This study sought to measure the impact of an evidence-based school guidance counseling curriculum. Student Success Skills (Brigman & Webb, 2010),on : (a) wellness factors for early adolescences, (b) engagement in school success skills, and (c) grades in core subject areas of language arts, mathematics, science, and social studies, reported at nine-week intervals. ... The results of this study provide a link between the collaboration between school counselors and teachers when delivering classroom guidance interventions on wellness behaviors in adolescents. More research in needed on the impact of school counseling curriculum programs on early adolescent wellness, engagement in school success strategies, and improved academic achievement. / by Jacqueline Lee-Russell Wirth. / Thesis (Ph.D.)--Florida Atlantic University, 2012. / Includes bibliography. / Mode of access: World Wide Web. / System requirements: Adobe Reader.

The purpose of the current outcome study was to investigate the difference in grade 9 completion rate and student engagement between grade 9 students in the treatment group who received the Student Success Sills (SSS) classroom program (Brigman & Webb, 2010) and grade 9 students in the comparison group who did not receive the SSS classroom program. The sample consisted of grade 9 students enrolled in Intensive Reading classes, a required course for all high school students in the state of Florida who are below reading proficiency. School A served as the treatment group (n=98) and School B served as the comparison group (n=99). Certified school counselors in the treatment group implemented five, 45 minute SSS lessons and three booster lessons after being trained in the manualized use of the program and other related study procedures. A quasi-experimental pretest posttest research design was employed to examine the impact of the SSS classroom program on grade 9 completion rate and student engagement. The unit of analysis was individual grade 9 students. Grade 9 completion rate was measured by academic credits. Student engagement was measured by attendance rate and the Student Engagement in School Success Skills (SESSS) instrument. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2014. / FAU Electronic Theses and Dissertations Collection

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The purpose of this research study was to better understand the social and behavioural self-concept of adolescent males designated with behaviour, and through honouring their struggles and their stories, better the capacity for counselling professionals to effectively support these at-risk students. Through exploring both the students’ experience and the perceptions of those professionals who supported them, this research honoured the voice of a population that is often pushed aside in the education realm. Qualitative data analysis highlighted areas of commonality and difference between the two perspectives, ultimately demonstrating the importance of respecting student perspectives within professional decisions and interventions. The case study research took place at the Alternate Learning Program located within the Saanich School District. Participants included three adolescent males with behaviour designations, and the corresponding school professionals who supported these youth.

Thesis (Ph.D.)--University of Missouri-Columbia, 2007. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on March 19, 2009) Vita. Includes bibliographical references.

Thesis (Ed.D.)--Teachers College, Columbia University, 1943. / Typescript; issued also on microfilm. Sponsor: Herbert B. Bruner. Dissertation Committee: Josephine L. Rathbone, Ernest G. Osborne. Also in published form: Published by King's Crown Press, 1943 in New York under: LC4533.N4M5. Includes bibliographical references (leaves [117]-120).

The purpose of this research study was to better understand the social and behavioural self-concept of adolescent males designated with behaviour, and through honouring their struggles and their stories, better the capacity for counselling professionals to effectively support these at-risk students. Through exploring both the students’ experience and the perceptions of those professionals who supported them, this research honoured the voice of a population that is often pushed aside in the education realm. Qualitative data analysis highlighted areas of commonality and difference between the two perspectives, ultimately demonstrating the importance of respecting student perspectives within professional decisions and interventions. The case study research took place at the Alternate Learning Program located within the Saanich School District. Participants included three adolescent males with behaviour designations, and the corresponding school professionals who supported these youth.

This study concerns an evaluation of a community college support services program. The study participants included 58 female CalWORKS students. Data was gathered from a self-administered survey questionnaire designed specifically for this study to gather student's level of satisfaction with program services. Practice, policy and research implications were discussed.

Among the social sciences, guidance is relatively young, having evolved out of the American social experience with its concern for the welfare of the individual. As an independent discipline, guidance is about seventy years old. However, the foundations for guidance are imbedded in the nation's historical past. Beginning with seventeenth-century New Englanders, who stressed religious and economic reasoning, a systematic approach to occupational selection began. By the close of the colonial period, the precedent of freedom of choice of vocation and educational opportunity was well established.

Though counselor education has always acknowledged the importance of work in the lives of individuals, there is a dearth of information concerning the worklives of counselor education faculty. The purpose of this study was to explore work and life variables that impact the work experiences of faculty members in counselor education. This study examined demographic or life variables including gender, age, ethnicity, sexual orientation, relationship status, and parenting status; and work-related variables including rank, sexual harassment, gender discrimination, salary equity, mentoring, teaching activities, service activities, publication for collaboration, and decision-making representation. Three hundred and twenty-eight counselor education faculty members across the United States participated in the study. Participants completed a mailed questionnaire including demographic information, quantitative survey questions, and related qualitative items designed to investigate work and life factors impacting the subjective work experiences of counselor educators. Chi-square analyses and analysis of qualitative responses related to four research hypotheses indicated that experience of the work environment for counselor educators is impacted by gender, tenure rank, age, and relationship status. Post-hoc analysis indicated that work experiences are also impacted by ethnicity, sexual orientation, and parenting status. Results also indicated a need for continuing attention to the effects of rank, salary equity, sexual harassment, gender discrimination, and decision-making representation in counselor education programs. Results of this study suggested implications for future research in counselor education and counseling.