Doctorat en sciences psychologiques / info:eu-repo/semantics/nonPublished

Counselor education program faculties evaluate applicants to masters and doctoral level programs using criteria that the faculties hope will predict the applicant's potential for academic success and then effectiveness as a counselor, counselor educator, or researcher. Choosing admission criteria to assess this level of potential in an applicant is quite a task. Those counselor education programs that are accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP) have the benefit of the admission guidelines provided by CACREP standards for accreditation. These guidelines give only basic, general direction to programs regarding their admission criteria but each individual program determines their own criteria for admission. The purpose of this study was to discover any recognizable trends in admission policy criteria, in terms of specific criteria used to evaluate and select students from the applicant pool, for CACREP accredited masters and doctoral programs. This study also sought to discover any recognizable trends in admission policy criteria, in terms of a specific number of criteria used to evaluate and select students for CACREP accredited master and doctoral counselor education programs. This qualitative study investigated 178 masters level CACREP accredited counselor education programs and 45 doctoral CACREP accredited counselor education programs. The CACREP Website provided contact names and Web address for each program. Admission criteria were pulled from the program Websites. If no criteria were present on the Website, the program contact person was contacted by phone or by email. A contact form for the masters level programs, and another for the doctoral level programs, was developed to record program criteria. A rate or return of 96% for the masters level programs and 91% for the doctoral programs was achieved. For the purposes of this study, a trend was defined as 1) any measure being required by 50% or more of the responding programs, or 2) the number of measures used by a program being equal to the mean number of measures used by all programs. The masters level program trends were for counselor education programs to use the following criteria to assess applicants: transcripts, grade point average (GPA), letters of reference, applications, Graduate Record Exam (GRE) scores, letters of intent, and interviews with faculty members. A trend was also discovered for masters level programs to use between 3 and 12 measures to assess applicants for admission with a mean score of 7.01, a median score of 7, and a mode of 7. The doctoral level program trends were for counselor education programs to use the following criteria to assess applicants: transcripts, letters of reference, letters of intent to address goals, aspirations, experiences, and purpose, GRE scores, applications, and GPA. A trend was also discovered for doctoral level programs to use between 4 and 10 measures to assess applicants for admission with a mean score of 8.097, a median score of 8, and a mode of 9. Given the high rate of return, the trends discovered can be said to reflect the admission criteria used to assess applicants for admission into CACREP accredited masters and doctoral counselor education programs in the United States. A limitation could be that the data was collected using different methods of communication in that some data was collected from Websites, some from email correspondence, and some data from phone conversations. It seemed that the Websites and the emails gave the admission criteria but the phone conversations gave an understanding of not only the criteria used but the process used in selecting students from the applicant pool.

The student ambassador program is designed as a solution for meeting the needs and demands of a changing population of incoming and current students.

This research project attempted to determine whether play therapy used to treat elementary and junior high school children in a School-Based Counseling program is effective. There is conflicting evidence in the literature as to the effectiveness of therapy with children, especially play therapy. This project used a qualitative design to evaluate play therapy used in a School-Base Counseling program (SBC). Randomly selected case files from the 1998-99 academic year were analyzed using questions considering demographic information for each child, the reason the child was referred to the program, the intervention used by the therapist, and the outcomes of therapy. The results of this project are inconclusive, but support the need for more research to be conducted in the area of play therapy.

In this dissertation, I present an examination of the economics of education through three chapters. In the first paper, I study the overrepresentation of elite university graduates in senior positions in public administration. Using rich administrative data from Chile, I employ a stacked fuzzy regression discontinuity design to estimate the causal effect of attending elite universities versus non-elite institutions on the likelihood of working in the public sector and attaining top positions within it. The findings suggest that while the observed disparity in top positions within public administration is largely a result of selection rather than inherent advantages of elite education, attending elite universities may enhance social mobility for students from lower socioeconomic backgrounds, particularly within specific majors. In the second paper, my coauthors and I propose an alternative approach using algorithms to predict college readiness and guide course placement. Drawing on experimental data from seven community colleges, the study shows that algorithmic placement increases placement rates into college-level courses without sacrificing pass rates. Moreover, algorithmic placement shows promise in narrowing demographic disparities in placement rates and remedial course enrollment, outperforming traditional placement tests in terms of predictive accuracy while mitigating discrimination. In the final chapter, I explore the relationship between school counselor availability and disciplinary outcomes in middle and high schools across the United States. Leveraging exogenous variations in student-to-counselor ratios driven by state recommendations and mandates, I employ administrative data from 26 states to estimate the causal impact of counselor availability on disciplinary actions such as suspensions, expulsions, and transfers. The results indicate that increased counselor availability reduces school disciplinary actions, with larger effects observed in high schools compared to middle schools. Moreover, speculative analyses suggest that the effectiveness of counselors in mitigating disciplinary issues may be complemented by the overall staffing levels in high schools. This dissertation contributes to our understanding of how educational policies and practices shape individual outcomes and societal inequalities, shedding light on avenues for promoting social mobility, improving educational access and equity, and fostering conducive learning environments.

