Source: Dissertation Abstracts International, Volume: 35-02, Section: A, page: 0822. / Thesis (Ph.D.)--The Florida State University, 1973.

Source: Dissertation Abstracts International, Volume: 40-07, Section: A, page: 3787. / Thesis (Ph.D.)--The Florida State University, 1979.

Purpose. The purpose of this study was to determine the difference between the perceptions of high school counselors and graduates regarding institutions of higher education in the state of Florida. Specifically, the study identified the perceptions of counselors and graduates in public, private, and parochial high schools in Hillsborough County, Florida. / Procedures. Two groups of subjects were selected for the study. One group consisted of the high school counselors in all the public, private, and parochial high schools in Hillsborough County, Florida. This group was comprised of the 56 counselors in the 11 public high schools, the 10 counselors in the 7 parochial schools, and the 11 counselors in the 6 private schools in the county. / The second group consisted of a random sampling of high school students who had just graduated from public, private, and parochial schools in Hillsborough County, Florida, and who indicated intentions of continuing their education at an institution of higher education. / The data from these two groups were collected via a questionnaire. Each respondent was asked to indicate how he/she felt that two-year public junior and community colleges, four-year public colleges and universities, and private colleges and universities most closely fit certain characteristics involving Students and Student Welfare, Curriculum and Faculty, and Institutional Policies and Services. / Results. Even though a majority of students (82.4%) said they had talked to a counselor about future educational plans, the students' perceptions of institutions differed significantly from those of counselors on 13 of the 22 questionnaire items before they attended college and on 14 of the 22 items after college. The null hypothesis was rejected in those instances. Because of the number of students who said they had talked to a counselor about their post-graduation plans, it seems that counselors have a great opportunity to influence college decision making. However, only a small percentage of students (8.8%) indicated that counselors had influenced them the most when selecting a college. Recommendations were suggested, which include printing college brochures at a reading level appropriate for junior as well as high school students. / Source: Dissertation Abstracts International, Volume: 46-06, Section: A, page: 1525. / Thesis (Educat.D.)--The Florida State University, 1985.

The purpose of this study was to examine the effects of a series of career decision-making enhancement workshops (CDEW) on subsequent career decision-making attitudes and behaviors of high school students (Juniors) in a mid-size high school in Joplin, Missouri. / Seven research questions structured the investigation and were subsequently reformulated in terms of seven hypotheses. The hypotheses were developed based on factors delineated by the Career Decision Scale (Osipow et al., 1976). Six factors (scales) were used to dependent variables: (1) Lack of Structure, (2) Perceived External Barriers, (3) Approach-Approach Conflict, (4) Personal Conflict, (5) Firmness of Career Choice, and (6) A Composite Index (Total Indecision Score). / The seventh hypothesis was tested by the administration of a follow-up questionnaire six months after the workshops. The questionnaire assessed researcher selected career exploratory behaviors that were initiated through workshop participation. / The CDEW workshops proved to have a significant effect (P < .05) on the following Osipow (1980) factors: Personal Conflict, and Firmness of Career Choice. Also, CDEW proved to have a significant effect (P < .05) on four of six career exploratory behaviors (Reading, Visiting, Talking, and Observing). / Post hoc analysis of data was used to determine whether initial levels of career decisiveness had any effect on the six Osipow (1980) factors. The experimental and control groups were divided, using a median split procedure, into high and low decisiveness groups. Overall, students who displayed low levels of career decisiveness were those most enhanced by participation in CDEW. In summation, CDEW had varied results on immediate posttest attitude change surrounding career decisiveness as measured by the Osipow Career Decision Scale. Although follow-up data clearly supported a learning phenomenon that engendered action oriented career exploratory behaviors, this learning phenomenon appeared to result from an "incubation" or mastery of content over time. / Source: Dissertation Abstracts International, Volume: 47-01, Section: A, page: 0085. / Thesis (Ph.D.)--The Florida State University, 1985.

