Tesis: "Counseling in elementary education"

1

Chan, Shuk-mei Pearl. "Implementation of whole school approach to guidance in a primary school : a case study /". Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20057374.

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2

Gjerning, Travis B. "A parental evaluation of the elementary guidance program at Holdingford Elementary School in Holdingford, Minnesota". Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998gjerningt.pdf.

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3

Henry, Nancy Jonnell Pearson Richard. "Post-degree perceived proficiency, professional development and supervision activities of practicing school counselors". Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2004. http://wwwlib.umi.com/cr/syr/main.

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4

Huddleston, Seth Allen. "The Impact of Poverty on Elementary Academic Achievement in One Rural Elementary School in Missouri". Thesis, Lindenwood University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3734160.

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The impact of poverty on one rural elementary school’s student achievement was measured based on formative and summative assessment data. Student assessment data were examined to determine if strong relationships can be linked between students living in poverty and academic achievement. Additionally, parental perceptions were addressed as to whether or not parents are engaged in their child’s education, and if so, does this engagement impact student achievement. The topic was chosen for the relevancy of determining students’ instructional needs and how best to move the elementary in a positive direction academically. The socio-economic levels of families in the area studied are unlikely to change for the better; however, the level of student academic achievement can change for the better. Presently, elementary schools with high poverty rates and high academic achievement do exist, as described in specific detail in this paper. The data from this study indicated some students currently living in poverty are capable of achieving on a high academic level. The data from this study also showed all students who performed below proficiency within the research sample were also living in poverty. This quantitative study involved examination of how students living in poverty and students not living in poverty achieved academically. Details are provided on how schools with high numbers of students living in poverty can be academically successful.

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5

Perrello, Elena. "Factors That Influence Implementation of Comprehensive School Counseling Programs among Elementary School Counselors in Maine". Fogler Library, University of Maine, 2009. http://www.library.umaine.edu/theses/pdf/PerrelloE2009.pdf.

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6

Wong, Kai-hung Peter y 黃啓鴻. "Whole school approach to guidance: a pilot project in a primary school". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31249589.

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7

Sloan-Oberdier, Shirley Marie. "WORKING ALONGSIDE A THERAPY DOG: A PHENOMENOLOGICAL STUDY OF SCHOOL COUNSELORS’ EXPERIENCES". Kent State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent152218955581129.

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8

Linton, Kelly R. "The effect of an icebreaker game on communication in a third grade group counseling session". Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999linton.pdf.

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9

Cox, Clover L. "Small group counseling for children in changing families, the effects of family change on children, and the benefits of group counseling within the elementary school a review of the literature /". Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999cox.pdf.

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10

Weiss, Sharon Kay Lyman Linda L. "An integration of administrative and counseling skills benefits for building principals /". Normal, Ill. : Illinois State University, 2006. http://proquest.umi.com/pqdweb?index=0&did=1225134101&SrchMode=1&sid=4&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1178121301&clientId=43838.

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Thesis (Ed. D.)--Illinois State University, 2006.
Title from title page screen, viewed on May 2, 2007. Dissertation Committee: Linda Lyman (chair), W. Paul Vogt, Joseph Pacha, Lori Russell-Chapin. Includes bibliographical references (leaves 117-126) and abstract. Also available in print.

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11

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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12

Wong, Kai-hung Peter. "Whole school approach to guidance : a pilot project in a primary school /". [Hong Kong : University of Hong Kong], 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13744628.

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13

Yao, Shui-chun Tiffany. "Counselling and guidance services in Hong Kong primary schools : a case study /". Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14778488.

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14

Olson, Rebecca. "Elementary school staff perceptions of guidance counselor roles and guidance program needs". Online version, 2004. http://www.uwstout.edu/lib/thesis/2004/2004olsonr.pdf.

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15

Wallace, Cynthia M. "Parent/Guardian Perspectives on Chronic Absenteeism and the Factors that Influence Decisions to Send Their Children to School". Thesis, University of Pittsburgh, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10645784.

