<p> The purpose of this qualitative study was to understand the internal and external influences on help-seeking behavior in Latino male high school students (n=22) who were academically at-risk. Participants were asked to describe how and why they sought assistance from school counselors for academic and personal concerns. The data were analyzed using interpretive phenomenological analysis. The findings indicated various cultural and societal factors (gender roles, masculinity/machismo, face, and teachers of masculinity) that negatively influence help-seeking habits, while internal factors (positive internal strength, perceived knowledge and competence, and trusting relationships) were identified as positive influencers. These influencers related to one another and their relationship is drawn out in a model that described the experience of participants. Recommendations for future research and practice are provided for scholars and school personnel who work with this population.</p>

Thesis (M. Ed.)--University of Hong Kong, 1999. / Includes bibliographical references.

Thesis (M.Ed.)--University of Hong Kong, 1999. / Includes bibliographical references. Also available in print.

The secondary site-based Career Resource Center has potential as a major vehicle of specialized communication/dissemination re: postsecondary career and college information. The present study was designed to examine the origin and implementation of Career Centers in order to develop an understanding of the factors to be considered in planning and organizing Career Centers in high schools. Investigation will focus not only on lay-out and design models, but also on "information" organization and dissemination. An historical overview of Career Resource Centers, focus on the theories of informational organization and delivery systems' approaches, and research on design models provided the theoretical basis for the study. Data for the study was collected from a questionnaire survey distributed to current Career Resource Center practitioners at secondary schools, from library research, from reports conducted for the school department, from the proceedings of meetings involving community and school officials, and from the personal knowledge and observations of the researcher from her many years of experience with Career Centers. The results indicate that the Career Centers show a reasonable amount of similarity in their organization and dissemination of information and basic lay out design. It was concluded that the different systems of organization, storage or dissemination of information used by the older centers are also used in similar proportions by the other centers, i.e., most show very little difference in approach. The major difference is in the amount of improvements noted by the older as compared to the younger centers. This is consonant with the age of the centers, the fact that they have had more time in which to change and also, in the vast time span, change would be required. The issue of change and the extent of change is open to interpretation. The question of "future plans" remains open for continued research and creative design.

<p> One of the most pressing concerns that universities and colleges face today is the drug and alcohol abuse of students. In order to address this, there is a need to strengthen university policies in order to mitigate the increasing rate and cases of drug and alcohol abuse among students. The purpose of this quantitative study was to examine the relationship between college students&rsquo; level of awareness of policy, procedure, and interventions on drug and alcohol abuse and their reported drug alcohol use in a selected university. Specifically, this study examined how aware 160 first- to fourth-year college students are regarding the drug and alcohol policies, procedures, and interventions implemented on their college campus. The researcher asked 14 research questions to determine the relationships between students&rsquo; reported alcohol and drug use and factors including: awareness of alcohol drug policies and procedures, year level in college, age, ethnic group, marital status, gender, current residence, working status, living arrangement, cumulative GPA, the availability of drugs and alcohol at college parties, student enrollment status, family history of alcohol, and time spent volunteering per month. The researcher administered the Core Alcohol and Drug Survey (CADS) to measure these variables. The results indicated that the factors that had a significant relationship with alcohol and drug use were the awareness of campus policies, marital status, availability of drugs and alcohol at parties, student status, and hours spent volunteering. The rest of the variables did not have a significant relationship to the students&rsquo; alcohol and drug use. These results will contribute to more effective alcohol and drug prevention and treatment programs for students that address these significant factors. </p>

<p> Performance-based identity and sexual scripts play a critical role in shaping the masculine identity of young adult Christian males, undermining their spiritual formation. Young men&rsquo;s perceptions of, and interactions with, family culture, non-Christian peers, and society at large further intensify the impact of these scripts. The negative results of these influences include a license for premarital sex, the delay of marriage, and a view of manhood inconsistent with the good news of salvation by grace through Christ Jesus. Through interviews with eleven young adult men these scripts were identified and labeled to capture the characteristics of these sexual narratives. Eight scripts were discovered and named such as Stud, Venus, C.R.E.A.M, and Bachelor Pad among others. For instance, the Stud script is a young man who has achieved experiential wisdom and self-confidence from having lost his virginity. Most Studs typically experience a time of high sexual activity before moving into monogamous sexual relationships. The benefit of being initiated into the script removes any regrets from having engaged in premarital sex even though most were only teenagers. Ironically entry into the status of Stud occurred through the initiation of a Venus. Venus describes the assertive young lady, for most a fellow teenager, who was the co-initiator in the loss of virginity. Venus however was not a one-time sexual relationship but also the description of the sexual desires and expectations of their female counterparts.</p>

