Bullying remains a serious issue in our schools. The goals of this study were three-fold. Firstly, to obtain an estimate of ethnic-racial bullying victimization in urban schools, secondly, to examine protective factors for bullying victimization, and finally, to explore gender differences in bullying behaviour. A total of 319 students in grades 6 and 7 completed a measure of bullying victimization and safe school environment. The results revealed an overall bullying victimization rate of 53.9% with 17.8% of students reporting being bullied based on their ethnicity or race. Contrary to previous research (McKenney, Pepler, Craig, & Connolly, 2006), girls and boys were equally likely to engage in all types of bullying behaviours. Extracurricular activities were generally not a protective factor against bullying, while a large network of close friends was. Bullying intervention programs need to focus on ethnic/racial bullying, and teachers need to increase their awareness of this problem.

In 2011, Amy Chua published a controversial memoir detailing her experience as a "Chinese" mother and subsequently juxtaposed her experience with those of "Western" parents. The Chinese mother concept reignited discussion on the Model Minority, reinforcing the notion that Asians thrived, despite the hardships of immigration, in the modern school system and job market. Historically, education has been found to be positively correlated with strong mental health, and it was assumed that Asian immigrants thrived psychologically. Research has shown that the model minority proves not only to be false, but has been detrimental to the mental health of the Asian American community. This report hopes to expand that understanding by looking specifically at the parent-adolescent dynamic within Asian American communities in regards to education and psychological strength. In review of previous studies, it was found that the relationship between the child and parent proves to be much more complicated and stressful than one education implied and that culture plays a significant role in how parenting affected mental health.

Bullying is one of the most pervasive challenges in schools across the world. This investigation is an evaluation of a school’s attempt to address the large number of incidents of bullying. Materials from the Bully Free Classroom (BFC) by Allan Beane (2009) served as the intervention curriculum for 21, fifth grade students and six teachers. A 14-week (with the exception of school breaks), six lesson intervention was implemented with three groups of students: two groups identified as perpetrators and one group of victims. Teachers received training on bullying knowledge and how to appropriately report bullying-related incidents. Pre and post measures of bullying knowledge, frequency ratings of bullying and prosocial behaviors observed, and discipline referrals for bullying served as the dependent measures for the student participants. Results support the use of the intervention as the mean number of discipline referrals for participants of bully status significantly decreased, student ratings for negative behaviors significantly decreased, student knowledge of bullying significantly increased, and teacher’s ratings of the frequency of bullying decreased while school climate ratings became more positive. Moderate to large effect sizes are interpreted to provide strong support for a recommendation for school-wide adoption of the program. The scope and nature of the intervention plan is discussed in relation to recommended features of bully prevention and intervention programs and recommendations are made for implementation of this intervention.

Behavior rating scales are commonly used as part of the evaluation process throughout the field of psychology. Behavior rating scales help assess social, emotional, and/or behavioral problems in children, adolescents, and teens. Behavior rating scales indicate the severity of problem behaviors compared to a normative sample. Four scenarios were developed that varied scores on a behavior rating scale and the amount of other information that supported a specific diagnosis. A rating of the likelihood of a diagnosis was requested to see how much influence behavior rating scale scores have on diagnostic decision-making. Each of the four scenarios was sent to 200 school psychologists across the country for a total of 800 potential participants. An overall response rate of 37.5% was achieved. The findings revealed that behavior rating scales do have some influence on school psychologists’ diagnostic decision-making. However, school psychologists put more weight on other supporting information, such as classroom observations and teacher and parent reports, than on behavior rating scale scores when making a diagnostic decision.

