The purpose of this study was to examine pediatric occupational therapists attitudes towards family-centered care. Specific attributes identified by the literature (professional characteristics, educational experiences and organizational culture) were investigated to determine their influence on these attitudes. Study participants were 250 pediatric occupational therapists who were randomly selected from the American Occupational Therapy Association special interest sections. Participants received a mail packet with three instruments to complete and mail back within 2 weeks. The instruments were (a) the Professional Attitude Scale (b) the Professional Characteristics Questionnaire, and (c) the Family-Centered Program Rating Scale. There was a 50% return rate. Data analysis was conducted in SPSS using descriptive statistics, correlations and regression analysis. The analysis showed that pediatric occupational therapists working in various practice settings demonstrate favorable attitudes toward family-centered care as measured by the Professional Attitude Scale. There was no correlation between professional characteristics and educational experiences to therapists' attitudes. A moderate correlation (r=.368, p These study findings suggest that organizational culture has some influence on occupational therapists attitudes toward family-centered care (R2 =.16). These findings suggest educators should consider families as valuable resources when considering program planning in family-centered care at preservice and workplace settings.

This study explored the differential effects of single-sex versus coed education on the cognitive and affective development of young women in senior year of high school. The basic research question was: What are the differential effects of single-sex versus coed education on the development of mathematical reasoning ability, verbal reasoning ability, or self-concept of high school girls? This study was composed of two parts. In the first part, the SAT verbal and mathematical ability scores were recorded for those subjects in the two schools from which the sample populations were drawn. The second part of the study required the application of the Piers-Harris Children's Self-Concept Scale to subjects in each of the two sample populations. The sample schools were deliberately selected to minimize between group differences in the populations. One was an all girls school, the other coeducational. The research design employed in this study was the causal-comparative method, used to explore causal relationships between variables that already exist. Based on a comprehensive analysis of the data produced by this research, no significant difference was found to exist between the mean scores of the senior girls in the single-sex school and the coed school on the SAT 1 verbal reasoning section. Nor was any significant difference found to exist between the mean scores of the senior girls in the single-sex school and the coed school on the SAT 1 mathematical reasoning section. Finally, no significant difference between the mean total scores of the senior girls in the single-sex school and the coed school on the Piers-Harris Children's Self-Concept Scale was found to exist. Contrary to what many other studies have found in the past about single-sex schools and their advantages for girls, this study found no support for such advantages in the cognitive areas of verbal and mathematical reasoning as measured by the SAT or in the affective area of self-concept as measured by the Piers-Harris Children's Self-Concept Scale.

This study was a qualitative investigation, with demographic quantitative features, of post-secondary educational access and legal guidelines for individuals with psychological disabilities. Although disability laws have positively influenced post-secondary educational attitudes and practices relative to accommodating many individuals with disabilities, prevailing stigmas regarding mental illness have discouraged the equal access to higher education for individuals with psychological disabilities. Little research concentrating on this area was found. Thirty-six relevant legal case decisions, focusing on a variety of realms of higher education, were scrutinized. The policies, procedures, and practices of six Southeastern United States universities were analyzed through official documents and participant responses from disability service providers and other university employees. Comparisons were made between legal cases, and within and between universities. Case findings also provided standards through which participating university practices could be studied. The legal analysis revealed that most institutions did not discriminate against individuals with psychological disabilities. Practices of a few of these institutions, however, suggested non-compliance despite favorable decisions on their behalf. Institutions found to have discriminatory practices were cited for inadequate procedures, or for presumptive assessments of the educational functioning levels of individuals with psychological disabilities. Participant university practices generally suggested disability law compliance; however, certain campus interventions were determined to be ineffective in identifying, addressing, and communicating about the educational needs of individuals with psychological disabilities. The most effective services for these individuals, who were described as rapidly increasing in number but lagging in self-advocacy and acceptance by others, went beyond legal requirements. Recommendations were made for institutional practices concerning disability-related documentation, written standards and operations, and student identification and referral. Directions for future research focused on study skills training for students; exposure of mental health professionals to client educational needs; and expansion of the current research, on a nationwide collegiate level, and a parallel analysis focusing on business and industry.

