The primary purpose of this study was to determine the degree to which clients were satisfied with rehabilitation counseling services. A secondary purpose was to determine if primary disability types such as psychotic disorders, mental and emotional disturbance and mental retardation, borderline (IQ range 70 to 85) influenced the degree to which clients expressed satisfaction with services rendered. The study was conducted in Atlanta, Georgia. Data were obtained from former clients of the XYZ rehabilitation center. Data on 83 former clients who received rehabilitation counseling at XYZ rehabilitation center in fiscal years 1983, 1984 and 1985, were used in this study. Frequency Analysis, Measures of Central Tendency and Variability were used for statistical purposes. Results of the study revealed that, overall, XYZ clients expressed satisfaction with services rendered. In addition, results also indicated that of the three primary disability groups, overall, the mentally retarded, borderline group indicated being most highly satisfied with center services followed by the mental and emotional group and then the psychotic disorder group. Furthermore, the study revealed that primary disability types had no effect on the clients’ expressed satisfaction with rehabilitation services.

Thesis (M.A.B.S.)--Dallas Theological Seminary, 1982. / Includes bibliographical references (leaves 75-76).

Thesis (M.A.)--Ohio State University. / Bibliography: leaves 48-52.

Thesis--Catholic University of America. / Bibliography: p. 122-128.

The large predominantly Black high school in DeKalb County, Georgia, selected as the locale of the study had an enrollment of 1,391 students during the 1974-75 school year. Of these 1,391 students, 267 were enrolled in the tenth grade. Of these 267 tenth graders, 56 were identified from student attendance reports as being frequently absent from school. It was upon these 56 frequently absent students that the attention of this research was focused. The purpose of the study was to evaluate the effectiveness of using Sociodrama in group counseling as a technique for increasing the average daily school attendance and the self-image of these high school students, in comparison with one counseling group where an Eclectic technique was used and one group which did not receive any type of structured counseling. It was hypothesized that students in the Sociodrama group would attend school more regularly, feel better about themselves as students and that their teachers would think more highly of them. The 56 students were randomly placed in three groups; 14 students in the Eclectic Counseling group, 14 students in the Sociodrama counseling 1 group and 28 students in the Control group. The counseling groups met in 50 minutes, twice-weekly, counseling sessions for 8 weeks led by the same two co-facilitators. Pre and post testing and data collection were done on (a) the students average daily attendance before and during the experimental period, (b) the students mean scores on the How I See Myself scale (I. Gordon) before and after the experimental period, and (c) the mean rating scores the teachers gave the students on the Florida Key (W. W. Purkey, B. N. Cage, and W. Graves), before and after the experimental period. Minor hypotheses were tested by the use of an analysis of variance, and when so indicated, the "t" test was used for specific comparisons. There were no statistically significant differences in average daily attend ance, student concept of self as a student, nor teacher perceptions of students for the three groups involved. The groups were the same at the beginning of the period of time in question and they were the same at the end. It is noted, however, that there were significant changes pre versus post mean score ratings on the How I See Myself scale and the Florida Key. There was no way of attributing these changes to the effectiveness of any type of group counseling or to no counseling at all. The significant differ ences between the data collected before and after the experimental period on these instruments were noted for all three groups and in the same positive direction. What does seem to be operating is the Hawthorne effect. The students had attention focused on them and therefore felt better about themselves as students. The teachers were aware that the students were receiving some kind of treatment reported to be beneficial to them and therefore saw the students in such a more postitive light as to rate them significantly higher. If this were true, then it is also possible that the students sensed a more positive change in the teachers1 per ception of them and therefore behaved differently and felt differently about themselves as students. Friendly attention may be the key after all.

No description available.

