The primary purpose of this qualitative study was to discover the kinds of issues that were troubling sixth-grade students while they were in school through focus groups which were led by eighth-grade peer helpers in the school, the Natural Helpers. The second purpose of this study was to evaluate the information that the Natural Helpers gathered in the focus groups and to compare this information to the information that the participants reported on a personal problem checklist. Third, the purpose of this study was to keep a tally of the types of worries about which the sixth graders sought help from heir guidance counselor. Fourth, the purpose of this study was to compare these findings to information in the existing literature. The participants were 48 sixth-grade students (21 males and 27 females) whose heterogeneously-grouped classes at a suburban middle school in the Roanoke Valley in Virginia were randomly selected to participate in this study. After the students and the parents of the students signed informed consent forms, the students completed personal problem checklists and participated in one of nine student-led focus groups. Two of the focus groups were exclusively male, two were exclusively female, and the remaining groups contained males and females. Results from the study indicated that the participants reported a variety of worries, but the majority of their discussions pertained to issues concerning grades, social lives, violence, trouble at school, and family issues. The sixth graders reported similar issues as concerns on the personal problem checklist and sought assistance from their guidance counselor for similar concerns. However, there was one main difference in the findings between the three methodologies: the students sought assistance for worries concerning violence and spoke extensively about their concerns regarding violence during the focus groups but did not report violence as a main concern on the problem checklist. Probable reasons for these differences were addressed. Overall, the participants reported many concerns that were similar to the concerns that were reported by other adolescents in the professional literature, and they reported concerns that were consistent with the developmental literature. Exclusively male focus groups, exclusively female focus groups, and mixed focus groups generated similar information with a few noted exceptions regarding the content of their discussions and with a few noted exceptions regarding the extent to which the males spoke during the groups. This study generated recommendations for future research and for the counseling profession. / Ed. D.

The secondary site-based Career Resource Center has potential as a major vehicle of specialized communication/dissemination re: postsecondary career and college information. The present study was designed to examine the origin and implementation of Career Centers in order to develop an understanding of the factors to be considered in planning and organizing Career Centers in high schools. Investigation will focus not only on lay-out and design models, but also on "information" organization and dissemination. An historical overview of Career Resource Centers, focus on the theories of informational organization and delivery systems' approaches, and research on design models provided the theoretical basis for the study. Data for the study was collected from a questionnaire survey distributed to current Career Resource Center practitioners at secondary schools, from library research, from reports conducted for the school department, from the proceedings of meetings involving community and school officials, and from the personal knowledge and observations of the researcher from her many years of experience with Career Centers. The results indicate that the Career Centers show a reasonable amount of similarity in their organization and dissemination of information and basic lay out design. It was concluded that the different systems of organization, storage or dissemination of information used by the older centers are also used in similar proportions by the other centers, i.e., most show very little difference in approach. The major difference is in the amount of improvements noted by the older as compared to the younger centers. This is consonant with the age of the centers, the fact that they have had more time in which to change and also, in the vast time span, change would be required. The issue of change and the extent of change is open to interpretation. The question of "future plans" remains open for continued research and creative design.

Although school adjustment counseling has existed in the schools of Massachusetts since 1952, there has been no resource guide or handbook which has guided the work. Because of the increased demands put upon schools to meet the complex emotional needs of our students, the job has grown, but without a clear sense of direction or approach to the work. The writer believed that there was a need for a handbook for persons studying to become school adjustment counselors, persons recently hired as school adjustment counselors, and perhaps even persons already in the field. A handbook was developed dealing with school adjustment counseling from a systemic perspective enhanced with some aspects of Carl Rogers' philosophy. The handbook is not a comprehensive cookbook of all aspects of school adjustment counseling, but rather it is a discussion of an approach. Activities for dealing with individuals, groups, classrooms, staff, parents, and the general community are included from the writer's personal experiences with these activities. Twenty-five people read the handbook, including new school adjustment counselors, experienced school adjustment counselors, people in training to become school adjustment counselors, school personnel in related fields and administrators. After reading the handbook, they completed a matrix and a questionnaire. Their responses were overwhelmingly positive. Based on the responses, the writer plans to revise and expand the handbook with hopes of it being a factor in enhancing the training for the field and preserving the uniqueness of the position.