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An estimated 10-15% of students miss an entire month of school each year. Past research on students who are chronically absent finds that, relative to their peers who consistently attend school, chronically absent students are more likely to experience negative academic outcomes (e.g., grade retention, dropping out), to be under- and unemployed, to be incarcerated, and even to die prematurely. Although there has been a significant amount of quantitative research on patterns of chronic school absenteeism and on the student, family, school, and community factors with which it is correlated, surprisingly little research has examined parents’/guardians’ decisions to keep their children out of school.

In an effort to address this gap in the literature, the present study interviewed 22 parents/guardians of chronically absent elementary and middle school students to understand their perspectives on chronic absenteeism and to discover what support they felt they need to ensure that their children attended school each day.

The results of the study reveal that the primary reasons parents/guardians identified for their children’s chronic absenteeism include challenges related to the child’s mental health, parent activities, interactions with other children at school, and transportation. Factors that parents/guardians identified that would help them to improve their students’ attendance include increased communication about absenteeism and family issues, expressed compassion and interest in reasons why students are absent, and specific provisions to help children make up missed instruction and school assignments. The study concludes with recommendations for chronic absenteeism policy and practice, and directions for future research.

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16

Tsao, Li-you 1966. "Factors related to parenting knowledge, knowledge of child development, and childrearing involvement among parents". Thesis, The University of Arizona, 1994. http://hdl.handle.net/10150/278399.

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Fifty-five fathers and 90 mothers in Taiwan were studied to test if there were any parental factors related to their parenting knowledge, knowledge of child development, and childrearing involvement. The data were collected by the Personal Information Questionnaire, Parenting Knowledge Questionnaire, Knowledge of Child Development Inventory, and Childrearing involvement Questionnaire. The parents' educational level, parental occupation, and parenting training experience were found to be positively related to the parents' level of parenting knowledge, knowledge of child development, and childrearing involvement. Positive relationships were also indicated between the annual family income of parents and their level of parenting knowledge, knowledge of child development. However, the parental age and the parents' childrearing experience existed negative relationships with their level of parenting knowledge and childrearing involvement in the study.

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17

Raver, Elizabeth. "The lived experience of math anxiety for female elementary school teachers". Thesis, Capella University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3666122.

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This study sought to better understand the phenomenon of Math anxiety as experienced by female elementary school teachers, teaching grades 2-5. Using qualitative research methods to collect and analyze data, ten participants were recruited for open-ended interviews designed to collect data in the form of verbatim statements. The analysis of this data resulted in qualitative descriptions of the lived experience of Math anxiety by focusing on what Math anxiety is and how it precipitates. In addition, a description of the meaning and essence of Math anxiety was constructed. Results of this study include teachers' descriptions of factors they associate with Math anxiety including frequently changing Mathematics curriculums, student and parental issues, mandatory statewide online Mathematical assessments, teacher evaluations that require statewide student Mathematical assessment scores and parental input, and budgetary decisions adversely affecting students and faculty. Participants described time restrictions, painful past memories, feelings of Mathematical inadequacy, and Mathematics/gender issues. In addition, participants described how Math anxiety may decrease with humor, greater Mathematical experience, and/or by understanding Mathematics on deeper levels due to the newly adopted Common Core Mathematical Standards. Up until the completion of this dissertation, the researcher has not been able to locate any studies describing the lived experience of Math anxiety in female elementary school teachers. Through the voices of the teachers themselves, it is hoped that this novel approach may increase the understanding of Math anxiety for educators, parents, students, administrators, and researchers.

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18

St, Denis Marnie L. "An assessment of a positive perspective/highlight program on elementary school children". Thesis, University of Ottawa (Canada), 1994. http://hdl.handle.net/10393/9805.

