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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
1

A qualitative examination of the experiences of Taiwanese transnational youth in Vancouver

Petersen, Leah January 2009 (has links)
This thesis consists of two manuscripts. The first manuscript reviews empirical studies on Asian transnational families in English-speaking countries in the last two decades, provides critical analysis of the content and methodologies employed in the studies and makes recommendations for future research. The second manuscript reports the results of a qualitative study that aimed to explore the core essence of Taiwanese transnational youth's experiences adapting to the dual household arrangement in Vancouver. More specifically, the study seeks to answer the following questions: (1) How did Taiwanese transnational youth understand their family's decision to enter a transnational arrangement?; (2) How did Taiwanese transnational youth's family dynamics and individual familial relationships change over time?; and (3) How has the experience of transnational migration affected Taiwanese transnational youth's sense of identity and their plans for the future? Implications for future research and practice are also discussed. / Cette thèse contient deux parties: La première est une analyse documentaire des immigrants transnationaux Asiatique en Amérique du Nord. La deuxième étude porte sur l'expérience de jeunes Taïwanais transnationaux vivant à Vancouver. L'analyse documentaire examine les études publiés pendant les décennies 1989-2009, porte une analyse critique du contenu et méthodologie des études, et fourni des recommandations pour la recherche sur les familles Asiatique transnationaux dans l'avenir. Dans le cadre de la méthode phénoménologique, cette étude a pour but de cerner la structure transcendante ou l'essence des jeunes Taïwanais transnationaux qui doivent s'adapter à vivre dans deux foyers. Notamment, les questions suivantes sont posées : (1) comment les jeunes Taïwanais transnationaux ont-ils interprété la décision prise par la famille de vivre à deux endroits?, (2) comment la dynamique familiale et les rapports au sein de la famille des jeunes Taïwanais transnationaux ont-ils évolué?, (3) comment la migration transnationale a-t-elle changé leur image d'eux-mêmes et les projets d'avenir des jeunes Taïwanais transnationaux? Tout d'abord, un recensement des écrits sur les familles asiatiques transnationales dans les pays anglophones sert à situer ce mouvement migratoire unique en son genre. Les réponses aux questions formulées ci-dessus fourniront les orientations à donner à des études ultérieures sur les jeunes Asiatiques transnationaux et aux recommandations dont pourront bénéficier les travailleurs les côtoyant.
2

A Comparative Perspective of Black College Males on the Achievement Gap| Implications for School Counselors

Bethell, Detra 17 May 2013 (has links)
<p> The dominant discourse regarding Black males in America is that they are less academically successful than European American males and Black females. Similarly, Black males in the Bahamas are described as less successful than Black Bahamian females. School Counselors are in a unique position to alter the trajectory of success for Black males if they are knowledgeable of factors contributing to Black male academic success; have an awareness of the potential impact their unique roles can have; and develop and execute comprehensive, culturally responsive school counseling programs. While there is little research on the Achievement Gap in the Bahamas, much of the research in America has been conducted from a deficit perspective. This study uses a strength based perspective to identify and compare factors contributing to academic success in Black male high school students in the Bahamas and the United States and suggest a framework for responsive school counseling programs. Study results indicated that school counselors in the Bahamas and the United States were ineffective in meeting the needs of Black male students. These needs included supportive teachers, friends, parents and community mentors; a socially responsive school environment; being liked, accepted and appreciated; high teacher expectations; self-reliance (resilience), perseverance; a sense of hope and a purpose; and spirituality. Study results were analyzed from an ecological perspective and a comprehensive, culturally relevant framework was suggested to assist school counselors develop programs that are responsive to the needs of their Black, male, high school students.</p>
3

The motivate to explore career intervention: design and investigation of a career counselling group for disengaged adolescent males

