<p> Large-scale crises continue to surprise, overwhelm, and shatter college and university campuses. While the devastation to physical plants and persons is often evident and is addressed with crisis management plans, the number of emotional casualties left in the wake of these large-scale crises may not be apparent and are often not addressed with mental health preparedness plans. As a result, there is a growing sentiment that campuses should investigate and document detailed mental health preparedness plans that would address the readiness of their institutions to meet the mental health needs of their faculty, students, and staff should a large-scale crisis impact their campus. In addition, it has been recognized that an instrument is needed to help colleges and universities assess the mental health preparedness of their campuses. Utilizing a Delphi methodology, this four round Delphi study (with 34 experts from 17 states with combined expertise in mental health and higher education) adapted the <i>Mental Health All-Hazards Disaster Planning Guidance</i> (2003), written for state and local mental health agencies, to create a mental health preparedness plan for college and university campuses should a large-scale crisis occur. Utilizing the aforementioned mental health preparedness plan, this study also created an instrument, identified as a numeric scorecard, to help colleges and universities assess the mental health preparedness of their campuses should a large-scale crisis occur on their campus.</p>

<p> Among ethnic groups in California, Latinos continue to have the lowest high school graduation rates and the lowest college completion rates. This study focused on understanding the role parents can play and ways schools and educators can support immigrant Latino parents to improve these rates. </p><p> Framed with a <i>funds of knowledge</i> approach (Gonzalez, N., Moll, L., &amp; Amanti, C.,2005), this mixed-methods qualitative and quantitative study was conducted in a public charter high school in a low income area of Los Angeles where the student body was primarily Latino. The mission of the school was to prepare students for higher education at a four-year institution. </p><p> The study results showed that it is possible for a school to engage immigrant Latino parents. With a better understanding of the aspirations, fears, and challenges faced by this community, the information can be provided in a form that is meaningful and that builds upon existing <i>funds of knowledge.</i> Critical components of the college outreach program were seeking parent input, developing a parent outreach plan, making information accessible, encouraging parent college visits, disseminating information beginning in middle school, providing personalized guidance, developing an undocumented student support plan, and creating a college-going culture. Implementing the the college access program encompassed gathering informal and formal feedback, presenting workshops, making documents available in Spanish as well as English, defining terms, arranging college visits, sending and displaying motivating communications, and engaging staff, students, and parents every step of the way.</p>

<p> The purpose of this study was to identity how events perceived as traumatic or very difficult to handle, factors of emotional distress, and demographics may predict nonmedical use of prescription drugs (NMPD) among traditional undergraduate college students. This secondary analysis utilized data from the National College Health Assessment II (NCHA II) from the Fall 2010 for the primary analysis. Data from the Fall 2008 and 2009 semester were subsequently analyzed to validate results over time. Sequential logistic regression was used to determine NMPD; first evaluating events perceived as traumatic, then including factors of emotional distress, and finally adding demographics of race and ethnicity, gender, Greek affiliation, and year-in-school. Fifth year (58&ndash;103%), 4^th year (46&ndash;67%), 3^rd year (43&ndash;60%), Greek affiliation (35&ndash;55%), feeling suicidal (27&ndash;49%), difficulties with intimate relationships (22&ndash;46%), males (28&ndash;39%), sleep difficulties (14&ndash;37%), feeling angry (29&ndash;35%), death of a family member or friend (13&ndash;29%), 2^nd year (25&ndash;28%), feeling anxious (18&ndash;27%), and difficulties with finances (16&ndash;24%) were significantly more likely to predict NMPD during Fall 2008&ndash;2010 semesters. Conversely, Asians or Pacific Islanders (70&ndash;79%) and Blacks or African Americans (19&ndash;40%) were significantly less likely to use prescription drugs nonmedically over the same time period. While statistically significant, the model lacked increase of strength as variables were added to the regression equation. Regardless, college counselors, health professionals, and administrators should target support and interventions to assist students struggling with trauma, emotional distress, and the misuse of prescription drugs.</p>

