The purpose of this study was to investigate the relationship between racial identity development and career thoughts for Black seniors at an urban high school. The available population was 557 Black senior students at a high school in Orange County, Florida. With respect to this population, socioeconomic status, influences on career interest, parental level of education, parental occupations, post-secondary intentions, and plans to take the SAT or ACT were some of the specific demographic variables that were analyzed. Results from a variety of simple regression analyses revealed significant positive relationships between Black seniors' perceptions of their racial identity development and their career thoughts. By way of simple regression analysis, the five variables (domains) of the Black Racial Identity Attitude Scale were analyzed in relation to the three variables (domains) of the Career Thoughts Inventory and demographic variables. With the exception of the internalization stage of Black racial identity development, statistically significant relationships were found between each of the stages of Black racial identity development (preencounter, encounter, and immersion /emersion) and the measures of the Career Thoughts Inventory (decision making confusion, external conflict, commitment anxiety). Results of the data suggest that individuals in the preencounter, encounter, and immersion /emersion stages of Black racial identity development will have moderate to high scores with respect to decision making confusion, external conflict, commitment anxiety, and negative career thoughts overall. In other words, the less developed one's racial identity, the greater the likelihood of a higher degree of negative thoughts about career and career choice. As well, the results, for the most part, supported the proposed hypotheses. This initial investigation should be replicated using a large sample size and other statistical analyses in order to ascertain more and in order to more accurately determine the nature of the relationship between racial identity development and career development for Blacks.

The purpose of this study was to investigate the relationships that exist among school counselor self-efficacy, perceptions of the professional school counselor's role held by counselors, and actual practice. Data were collected from 192 professional school counselors that attended a statewide counselor conference. Professional school counselors responded to two researcher-designed surveys; the first was a 14-item demographic survey; the second, a 20-item by four-question survey for a total of 80 responses. A Multiple Regression Analysis was used to ascertain what relationships existed between school counselor self-efficacy, school counselor perceived role, and actual practice. The questionnaire listed 20 different counselor and non-counselor roles, and four questions were asked of each role, to determine the degree to which school counselors identified with various roles, degree of self-efficacy in performing those roles, and how often they performed specific roles; the actual practice, and the degree to which professional development would enhance their performances in designated roles. Results indicated that there was a positive relationship between school counselors' experiencing higher self-efficacy and the actual practice in their perceived school counselor roles. As self-efficacy increased, their performance in various roles increased as well. Recommendations were made for preparation and practice of school counselors in counselor education programs. Additionally, suggestions were made for increased collaboration between counselor education programs and the school counseling programs in local schools to promote more integration of theory into practice. Furthermore, recommendations were offered for school principals and directors of school counseling programs to better utilize the expertise of professional school counselors in the school system.

Child sexual abuse (CSA) is a worldwide problem, with two-thirds of all cases going unreported. A wealth of research over the last 30 years demonstrates the negative emotional, cognitive, physical, spiritual, academic, and social effects of CSA. As a result, researchers and mental health professionals frequently attempt to measure the efficacy of treatment modalities in order to assess which treatments lead to better outcomes. However, in order to effectively study treatment outcomes, researchers must be able to track the status of child functioning and symptomology before, during, and after treatment. Because high levels of treatment attrition exist among CSA victims, researchers are unable to effectively study outcomes due to large losses in research participants, loss of statistical power, and threats to external validity (Kazdin, 1990). Moreover, due to the high prevalence of concurrent family violence, caregivers with intimate partner violence are more than twice as likely to have children who are also direct victims of abuse (Kazdin, 1996). Caregivers ultimately make the decisions regarding whether or not a child stays in treatment, and therefore, it is important to examine the influence of both parent factors (e.g., intimate partner violence) and child factors (e.g., traumatization and/or disturbances in cognitive selfdevelopment) on treatment attrition. This two-pronged approach of examining both child and family characteristics simultaneously with attrition patterns offers a more complete picture for the ways concurrent family violence influences treatment than looking at child and caregiver factors separately. The purpose of this study was to investigate the relationships between caregiver intimate partner violence, child posttraumatic stress (Trauma Symptom Checklist for Children [TSCC]; Briere, 1996), child cognitive self-development (Trauma and Attachment Belief Scale [TABS]; iv Pearlman, 2003), and treatment attrition. The statistical analyses in this study included (a) Logistic Regression, (b) Poisson Regression, and (c) Chi-square Test for Independence. Elevated TSCC subscale scores in posttraumatic stress predicted both an increased number of sessions attended and increased number of sessions missed. Elevated TABS subscale scores in self-trust predicted an increased number of sessions attended and decreased number of sessions missed. Elevated TABS subscale scores of other-intimacy and self-control predicted an increased number of sessions missed. Moreover, the presence of past or current caregiver intimate partner violence predicted a decrease in number of sessions attended. While no relationship existed between child posttraumatic stress or cognitive self-development and whether a child graduated or prematurely terminated from treatment, children with parents who confirmed past or current intimate partner violence were 2.5 times more likely to prematurely terminate from treatment.

