Science, technology, engineering, and math (STEM) fields are currently facing a crisis with respect to filling jobs with qualified workers (NSF, 2013; NAS, 2011). While advancements in these industries have translated into job growth, post-secondary declaration and retention rates within STEM majors lag behind industry needs (Carnevale et al., 2011; Chen, 2013; Koenig et al., 2012). Although researchers previously investigated demographic variables and math-related variables in the context of STEM retention (Beasley & Fischer, 2012; CollegeBoard, 2012; Cundiff et al., 2013; Gayles & Ampaw, 2014; Le et al., 2014; Nosek & Smyth, 2011; Riegle-Crumb & King, 2010), the need exists for additional research examining the impact of career-related variables (Belser et al., 2017; Folsom et al., 2004; Parks et al., 2012; Reardon et al., 2015). Additionally, prior STEM retention research primarily focused on students with declared STEM majors, as opposed to undeclared students considering STEM majors. In the present study, the researcher sought to determine the degree to which demographic variables (gender and ethnicity), math ability variables (SAT Math scores and Math Placement Test--Algebra scores), and career development related variables (initial major, STEM course participation, and Career Thoughts Inventory [CTI] change scores) could predict undergraduate retention in STEM for participants in a STEM recruitment and retention program. Using binary logistic regression, the researcher found that initially having a declared STEM major was the best predictor of STEM retention. Higher scores on math variables consistently predicted higher odds of STEM success, and the data revealed higher odds of STEM retention for ethnic minority students. Gender only showed to be a significant predictor of STEM attrition with the undecided students with first-to-third year retention. Finally, larger decreases in CTI scores predicted increased odds of STEM retention. Implications from the findings relate to a variety of professionals from higher education, counseling, and research. The findings provide guidance and new perspectives on variables associated with better rates of STEM retention, and as such, inform STEM initiatives targeting undergraduate STEM recruitment and retention.

The loss of a loved one through death is a virtually inescapable part of the human experience and one that can elicit marked psychological and physical distress on the part of the survivor. However, not all individuals who lose a loved one cope with their grief in the same way. Variation in the duration and intensity of grief reactions among mourners is well supported, with 10-15% of the bereaved population experiencing a protracted, debilitating, and sometimes life-threatening grief response known as complicated grief (CG). However, most grievers respond to loss with relative resilience, demonstrating an ability to sustain reasonably stable and adaptive levels of functioning while grieving the loss of their loved one. One factor that might distinguish resilient and CG reactions is differences in the cognitive, behavioral, emotional, social, and spiritual strategies they use to cope with their distressing grief symptoms. However, prior to this study, an instrument designed to assess potential constructive strategies for coping with bereavement had yet to be developed, limiting helping professionals and researchers to the use of nonspecific measures that assess coping with life stressors in general, rather than with bereavement, in particular. Therefore, the aim of this study was to construct and validate the Coping Assessment for Bereavement and Loss Experiences, or CABLE, an instrument designed to identify which strategies bereaved individuals currently use to cope with grief following the death of a loved one. The present study followed a mixed-methods approach to instrument development, incorporating both qualitative (i.e., Phase 1) and quantitative (i.e., Phase 2) approaches with two diverse samples of bereaved adults (N = 12 for Phase 1 and N = 918 for Phase 2, respectively). Exploratory factor analysis (EFA) with the initial item pool (n = 89 items) yielded a six-factor, 30-item structure, which was cross-validated for item selection using confirmatory factor analysis (CFA). CFA generated a final six-factor, 28-item model of grief coping. The CABLE demonstrated good internal consistency reliability and provided initial evidence for convergent and discriminant validity with the present sample. Finally, findings from hierarchical multiple regression analyses and one-way analysis of variances (ANOVA) tests shed light on participant demographic and background variables that accounted for small but significant variance in CABLE scores. Limitations of the present study, recommendations for future research, and implications for helping professionals and researchers are discussed.