Comprehensive School Counseling Programs (CSCP) are data driven programs utilized by school counselors to ensure the students they serve receive measurable benefits in academic, career, and personal/social development. The purpose of this study was to better understand if differences existed in the perceptions of graduates from school counseling programs accredited by the Council for the Accreditation of Counseling and Related Educational Programs (CACREP) and non-accredited programs regarding effective implementation of CSCP. This study is relevant to counselor educators, university administrators, and aspiring school counselors who are stakeholders in the decision to pursue CACREP accreditation or attend a CACREP accredited school counseling program. The theoretical foundation used to guide the study was competency based education (CBE), which emphasizes student competencies. Using a quantitative, contrasted groups design, the answers to 4 research questions were answered utilizing 132 school counselors who completed the School Counseling Program Implementation Survey (SCPIS). The participants' scores on the SCPIS were analyzed using a t test to compare the means of the 2 groups. The results indicated no statistically significant difference between the 2 groups regarding their perception of effectively implementing CSCP (RQ1),being professionally oriented to CSCP (RQ2), providing school counseling services (RQ3), or using computerized data to accentuate their CSCP (RQ4). The social change implications for this study include imparting the importance of school counseling masters' level students receiving the knowledge and training to effectively implement a CSCP, regardless of the program's CACREP status.

<p> One of the most pressing concerns that universities and colleges face today is the drug and alcohol abuse of students. In order to address this, there is a need to strengthen university policies in order to mitigate the increasing rate and cases of drug and alcohol abuse among students. The purpose of this quantitative study was to examine the relationship between college students&rsquo; level of awareness of policy, procedure, and interventions on drug and alcohol abuse and their reported drug alcohol use in a selected university. Specifically, this study examined how aware 160 first- to fourth-year college students are regarding the drug and alcohol policies, procedures, and interventions implemented on their college campus. The researcher asked 14 research questions to determine the relationships between students&rsquo; reported alcohol and drug use and factors including: awareness of alcohol drug policies and procedures, year level in college, age, ethnic group, marital status, gender, current residence, working status, living arrangement, cumulative GPA, the availability of drugs and alcohol at college parties, student enrollment status, family history of alcohol, and time spent volunteering per month. The researcher administered the Core Alcohol and Drug Survey (CADS) to measure these variables. The results indicated that the factors that had a significant relationship with alcohol and drug use were the awareness of campus policies, marital status, availability of drugs and alcohol at parties, student status, and hours spent volunteering. The rest of the variables did not have a significant relationship to the students&rsquo; alcohol and drug use. These results will contribute to more effective alcohol and drug prevention and treatment programs for students that address these significant factors. </p>

<p>While many educators viewed transition as a one-time event, it often proved to be more of a process than simply an occasion (Cohen &amp; Smerdon, 2009). The researcher observed through the role as a school counselor that students with high anxiety tended to exhibit low resilience during times of transition. In order to assist students as they moved from eighth to ninth grade, the school of study implemented the Overcoming Obstacles Life Skills Program (OOLSP) using student mentors. This study explored student perception of anxiety and resilience in relation to participating in this program. The researcher utilized the Connor-Davidson Resilience Scale (CD-RISC) and Spence Children&rsquo;s Anxiety Scale (SCAS) as pre- and post-tests, and conducted a <i>z</i>-test for difference in means analysis. Attendance rates were studied, due to the high correlation found in research between attendance and achievement, using a Pearson Product Moment Correlation analysis. Perception questionnaires were completed in December and May by 287 freshmen, 45 mentor students, 16 teachers, and 315 parents. Interviews were conducted with 10 freshmen, nine student mentors, and six teachers. </p><p> Results from the surveys and perception questionnaires proved inconsistent. The SCAS scores indicated a significant change in student anxiety levels, especially on the generalized anxiety disorder, obsessive-compulsive disorder, and panic disorder subscales. Interestingly, students&rsquo; perceived anxiety decreased based on questionnaire responses. Results from the CD-RISC suggested students&rsquo; resilience did not change, while responses from the questionnaire showed a significant increase in students&rsquo; perceived resilience. Attendance rates had a moderately strong relationship, indicating a correlation between eighth and ninth grade attendance. Perceptions from freshmen, student mentors, teachers, and parents suggested that the relationships formed during the program implementation had more influence than the program itself. </p><p> Based on the inconsistent results, the researcher recommended discontinuing the use of the OOLSP, as it was implemented in this study. The researcher recommended maintaining the mentoring program and improving upon pre-existing structures. Future researchers were encouraged to conduct further exploration on the OOLSP using more traditional implementations, as well as investigating student-perceived anxiety and resilience in comparison to documented experiences of anxiety and resilience. </p>