Purpose of the Study The purpose of this study was to determine the effects of an assertive training program on the self concept, manifestations of assertive behaviors and level of knowledge of appropriate assertive response behaviors on a pre-release inmate population. Hypotheses The significance of differences was tested between the experimental and control subjects on the following variables: 1) self concept, 2) conduct, 3) discipline patterns, 4) visitation privileges earned, 5) levelof knowledge of assertive response behavior patterns, and 6) assertive response patterns employed in interactions with counselors. The .05 level of significance served as the decision rule. Significance of the Study The anticipated benefits of this study were: 1) To provide aggressive individuals with alternative ways of responding; 2) To add empirical evidence relative to the effectiveness of assertive training on the self concept; and 3) To sensitize correctional professionals to the appropriateness of using the verbal response model of assertiveness in altering the behavior of inmates. Research Methodology The randomized group pre-post test control group design was used in this study. The treatment consisted of a modified version of the Verbal Response Model of Assertiveness. The instruments used were the Adult Self Expression Scale, Tennessee Self Concept Scale, Assertive Response Pattern Test and Interaction with Counselors' Inventory, Conclusions The- findings of the study seem to warrant the following conclusions: 1) Exposure to the Verbal Response Model of Assertiveness did significantly influence the level of knowledge of appropriate assertive responses of inmates; 2) The self concept of aggressive and non-assertive inmates who were exposed to an assertive training program were not significantly affected; 3) Assertive training did not significantly influence the conduct, discipline patterns, visitation privileges earned and assertive responses used with counselors of inmates; and 4) Differential effects on individuals exposed to the treatment were observed as attested to by the descriptive analysis and by verbal reports from members of the professional staff.

The purpose of this study was to investigate the effects of ritual counseling process on the enhancement of self-esteem. The subjects consisted of a select group of Maasai adolescent males. The range of their chronological ages was 16 -18 years. The forty male Maasai adolescents were selected randomly. A pre- posttest research design was used. The Rosenberg Self-esteem Scale was administered before the ritual counseling process was begun. These results were used as the baseline data. The study found that all the t-tests produced statistically significant differences between the pre- and post-ritualized test scores. The conclusion, drawn from these findings, seems to warrant that; the ritual counseling process contributed to the reduction of the subjects' negative feelings of self-worth, and contributed to the positive change in the subjects' feelings of self-worth.

The clergy in contemporary society are viewed as spiritual healers and counselors in addition to their traditional role as ministers. The clergy have varied ministerial roles depending upon their particular denomination. However, as society changes into a more materialistic, self-centered culture, new sets of values, attitudes and lifestyles are born. Contemporary clergy must provide comprehensive services to congregations whose demands and needs are constantly expanding. Black clergy today are faced with so many sophisticated problems in society (due to race, culture, economics, etc.) they must not only have a balanced spiritual life but also an educated and trained plan of action to combat these societal ills. Many ministers are not able to successfully balance personal, spiritual and societal expectations of them. Yet, when some ministers feel spiritually and physically exhausted they usually find little to no programmatic relief. Black clergy represent more than a minister to their congregations and communities. They are expected to behave only in the most divine and above human way, which needless to say, causes grave concern among clergy. Therefore, the purpose of this study was to determine if Black clergy were experiencing stress in their individual, ministerial and corporate church employee roles, and secondly to determine if there was a need for clerical counseling to mitigate the impact of stress on Black ministers. This descriptive study required each participant to complete the "Stress Impact on Black Clergy Survey" (SIBCS) developed by the researcher. Results were reported using frequency analysis, numbers and percents. The findings suggested a need for clergy holistic support through professional counseling and denominational programming.

The purpose of the study was to determine if the self-reported needs of a selected group of Black male Vietnam veterans was different than White male Vietnam veterans. The researcher used archival data for this study. The data included information on personal demographics, military data, health information, social information, education and employment, and current living information. A self-Report Questionnaire was used to collect data. Contrary to the existing literature, with specific references to cultural and ethnic awareness, this study found no statistically significant differences in the self-reported needs of Black and White male Vietnam veterans.