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The purpose of this study was to assess the effectiveness of a 10 week positive perspective/highlight program developed specifically for elementary school children. Two intact classes of grade four children took part in the study, one experimental and one control. The experimental group participated in various games and activities designed to promote positive perspectives and help the children look for positive highlights in their daily lives. Significant positive effects were found in the experimental group with respect to increased frequencies of highlights, and positive feelings about self following the intervention program. Ten categories emerged from a qualitative analysis of over 2,000 highlights that children recorded in their logbooks: human contact, play/activity, contact with nature, tasting pleasures, accomplishments, discovery, entertainment, receiving/giving, positive anticipation, and relaxation.

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19

Willems, Patricia K. "Food activities in the guidance curriculum". Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999willemsp.pdf.

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20

Taylor, Shaunna L. "An analysis of a relaxation/stress control program in an alternative elementary school". Thesis, University of Ottawa (Canada), 1996. http://hdl.handle.net/10393/9787.

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The purpose of this study was to implement and assess the effectiveness of Orlick's (1993) mental skills/life skills training program in an alternative elementary school. Four teachers of 85 students in multi-aged classes were instructed to modify the program however they saw fit, in order to have it meet the needs of their students. The alternative school classes were divided into multi-aged groupings of grade 1/2, 2/3, 4/5, and 6. The primary objectives of the study were to investigate (a) how teachers would make adaptations to the intervention program to suit their classroom environments, (b) how the teachers felt they were affected through their participation in the program, and (c) whether the students would increase their ability to relax themselves and improve their ability to identify and control stress. The results of this study showed the teachers made modifications to the intervention program on session and global levels, and reported personal gain from their participation. The students showed significant and positive results in their ability to relax, as indicated in pre- and post-intervention heart rate test scores using the HR monitor DT 1000, and in their ability to identify and control stress as indicated by logbook analysis. The teacher results will be used as a blueprint for further refinement to the Orlick (1993) intervention program curriculum and delivery.

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21

Gloster, Aronica Spencer Leon. "Counselor implementation of the ASCA national model at Title I elementary schools". Diss., Statesboro, Ga.: Georgia Southern University, 2009. http://www.georgiasouthern.edu/etd/archive/fall2009/aronica_m_gloster/gloster_aronica_m_200908_EDD.pdf.

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"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Title from PDF of title page (Georgia Southern University, viewed on May 6, 2010). Leon Spencer, major professor; Sharon Brooks, Barbara Mallory, committee members. Electronic version approved: December 2009. Includes bibliographical references (p.199-215).

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22

Hover, Shana A. "Student perceptions regarding the importance of elementary guidance services and programs". Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998hovers.pdf.

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23

Oswald, Eileen K. "The effect of the "Happy Highway" game on communication of elementary students in initial group counseling sessions". Online version, 2000. http://www.uwstout.edu/lib/thesis/2000/2000oswalde.pdf.

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24

Bonnell, Perry. "The role of the school counsellor as consultant". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0034/MQ47438.pdf.

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25

Husby, RoseAnn. "Evaluation of a K-12 career portfolio system in the Barron School District". Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998husbyr.pdf.

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26

Duncan, Barry Donald. "Primary school children at academic risk : a qualitative study of an educational psychology schools-based indirect service delivery strategy". Master's thesis, University of Cape Town, 1994. http://hdl.handle.net/11427/17028.