<p> Treatment integrity of school-based interventions is discussed within the dropout prevention and the Check &amp; Connect (C&amp;C) mentoring program framework. Treatment integrity factors and increasing and measuring it are explored. The psychometric properties of the C&amp;C Survey, an online administered self-report treatment integrity measure, used 2010/2011 data from 24 mentors and middle school mentees. Estimation of the C&amp;C Survey's criterion and content validity through mixed methods included data across multiple factors of treatment integrity and mentee outcomes. Aspects of the C&amp;C Survey correlate to improved mentee attendance and, less so, to decreased mentee GPA. Qualitative data showed mentors with higher C&amp;C Survey scores have more comprehensive knowledge of C&amp;C interventions. Experienced mentors found the C&amp;C Survey accurately reflected their activities. The C&amp;C Survey was deemed to have adequate psychometric properties. The frequent use of online administered treatment integrity measures for school-based interventions is proposed and further investigation posited.</p>

<p> As our nation has become more aware of severe, yet usually rare, crisis events in schools, the need for crisis planning is more evident. Although the severity of crises can differ greatly (e.g., school shooting versus physical assaults), crisis preparedness is an essential component of schools' responsibilities in order to effectively respond to a variety of situations. A total of 70 participants, from multiple states across the United States, completed an online questionnaire about demographic characteristics, resources for school crisis planning, and training on crisis topics. Participants also submitted a copy of their school's crisis plan to be evaluated using a recently developed checklist to assess the comprehensiveness of plans. The results indicated that school crisis plans were often lacking recommended components in the prevention, intervention, and postvention areas. Further analyses revealed that demographic variables did not significantly impact the variation in plan quality, and the total training score did not significantly predict plan quality. However, the regression analysis for the total resources score was significant in predicting plan quality. Another important finding of this research was that plans often included essential crisis procedures that were not included on the checklist used for evaluation. These results hold several implications for schools. First, schools should be revising and updating crisis plans on a regular basis. The lack of certain components based on the checklist should be taken into account when revising these plans. Schools may also want to invest in factors that will positively influence their crisis planning. The current study suggests that resources are a significant predictor of plan quality, and thus this should be an area where schools focus time and funding. </p>

<p> College student retention has been described as a puzzle because retention rates have stagnated, and in some cases declined, despite over seventy years of research into the problem. The magnitude of the problem is that 50 percent of college students will leave their institution before obtaining a degree (Braxton, Hirschy, &amp; McClendon, 2011). In an effort to improve retention rates, colleges and universities have concentrated their attention on first year students. But this concentrated strategy may have simply transferred the retention problem into the second year where retention rates for many schools are as low as first year rates (Amaury, Barlow, &amp; Crisp, 2005). While advising practices have been identified as one of the three top contributors to increasing retention, major gaps exist about the role academic advising might play in the retention of <i>second</i> year students. </p><p> The present correlational study was undertaken to fill gaps in the mostly conceptual second year literature base which implies second year students differ from first year and upper division students. Advising formed the focus of the study because advising has been identified as one of the most important methods for putting students into a mentoring relationship with college staff and faculty, a practice with strong ties to retention (Habley &McClanahan;, 2004; Kuh, 2008). Six research questions were posed in the study which asked whether second year students differed from first year and upper division students and whether retained second year students differed from not retained second year students in their attitudes toward and experiences with advising.</p><p> Using simultaneous and logistic regression models, and controlling for confounding variables, statistically significant differences were found between second year students and their first year and upper division peers as well as between retained second year students and not retained second year students. </p><p> The findings of difference between second year and other students provide the growing second year retention literature with an empirical basis to support previously held assumptions about difference between class years which had also formed the basis for presumptions about practice for second year success and retention. Many of the findings in this study also support present retention and second year research and prescriptions for practice provided by that research. </p>

<p> 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, &amp; Gunawardene, 2003). Individuals with AD/HD frequently experience significant difficulty meeting social/emotional, academic, and behavioral expectations. </p><p> 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, &amp; Jackson, 2004). </p><p> 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. </p><p> 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. </p><p> 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. </p><p> 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.</p>