Much controversy exists surrounding the education of Hispanic English Language Learners (ELLs). This large and growing group presents significant challenges to educators. Foremost among these challenges is the question of whether bilingual or English-only education is most appropriate for enhancing ELLs? language proficiency and achievement. Despite decades of controversy and research in the field of bilingual education, the debate is ongoing. Additionally, Hispanic ELLs are profoundly affected by other cultural and educational factors. One potentially important factor with limited research involves the academic self-efficacy of ELLs. This study examined the relationship of bilingual and English-only education to Hispanic ELLs? language proficiency, academic achievement, and academic self-efficacy. Participants were eighth-grade Hispanic students from a large southwestern school district. Data were collected from school district records, and a self-efficacy questionnaire was administered to a subsample of students. Analyses included t-tests, ANOVA, ANCOVA, and regression procedures to measure relationships between ELL students who received bilingual education (the Bilingual group) or English-only education (the Mainstream ELL group), as well as a Comparison group of non-ELL Hispanic students. It was hypothesized that the Bilingual group would demonstrate advantages over the other two groups in English proficiency, academic achievement, and academic self-efficacy. Analyses revealed few significant group differences. The Bilingual group did not attain significantly higher English proficiency than the Mainstream ELL group by third grade. The Bilingual group did not demonstrate significantly higher achievement scores than the Mainstream ELL group, but their scores were significantly higher than the Comparison group. There were no significant differences between groups on academic self-efficacy. Regression analyses indicated that the length of time spent in bilingual education did not predict students? language proficiency, achievement, or academic self-efficacy. A final analysis indicated that academic self-efficacy and third grade English proficiency scores were significant predictors of eighth-grade achievement. Conclusions indicate modest benefits for ELL students attending bilingual education, but more advantages may have been evident had more years of bilingual education been provided to students. Clearly, increased attention to academic self-efficacy and English proficiency may be appropriate regardless of the type of educational placement. Further studies should examine other factors affecting the quality of education provided to ELL students.

Title from PDF of title page. / Document formatted into pages; / Thesis (Ed.S.)--University of South Florida, 2003. / Includes bibliographical references. / Text (Electronic thesis) in PDF format. / ABSTRACT The purpose of this study was to examine the meaning of the Loss of Voice experience in adolescent girls using an existential-phenomenological interview approach. An open-ended interview was conducted and participants were asked to "Please think of a specific time when you had something important to say, but did not say it. In as much detail as possible, describe that experience." / Each interview was tape-recorded, transcribed by the investigator, and then independently thematized (Jones, 1984) by the author and a doctoral colleague trained in Jones' (1984) analysis method. Interrater reliability of the themes reached 96% agreement for the overall sample. Individual transcription reliabilities ranged between 85-98%. Thematic analysis revealed six superordinate themes and four subthemes. The superordinate themes were Difficult Position, Feeling, Might Explode, Not Worth It, Who Am I?, and Nevermind. / The subthemes So Much To Lose and Strong were part of superordinate theme Difficult Position. The subthemes Emotion and Physical were part of the superordinate theme Feeling. Analysis of these themes in their totality suggested a complex meaning structure of co-researchers Loss of Voice experiences. This research supports and expands the current literature on Loss of Voice by providing a more in-depth study of the meaning contained in a Loss of Voice experience. Directions for future research efforts, intervention, and prevention education are discussed. / System requirements: World Wide Web browser and PDF reader. / Mode of access: World Wide Web.

Thesis (Psy.D.)--Rutgers University, 2009. / "Graduate Program in School Psychology." Includes bibliographical references (p. 69-72).

Thesis (Psy.D.)--Rutgers University, 2009. / "Graduate Program in School Psychology." Includes bibliographical references (p. 112-123).

