This study focused on a 1978 teacher strike in the Verde Unified School District, Verde, Arizona, and was designed to investigate the impact the strike had on these teachers' attitudes, perceptions, and behaviors. These factors were examined in terms of: perceptions of the strike issues and causes; influences by significant others to strike or not to strike; personal relationships with significant others prior to, during, and after the strike; viewpoints or perceptions of the strike; personal attitudes concerning professionalism and what it meant to be a professional; and experienced feelings of stress. A questionnaire was developed and administered to forty junior high school teachers to investigate their attitudes, perceptions, and behaviors concerning the strike. The theoretical framework developed for this study, drawn from the literature of perceptual psychology, was used to examine and discuss the data regarding the teachers' attitudes, perceptions, and behaviors. The theoretical framework consisted of the following five categories: The Development and Maintenance of an Adequate Self, The Perceptual Field as a Determinant of Behavior, The Concept of Resistance to Attacks on the Self, The Concept of Economic Welfare as Related to Politics and Human Dignity and the Concept of Self-Maintenance of an Organization or System. Teacher respondents reported the following perceptions regarding the strike and their participation in it: (1)Issues and Causes of the Strike: The most significant perceived issue of the strike, as reported by the junior high school teacher respondents, was "The loss of the established negotiating policy" and a "Challenge to personal dignity." The respondents felt that the strike resulted because of "The way the Board and the District's central administration handled the issues." (2)Influences by Others to Strike or Not to Strike: The respondents reported that they were significantly influenced to strike or not to strike by the teachers' association and by teachers in their respective schools. The respondents indicated that they communicated with teachers in other schools when they were unable to talk to fellow teachers in their own schools. (3)Personal Relationships with Significant Others Prior to, During, and After the Strike: Personal relationships figured as a significant influence in each teacher's decision to strike or not to strike. At the building level, principals were perceived by the respondents as administrative representatives and as such were viewed as threatening and lacking empathy. The striking teacher respondents reported that a special feeling of camaraderie developed among the strikers on the picket lines. The strikers, furthermore, reported supportive relationships existing between themselves, the parents, and the students. (4)Viewpoints or Perceptions of the Strike: From the striking respondents' point of view, the strike was perceived as a phenomenon which they had hoped would never occur. From the non-strikers' point of view, though, the strike was perceived as a battle between two major forces, the National Education Association and the National School Board Association. (5)Personal Attitudes Concerning Professionalism and What it Meant to be a Professional: Professionalism, the teacher respondents reported, meant being involved with and having input into such issues as curriculum development, classroom management, class size, and discipline procedures. The respondents indicated that they had been denied the opportunity to participate in these matters. (6)Experiences of Stress: Stress played a significant role in the strike process from beginning to end. The data indicated many stressful and agonizing moments spent reaching the decision to strike or not to strike. Strained personal relationships developed and appeared to have evoked much stress. For non-strikers especially, the entire stike process was reported to have been stressful.

This survey study utilized two self-report questionnaires for the purpose of clarifying the interdependent relationship among the following variables: (a) the academic aspirations of junior and senior secondary school students (b) their knowledge about British Columbia public college and university general academic admission criteria, (c) the geographical location of the students (urban or rural). Over all, the students who participated in the study showed high academic aspirations, but little awareness of the nature of post-secondary admissions policies. Few students were fully aware of the open admissions policies of their local community colleges and most students incorrectly identified most of the non-academic items (such as attitude and fitting in socially) as being important for admission. Students with post-secondary academic aspirations and urban students were more aware of the academic expectations of their local universities and colleges. Among males, grade nines, and students not planning to attend college or university, rural students were less knowledgable than urban students about post-secondary admission criteria.

