The Cohesion, Expressiveness and Conflict subscales from the Family Environment Scale were compared to the Language and Social Development subscales from the Denver II utilizing a sample of families in treatment for having a substance abusing parent. An analysis was conducted to determine the relationship between these variables and to explore their relationship to various risk factors the families were experiencing. In support of previous research the relationships between the variables was relatively low. A ceiling effect may have influenced the results as most of the children achieved high scores on their developmental assessments. The results also showed that the predictability and discriminant ability of the variables is limited. An initial and exploratory analysis was conducted with two new instruments created for the project, the Parent Questionnaire and the Child Rating Scale.

Despite misgivings about the effect of relocation on the family, companies are relocating a record number of employees. Particularly effected by these transfers is the significant other in the relationship--the trailing spouse. The purpose of this study was to determine the effect relocation has on the career of the trailing spouse. Participants of this study were women over the age of 18 who were currently married and had relocated because of their husband's career. To assess the effect, the Career Development Questionnaire was developed and administered. Results of this study showed there was a significant difference in attitude toward relocation between the homemaker and those who chose careers outside the home. The homemakers stated that relocating had no effect on their careers. Due to relocation, the career group agreed they had to: change occupations, change career goals, and take lower positions or salaries in order to find work.

Research indicates that nearly half of all persons infected with HIV are substance abusers. Experts have called for chemical dependency treatment professionals to prepare to deal with infected clients in their programs. The purpose of this study was to develop a handbook to help addictions counselors prepare to work with clients diagnosed with HIV spectrum disease. The historical research method was used to develop the handbook. The outline for the handbook and the completed manuscript were each evaluated by a group of counselors working in the field of outpatient addictions treatment. The evaluations indicated that the handbook will be useful for substance abuse counselors. Changes suggested by the evaluators will be made prior to publication. Implications for further research and literature in this area were presented.

The first article, The Physician as Educator (1904), discusses the misconception parents and educators hold regarding child-rearing practices. Both believe they must continually try to mold a child according to their perceived ideal. Alfred Adler discusses the futility of such a notion and emphasizes that parents and educators can only develop or hamper children's natural tendencies, or better yet, direct them toward cultural goals. Adler feels that only the educator or physician, who has overcome his/her own shortcomings will be capable of developing the child's potential and reveal the healing power in the patient. The second article, The Sexual Problem in Child Rearing (1905), points to the importance of using children's sexual awakening for educational purposes. He warns of the dangers of sexual precocity and perversity caused by faulty upbringing, but states that sexual perversity can be cured through love.

The purpose of this study was: (1) to measure and compare the differences in the levels of anger in unemployed workers who have been laid off due to company or plant closure and unemployed workers who have been laid off due to a reduction in force (RIF) and (2) to compare the relationship between level of anger and length of time with an employer prior to layoff. The population for this study consisted of 52 male and female adults over 21 years of age, residents of Arizona, who had been laid off or had received advance notification of impending layoff. The State-Trait Anger Expression Inventory (STAXI) was the instrument used in this study to measure levels of anger. Additionally, two demographic questions were asked concerning reason for layoff and number of years with the company that laid the individual off. None of the hypotheses were supported by the data. Discussion, implications, and recommendations for further research are also presented.

This naturalistic research describes adjustment to parenthood in an ethnically diverse group of out-of-school adolescent mothers enrolled in an educational program. The process of adjustment was investigated, as well as what factors impede or enhance adjustment for these mothers. Ethnic differences were considered along with the role of the educational program. Implications for program planning are discussed. Data collection consisted of interviews, observations, a Life Events Checklist, and a review of program files. Difficult home lives and the frequency of stressful events prior to pregnancy led to a relatively easy adjustment to parenthood for these mothers. Adjustment was enhanced by support; most frequently provided by the program, partners, and families. Partners and families also were the most frequent cause of difficulties that impeded adjustment. The major differences between ethnic groups were in family structure and support systems. The educational program served as a major source of relational support for these mothers.

This study examined gender role and female body image. It was hypothesized that results would support a statistically significant difference between the androgynous gender role group and other gender role groups on measures of body image. Androgynous female undergraduates (n = 52) of a large southwestern university, as classified by the Short Form of the Bem Sex-Role Inventory, were compared with masculine (n = 57), feminine (n = 53), and undifferentiated (n = 56) female undergraduates on body image scores of the Body Esteem Scale. Androgynous females scored significantly higher than masculine, feminine, and undifferentiated females on the Sexual Attractiveness subscale and significantly higher than the undifferentiated females on the Weight Concern and Physical Condition subscales. Additional results supported a significant correlation between height-to-weight ratio and Weight Concern subscale scores and a low but statistically significant correlation between height-to-weight ratio and Physical Condition subscale scores.