<p> Emergent popularity and student consumer/educational administrator demand for online technology in counselor education is also increasing the need to research its impact and potential effectiveness/ineffectiveness as a pedagogical tool. Research shows that the trend toward online coursework is likely to increase in the future and also that the new trend is moving away from asynchronous text-based delivery toward virtual environments using video and audio (Robey, 2009). </p><p> Counselor educator led preparation programs are experiencing more pressure to join the online bandwagon and yet lag behind other professions in utilizing technologies in education (Karper, Robinson, &amp; Casado-Kehoe, 2005). Although some studies have investigated the use of online technology in counselor education, very few studies have explored using virtual simulated clients in counselor education in order to develop counseling skills (Engen, Finken, Luschei, &amp; Kenney, 1994; Hayes, Taub, Robinson, &amp; Sivo, 2003; Karper et al., 2005). </p><p> Furthermore, self-efficacy is a critical component of counseling skill development for counselors-in-training (CITs; Levitt &amp; Jacques, 2005). Therefore, the purpose of this mixed-methods dissertation was to investigate whether online learning technology using synchronous, online, video-based, computer-guided, simulated-client microskills drills in real time influenced microskills development for counselors-in-training. </p><p> Further, I used <i>Counselingskills on Demand</i> (COD) online virtual client microskills drills within the framework of Bandura's (1977) social cognitive theory that performance is the best indicator of self-efficacy and explored how online microskills drills influence counseling student microskills performance and developmental process. </p><p> Qualitative data analysis suggested that participants were comfortable with online learning, found virtual client microskills drills most beneficial while developing a basic understanding of the difference between microskills and how to use them, and less useful once a basic understanding and ability to use the microskills was established. Overall, study results appeared to indicate that online learning technology using synchronous, online, video-based, computer-guided, simulated-client microskills drills in real time may be beneficial, may assist counseling students in the developmental process of increasing cognitive complexity and self-efficacy, could lead to decreased anxiety when doing counseling, and might help develop microskills understanding and basic proficiency.</p>

<p>Relationship quality has been determined to be a positive factor in the treatment of depression (Brown, 2000; Fagan, 2009). Although the importance of marriage has been broadly studied, little research has investigated correlations among relationship quality, depressive moods, and attachment styles. Although the prevalence of depressive moods has been documented within populations of Taiwanese/Chinese international students and American college students (Wei et al., 2007), Wang and Mallinckrodt (2006) found that definitions of ideal attachment differ in these groups. Furthermore, researchers have not yet investigated the effect of cultural differences and attachment styles on the interactions between relationship quality and depressive moods among Taiwanese and Chinese international students. </p><p> Two-group and four-group comparison (Macready, 2005) methods were applied to answer the following questions: 1) Is there a significant difference between quality of romantic relationships or levels of depressive moods of American college students with anxious or avoidant attachment style and Taiwanese or Chinese college students studying in America with anxious or avoidant attachment style? 2) How does the effect differ between the two groups? A multivariate analysis of variance (MANOVA) was conducted to determine the effect on the linear combination of relationship quality and levels of depressive moods between the American students and Taiwanese/Chinese international students with different attachment categories (secure, preoccupied, dismissive, and fearful). Four follow-up analyses of variance (ANOVAs) were conducted to determine statistical significant differences in levels of depressive moods or relationship quality among Taiwanese/Chinese international students with different attachment categories. </p>

<p>This study considers how advising ePortfolios are uniquely situated to address a current challenge in the application of educational technologies: using the right tool for the right job for the right reason at the right time. The particular problem identified for investigation lies at the intersection of two central issues: first, in the age of accountability in higher education, academic advisors lack both a tool and a metric for assessing advising; second, the current ePortfolio field struggles to prove methodological validity with regard to design, development, delivery, and evaluation. These ePortfolios were systematically studied using an approach that provided a workable method for conceptualizing the advising ePortfolio, its design, and its development to improve faculty-student engagement with first-generation students. </p><p> The sample was composed of 10 first-generation first-year students at the University of Notre Dame. The overall methodology followed design and development research for product/tool use and evaluation. Data were gathered using surveys, interviews, and observations. This study answered the following questions: What procedures were undertaken to facilitate the design and development of a validated advising ePortfolio tool? In what ways is the advising ePortfolio prototype practical in meeting the requirements specified for the target group&mdash;first-year first-generation students? To what extent is the advising ePortfolio effective in impacting student engagement, particularly with first-year first-generation students? </p><p> Key findings indicate that the advising ePortfolio was easy to learn, easy to use, and highly enjoyable. In addition, participants reported that the advising ePortfolio improved the effectiveness of the advising process and, as a result, had a clear impact on increasing student engagement. Beyond the overall positive impact on student engagement, two significant outcomes and contributions emerged: first, the development of the blended advising model, which uses the ePortfolio to deepen the engagement cycle; second, enhanced assessment, learning analytics, and data triangulation models which qualitatively and quantitatively data mines the ePortfolio to create next generation learning analytics that could measure student engagement. </p>