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Bibliography: pages 153-160.
This study aims to locally contextualize and critically evaluate a PARENT COUNSELLOR ASSISTANCE (PCA) programme implemented in a local primary school. The programme investigated the possibility of providing an appropriate schools-based indirect service in the form of a consultation and counsellor assistance programme. This included reflecting on a consultative role of the educational psychologist as being a more appropriate role in keeping with the demands for a new unitary educational dispensation in South Africa. The design and methodology of the study was informed by the C.I.P.P (Context, Input, Process and Product) evaluation model (Stufflebeam, 1971) employed to assist in the evaluation of educational programmes. It focussed on using systematic early detection and screening procedures to identify children academically at risk. Parent Counsellor Assistants trained in non-directive play therapy were then matched individually with these children and worked with them on a weekly basis over a period of seven months. The educational psychologist acted as consultant to the programme in line with an indirect service delivery strategy. Data was collected through recorded observations of meetings, discussions, feedback sessions, consultations, questionnaires and informal contacts. Connors Behaviour Rating Scales were periodically completed by various participants and the Parent Counsellor Assistants maintained diaries of play therapy sessions. Children's drawings were also used where possible, to reflect on any positive developmental indicators emerging. Data analysis attempted to document the autopoetic development of the programme as it unfolded within the structure of the CIPP model, and within essentially a systemic perspective. The findings were that the PCA programme was successfully implemented as an indirect service delivery strategy. Parents working in partnership with teachers, supervised by a consulting educational psychologist, were able to assist primary school children at academic risk in coping more adequately with their school life. The programme was written for educators and allied groups interested in finding new strategies to service the needs of a rapidly changing educational system in South Africa, specifically in respect of special education services. Parent based indirect service delivery models using educational psychologists as consultants seems an appropriate strategy to service these needs.

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27

Yao, Shui-chun Tiffany y 姚穗珍. "Counselling and guidance services in Hong Kong primary schools: a case study". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31958357.

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Snyder, Janie H. "The Effects of Retention in Elementary School on Subsequent Academic Performance and Instructional Practices". Digital Commons @ East Tennessee State University, 1992. https://dc.etsu.edu/etd/2798.

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The purpose of this study was to examine the impact of retention on the academic performance of students retained in the third and fifth grade during the 1985-86 school year. A follow up study was used to analyze changes in academic test results. Another purpose was to interview teachers who had retained students and teachers who had taught the children the next school year to determine what changes occurred in instructional practices. Forty retained students of Northeast Tennessee were matched according to sex and similar scaled scores on the Stanford Achievement Test. Scores were compared by grade and by year from 1986 through 1989. An interview guide was used to collect responses from teachers. Answers were categorized according to physical, social, academic, behavioral, emotional, programmatic and, instructional factors that were common to retained students. Findings indicated there were no statistically significant differences in test scores for students who had been retained, verses students who had been promoted two years after the retention occurred. Findings also indicated minimal programmatic interventions were conducted for students during the second year in the same grade. The primary factors teachers listed for causing students to be retained were lack of academic performance in the regular classroom and lack of listening and attention skills. Most teachers relied upon physical, social, and behavioral maturity to aid students in their academic success, rather than different instructional interventions.

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Krieger, Kenin M. "School counseling and child development the integration of theory and practice in elementary school settings /". [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3223034.

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Thesis (Ph.D.)--Indiana University, Dept. of Counseling and Educational Psychology, 2006.
"Title from dissertation home page (viewed June 26, 2007)." Source: Dissertation Abstracts International, Volume: 67-06, Section: A, page: 2061. Adviser: Rex Stockton.

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30

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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31

Miller, Trube Cassandra. "The Roles Elementary School Counselors Perform in the Education of Students with Autism Spectrum Disorders". Thesis, University of North Texas, 2011. https://digital.library.unt.edu/ark:/67531/metadc84253/.

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This nation-wide study investigated elementary school counselors (ESC) self-reported: (a) professional background and training; (b) general knowledge of autism spectrum disorders (ASD); (c) attitudes towards ASD; and (d) roles performed with students identified with ASD. Also investigated was the predictive relationships between professional background, training, knowledge, and attitudes on roles (counseling, consultation, curriculum, and coordination) performed with students identified with ASD. Descriptive statistics were utilized to address professional background, training, knowledge, attitude and characteristics of ESC participants. These variables were also examined in relationship to the four role types. Multivariate analyses of variance (MANOVA) and Pearson’s correlation coefficients were used to test for significant relationships. A series of four multiple regression analyses predicting each of the total roles scores for counseling, consultation, curriculum, and coordination were also conducted. Results of the study suggest (a) ESC have limited training experiences of ASD, leading to self-education about this population of students, (b) ESC possess general knowledge about ASD, (c) overall, ESC have positive attitudes towards ASD, and (d) ESC perform all conceptualized roles in the education of students with ASD. Regression models revealed eight predictors found to influence roles: total knowledge, attitudes, geographic setting, U.S. region, years practiced, conference training, self-education, and ASD caseload. Significantly associated with performing roles across all four domains was the number of students with ASD on ESC caseload.