<p>The Keystone Learning Community was implemented by the Department of Campus Recreation to address retention at the institution. This learning community for incoming freshmen consists of two phases. Phase I is as an outdoor orientation program that includes a three day, two night canoeing and camping experiencer lead by upperclassmen leaders. Faculty and staff from the institution complete every aspect of Phase I with the freshmen. Phase II is class time that concentrates on development of critical thinking and writing skills. </p><p> Through surveys and interviews, participants in the Keystone Learning Community reported strong peer, faculty, and upperclassmen engagement initiated by the completion of Phase I. Participants in the Keystone LC considered Phase I to a be a significant event in their transition to college. The engagement facilitated in Phase I created and strengthened the ability to persist in the participants. The strategies to persist the students gained through their engagement leads to retention of the participants. Both persistence and retention as facilitated through the Keystone Learning Community feed back into deeper engagement at the institution. A conceptual framework is introduced that purposes a non-linear alternative to the Tinto model of student departure. This new framework highlights the dynamic complexity and interactions between engagement, persistence, and retention. </p>

<p> The purpose of this research was to explore community college counselors' perception of role strain in their positions. Role strain theory explains the difficulties individuals face as they determine which behavior expectations they fulfill in their relationships. It was determined that counselors have important role relationships with students, college administrators and their peers.</p><p> Through qualitative analysis, this study provided knowledge about community college counselor's perceptions about expectations of their role on campus. The study discovered student and administrator expectations of counselors, and beliefs counselors held regarding their roles based on formal educational and on the job trainings.</p><p> This research aimed to answer the following questions: (a) How do California community college counselors define their roles in serving their student population? (b) What are California community college counselor's perceptions of student, administrative and professional expectations of the counselor's role? (c) What are the role expectations community college counselors learned from their formal education and on the job training programs? and (d) How do community college counselors perceive any differences in role expectations to affect their ability to provide quality counseling services? To answer these questions, in-depth interviews were utilized to collect qualitative data from community college counselors.</p><p> The findings resulted from qualitative data analysis of the interview transcripts from study participants. Using thematic coding and analysis the interview data was grouped by codes into recurring themes. This resulted in the identification of four critical themes: (a) counselor preparation; (b) counselor role expectations; (c) counselor experiences with students; and (d) Counselor perceptions of college administrators.</p><p> The results showed to improve counseling practice, counselors must discover ways to effectively deal with student mental health, and teach students how to navigate the higher education system. Counselors must also learn new ways to meet administrative requests for data based on information they already collect from students. This research be further developed by collecting data from a larger more diverse group of counselors. The data can be enriched by analyzing what Master's programs intend to teach future counselors. Last, collecting data from students is always recommended as the goal is always to improve their success.</p>

<p> Each fall, approximately one million children enter the ninth grade with little prospect of completing high school. Of the 1.1 million students projected to leave school without a diploma for the 2012 school year, a staggering 27 percent (approximately 310,000) will be of Latino descent (Alliance for Excellent Education, 2012). The purpose of this study&mdash;"Dreams Deferred: A Qualitative Study of Latino Youth Who Left High School Prior to Obtaining a Diploma"&mdash;was to examine the perceptions and beliefs of Latino youth as they attempted to make meaning of the factors that led to their leaving school before graduation. Utilizing phenomenological research methods, the researcher conducted in-depth interviews with ten individuals who had the shared experience of leaving high school prematurely. The phenomenological in-depth interview research design was chosen because the occurrence of Latino students leaving school without a diploma cannot be examined without consideration of how the experience was defined and felt by the students. In addition, multiple factors must be considered including the subjective impact of the students' social, cultural and educational histories on their school experience. The individuals were participants in a community-based GED program and were selected through purposeful sampling based on pre-identified selection criteria. The study focused on the participants' perceptions of their school experience and the events and influences that precipitated their premature departure from school. Data were collected through the in-depth interviews and detailed field notes of observations made during the interviews and program activities. Data analysis consisted of coding responses and clustering relevant statements into themes and patterns, which were then synthesized into descriptions of the participants' school experience and the factors associated with their leaving school prior to graduation. Data from the study revealed that the participants began to feel disengaged in middle school, and they perceived that their interaction with school personnel had a significant impact on their school experience. In addition, the participants cited multiple factors outside of school that diverted their focus from learning and ultimately contributed to their leaving school without a diploma. Recommendations for practice and additional research are included following a discussion of data.</p>