A Comprehensive Career Needs Survey was designed to assess the career needs of junior high and senior high school students. The survey consisted of questions regarding students, teachers, parents, counselors and administrators evaluation of career education and support needs in Southern Alberta. Due to the recent research that suggests that adolescent perceptions of their needs, often differ from teacher or parent perceptions, it was important to examine how adolescents perceive "career" and "occupation" and how this perception evolves overtime and through developmental stages. Quantitative results show that the themes of "occupation" and "career" do not differ significantly across grade level, nor are there any prevalent themes within grade levels. However, the results of the qualitative research suggest that the way in which individuals think about these themes does evolve throughout developmental stages. Based on this research, it is suggested the Career Education begin earlier, be more integrated and comprehensive. In addition, increased adolescent involvement in future needs assessments is also recommended. Implications for teachers and counselors will be discussed. / ix, 108 leaves ; 28 cm.

本研究旨在瞭解資深輔導教師面對個案哭泣行為的處遇行動，研究透過文獻分析、實地訪談資深教師、分析受訪資料，而形成研究發現、結論與建議，以及自我反思。 研究目的有三： 一、 探討國中資深輔導教師如何看待不同輔導階段的個案哭泣行為。 二、 探討國中資深輔導教師在不同輔導階段如何處理個案的哭泣行為。 三、 探討國中資深輔導教師由資淺到資深面對個案哭泣行為之歷程轉變，提供新進輔導教師面對個案哭泣行為處理之掌握。 研究過程一共訪談五位資深輔導教師，以故事軸線的方式，呈現輔導教師們在個別輔導上的經驗。資淺階段的教師們，經歷初期的慌張、急切、不知從何反應的心情寫照與處遇行動，在督導的提醒、經驗的累積、回顧與反思，跨越初期的障礙，並在態度、心情、資源的連結上，有所轉變。進入資深階段後，對於個別輔導三階段，個案落淚哭泣的狀況，在五位資深教師的口中，涵括了各種更深度的意義，對於三階段哭泣意涵的解讀，亦讓輔導教師們在處遇行動上展現了不同的方法與訣竅，並提供給新進教師在處遇行動上的建議。 根據分析結果得知，「研究發現」哭泣個案需要專業輔導人員來處理；處遇 受到性別、時間、輔師議題、導師與家長的限制；以及說明衛生紙的提供與否有不同需要注意的地方。「研究結論與建議」統整了國中資深輔導教師對不同輔導階段個案哭泣行為的解讀與處遇、說明結案階段個案因彼此的關係、輔導架構、以及畢業可隨時回校見到輔導老師，而較少出現個案哭泣的現象，並整理了資淺到資深階段面對個案哭泣行為的轉變；在「研究建議」上，包含對新進教師與未來研究兩部份提出建議。研究最末，研究者針對研究歷程和研究影響省思。 / This research is focus on experienced junior high school counselors deal with the cry of clients. According to the analysis of reference, interview of senior teachers, we can deduce some suggestion, conclusion and introspection. There are three objectives for this research: 1. To realize how junior high school counselors perceive to cry of client of different phase of counseling. 2. To realize how junior high school counselors deal with cry of client of different phase of counseling. 3. What is the difference between the junior and senior on client treatment, and provide new comer some experience of counseling. According to interview five experienced junior high school counselors, the research express as a story form, and provided suggestions for new junior high school counselors and new research.

Thesis (M.S.P.H.)--University of Michigan, 1932.

Thesis (Ed. D.)--University of Missouri-Columbia, 1997. / Typescript. Vita. Includes bibliographical references (leaves 131-137). Also available on the Internet.

Thesis (Ed. D.)--University of Missouri-Columbia, 1997. / Typescript. Vita. Includes bibliographical references (leaves 131-137). Also available on the Internet.

Thesis (M.S.P.H.)--University of Michigan, 1932.

Thesis (M. Ed.)--University of Hong Kong, 1982. / Includes bibliographical references (leaf 106-111).

Thesis (M.Ed.)--University of Hong Kong, 1982. / Includes bibliographical references (leaves 106-111). Also available in print.