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32

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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33

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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Deloge, Nancy F. "Character-based education: Its place in the elementary school curriculum". CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/805.

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35

Wood, Barbara F. "An evaluation of the implementation fidelity and outcomes of the Olweus Bullying Prevention Program in three elementary schools in Virginia". W&M ScholarWorks, 2013. https://scholarworks.wm.edu/etd/1539618430.

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Bullying continues to be a major concern in schools today. Many schools have implemented some type of bullying prevention program. The Olweus Bullying Prevention Program is one of these programs. Evaluation of the Olweus Bullying Prevention Program is typically done through the administration of the Olweus Bullying Questionnaire to students and produces numerical data for its report. Results have been mixed, but often show some type of decrease in bullying activity.;This study evaluated the implementation fidelity and outcomes of the Olweus Bullying Prevention Program in three elementary schools in Virginia. These schools were recommended as having a successful Olweus Bullying Program by Goodman, Fobbs and Moffett, (2011). The evaluation was conducted using a form of theory-driven program evaluation known as the Center for Disease Control's Six-step Evaluation Framework.;Stakeholders represented by administrators, teachers and guidance counselors were interviewed with questions developed from the Four Levels of General Requirements of the Olweus Bullying Prevention Program. Available extant data from the Virginia Report on Discipline, Crime and Violence and the three interviewed schools' Olweus Bullying Questionnaire survey results were also examined to look for possible evidence to support these three schools' successful programs.

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36

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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37

Tate, Kevin P. "Career interest and efficacy in eighth grade males and females /". free to MU campus, to others for purchase, 1998. http://wwwlib.umi.com/cr/mo/fullcit?p9924933.

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38

Procaccini, Joanna C. "Development and assessment of an accelerated AD/HD training for teachers in elementary schools". Thesis, Union Institute and University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3595247.

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Attention-deficit/hyperactivity disorder (AD/HD) is the most frequently diagnosed psychiatric disorder among children (APA, 2000). This information is especially relevant to teachers in the elementary school population where this disorder is often first evidenced (Wilens, Faraone, Biederman, & Gunawardene, 2003). Individuals with AD/HD frequently experience significant difficulty meeting social/emotional, academic, and behavioral expectations.

Even with the high prevalence and significance of AD/HD, very little research has investigated teachers' knowledge of AD/HD or defined a protocol for quickly updating teachers' knowledge of this subject. In particular, there is limited literature examining primary-school teachers' overall knowledge in this area (Kos, Richdale, & Jackson, 2004).

This study developed and assessed the effectiveness of a 45 minute on-line accelerated AD/HD training developed for elementary school teachers. This on-line Accelerated Elementary School Professional Development AD/HD Training was geared towards educators who have some basic knowledge and experiences with children who have AD/HD but who have been unable to keep abreast of new findings regarding AD/HD and associated gender, culture, and environmental factors.

Training effectiveness was assessed by comparing results obtained in on-line pre and post training testing as well as by assessing responses to 11 post training "interview questions". The basic assessment instrument used was the Knowledge of Attention Deficit Disorders Survey (KADDS). Each training participant completed a Descriptive Demographics Questionnaire which was correlated with their KADDS' test results.