The purpose of this exploratory phenomenology investigation was to understand what were Hispanic teachers' experiences with their occupational stressors while working in Title I elementary schools. Specifically, this investigation used a self-compassion theoretical framework to explore the emotional stressors of the participants (N = 19) and how they cope to mitigate their feelings of burnout. Purposeful sampling was used to recruit Hispanic teachers from three Title I elementary schools within the same school district in Central Florida. The data were collected through individual interviews with the Hispanic teachers who volunteered to participate in the study. All data were recorded, transcribed, and analyzed for themes following Colaizzi's (1978) methods. Trustworthiness measures employed throughout the investigation included the use of (a) clear articulation of methods in order to protect the integrity of the data, (b) reflection on the researcher's positionality and pre-conceived notions about the participants' experiences by using bracketing, (c) analyst triangulation of the collected data with peer debriefers, (d) member checking, and (e) a thorough description of previous literature (Creswell, 2013; Marshall & Crossman, 2006; Moustakas, 1994; Patton, 2015). Five themes emerged from the data analyses: (a) general stressors, (b) emotional stressors, (c) cultural stressors, (d) coping skills, and (e) teachers' recommendations for administrators. The five themes aligned with previous research findings, offering significant implications for future research, teacher and counselor educators, and school personnel. Specifically, findings from this investigation contribute to the literature by providing an increased understanding of cultural and emotional stressors experienced by Hispanic teachers in Title I elementary schools.

The purpose of this research study was to investigate the directional relationships between Adverse Childhood Experiences (ACE; Felitti et al., 1998), relationship quality (as measured by the Relationship Assessment Scale [Hendrick, 1988] and the Behavioral Self-Regulation for Effective Relationships Scale [Wilson, Charker, Lizzio, Halford, & Kimlin, 2005]), and health (as measured by the OQ 45.2 [Lambert et al., 2004] and a Brief Medical History Questionnaire [Daire, Wheeler, & Liekweg, 2014]) among economically disadvantaged couples. The theorized model included a dyadic structure and mediation of ACE and health by relationship quality using the Actor-Partner Interdependence Mediation Model (APIMeM). The researcher employed structural equation modeling analyses and the APIMeM to investigate the model fit with archival and enrollment data from 503 heterosexual couples in a relationship education program. The majority of participants (76.9%) also identified a racial or ethnic minority background. Final results indicated a good fit for the model to the sample data and explained a significant portion of variance in health (i.e., 82.3% for men [a large effect], 56.5% for women [a large effect]). Significant findings included: (a) ACE exerted an effect on health indirectly through relationship quality (i.e., 98.05% of the male total actor effect, 57.4% of the female total actor effect); (b) ACE exerted a direct effect on health for women; (c) overall ACE, relationship quality, and health were significantly related at the actor-level; and (d) a dyadic influence between male and female reports of ACE, relationship quality, and health contributed to the overall model fit. Discussion of results, implications for practice, recommendations for future research, and study limitations are provided.

College students diagnosed with Attention Deficit-Hyperactivity Disorder (ADHD) are at an increased risk of depression, anxiety, and lower academic self-efficacy as compared to college students not diagnosed with ADHD. Additionally, college students with ADHD diagnoses struggle to obtain effective treatment options for their ADHD symptoms. Specifically, pharmacological interventions are effective in mitigating ADHD symptoms; however, adverse effects of stimulant medications (i.e., increased/decreased appetite, headache) impact medication adherence in college students with ADHD. Neurofeedback is a non-invasive, drug-free intervention that uses the theories of biofeedback and cybernetics to increase self-regulation of brain functions. The purpose of this dissertation study was to examine differences in college student participants' scores on inattention, hyperactivity, impulsivity, self-concept, depression, anxiety, and self-efficacy measures over time when exposed to the neurofeedback intervention. The researcher employed a quasi-experimental, one group, time series design to explore differences in levels of symptomology in 11 participants over four assessment points. The results identified participants' scores in inattention (p = .016), hyperactivity (p = .017), self-concept (p = .008), depression (p = .004), and anxiety (p = .018) significantly decreased of the course of the intervention (16 neurofeedback sessions). Moreover, the participants' self-reported levels of academic self-efficacy increased significantly over time (p < .001). The findings for the current study provide practical, professional, and public policy implications, expanding the neurofeedback training and ADHD literature.

