examinations were enacted, the following would increase: (a) legal challenges and lawsuits; (b) the public's evaluation of education based on test scores; (c) the public's perception of test scores as the major goal of schooling; (d) stress on teachers and administrators; (e) pressure on teachers to change; (f) time demands on educators; (g) measures to protect students and schools from harm caused by high-stakes tests; (h) drop out rates; (i) emphasis on tested content and skills; and (k) state control.
Department of Educational Leadership
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Selegean, Ann Marie. "Assessment of attitudes, behaviors, knowledge and perceptions of educational needs of the insulin-dependent diabetic college student." Virtual Press, 1991. http://liblink.bsu.edu/uhtbin/catkey/774738.

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One-hundred and thirty two insulin-dependent diabetic college students in the state of Indiana comprised the study sample. Within this study, the attitudes, behaviors, knowledge and perceived educational needs were assessed from the sample through a questionnaire. The college students with diabetes who were currently attending either one of the participating sixteen schools or under the care of one physician participating in this study, were voluntarily asked to respond to a 64 item questionnaire by mail. A 53 percent (70 of 132) response rate was achieved. The findings showed that the subjects displayed positive attitudes, an adequate knowledge level and adequate behavior practices. The results also revealed a need for educational programs aimed specifically towards the college student with insulin-dependent diabetes mellitus. Such an education program would include topics which the subjects rated as being of importance to them. Considerations for further study include the effect of these behaviors, attitudes, knowledge levels, and perceived education needs directly on blood glucose control.
Department of Physiology and Health Science
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Pak-Archer, Monalisa. "A comparison of the level of substance abuse training and professional school counselors' attitudes, treatment approaches, and personal competencies assessing alcoholism." online access from Digital Dissertation Consortium, 2005. http://libweb.cityu.edu.hk/cgi-bin/er/db/ddcdiss.pl?3183153.

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Kennedy, Jelane Anne. "A correlational study of Female National Certified Counselors and their attitudes toward homosexuals." W&M ScholarWorks, 1994. https://scholarworks.wm.edu/etd/1539618295.

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The purpose of this study was to investigate the relationship between sex roles and homophobia. The author also hoped to explore the relationship of age, sexual orientation, training experience, and friendship with homophobia.;Female National Certified Counselors (NCC) as certified through the National Board of Certified Counselors were studied for this project. Female NCC's were selected because NCC's on the whole have not been studied in relationship to homophobia. Also women were chosen since most research has examined men and women together.;A computer generated nationwide random sample of 200 female NCC's was sampled. Each were sent a cover letter explaining the study, the Bem Sex Role Inventory (BSRI), Index of Attitudes toward Homosexuals (IAH) and a demographic questionnaire. Two follow-ups occurred, first a follow-up postcard and second, later on a letter re-explaining the study along with the demographic questionnaire to be returned. The return rate was 49.7%. In comparing those who returned the complete survey and those only returning the demographic questionnaire it was found that the latter indicated seeing fewer gay/lesbian clients.;The data supported the following hypotheses: (1) women counselors would fall into all four levels on the IAH, (2) there would be a correlation between having taken courses and/or workshops that have discussed homosexuality and their level of homophobia/non-homophobia, (3) there would be a correlation between having friends/colleagues who have identified themselves as gay/lesbian and level of homophobia/non-homophobia, (4) there would be a correlation between sexual orientation and level of homophobia/non-homophobia, (5) the outcome measure from the IAH would be significantly predicted from the BSRI score, age, sexual orientation, training experience or friendship indicator. The data failed to support the following hypotheses: (1) there would be a correlation between sex-typed and non-sex-typed counselors and their level of homophobia/non-homophobia, (2) there would be a correlation between age and level of homophobia/non-homophobia, (3) in comparing sex-typed counselors and non-sex-typed counselors, there would be a significant difference in the percentage of those who have taken courses and/or workshops discussing homosexuality and having friends/colleagues who identify themselves as gay/lesbian.;Further study is needed to understand the effects of friendship on homophobia and the process of coming to terms with gay/lesbian friends and clients. In addition more study needs to be done on sex-role orientation with professional populations. The study also indicates a need for more homophobia reduction education with counselors.
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Gill, Pamela Theresa. "Identifying factors related to guidance counselors attitudes toward visual arts programs in public schools /." The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487584612164736.

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Books on the topic "Student counselors – Indiana – Attitudes"

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Kovač, Jernej. Supervizija, stres in poklicna izgorelost šolskih svetovalnih delavcev. Bielsko-Biała: Mednarodna založba Oddelka za slovanske jezike in književnosti, Filozofska fakulteta Unoiverza v Mariboru, 2013.

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Mudenda, Sylvia J. The needs and aspirations of secondary school pupils and their attitudes and advisers on selected issues of sexuality. Lusaka: Institute for African Studies, 1992.

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Psychological services in the schools: A comparison of the perceived roles of school psychologist and guidance counsellor. 1986.

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Monier, Sheryl S. The beliefs and gay affirming behavior of school counselors regarding gay, lesbian, bisexual, and transgendered students. 1999.

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Sheehan, Karen Cabeceiras. A study of middle school characteristics in Rhode Island and national exemplary schools as perceived by administrators, guidance and media professionals, and teachers. 1989.

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