<p> With the new era of the workforce dawning, employers emphasize the need for educators to educate young people about the skills and knowledge employers are looking for in the 21st century. In fact, 88% of employers indicated the importance of colleges and universities ensuring all students are prepared (Hart Associates, 2015). In terms of the broad range of knowledge and skills, employers place great value on candidates who demonstrate proficiency in written and oral communication skills, teamwork skills, ethical decision-making, critical thinking, and the ability to apply knowledge in real-world settings (Hart Associates, 2015). </p><p> According to the Hart Associates (2015), Hay Group (2014) &amp; the International Youth Foundation (2013), employers indicated the need for college graduates to possess a broad range of knowledge and skills to achieve long-term career success. One way to address this gap is through social-emotional intelligence. Emotional intelligence conceptualized in 1990 by psychologists Mayer and Salovey and later popularized by Daniel Goleman in 1995 in his book <i>Emotional Intelligence: Why It Can Matter More Than IQ.</i> Mayer and Salovey (1990) suggested emotional intelligence is the capacity to monitor one's own and others' feelings and emotions, to discriminate among them, and to use this information to guide one's thinking and intellectual growth. Goleman&rsquo;s (2006) later work re-examined the social component of emotional intelligence. Thus, Goleman (2006) postulated social intelligence offered a fresh outlook to human aptitude and human interaction in relationships. </p><p> The purpose of this study is to examine the relationship between emotional intelligence and career intentions of first-year college students at Historically Black Institutions, often referred to as Historically Black Colleges and Universities (HBCU&rsquo;s). The study will aim to address the following question: What is the relationship between emotional intelligence and career intentions of first-year college students? Information extracted from this study will aim to build on existing emotional intelligence research, as well as, aim to offer new insights into practices that would aid career counselors in their work and inform curriculum design for introduction courses for first-year college students at higher education institutions across the academy.</p><p>

Domestic violence is a national concern that affects women of all ages and ethnicities, as well as women with disabilities. Although there is literature focusing on attitudes about domestic violence toward women, the literature review provided no studies that investigated attitudes about domestic violence toward women in relation to domestic violence knowledge, counselor competency, and counselor comfort level. Statistics reveal the increasing number of women who are in abusive relationships and the mental and health effects of domestic violence abuse. This study explored Rehabilitation Counseling master's students' attitudes and beliefs about domestic violence toward women. The participants were 113 Rehabilitation Counseling master's students enrolled in Rehabilitation Counseling master's programs in 30 universities in different geographical regions of the United States. The study consisted of a demographic questionnaire and five research instruments: the Attitudes Toward Women Scale, the Domestic Violence Blame Scale, the Perceived Counselor Comfort Scale, the Domestic Violence Knowledge Test, and the Marlowe-Crowne Social Desirability Scale. The results of the three hierarchical regression analyses are provided. First, there was significance based on domestic violence knowledge and race/ethnicity, and domestic violence and age: (a) Participants who identified as African American scored lower in domestic violence knowledge, and (b) participants in the age group 25 to 30 years scored lower in domestic violence knowledge. Second, there was no significant relationship between the criterion variables and perceived comfort. Third, there was a significant relationship between the criterion variables (domestic violence training and previous history of domestic violence) and competency level. Participants who indicated having training in domestic violence had a higher the level of competency than participants who indicated having no training in domestic violence. Participants who indicated having a previous history of domestic violence had a higher level of competency than participants who indicated not having a previous history of domestic violence. Implications for counselors, educators, and future research are discussed.

This study documents an effective counseling/teaching model, the Coordinated Youth program, that was implemented in one middle school in the Boston area, to provide intervention and prevention services for violent and disruptive students from 1982-1985. This study first examines the demographic and social trends that lead youth to behave violently in school, including the pervasive cycle of suspension and further disruption. Then, through observations in the school as well as interviews with parents, teachers and students, a portrait is painted of the program itself. CYP developed from community initiatives and included strong counseling and coaching components. These are described in detail, along with some classroom innovations, and statistics on student behavior. Collaboration between counselors, teachers, parents, and community figures was stressed throughout the program. One chapter is devoted to case studies of individual students assisted by the program, and the study ends with recommendations for implementing similar programs in other middle schools. (1) The counseling/teaching must encourage teachers and administrators to become reinvolved with students and parents. (2) The counseling/teaching must work to teach the violent and disruptive students self-control behaviors. (3) The counseling/teaching must include parents and friends. (4) The counseling/teaching must be a collaborative effort by the schools and agencies. (5) The counseling/teaching program must have a dedicated, skilled, and caring staff. (6) The counseling/teaching must offer opportunity for school and community understanding. (7) The counseling/teaching client student must continue his or her education into high school. Definition. Counseling/teaching programs offer a new technique for use in our social activities and service programs. A student entering the program is coached systematically by school counselors. This coaching places an objective focus on better behavior and self and other understanding.

<p> This embedded case study explored and described the delivery of career development activities by high school counselors (n=9) at predominantly Latino high schools within a Southern California school district. Using the ASCA National Standards as a guide, participants were queried about their adherence to said standards. The following themes emerged: (a) The Need for Parental Involvement in Students&rsquo; Education, (b) Counselors&rsquo; Barriers to Delivering Career Development Activities, (3) Perceptions of a Potential Career Development Course, (4) Career Exploration, (5) and Lack of Accountability for ASCA Standards. The results from the questionnaire highlighted inconsistency among the participants&rsquo; delivery of career development competencies. Limitations include a small sample size and questionnaire flaws. Implications include the need to track fidelity for ASCA National Standards, improve parental involvement, reduce non-counseling tasks, and reduce the student-to-school counselor ratio. Recommendations for future research for educators in predominantly Latino high schools are provided.</p>