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The factors that have influenced counseling services to first generation students with scarce economic resources who have completed a Bachelor's degree

Thesis (Ph.D.)--Indiana University, Dept. of Counseling and Educational Psychology, 2007. / Title from dissertation home page (viewed Sept. 25, 2008). Source: Dissertation Abstracts International, Volume: 69-02, Section: A, page: 0514. Advisers: Rex Stockton; Jeffrey Daniels.

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2009. / Source: Dissertation Abstracts International, Volume: 70-06, Section: A, page: . Adviser: Debra D. Bragg. Includes bibliographical references (leaves 205-212) Available on microfilm from Pro Quest Information and Learning.

<p> Students who have achieved academic success after reinstatement are largely overlooked in higher education. Studies on academic success and the experiences of reinstated students are fewer and less informative compared with the studies of students on academic probation and those at-risk. This study explored, through the use of a qualitative thematic approach, the experiences of reinstated students who persist to graduation and the barriers or contributing factors that they felt have influenced their success.</p><p> The findings from the study identified whether the students perceived the experiences that affected their academics as institutional or as personal barriers. Using Schlossberg's transition theory as the theoretical framework, this study identified that during the time of academic difficulty students predominately perceived their struggles as personal issues and were lacking in one or more of Schlossberg's 4 Ss (Self, Situation, Support, Strategies). Upon gaining resources with the 4 Ss they gained academic success. The findings also identified sub-themes that emerged within the 4 Ss during a student's academic struggles and eventual success, such as, Self (lacking and gaining maturity); Situation (unexpected life transitions and medical issues); Support (not utilizing resources and benefiting from advisors, faculty, and significant others); Strategies (utilizing and understanding policies and taking time away from their academics).</p><p> The themes expressed by participants suggest that universities use a more theory based approach in advising and readmission to focus on the whole student's self-identity and situation not just courses and curriculum. The results also suggest a possible expansion of the Schlossberg transition model. The 4 Ss provide a framework for the student to understand their resources within the transition, however; the concept of recognizing and sustaining their resources in future transitions could prove beneficial when working with students who are struggling academically due to a transition.</p>

<p> One of most significant challenges for international students studying in the U.S. is their ability to adjust to a new social setting. The maladjustment of international students in a host country has been associated with negative impacts to their psychosocial development, educational experience, and perception of the host culture. The increasing demand to recruit and enroll international students in colleges and universities across the U.S. prompts the need to further investigate the various factors that impact the cross-cultural and educational experiences of these sojourning scholars.</p><p> This correlational study was conducted using a 65-item online survey instrument. The population under investigation was international undergraduate students who have been studying in the U.S. for at least one academic year. The sample for this population was taken from three public higher education institutions in southern California. The total sample size of the study was 368 participants, One-way ANOVA and hierarchical multiple regressions were conducted to analyze the data and answer the research questions.</p><p> Overall, this study found that a relationship exists between the cultural composition of social support networks and the acculturative stress of international students. The results of the analysis indicate that international students who are more likely to seek support from members of their support network who are from a different culture experienced lower levels of acculturative stress. Furthermore, the findings suggest that the cultural composition of a social support network is positively correlated with feelings of homesickness. </p><p> The findings from this study can inform the practice of student affairs personnel responsible for working with international students. it can also inform institutional policies related to the strategic planning of increasing the enrollment of international students on a campus. This study contributes to the existing body of knowledge aimed at understanding the specific needs of international students by investigating the relationship between the cultural composition of social support networks and acculturative stress.</p>

<p> This qualitative study analyzes high school counselor caseload assignment models. It provides information on the impact of these assignments on the services provided to students, and the goals and mission of a school's counseling program and its site. It also examines the methods and rationales sites utilize to determine caseload assignment models, and counselors' perceptions of advantages and disadvantages of differing models. The study reviews relevant literature on effective and equitable school counseling programs, caseload assignment models, looping and developmental theories. The sample for this study is drawn from high school counselors in Sacramento County and its outlying areas. E-mails were sent to potential participants in the fall 2012. Nineteen in-person, semi-structured interviews were completed with 21 participants at 13 different school sites. Counselors interviewed came from schools representing the three major caseload assignment models utilized in the Sacramento area (alpha, grade level, and career academy) and five counselors whose schools did not fit into the above categories were also interviewed (alpha plus specialist counselor(s); alpha plus specialized program counselor; and counselor assigned by teacher advocacy group). Purposive, criterion and convenience sampling were utilized. School counselors in this study are clearly able to note distinct advantages and disadvantages for each major caseload assignment model utilized, and state that these distinctions affect major areas of the counselors working relationships with students, families, teachers, and the counseling team, as well as the specific function or role of the counselors at their sites. The study also shows that caseload assignment models impact the ways in which school counselors deliver guidance curriculum, individual planning services, and responsive services to students as outlined by the ASCA National Model. Descriptions for each major caseload assignment model are presented, and can be utilized for program planning and goal setting activities.</p>