Analysis of participants' responses to the KADDS questions, across the three categories of knowledge reflected in the KADDS, combined with a qualitative assessment of responses to the Post Training Interview Questions, support the conclusion that the study was able to assess the effectiveness of the 45 minute Accelerated Elementary School Professional Development AD/HD Training (herein referred to as the "Accelerated AD/HD Training"). This training was developed to increase teachers' awareness of their significant role in the early identification of children at risk for AD/HD and to equip them with general knowledge of AD/HD as well as its symptoms and interventions. The training provides essential information regarding gender, cultural and environmental considerations as they impact presentations of AD/HD. As part of this study, strengths and weakness of the training were identified and recommendations were provided to address specific training weaknesses as well as KADDS shortfalls in the areas of AD/HD knowledge relating to gender, culture, and environmental factors. This study is one of the first to demonstrate that a web-based medium can quickly improve the AD/HD knowledge of elementary school teachers.

Following implementation of noted training improvements, the protocol may serve as a model for development of future AD/HD trainings and also specifically address the DSM-5 diagnostic criteria. Recommendations were also made regarding possible future studies. The studies identified are based upon observations made during this study and teachers' responses to Post Training Interview Questions.

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39

Lehman, Joanne R. "A comprehensive evaluation of the Roanoke County elementary school guidance and counseling program". Diss., Virginia Polytechnic Institute and State University, 1990. http://hdl.handle.net/10919/53605.

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One of the earliest and most comprehensive elementary school guidance and counseling programs in the Commonwealth of Virginia is located in Roanoke County. An integral component of every elementary school guidance and counseling program is evaluation. The purpose of this study was to design and conduct a comprehensive evaluation of the Roanoke County Elementary School Guidance and Counseling Program in order to determine program effectiveness. Data was collected through questionnaires disseminated to samples comprised of 261 students, 34 teachers, 13 principals, and 280 parents of children in the program. Additional information was gathered from focus interviews conducted with counselors, teachers, and individual interviews with principals. The findings indicate that the guidance program is effective in meeting stated objectives as well as student needs. It was also concluded that program effectiveness could be jeopardized in the future due to the growing number of students and responsibilities required of the counselors. In addition, the data indicated that all populations exhibit a favorable attitude toward the program.
Ed. D.

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40

Dzimiela, James N. "A study of school counselors' perspectives and practices with childhood depression in western Wisconsin". Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998dzimielaj.pdf.

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41

Stapleton, Kelly. "Elementary Teachers' Expectations and Perceptions of School Counselors". Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/honors/184.

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This qualitative study explored the expectations and perceptions elementary teachers have of school counselors. Participants were current or past students in an elementary education graduate program at a southeastern university. The participants responded to an open-ended online survey that consisted of questions that focused on the demographics of their schools and the expectations and perceptions they had of the school counselor’s roles and responsibilities pertaining to both academic achievement and student behavior. Although responses varied, the data suggests that there was substantial concern regarding the time and availability of the school counselor, implications of the use of counselors as school standardized testing administrators, and respondents’ desires for school counselors to focus on the severe emotional and behavioral needs of students.

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42

Newman, Kari. "Bibliotherapy as an Intervention for Aggressive Elementary Children". BYU ScholarsArchive, 2015. https://scholarsarchive.byu.edu/etd/5779.

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This study investigated the effect of bibliotherapy as an intervention for aggressive elementary children at a residential treatment center in the western United States. Bibliotherapy was provided for six children, three boys and three girls, ages 9 to 11, Caucasian and Hispanic, who took part in one of two groups. The study involved a multi-baseline design, beginning with a baseline phase, followed by two separate intervention phases comprised of eight sessions of bibliotherapy. Data gathered from almost daily observations along with pre- and post-intervention ratings of aggressive behaviors indicated that four of the six students demonstrated notable decreases in observed aggressive behaviors as well as decreases in teachers' ratings of aggression and/or social problems. Social validity for bibliotherapy as a viable and enjoyable intervention for aggressive behaviors was supported through interviews of students, teachers, and therapists. This study supports the potential for bibliotherapy to be a viable intervention to implement in the public school setting to decrease the observed aggressive behaviors of elementary school students.

