Thesis (D. Min.)--Austin Presbyterian Theological Seminary, 2009. / Description based on print version record. Includes bibliographical references (p. 173-176).

Thesis (M.S.) -- Central Connecticut State University, 1993. / Thesis advisor: Dr. Paul Tarasuk; Research supervisor: Dr. Rikke Wassenberg. "...in partial fulfillment of the requirements for the degree of Master of Science in Counseling Psychology." Includes bibliographical references (leaves 60-63).

Thesis (Ph.D.)--Indiana University, Dept. of Counseling and Educational Psychology, 2008. / Title from PDF t.p. (viewed on Oct. 6, 2009). Source: Dissertation Abstracts International, Volume: 70-02, Section: A, page: 0485.

Thesis (Ph.D.)--Indiana University, School of Education, 2008. / Title from PDF t.p. (viewed on Oct. 8, 2009). Source: Dissertation Abstracts International, Volume: 70-02, Section: B, page: 1338.

Thesis (Th. M.)--Western Conservative Baptist Seminary, 1991. / Abstract. Includes bibliographical references (leaves 85-94).

Thesis (M. A.) -- Pacifica Graduate Institute, 2004. / Includes bibliography.

Thesis (Ph. D.)--Ball State University, 2008. / Title from PDF t.p. (viewed on Nov. 09, 2009). Includes bibliographical references (p. 186-198).

<p> This study compares developmental assets, restorative practices, and conflict resolution to determine how each of these approaches to working with students relates to various elements of school counseling and the four major components of school counseling programs contained in The American School Counseling Association&rsquo;s National Model. Existing literature on Developmental Assets, Restorative Practices, and Conflict Resolution was reviewed to examine the logistics of each of the models as well as to explore the benefits and limitations of using these processes to improve student outcomes within the realms of academic, personal, and social development. This thesis provides a platform for explaining how various strategies used within Developmental Assets, Restorative Practices, and Conflict Resolution can enable school guidance counselors to utilize evidenced-based practices in their school counseling programs to better serve the schools and the students with whom they work. </p>

<p>An individual's financial position of dependence or independence can impact a person's state of psychological well-being and his/her level of functioning in society. Being financially independent can provide a sense of security and empower an individual to increase their quality of life. However, being financially dependent on others can create a hardship of fear and uncertainty about how to feed one's family or pay the rent. A number of published studies (Kruttschnitt, 1982; Natalier, 2007; Powles, 1991; Rogers, 2004; Schneider, 2000; Strube & Barbour, 1983) have been performed for specific topics related to financial dependency; however, the various developmental stages people experience when they are financially independent or financially dependent has not yet been researched or characterized. The goals of this study are: 1) to examine and identify the developmental stages of financial dependence and independence that individuals experience over the life span, and 2) to determine the benefits and challenges people encounter as a result of experiencing each of these stages of financial dependence and independence. Gaining a greater understanding of the common experiences people have in each of these states of financial dependence and independence will enable psychology and sociology professionals to better recognize the needs and concerns of their clients.

<p> Connections within communities have been recognized as a protective factor in the experience of collective trauma, yet many interventions have not accounted for the potential disruptions to connections within communities. The purpose of this dissertation project is to broaden the knowledge of ways to generate community connectedness through culturally appropriate and systemic interventions directed at social networks and communities, and the methodologies to implement them. One of the most notable findings following terrorism and immense psychosocial trauma is that family, community, and social network supports are the most significant factors in promoting recovery and preventing long-term mental health difficulties. This project utilized a content analysis of theoretical foundations and professional counselor competencies, which provided empirical evidence as to how community connectedness emerges following a collective trauma event. Given the significance for building community connectedness into collective trauma responses (Breckenridge &amp; James, 2012; Charuvastra &amp; Cloitre, 2008; Flynn, 2007; Hobfoll et al., 2007; Landau, 2012; Mears, 2008; Saul, 2014; Saul &amp; Bava, 2009; Shultz, Cattaneo, Sabina, Brunner, Jackson, &amp; Serrata, 2016), and the call for more leadership from counselors by CACREP (2016) in the area of disasters and crises, this project provides an instructional manual for mental health professionals who are called upon after a collective trauma. This instructional manual offers interventions and models to facilitate long-term post disaster recovery after a collective trauma.</p><p>