Archival research was conducted on the inception of preemployment psychological testing, as part of the background screening process, to select police officers for a local police department. Various issues and incidents were analyzed to help explain why this police department progressed from an abbreviated version of a psychological battery, to a much more sophisticated and comprehensive set of instruments. While doubts about psychological exams do exist, research has shown that many are valid and reliable in predicting job performance of police candidates. During a three year period, a police department hired 162 candidates (133 males and 29 females) who received "acceptable" psychological ratings and 71 candidates (58 males and 13 females) who received "marginal" psychological ratings. A document analysis consisted of variables that have been identified as job performance indicators which police psychological testing tries to predict, and "screen in" or "screen out" appropriate applicants. The areas of focus comprised the 6-month police academy, the 4-month Field Training Officer (FTO) Program, the remaining probationary period, and yearly performance up to five years of employment. Specific job performance variables were the final academy grade average, supervisors' evaluation ratings, reprimands, commendations, awards, citizen complaints, time losses, sick time usage, reassignments, promotions, and separations. A causal-comparative research design was used to determine if there were significant statistical differences in these job performance variables between police officers with "acceptable" psychological ratings and police officers with "marginal" psychological ratings. The results of multivariate analyses of variance, t-tests, and chi-square procedures as applicable, showed no significant differences between the two groups on any of the job performance variables.

As the population of the United States becomes more diverse and the immigrant Hispanic, limited English proficient (LEP) school age population continues to grow, understanding and addressing the needs of these students becomes a pressing question. The purpose of this study was to investigate the effects of group counseling, by a bilingual counselor, on the self- esteem, attendance and counselor utilization of Hispanic LEP high school students. The design for this study was a quasi-experimental design. The experimental and control groups consisted of one class from each of the four levels of English for Speakers of Other Languages (ESOL), I-IV. The counseling intervention, the independent variable, was delivered by a bilingual counselor once a week, for fifteen weeks. A total of 112 immigrant Hispanic LEP students selected from the total ESOL student population participated in the study. The experimental and control groups were administered the Culture Free Self Esteem Inventory (CFSBI) Form AD as a pretest and posttest. The Background Information Questionnaire (BIQ) was utilized to gather information on counselor utilization and demographic data. Attendance data were obtained from the students' computer records. At the conclusion of the study the differences between the experimental and control groups on the three dependent variables were compared. Statistical analyses of the data were done using SPSS statistical software. A multivariate analysis of variance (MANOVA) was utilized to determine if there were significant differences in the self-esteem scores, attendance and counselor utilization. Correlational analyses was utilized to determine if there was a relationship between English language proficiency and self-esteem and between acculturation level and self-esteem. The study results indicate that there were no significant differences in the self-esteem scores and attendance of the subjects in the experimental group at the completion of the group counseling treatment. Counselor utilization was statistically significant for the targeted population. A relationship was found between English language proficiency level and self-esteem scores for students in ESOL levels II, III and IV. No significant correlation was found between acculturation and self-esteem. Research on the dropout rates of LEP coupled with the results of this study show that students at the intermediate and advanced levels of ESOL (III and IV) exhibit more positive self-esteem and achieve higher graduation rates that levels I and II. LEP students at levels I and II, once they became familiar with the role and function of school counselors through group counseling, utilized their services.

No description available.

The purpose of this study was to survey selected existing facilities and to develop guidelines for planning facilities for the adult learner. The following subproblems were identified in order to adequately treat the problem: (1) To describe selected facilities for the adult learner; (2) To identify those elements considered essential, highly desirable, and significant in planning a facility for the adult learner. Four research questions were considered to be relevant to this study: (1) What were the most prevalent needs of the adult learner? (2) What facilities for the adult learner are in existence now? (3) What recommendations are given for planning a facility for the adult learner? (4) Will the total responses obtained by on-site visitations be consistent with the total responses of the mailed questionnaire? Through the review of literature, a list of thirty selected existing facilities was compiled. The participants in the study were limited to twelve randomly selected facilities for the adult learner. In addition, three selected facilities were visited. A questionnaire was developed and field tested to assess those guideline elements considered essential, highly desirable, and significant in planning facilities for the adult learner. A total of thirteen sources responded to the questionnaire. Three directors of facilities where on-site visitations were conducted participated in the study. Ten directors of facilities for the adult learner in various geographical locations in the United States participated in the study. From the analysis of the data from the questionnaire responses, ninety-six elements were found to be essential, highly desirable, or significant. These elements were arrayed from essential through significant and presented as guidelines for developing facilities for the adult learner. Recommendations based on the findings were given.