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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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44

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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45

Hollopeter, Anissa A. Ms. "Art Therapy Program Development for Elementary School Students". Ursuline College / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=urs1210366744.

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46

Murray, Lynda B. "Job satisfaction among elementary school counselors in Virginia : seven years later /". Diss., This resource online, 1995. http://scholar.lib.vt.edu/theses/available/etd-06062008-152409/.

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47

Matthews, Shannon. "The Experiences of Elementary School Counselors in Bullying Intervention and Prevention". ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7488.

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Bullying has become a focus in American society over the past several decades due to publicized bullying cases and the impact bullying has on victims. Researchers have conducted studies to determine the definitions, causes, and results of bullying. This phenomenological qualitative study examined the experiences of elementary school counselors (Pre-Kâ5th grade) who have implemented antibullying programs. Using distributive leadership theory as a lens, purposeful sampling was used to recruit 8 elementary school counselors from a targeted East Texas area of similar populations and enrollment numbers. Interview data was analyzed using NVivo software and thematic analysis, which revealed 5 major themes: differing bully definitions, available options for possible bully interventions, specific school policies for intervening in bullying incidents, the diversity of role of the school counselor, and suggested improvements needed. The emerging themes from this study highlight areas of importance to create a positive impact on change that will provide elementary school counselors and administrators insight to motivate increasing antibullying programs, and hence, lessen elementary school bullying.

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48

Russo, James Alan. "The relationship of interpersonal problem-solving skills to adjustment". W&M ScholarWorks, 1990. https://scholarworks.wm.edu/etd/1539618848.

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This experimental study examined the effects of different methods of training and verbal cognitive ability on second-grader's acquisition of social problem-solving skills and teacher-rated behavioral adjustment. Subjects were assigned by classroom to either classroom training only, classroom training with parent training, classroom training without parent training (those parents who were offered training but did not participate) or control. The 25-lesson Rochester Social Problem-Solving curriculum was taught three times per week for nine weeks by classroom teachers and a four session parent training component was taught by mental health prevention staff members and this researcher. Consistent with previous research, classroom instruction in Social Problem-Solving produced significantly greater increases in problem-solving skills for subjects in the classroom training, classroom training/parent training and classroom/no parent training groups than for subjects in the control group. In addition, all treatment groups improved on both behavioral adjustment variables while the control group scores decreased. Significant pre to post results were also seen on the problem variable for subjects in the classroom and classroom/parent training groups while similar gains were seen on the competency variable for subjects in the classroom training group. No correlation was discovered between social problem-solving skills and verbal cognitive ability, however a significant correlation was evident between the problem-solving and behavioral adjustment variables.;The significant cognitive problem-solving skills/behavioral adjustment relationship was believed due to the use of experienced teachers, the use of dialoguing by teachers and the age of the students.;The lack of consistent improvement of subjects cognitive and behavioral skills as the result of different training methods is thought to be due to the shortness of parental training, the need for increased behavioral practice and the brief time between the completion of training and posttreatment assessment.;Suggestions for further research in social problem-solving include an examination of subjects sociodemographic characteristics and the set of cognitive problem-solving skills as they relate to students adjustment, the generalization of cognitive and behavioral skills beyond training, the development of alternative and more psychometrically sound instruments to measure this construct, and improved methods for parent training. Finally, implications for education and counseling are explored.

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Huseby, Dawn M. "The link between early interventions with bullying in elementary school diminishing the acts of bullying in high school". Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006husebyd.pdf.

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Chan, Shuk-mei Pearl y 陳淑薇. "Implementation of whole school approach to guidance in a primary school: a case study". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31959970.

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Tesis sobre el tema "Counseling in elementary education"

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