The shortage of bilingual counselors is one barrier to young Latina/o children receiving mental health services. Child-centered play therapy (CCPT) is a developmentally responsive intervention based on the premise that play is children's natural means of communication across cultures. This randomized controlled study examined the effects of CCPT with young Spanish-speaking Latina/o children exhibiting clinical levels of school behavior problems. Participants were 57 pre-K to kindergarten Latina/o children (72% male; mean age = 4.0) randomly assigned to three treatment groups: CCPT with Spanish-speaking, bilingual counselors; CCPT with English-speaking, monolingual counselors; or active control (bilingual mentoring). Monolingual counselors participated in cultural competency training and supervision with bilingual counselors and supervisors. According to independent observers and teachers blinded to children's group assignment, both the bilingual CCPT group and the monolingual CCPT group demonstrated moderate treatment effects over bilingual mentoring, yet between-group differences were not statistically significant. Analysis of within-group change over time indicated that children in both CCPT interventions demonstrated statistically significant improvement, while the mentoring group did not. The percentage of children in each treatment group who improved from clinical to normal behavioral functioning suggests the clinical significance of the findings: 80% bilingual CCPT, 70% monolingual CCPT, 15% bilingual mentoring. Overall, findings indicate that CCPT, whether delivered by bilingual counselors or culturally-competent, monolingual counselors, is a promising intervention for young Latina/o children exhibiting behavior problems.

The study focuses on the emotional experiences of parental bereavement of African adolescents who live in a rural environment. Findings revealed that the loss of a parent is very devastating for African adolescents. The adolescents received inadequate assistance from family, peers, community members or educators. It is essential after this study to uncover ways in which these adolescents could be assisted to cope with the loss of a parent who had been providing love, care, financial and material support, as well as safety and security. To gather data the researcher drew meaning from eight participants’ lived experiences from transcriptions of interviews with the participants. The participants, seven girls and one boy, were adolescents between the ages of twelve and fifteen years, who had lost their fathers. This study recommended that educators be equipped to take a major role in dealing with children in bereavement, since there are no educational psychologists or other professionals based in the school or neighbourhood. The community needs to be made aware of the plight of bereaved adolescents and should be introduced into giving positive and constructive assistance to these young people. / Psychology of Education / M. Ed. (Specialisation in Guidance and Counselling)

The study focuses on the emotional experiences of parental bereavement of African adolescents who live in a rural environment. Findings revealed that the loss of a parent is very devastating for African adolescents. The adolescents received inadequate assistance from family, peers, community members or educators. It is essential after this study to uncover ways in which these adolescents could be assisted to cope with the loss of a parent who had been providing love, care, financial and material support, as well as safety and security. To gather data the researcher drew meaning from eight participants’ lived experiences from transcriptions of interviews with the participants. The participants, seven girls and one boy, were adolescents between the ages of twelve and fifteen years, who had lost their fathers. This study recommended that educators be equipped to take a major role in dealing with children in bereavement, since there are no educational psychologists or other professionals based in the school or neighbourhood. The community needs to be made aware of the plight of bereaved adolescents and should be introduced into giving positive and constructive assistance to these young people. / Psychology of Education / M. Ed. (Specialisation in Guidance and Counselling)

There is a general lack of evaluations of college counseling programs. This is attributed to difficulties encountered in attempts to undertake evaluation, one source of difficulty being the uniqueness of the couseling problem of each student. Nevertheless, leaders in the field of personnel work feel that there is a distinct need for evaluation and make an effort to encourage further research of this type. / Typescript. / "A Paper." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Science under Plan II." / "August, 1950." / Advisor: Stewart Murray, Major Professor. / Includes bibliographical references.

The purpose of this research is to determine the effect of divorce on the will and motivation of the child in the middle childhood phase. Instruments are identified for adaptation and use in determining the effect of divorce. In addition, ways of equipping the educational psychologist to facilitate the child's adjustment during and after the divorce process are examined. A literature study was undertaken to determine the theoretical context of the effect of divorce. A study was also undertaken of the cognitive development of the child in the middle childhood phase, which could shed some light on the reactions of the child during the divorce of his or her parents. The results of the empirical investigation showed that the child in the middle childhood phase can exhibit intrinsic motivation during the divorce process. It is, however, the external factors accompanying divorce that could cause the child to display a reduced will or motivation. / Educational Studies / M. Ed. (Voorligting)