Kerner, Emily January 2012 (has links)
Disengaged students are at risk for failing to complete high school. When youth drop out they not only risk facing unemployment and poverty, they also lose access to crucial supports and services that could smooth the transition from school to work. As these students are likely to seek work directly after high school, they need skills for adjusting and adapting to the world of work. To date, few studies have investigated how to engage at-risk youth in the process of career exploration and how to provide them with effective tools for navigating the school-to-work transition. This program of research focused on designing a group career exploration intervention to support the development of self-determination and career adaptability for disengaged adolescent males. The literature review summarizes key constructs in the theoretical framework (a multidimensional view of career exploration that integrates motivation and vocational development). The first manuscript details a Scientist-Practitioner Design Framework (SPDF). The SPDF is a methodological approach to designing an intervention and exploring its outcomes that uses the scientist-practitioner's clinical orientation as a guide. Manuscript two is a qualitative study that explores the experiences of participants' development of self-determination and career adaptability as a function of their group experience. Fourteen adolescent males, comprising two intervention groups, were interviewed about their group experiences. The interview transcripts were analyzed using a grounded theory method. The analysis yielded a model of Developing a Work Identity, characterized as a trajectory of development starting from lacking self-knowledge prior to the group to, after the group, knowing more about the self as it relates to work. This trajectory took two different pathways. One was influenced by active help-seeking and planning, as well as seeing career as a calling. This resulted in independent exploration and a global sense of agency. Participants who described the other trajectory did not engage in behaviours to advance their development. This trajectory was influenced by seeing career as a means to an end. It resulted in depending on others for ongoing exploration and a local sense of agency. Study two was conducted in order to learn more about how the group influenced the first trajectory. It is a case study of one participant's experience of developing a work identity and the impact of the group on his development. Results of this study suggested that structure, support from peers and the facilitator, experiential activities, and opportunities to engage in identity construction dialogue were all crucial mechanisms of change. Overall, this research program presents 1) a new methodological approach with potential for bridging science and practice, 2) an innovative career intervention for disengaged youth, and 3) preliminary insight into the contextual factors and mechanisms of change that contribute to successful career development of this population. Taken together, this work advances theory, research, and practice in vocational psychology, and gives voice to an underserved population. / Les étudiants désengagés sont en danger de ne pas compléter leur secondaire. Lorsque les jeunes décrochent, ils courent non seulement le risque de se trouver en situation de chômage et de pauvreté, mais ils perdent aussi leur accès à des soutiens et à des services cruciaux qui pourraient aplanir la période de transition entre l'école et le marché du travail. Comme ces étudiants tendent à se chercher du travail après le secondaire, ils ont besoin des connaissances nécessaires en vue de s'ajuster et de s'adapter au monde du travail. À ce jour, peu d'études se sont penchées sur la façon d'engager ces jeunes à risque dans le processus de recherche de carrière et de leur fournir des outils efficaces pour bien vivre cette transition allant de l'école au travail. Le présent programme de recherche mettait l'accent sur une série d'interventions d'exploration de carrières en groupe visant à soutenir l'élaboration de l'autodétermination et de l'adaptabilité de carrière pour les adolescents désengagés de sexe masculin. Le premier manuscrit présente en détail un modèle de cadre de conception pour le chercheur-praticien. C'est une approche méthodologique visant à concevoir une intervention et à en explorer les résultantes en utilisant l'orientation clinique du chercheur-praticien à titre de guide. Le deuxième manuscrit est une étude qualitative qui explore l'expérience menant au développement de l'autodétermination et de l'adaptabilité de carrière des participants comme fonction de leur expérience de groupe. Quatorze adolescents de sexe masculin formant deux groupes d'intervention furent interviewés quant à leurs expériences de groupe. Les transcriptions de ces entrevues furent ensuite analysées au moyen de la méthode de théorie à base empirique. L'analyse a donné un modèle en vue du Développement d'une Identité de Travail caractérisée comme une trajectoire de développement débutant par un manque de connaissance de soi, avant la formation du groupe, et se terminant, après le travail de groupe, par une meilleure connaissance de soi en relation au travail. Cette trajectoire a pris deux voies distinctes. La première fut influencée par la planification et la recherche d'aide active de même que le fait de voir la carrière comme une vocation. Il en a résulté une exploration indépendante et un sens global de responsabilisation. Les participants qui ont décrit l'autre trajectoire ne se sont pas engagés dans des comportements pour faire avancer leur développement. Cette seconde trajectoire fut plutôt influencée par le fait de voir la carrière comme un moyen d'atteindre un but. Il en a résulté une dépendance envers les autres pour une exploration continue et un sens local de responsabilisation. La deuxième étude fut effectuée pour en savoir davantage sur la façon dont le groupe avait influencé la première trajectoire. C'est une étude de cas de l'expérience d'un participant dans son développement d'une identité de travail et de l'impact du groupe sur son développement. Les résultats de cette étude suggèrent que la structure et le soutien apportés par les pairs et l'animateur, les activités expérientielles et les occasions de s'engager dans un dialogue de construction identitaire furent tous des mécanismes cruciaux de changement. En général, ce programme de recherche amène 1) une nouvelle approche méthodologique ayant un potentiel visant à jeter un pont entre la science et la pratique, 2) une intervention novatrice en matière de recherche de carrière chez les jeunes désengagés, et 3) un aperçu préliminaire dans les facteurs et les mécanismes contextuels de changement qui contribuent au succès en matière de développement de carrière auprès de ce segment de la population. Dans son ensemble, ce travail présente des théories, de la recherche et de la pratique dans le domaine de la psychologie professionnelle tout en donnant une voix à une population mal desservie.
4