Considering a wide range of student's delinquencies and problems, preventive intervention in school is strongly required for healthy student development. American School counselor Association (ASCA) has focused on three areas, academic development, career development, and personal/social development to provide various skills and learning opportunities for the successful life of students. During the past 50 years, psychologists have concentrated on the disease treatment model. However, unlike this psychological trend, positive psychology has paid attention to prevent school violence and delinquency. Further, Positive psychologists have discovered not only to prevent problems but also to facilitate human strengths and virtues to live successful and happy life. Therefore, the purpose of this study was to investigate the causal relationship between components of positive psychology and student development. More specifically this research examined the influence of hope, optimism, and self-regulation on student's academic achievement, career development, and social development. This quantitative study included 507 6th grade elementary school students and their parents living in Seoul, South Korea. Four conceptual models were developed to investigate the best fit model to examine the causal relationship between hope, optimism, and self-regulation and student's academic achievement, career development, and social development. Structural Equation Modeling (SEM) was employed to analyze the data. Confirmatory Factor Analysis (CFA) was used to explore measurement model and Path Analysis was engaged in to discover structure model. The results of SEM analysis provided major findings. There was a causal relationship between hope and student's academic achievement, career development, and social iv development. However, it was not confirmed the causal relationship between optimism and student's academic achievement, career development, and social development and between selfregulation and student's academic achievement, career development, and social development. Further, a structural model on the causal relationship between hope, optimism, self-regulation and student's academic achievement, career development, and social development was not statistically significant. Implications and suggestions for future research are discussed.

Considering the prevalence of addiction issues within the U.S., this study focused on the topic of recovery from drug and alcohol dependence in order to add to current literature. Prevention and recovery services are two of the most common ways of combating the addiction issue, and counselors are at the forefront of both movements. The bottoming out experience (BOE) and the turning point (TTP) are two common lay terms of factors within changing addictive behaviors, yet the connection of these constructs to recovery remains unstudied and unknown. The current study tested a model that levels of the BOE and the TTP are predictive of early recovery (ER). The data from this study was obtained from a national dataset previously collected from 230 grant-funded addiction treatment centers that utilize the Global Assessment of Individual Needs (GAIN) assessment instrument. A review of the literature gaps, coupled with available data, influenced decisions on research design and statistical analysis procedures. As clear definitions of the BOE, TTP, and ER have not been discovered through research, a descriptive, correlational research design was chosen in order to understand not only what constitutes a BOE, TTP, and ER, but also to discover the relationships between the BOE, TTP, and ER in their natural state. The purpose of correlational studies is to investigate the relationship between two or more variables without researcher manipulation and such designs are common in the counseling and counselor education research field (Heppner, et al., 2008). Because correlational research is exploratory in nature, structural equation modeling (SEM) was utilized to understand the components of each construct and was used to test the hypothesis of the relationships iv between the BOE, TTP and ER. Although SEM is a confirmatory technique, it is frequently used in an exploratory manner because it combines elements of confirmatory factor analysis and multiple regressions and allows for various possibilities of the relationships between constructs and variables (Schrieber, et al., 2006). The literature on ER, BOE, and TTP provides enough evidence to test a theoretical model, which is the purpose of SEM. The hypothesized model assessed data at intake for the BOE, TTP and ER. Once constructs were delineated through measurement models/CFA, SEM path analysis was used to understand how the constructs related to one another. The first three hypotheses were rejected in the study, and measurement model modifications were conducted, which yielded good fit indices. Results from Hypothesis One indicated that hypothesized factors did not load on the BOE, and instead, the BOE at the intake level was a measurement of mental health severity. Results from Hypothesis Two indicated that hypothesized factors did not load on TTP; however, TTP did resulting factor structure created through model modification contained factors of awareness, motivation, and support. Results from Hypothesis Three also indicated that hypothesized indicators did not load into ER; however the resulting factor structure contained indicators of abstinence and environmental support. Lastly, Hypothesis Four yielded three resulting models, all of which had good fit indices. Therefore, hypothesis four was accepted. It is noteworthy that direct effects were not all significant, and the p value in all final models was significant. There was not a significant relationship between the BOE and ER at the intake level; however, there was a significant relationship between the BOE and TTP, as well as TTP and ER at the intake level. The direct v effects between the BOE and ER may have had a role in the significant p values, as well as the large sample size. Within the three resulting models, the BOE had significant relationships with TTP, spiritual support, and motivation. Both spiritual support and motivation also had significant relationships with ER. Therefore, the results from the current study support that there are existing relationships between the BOE and TTP; however, the relationship between the BOE and ER at the intake level was not significant.

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Data from the National Center for Education Statistics suggest that as academic standards continue to rise, students' mental health continues to decline (Carr, 2022). Public schools today have a unique opportunity to support the ongoing learning of students, while also encouraging the development of social and emotional skills that will benefit students’ academic performance, as well as their general wellbeing. While schools today follow rigorous state standards and support academic learning, many students attending rural high schools are graduating without the skills necessary to be successful in college or career (Farrington et al., 2012). This mixed-methods case study examines the social emotional skills necessary to promote college and career readiness for a rural California high school. Two research questions frame the study. First, what skills do rural educators, students, families, and community members believe are necessary for students to be successful in college or career? Secondly, in what ways do participants believe rural educators can help in the development of the skills identified in Research Question 1? Qualitative data was gathered through semi-structured interviews with school staff, parents, students, and community members to support both research questions. Quantitative data was later obtained through a follow-up survey with school staff, to identify five key, social emotional competences that school staff believe the be most critical for rural students to learn. It was determined that responsibility, work ethic, social skills, communication, and critical thinking skills are believed to be the most important social emotional skills to learn, for students attending high school within a rural community. Findings from this study contribute to current research as well as provide the district this set of core competencies to assist educators in developing school-wide practices and procedures that promote the development of the whole child.

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