Adolescent survivors of childhood cancer are a growing population with unique needs as they face a combination of challenges associated with normal development and returning to life after treatment completion (Wakefield et al., 2010). One specific need identified in the research literature includes the effective delivery of transitional care and planning (Hewitt, Greenfield, & Stovall, 2005). It has been suggested that the provision of transition care and planning can help facilitate the shift from one phase of care to another and promote positive transition experiences (National Cancer Institute, 2008). The shift from off-treatment to post-treatment and school reintegration have been identified in the literature as significant transitions for adolescent survivors of childhood cancer (Cabat & Shafer, 2002; MacLean, Foley, Ruccione, & Sklar, 1996). However, limited research has been conducted to explore these transitions from the perspectives of adolescent survivors of childhood cancer. An exploratory, qualitative study was conducted with eight adolescent survivors of childhood cancer between the ages of 14 and 17. A multiple case study research design was used to explore adolescent cancer survivors' perceptions of these transition processes, challenges associated with these transitions, and their beliefs about what supports/services were or would be beneficial during these transitions. Data collected for analysis included questionnaires, transcribed interviews and follow-up meetings, direct observation, documents, and parent feedback. These data were analyzed using a combination of a template organizing style, immersion/crystallization (I/C) approach, and multiple case study strategies (Borkan, 1999; Crabtree & Miller, 1999, Stake, 2005; Yin, 2008). Results indicated that adolescents perceived that change was occurring on some level during the shift from off-treatment to post-treatment and school reintegration but did not necessarily define this time as a "transition." They defined these times in personalized terms that reflected more subtle changes in their lives. The focus was placed on returning to a sense of "normalcy" and capitalizing on opportunities to regain some control over one's life. The improvement and/or absence of treatment residuals along with re-engagement in activities and roles served as signs, or indicators, that life was returning back to "normal" and provided feedback to the adolescent on their transition progress. Conversely, the presence of these signs continued to impact their lives as they restricted participation in desired activities and served as reminders that the effects of cancer and treatment extended beyond treatment completion. In addition to the presence of treatment residuals, fear of relapse also was a concern associated with the transition from off to post-treatment. However, adolescents tended not to let this be the focus of their lives. School reintegration challenges included disruption of school life and routines as well as academic and social concerns. Academic challenges included falling behind/catching up with work, maintaining motivation to do work, and readjusting to school demands and routines. Social challenges included answering peer questions, adjusting to peer awkwardness/discomfort, and managing peer reactions to their physical side effects. These challenges were not perceived by adolescents as sources of significant distress and, often times, they adapted and employed coping strategies to address these concerns in the school setting. Adolescents also varied in their perceived need for transitional care and support during these transitions. Support received during the shift from off-treatment to post-treatment included advice from health care team members as well as relationships with peer cancer survivors across school, community, hospital, and camp settings. They received a variety of academic and social support during school reintegration. Teachers, family members, and peers provided academic support across home, hospital, and school settings. Teachers were a particularly important source of academic assistance. Accommodations and modifications also were provided to these adolescents at school. Peers, teachers, and other school staff provided social support. Based on the findings of the study, suggestions for future research and practical implications are offered.

The primary purpose of this study was to elucidate factors that school psychologists perceive inhibit them from providing more mental health interventions within their professional roles. School psychologists' dual training in mental health and education renders them the logical choice to provide tier II and tier III interventions in schools (National Association of School Psychologists [NASP], 2003). School psychologists appear to be in agreement, as they indicate a desire to spend more time in the provision of roles such as counseling and consultation (e.g., Prout, Alexander, Fletcher, Memis, & Miller, 1993). However, school psychologists currently spend relatively little time in the provision of such services (e.g., Curtis, Hunley, Walker, & Baker, 1999). Although this contradiction provides a rationale for further investigation, previous lines of research have not fully identified why school psychologists are not providing their desired levels of time in the provision of mental health services. Research also suggests that significant differences exist among school psychologists of different ages and levels of experience pertaining to their roles within the school system (e.g., Curtis, Hunley, & Grier, 2002). Therefore, factors such as years of experience also should be considered when studying school psychologists' roles in the provision of mental health services. Thus, an additional purpose of the current study was to examine the frequency of the themes elucidated across each research question as a function of practitioners' levels of experience. Participants were 39 school psychology practitioners from two geographical locations, ranging in age from 26 to 61 years old (M = 41.92, SD = 11.22) and had from 1 to 32 years of experience (M = 11.89, SD = 10.49). Eleven focus groups, composed of two to five members each, were conducted. Participants responded to a set of openended questions, and the discussions were audiotaped and then transcribed verbatim. Within each question, several common themes emerged across the focus groups; however, differences between practitioners' level of experience was noted on several occasions. Implications for future research and practice are presented, specifically related to the training and professional development needs of school psychologists.