Reducing student attrition: Inquiry into why students leave college before completing their degrees

Ellinwood, Dawn Marie 01 January 2003 (has links)
This study aimed to determine the reasons why undergraduate students left a selected small, four-year, liberal arts college before finishing their degrees. This study compared the reasons for leaving college given by the withdrawing students to those perceptions of the students' academic advisors and six selected administrators. The issue in question is were these student withdrawals actually necessary or due to inadequacies in the systems on campus servicing the student. ^ The research data, comprised of the responses of 143 withdrawing students, their academic advisors and selected administrators to specific questionnaires, formed the data for analysis to answer three interrelated research questions: (1) What are the timing patterns of when students tend to leave college before completing their degrees? (2) What are the major reasons why students leave college before completing their degrees? (3) What are some recommendations that may aid institutions of higher education in their efforts to improve student retention? ^ The major findings based on the collected data were summarized and presented according to the three research questions that guided this study. The major findings related to the lack of connection, both academic and social, between some withdrawing students and their academic advisors and the six selected administrators. Theoretical recommendations were formulated from the collected data that will aid in the retention efforts on campuses across the country. The recommendations are as follows: (1) Foster an environment that aids in the development of the student's connection with the college; (2) Monitor the progress of each matriculating student on campus; (3) Develop a college specific plan for determining why students are leaving before completing their degrees. ^ Practically speaking, these recommendations will look differently for each college campus. For example, how an institution fosters an environment that aids in the development of a connection between student and college depends upon the nature of the campus. Decision-makers need to evaluate what type of environment currently exists on campus and how this environment affects overall student retention. Once this is realized, then the process of developing a strategic plan for increasing student retention can commence. ^
5

Development and evaluation of the Student-Counselor Social Capital Instrument

Harrity, James 01 January 2006 (has links)
The ASCA National Model for School Counseling Programs and the Education Trust's Transforming School Counseling Initiative indicate the importance of school counselors being heavily involved in eliminating disparities in achievement. Social Capital theory presents a rich framework for understanding how school personnel can reduce the achievement gap by serving as a source of resources for disadvantaged students. By providing resources that are not available in challenged families or communities, school counselors can empower students and help them succeed. Application of social capital theoretical constructs to school counseling practice and research is hampered by a lack of exact definitions and measurement instruments. Therefore, the purpose of this research is to develop and evaluate a theory based instrument. The School Counselor Social Capital Instrument applies five constructs from Coleman's social capital model to school counseling. Four hundred and twelve high school students took the survey. The scales proved to have high reliability, are related yet discriminable, and a three factor solution proved to be interpretable. Social Capital theory and the School Counselor Social Capital Instrument can help counselors become leaders, change agents, and advocates for the elimination of systemic barriers that impede academic success for all students. ^
6

The role of program evaluations in improving and sustaining state-supported school counseling programs: A cross case analysis of best practices

Martin, Ian 01 January 2009 (has links)
Recent work has shown that many state supported school counseling programs have not developed working statewide program evaluation schemas. This study examined two exemplary examples of state level program evaluation. Mixed-method case studies were created and then analyzed across cases to reveal common themes and best practices. The findings indicated that these cases were able to build statewide evaluation capacity within very different contexts.^
7

AN INVESTIGATION OF THE RELATIONSHIP BETWEEN SELF-DISCLOSURE AND FACILITATIVE COUNSELOR COMMUNICATION.

SASSO, LAWRENCE ANTHONY. Unknown Date (has links)
Thesis (Educat.D.)--Fairleigh Dickinson University, 1975. / Source: Dissertation Abstracts International, Volume: 36-10, Section: A, page: 6487.
8

A MODEL FOR COMMUNITY SCHOOL PSYCHOLOGY.

SWEET, IRA. Unknown Date (has links)
Thesis (Educat.D.)--Fairleigh Dickinson University, 1976. / Source: Dissertation Abstracts International, Volume: 37-09, Section: A, page: 5616.
9

A mandalic approach to the creative process: A paradigm for use with college students.

Sharpe, Maya Annette. Unknown Date (has links)
Thesis (Ed.D.)--Fairleigh Dickinson University, 1987. / Source: Dissertation Abstracts International, Volume: 49-05, Section: A, page: 1065. Adviser: Leonard Grob.
10

The effects of training level, exposure to a multi-dimensional process-based model of change, professional experience, and commitment to training on therapeutic change process conceptualization ability

Stenken, Gerrett H. January 2007 (has links)
Thesis (Ph.D.)--Indiana University, Dept. of Counseling and Educational Psychology, 2007. / Source: Dissertation Abstracts International, Volume: 68-11, Section: A, page: 4618. Adviser: Charles R. Ridley. Title from dissertation home page (viewed May 21, 2008).

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