The present study investigated the directional relationship between practicing school counselors’ level of altruism to their degree of burnout. Specifically, this investigation tested the hypothesized directional relationship that practicing school counselors scoring at higher levels of altruism would have lower levels of burnout (emotional exhaustion, depersonalization, personal accomplishment). In addition, the investigation examined the relationship between the practicing school counselors’ levels altruism and burnout and their reported demographic information (e.g., age, school counseling level, self-reported levels of wellness). A thorough review of the literature is presented with supporting empirical research for each construct (altruism and burnout). A descriptive, correlational research design (Frankel et al., 2012) was employed to investigate the research hypothesis and exploratory questions. The research hypothesis was analyzed using structural equation modeling (SEM). More specifically, multiple regression, path analysis, and confirmatory factor analysis (Ullman, 2007) were conducted. The exploratory research questions were examined using: descriptive statistics, Spearman’s rho correlations, multiple regressions, Kruskal-Wallis test and Mann Whitney U test (Pallant, 2010). The results are reviewed and compared to existing research in the field. Furthermore, limitations of the current study are explained, and recommendations for future research are provided. Finally, implications of the study regarding professional school counseling and counselor education are discussed. The overall sample for this study is 437 practicing school counselors (ASCA members, n = 344; non-ASCA members, n = 93). The results of the study support that school counselors with higher levels of altruism have lower levels of burnout. The findings of this study show two dimensions of altruistic motivation: (1) positive future expectations and (2) self-efficacy v contribute significantly to all dimensions of burnout (emotional exhaustion, depersonalization, and personal accomplishment). Additionally, a significant relationship was found between altruism and burnout and self-reported wellness.

Client outcome research focuses primarily on three specific aspects of therapy: therapist technique, client behaviors and therapeutic interaction. The term "therapeutic interaction" focuses on the relationship between the counselor and the client, and is often ignored in client outcome research. Counselor specific contributions to the therapeutic process are called therapist characteristics may be an innovative way to assess how counselors' impact clients' outcomes in counseling. For the purposes of this study administering the Five Factor Wellness Evaluation of Lifestyle and the Outcome Questionnaire to master's level student counselors assessed therapist characteristics. The Outcome Questionnaire was administered to clients at a community-counseling clinic at two points and a delta score was calculated to create the variable "client outcome." In order to test the research hypotheses, 70 master's level counseling students completed both the Five Factor Wellness Evaluation of Lifestyle and the Outcome Questionnaire. These scores were then matched with master's level counseling students' client delta scores, which created the dependent variable. The results of the multiple regression analysis indicated no statistically significant relationship; therefore the null hypotheses were accepted as the constructs student counselor wellness and client outcomes were not related. Results of the study were summarized and discussed, limitations of the study were explored and recommendations for future research were proposed.

Educational content session for Frontier Health case managers.

The purpose of the study is to investigate a variety of character traits, stressors or traumatic event variables in order to develop a possible predictor model for individuals that seek out to become a student in a counseling program and how those variables relate to their level of empathy. The purpose of using a multiple linear regression analysis is to help determine if a linear relationship exist between the dependent variable and a set of independent variables. The multiple linear regression analyzes the data to determine if the residuals are homoscedastic and approximately rectangular-shaped. A multiple linear regression allows the researcher to assess for the absence of multicollinearity in the model, meaning that the independent variables are not highly correlated. The multiple linear regression analysis determines the single fit for the variables through a scatter plot. More specifically the multiple linear regression fits a line through a multi-dimensional space of data points in order to determine their correlation to each other (O’Brien, 2018).

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