Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 1998. / Includes bibliographical references.

Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 1998. / Includes bibliographical references.

Thesis (M.A.)--Rowan University, 2009. / Typescript. Includes bibliographical references.

Thesis (Ph. D.)--University of Wisconsin, 1965. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliography (leaves 121-126).

In order to measure counselling effectiveness on three male primary school-aged children with behavior problems, an interrupted time-series analysis was done on each child's daily classroom behavior scores for a time period of three months. Three experimental subjects received 20 bi-weekly individual counselling sessions, while three primary-aged control male subjects (ages 7 and 8) from the same social learning classroom received no counselling intervention. The experimental subjects showed significant gradual increases in daily behavior point scores. This result indicated they made significant gains in displaying more appropriate school behaviors while the control subjects did not. Pre and post scores on the Piers-Harris Children's Self-Concept Scale (1969) and the Joseph Pre-School and Primary Self-Concept Screening Test (1979) indicated that the experimental subjects' self-concept scores decreased after three months of counselling; while the control subjects' self-concept scores slightly increased. Explanations for these results are discussed. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate

Youth today experience high degrees of loss and change, resulting in grief (Goldman, 2001). Little evidence exists of school counselors' academic preparation in grief counseling. The purpose of this research study was to determine how CACREP school counseling programs prepare school counselors in the areas of grief and loss, including course delivery methods, included curriculum areas, and reasons for exclusion. A quantitative, descriptive design was utilized. The "School Counselors Preparation in Grief/Loss and Substance Abuse Counseling" survey was designed for data collection and sent to the 150 United States CACREP accredited school counseling programs. A total of 79 programs responded, resulting in a 53% response rate. Research results found that 40% of responding CACREP programs did not offer any grief and loss preparation to their pre-service school counselors. Sixty percent indicated providing some training. Data show that 11% of programs required a course and 50% offered an elective course. Additionally, 48% of respondents taught a module on grief and loss within a required course, and 13% through a module in an elective course. Results found 6 respondents included all 17 suggested curriculum areas, while the mean for curricula inclusion was 11 areas. Research indicated 78% of programs not offering grief and loss cited a lack of room to add more credits as their exclusion rationale. Furthermore 35% of respondents did not offer curriculum because it was not a CACREP requirement. Lacking trained staff and financial reasons were both reported by 25% of programs as reasons for non-inclusion. Facing grief and loss are realities of life. Helping students to acknowledge and cope with these realities is a necessary task, as loss is a normal, universal experience, encountered repeatedly (Lenhardt, 1997). CACREP standards position that counselor education programs will prepare students to meet the real life counseling situations they will face while working in schools (CACREP, 2001). Research results indicated an inconsistent delivery of appropriate training in grief and loss among responding CACREP school counseling programs. Counselor education programs may wish to examine if they are ethically and effectively preparing their 21st century graduates. Recommendations and limitations are included. / Graduation date: 2004

The main objective of this study was to investigate whether parental perceptions of the emotional, behavioral and social skills functioning of children with conduct problems, differed for parents who completed the behavioral consultation process (N = 40) compared to those who prematurely withdrew ( N = 11). A series of between group analyses were conducted to examine whether parental perceptions existed. Parents who prematurely withdrew from the behavioral consultation process reported significantly greater incidences of anxious and depressed behavior in children, than parents who remained in consultation F(1,49) = 4.24, p = .0448. Similarly, using the Wilks' criterion, overall estimates of emotional and behavioral functioning, combined with social skills functioning were also significantly affected by group membership, F(3,47) = 3.22, p = .0310. Using the same variables in a logistic regression analysis, a test of the full model with all three predictors compared to the constant only model was statistically reliable phi2 (3, N = 51) = 10.26, p = .0336, indicating that the predictors, as a set, reliably distinguished the perceptions of those who completed the consultation process, compared to those who prematurely withdrew. This model accurately predicted 77.7% of parents' group membership. The results of the study will be discussed in terms of their usefulness for future consultants to identify families at risk for prematurely withdrawing from the consultation process, so that additional resources can be offered to encourage their continued participation in the consultation process.

Child-based consultation is an innovative problem-solving consultative model. Essentially, child-based consultation is a process wherein the child is given the role of the consultee to induce a behavioral change in a significant adult (Bergan & Kratochwill, 1990; Kratochwill & Pittman, 2002; Kratochwill, Sladeczek, & Plunge, 1995). The present study was an exploratory investigation to evaluate the efficacy of child-based consultation as an alternative form of problem-solving consultation in the school setting. In the present study, child-based consultation was used to promote behavioral changes in teachers in the classroom environment. In addition, child consultees, manifesting behavioral difficulties, were engaged in this consultative process in order to learn new, individualized skills and strategies to alter their own problematic behaviors. The resulting behavioral changes in four child consultees, and their teachers, were investigated. Specifically, the study measured whether child involvement in child-based consultation increased the teacher's use of positive reinforcement and decreased the teacher's use of punishment with each child consultee. The study also sought to ascertain the impact of the child-based consultative process on the child consultee's problem behaviors targeted for change. Additionally, the teacher's sense of efficacy was measured to evaluate if the use of this form of consultation with children manifesting behavioral difficulties would lead to a heightened sense of teacher efficacy. Finally, the present study evaluated if being involved in child-based consultation would lead to a more adaptive self-concept in the child consultees. Time-series, small- n research designs (i.e., AB, multiple baseline, changing criterions designs) were used to analyze study outcomes. Results indicated that certain teacher behaviors were positively altered from baseline to post-intervention. Generally, positive changes in child consulte

Thesis (Ph. D.)--University of Wisconsin--Madison, 1965. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliography.

Children are placed in a children’s home when a Presiding Officer finds them to be in need of care and when there is no viable community placement alternative. The body of literature on children’s homes focuses primarily on the negative effects and outcomes of such statutory placement. The assertion that children who grew up in children’s homes will continue to use the services of welfare organisations in adulthood, is supported by the researcher’s observation as a practicing social worker. This, and the study of available literature, resulted in this qualitative, exploratory-descriptive and contextual research study with the following goal: to enhance the understanding of how intervention programmes at children’s homes can contribute to adult adjustment and independent functioning of those children in their care. A purposive sampling method was used to identify ten participants who had spent at least 2 years in a children’s home and who had been discharged from the children’s home at least 5 years ago (to the date of data collection). The sample was drawn from clients at non governmental social welfare agencies who fitted the sampling criteria. The data was collected via semi-structured interviews using an interview guide, which were recorded, transcribed and then analysed using a thematic content analysis approach. The results of the study may be used to develop and implement meaningful intervention strategies for individuals placed in children’s homes.