Research investigating the effects of career education on student academic achievement has been a topic of interest for the last decade. Federal funding stimulated the evaluation of career education programs around the nation. An extensive number of scholarly narrative reviews have been prepared on the topic. While the reviews have been valuable, the results have remained inconsistent and conflicting. This investigation used a meta-analytic approach to quantitatively integrate the research findings from 67 studies which reported results of the impact of career education on academic achievement. / The present research synthesis offers quantifiable evidence of a small, overall positive effect of the career education strategy on student academic achievement. Across the 67 studies analyzed, the average experimental effect size was .1599. This means that the effect of career education improved student academic achievement levels an average of .1599 standard deviations. Improvement was also noted when studies were grouped by selected characteristics common to specific studies. / Results of the meta-analysis suggest that the value of career education as a vehicle to enhance academic achievement is statistically supported. Elementary students of average ability appear to profit most in their academic achievement if they are randomly assigned to groups, where the career education intervention is coupled with math and language arts subject matter; with interventions which averaged 151-200 hours per 9 month school year; and in a program which is concluding its second year with the same students. / Implications of this research are of interest to researchers, school professionals and legislators. For the researcher, the investigation identifies additional areas of guidance worthy of research integration. An actual effect size provides a reference to determine adequate sample sizes for future research. The fact that career education had a positive effect on student academic achievement will be valuable information to school professionals and legislators as they make program decisions. Although the effect size is considered small by Cohen's standard, the potency of the intervention may possibly be increased if combined with other proven classroom strategies that affect student academic achievement. / Source: Dissertation Abstracts International, Volume: 47-10, Section: A, page: 3662. / Thesis (Ph.D.)--The Florida State University, 1986.

Although problem solving is central to the counseling process, investigators have not developed a technology for helping clients with these skills (Horan, 1979). There is a dearth of information on the subject (Heppner, Reeder, & Larson, 1983). Why do psychotherapists often see bright, articulate individuals who appear inept in solving interpersonal problems? This study considered whether dysfunctional belief systems may block an effective interpersonal problem solving process. / Specifically, the relationship between the metacognitive variable of self-efficacy and social problem solving skills was examined. / A sample of 110 female students enrolled in Human Relations classes volunteered to complete the Self-Efficacy Scale (Sherer & Maddux, 1982). Then, the Means-Ends Problem Solving Procedures (MEPS) Platt & Spivack, 1975 was administered. The mean age of subjects was 21.45 with a range from 18-37. / Chi-square results revealed that there was no statistical association between these two groups of scores (p = .2276). The level of significance for this study was p < .05. / The Pearson Product Moment Correlation between the MEPS and the Self-Efficacy Scale is 0.1524 with a p value of 0.056. Although this value is almost significant at the .05 level the proportion of variance that is explained (.02%) by the Self-Efficacy Scale on the MEPS is quite small, thus reinforcing the results found on the cross-tabulation. / Implications for future research in the areas of metacognitive variables and social problem solving as well as limitations of the study were discussed. Research in this area needs to contribute to the development of a technology of identification and measurement of metacognitive barriers to social problem solving ability. / Source: Dissertation Abstracts International, Volume: 47-12, Section: A, page: 4289. / Thesis (Ph.D.)--The Florida State University, 1986.

This study was designed to examine the effect of a computer assisted career guidance system, DISCOVER, on the level of career indecision of physically disabled college students. Subjects for the study were 50 physically disabled undergraduate students from two universities and one community college. A posttest-only control group was used as the research design. Students assigned to the experimental group utilized the DISCOVER system, while students in the control group did not receive a treatment. Independent variables for the study were the experimental conditions of DISCOVER and Control, sex, type of disability, age-of-onset of disability, and GPA. The dependent variable was level of career indecision. To measure level of career indecision, the Career Decision Scale (CDS) (Osipow, 1980) was used. The Personal Data Sheet (Burkhead, 1981) was used in the study to gather demographic information. The GPAs of the subjects were obtained from records at the two universities and the community college. / A three-way analysis of variance (ANOVA) was used to analyze the main effects among group membership, sex, and types of disability, as well as the interaction effects of group membership, sex, and type of disability, on the dependent variable. A regression analysis was used to analyze the linear relationship among age-of-onset of disability, GPA, and the dependent variable. / Major findings of the study were: (1) Physically disabled college students who used the DISCOVER system were not different in their level of career indecision from physically disabled college students in a Control group. (2) Type of disability, sex, and group membership (DISCOVER and Control) had no main or interaction effect on physically disabled college students' level of career indecision. (3) Age-of-onset disability and GPA were not related to the level of career indecision of physically disabled college students assigned to the DISCOVER group or the Control group. / Source: Dissertation Abstracts International, Volume: 48-02, Section: A, page: 0306. / Thesis (Ph.D.)--The Florida State University, 1987.

