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Adolescents face many challenges at home and at school which impact various areas of their lives, including their academics. Schools have worked to ensure better student mental health outcomes by hiring school counselors, school psychologists, and school social workers. School wellness centers can be an additional resource that students utilize to address mental health challenges during their school day. The purpose of this study is to understand adolescent perceptions of a school-based wellness center. Perceptions of populations who utilize the wellness center and those who do not utilize the wellness center were studied within one high school to understand how schools can better meet the mental health needs of students. This qualitative study employed the use of Interpretive Phenomenological Analysis (IPA) focus groups. IPA card sorting questions were used during the focus groups to facilitate discussion. Results suggest that students across the four focus groups see benefits of the wellness center, notice barriers to using the wellness center, and have advice for how to improve the wellness center. Within all four focus groups, the following implications were addressed. In terms of benefits, students felt that the wellness center helped individuals feel better and that the center was a safe space. In terms of barriers, students reported that fear of missing class and stigma were obstacles to attending. Finally, in terms of advice, students hoped there would be more awareness of the wellness center and that teachers would make it easier to visit the wellness center.

The purpose of this study was to explore the influence of the Navy Junior Reserve Officer Training Corps (NJROTC) program on cadets in the program and to determine the extent to which it was effective in achieving its stated goals of promoting patriotism, discipline, leadership, respect for authority, and knowledge of the U.S. Navy. The study specifically sought to address the question of why high school students join and remain in NJROTC, and the sub-questions of what aspects of the NJROTC program are associated with participation; what are the characteristics of high school students who participate in NJROTC; what experiences prior to involvement in NJROTC are associated with participation; and what aspects of NJROTC are associated with intent to remain as participants. A 49-item survey instrument was designed, content validated, and administered to 223 NJROTC cadets in three Virginia high schools. Descriptive statistics and Chi Square analysis were used to answer the research questions. Primary results indicated that joining NJROTC was associated more with personal contacts (friends, teachers, and school administrators) than with broad based Navy efforts such as radio and magazine advertising. Cadets indicated NJROTC involvement was associated with improved grades, better self concept, increased desire for leadership, maturity, and awareness of need for community service. The highest portion of cadets were clustered in lower grades (9th and 10th) and apparent attrition was most pronounced in the urban school with high minority enrollment. Over 40% of the respondents indicated plans to engage in a military career after graduation. / Ed. D.

This investigation is a study of adjustment and home management practices of two groups of homemakers, those with and without the economics education in high school. The two groups were compared for (1) home management practices, (2) adjustment of homemaker and husband, and (3) homemaking adequacy as reflected in certain practices. Subjects used were 31 young married homemakers living in Richmond, Virginia, all graduates of Richmond High Schools in 1949-50, none of whom attended college. Subjects were divided into two groups; Group I , 18 homemakers who studied home economics in high school; Group II, includes 13 homemakers without home economics training. The data, collected during 1958 through the interview method, include (1) interests, problems and attitudes of homemakers , (2) personality inventories, and (3) husband’s opinion of wife as a homemaker. The two groups were similar in age, number of children, leisure time, social activities and home relations. Household activities and husbands opinion of his wife as a homemaker of subjects in Group I were rated superior to those in Group Il. Group I subjects felt that a wider range of subject matter in their high school home economics courses would have been beneficial. Group I subjects considered 13 of 42 problem items used to be problems significantly more often than subjects in Group II. In 10 of 25 possible interest items listed, Group I homemakers expressed a significantly high interest. Significantly better scores were received by Group I subjects than by Group II subjects on the Johnson Temperament Analysis for four traits, and by Group II on two traits. Husbands temperament scores were similar to their wives. / Master of Science