The purpose of this study was to survey selected existing facilities and to develop guidelines for planning facilities for the adult learner. The following subproblems were identified in order to adequately treat the problem: (1) To describe selected facilities for the adult learner; (2) To identify those elements considered essential, highly desirable, and significant in planning a facility for the adult learner. Four research questions were considered to be relevant to this study: (1) What were the most prevalent needs of the adult learner? (2) What facilities for the adult learner are in existence now? (3) What recommendations are given for planning a facility for the adult learner? (4) Will the total responses obtained by on-site visitations be consistent with the total responses of the mailed questionnaire? Through the review of literature, a list of thirty selected existing facilities was compiled. The participants in the study were limited to twelve randomly selected facilities for the adult learner. In addition, three selected facilities were visited. A questionnaire was developed and field tested to assess those guideline elements considered essential, highly desirable, and significant in planning facilities for the adult learner. A total of thirteen sources responded to the questionnaire. Three directors of facilities where on-site visitations were conducted participated in the study. Ten directors of facilities for the adult learner in various geographical locations in the United States participated in the study. From the analysis of the data from the questionnaire responses, ninety-six elements were found to be essential, highly desirable, or significant. These elements were arrayed from essential through significant and presented as guidelines for developing facilities for the adult learner. Recommendations based on the findings were given.

The problem of this study was that no data existed on characteristics of life style management as related to persisters and dropouts among adult high school students in the state of Tennessee. The purpose of the study was to determine the characteristic life style approaches most prevalent among persistent enrollees, graduates, and dropouts of selected adult high school programs in Tennessee. Five hundred fifty-nine persisters and 868 dropouts were surveyed by mail, by telephone, or by school site visits. There were 419 participants in the study, 311 persisters and 108 dropouts. The research was descriptive in nature and utilized data gathered from a survey instrument entitled, Life Style Approaches (LSA) Scale. The instrument was developed by Williams and Long (1991) based on a collection of self-management strategies. Six self-management strategies were identified in the 22 item instrument, and respondents were asked to report to what degree each item was or was not similar to their life styles. The instrument was piloted on 50 adult high school students in Hamblen and Greene Counties who were not in the study sample. Pilot results indicated that reading and comprehension levels were adequate for the students surveyed. Findings were divided into two categories, demographics and the findings as a result of hypothesis testing. Seventy-three percent of respondents were born after 1960, 88% were Caucasian, and 52% lacked one year or less to graduate. An equal number were married and single, and 55% were employed. Incomes of respondents ranged from less than $5,000 to \$40,000; however, 31% of them earned less than $5,000. With regard to hypothesis testing, no significant differences were found between dropouts and persisters in the demographic areas of age gender, race, marital status, or occupational status. There was a significant difference between dropouts and persisters in the number of years needed to graduate. Of the self-management practices (performance focus and efficiency, goal directedness, timeliness of task accomplishment, organization of physical space, written plans for change, and verbal support for self-management), only performance focus and efficiency was found to be significantly different between dropouts and persisters. The performance focus and efficiency factor is closely related to self-efficacy, and persisters had a greater degree of self-efficacy than did the dropouts reported in this study.

The problem of this study was to determine the growth and development of the community education program in North Carolina and to determine if this development was reflected by public awareness and response to the program. In reviewing the literature and searching manuals of survey instruments, a questionnaire was not found which would answer the specific questions necessary for the study. A questionnaire was designed and field tested utilizing graduate students and participants in a community education workshop sponsored by National Center for Community Education from Flint, Michigan. The validation was completed by leading authorities in the field of community education and community schools. Demographic data and information for comparing the program at the present time to the second year after the program was established by the North Carolina Legislature in 1977 were collected. The 11 hypotheses were stated in null format. The comparison data pertained to numbers of programs, numbers of participants, numbers of full-time and part-time director/coordinators, utilization of volunteers, recruiting of instructors, efficiency of the advisory committees, and developing of public awareness. The information requested in the demographic survey included the age, sex, formal preparation, initial certification, length of time employed in current position, type of community being served, and the percent of work time given to community education task. They were also asked to list responsibilities and, if hired part-time, to give their title in the public school system. All director/coordinators in North Carolina were included in the study and were surveyed for pertinent information. A 73% return was obtained. The analyses of those data were presented in both tabular and narrative form.