The purpose of this study was to investigate the relationship between counselor sex role and counselor social power. The subjects for this study were one hundred and fifty white female undergraduates, enrolled in the College of Education, Florida State University; Tallahassee, Florida. The one hundred and fifty subjects were randomly assigned to four treatment groups specifying a particular counselor sex role (i.e., masculine, feminine, undifferentiated, androgynous) and a control group. There were thirty subjects per group. A Pretest Posttest Control Group design was the experimental design for this study. The subjects reviewed a five minute analogue audio-taped counseling session, and rated the counselor in the tape using the Counselor Rating Form. The subjects then reviewed a description sheet containing general background information on sex role and a specification of the sex role of the counselor in the audio-tape. Then, the subjects reviewed the audio-tape a second time and used the Counselor Rating Form to rate the counselor in the audio-tape a second time. The data from this study was subjected to a One-Way Analysis of Covariance, the Newman-Keuls Multiple Range test and the Contingency Coefficient. The probability level established for the study was p < .05. Results from this study indicated a significant effect of three of the four counselor sex role specifications (i.e., masculine, undifferentiated, androgynous) on the subject's CRF posttest ratings of counselor social power. However, the results did not indicate a significant relationship between counselor sex role and counselor social power. Additional research into the relationship between counselor sex role and counselor social power is recommended to further clarify the relationship between counselor sex role and counselor social power. / Source: Dissertation Abstracts International, Volume: 46-08, Section: A, page: 2196. / Thesis (Ph.D.)--The Florida State University, 1985.

Friedman and Rosenman (1974) have defined the Type A coronary-prone behavior pattern as an action-emotion complex that can be observed in persons who are aggressively involved in a chronic, incessant struggle to achieve more and more in less and less time, and if required to do so, against the opposing efforts of other things or other persons. / Researchers such as Matthews (1977; 1979) and Bortner, Rosenman and Friedman (1970) have attempted to understand Type A behavior in children as well as adults, and how this behavior pattern may originate and develop within family members. The purpose of the present investigation was to examine type A and Type B behavior patterns in family and ad hoc groups (triads) as they related to coalition formation in a mixed-motive game developed by Vinacke and Arkoff (1957). The subjects for this study were male students (and their parents) recruited from the Developmental Research School at Florida State University. / This investigation sought to address the following questions. First, do family triads with a Type A mother play the coalition game differently (i.e., more exploitively as opposed to cooperatively) than those with a Type B mother? Second, do ad hoc groups with a Type A female (parental figure) play the coalition game differently than those with a Type B female (parental figure)? Third, do family groups play the coalition game differently than ad hoc groups? / In summarizing the findings of this study, none of the major research hypotheses were confirmed. Minimum resource theory was supported, however, when comparisons were made within each group (i.e., the 3-2 coalition was formed with the greatest frequency). Additional analyses revealed that the father-mother coalition formed less frequently than other coalitions within family groups, but not within ad hoc groups. Finally, within AAA family groups, sons won the coalition bargaining game more frequently than fathers or mothers. Implications for counseling and further research are discussed. / Source: Dissertation Abstracts International, Volume: 48-12, Section: A, page: 3052. / Thesis (Ph.D.)--The Florida State University, 1987.

The purpose of this investigation was to examine the congruence between family therapy trainees' perceptions of their own responses to dramatic emotional client events and independently trained experts' perceptions of the trainees' responses to the same events. In addition, the research examined this congruence in relationship to the trainees' ages, gender, years of clinical experience, semesters of didactic training, and years of private practice experience. / The population consisted of 11 doctoral students in the therapy track of the Interdivisional program in Marriage and Family Therapy at Florida State University. Three experienced Ph.D. therapists from the Tallahassee, Florida community were trained as experts to rate the trainees' responses. The statistical procedures used to analyze the data were percentage of agreement, Chi-square, and paired-sample T-test comparisons. / The findings reflect a significant difference between the experts and trainees versus experts' perceptions of how the trainees responded to dramatic emotional client events. The congruence between any two of the experts was twice as great as the agreement between any one expert and trainee. No relationship was found (i.e., increased congruence) with regard to an increase in the trainee's age, semesters of didactic training, years of clinical experience, or years of private practice. A difference in congruence according to trainee gender was discovered which suggests further investigation of a larger population of trainees. / The findings of incongruence have major implications in the area of family therapy supervision and training. This lack of congruence between trainees and supervisors strongly suggests the need for use of direct supervision methods such as videotape or live supervision rather than self-report methods such as process notes and case presentations. / Source: Dissertation Abstracts International, Volume: 48-12, Section: A, page: 3054. / Thesis (Ph.D.)--The Florida State University, 1987.