<p> The purpose of this counseling project is to shed light on the issues, lack of support, and challenges that immigrant families experience in schools, particularly in California. The project proposes a support group using Adlerian Theory, Culture Race Theory and Bandura&rsquo;s theory of self-efficacy. Immigrant parents in the group will have the opportunity to learn specific tools and skills that will enable them to support their children both within and outside of the school setting, while gaining a better sense of their experience within the acculturation process in a new environment.</p>

<p> The main purpose of this qualitative study was to explore school counselors&rsquo; experience with restorative practices including their knowledge and skills, role, and how they incorporate restorative practices into their comprehensive school counseling program. The results of this research will contribute to the growing body of literature suggesting the negative effects of current zero tolerance discipline practices while suggesting the implementation of restorative practices as an alternative practice within the educational system because of the potential positive outcomes it has on student development and success. Five school counselors were interviewed with open-ended questions to gather data on the research questions presented. This data was analyzed using Interpretative Phenomenological Analysis. Results of this research have the potential to inform future research, training needs, and best practices for school counselors working in schools where restorative practices are in place.</p><p>

<p> With the new era of the workforce dawning, employers emphasize the need for educators to educate young people about the skills and knowledge employers are looking for in the 21st century. In fact, 88% of employers indicated the importance of colleges and universities ensuring all students are prepared (Hart Associates, 2015). In terms of the broad range of knowledge and skills, employers place great value on candidates who demonstrate proficiency in written and oral communication skills, teamwork skills, ethical decision-making, critical thinking, and the ability to apply knowledge in real-world settings (Hart Associates, 2015). </p><p> According to the Hart Associates (2015), Hay Group (2014) &amp; the International Youth Foundation (2013), employers indicated the need for college graduates to possess a broad range of knowledge and skills to achieve long-term career success. One way to address this gap is through social-emotional intelligence. Emotional intelligence conceptualized in 1990 by psychologists Mayer and Salovey and later popularized by Daniel Goleman in 1995 in his book <i>Emotional Intelligence: Why It Can Matter More Than IQ.</i> Mayer and Salovey (1990) suggested emotional intelligence is the capacity to monitor one's own and others' feelings and emotions, to discriminate among them, and to use this information to guide one's thinking and intellectual growth. Goleman&rsquo;s (2006) later work re-examined the social component of emotional intelligence. Thus, Goleman (2006) postulated social intelligence offered a fresh outlook to human aptitude and human interaction in relationships. </p><p> The purpose of this study is to examine the relationship between emotional intelligence and career intentions of first-year college students at Historically Black Institutions, often referred to as Historically Black Colleges and Universities (HBCU&rsquo;s). The study will aim to address the following question: What is the relationship between emotional intelligence and career intentions of first-year college students? Information extracted from this study will aim to build on existing emotional intelligence research, as well as, aim to offer new insights into practices that would aid career counselors in their work and inform curriculum design for introduction courses for first-year college students at higher education institutions across the academy.</p><p>

<p> To highlight exemplary school counseling programs, in 2003, the American School Counselor Association developed the Recognized ASCA Model Program (RAMP) as an acknowledgement for those schools that have implemented a comprehensive school counseling program based on the ASCA National Model (American School Counselor Association, 2016b). Since the inception of the RAMP program, 668 schools have earned the RAMP designation. Of those, 189 have current RAMP status and 469 have had RAMP status at some point but have let it lapse. </p><p> The purpose of this study was to examine the factors that contributed to a school&rsquo;s decision to continue or discontinue the pursuit of subsequent RAMP designations. This mixed-methods study surveyed 238 schools of various levels (e.g., elementary, middle and high school) located in 36 states. Following the analysis of the questionnaire data, six in-depth interviews were conducted. Two of the interviews were with schools that had earned multiple-consecutive RAMP designations, two were with schools that earned multiple RAMP designations in non-consecutive years, and two were with lapsed RAMP schools. </p><p> The findings of this study indicate that current RAMP schools and lapsed RAMP schools that did not have significant turnover within the counseling department from the time of their original RAMP designation, report to be currently implementing comprehensive school counseling programs regardless of their current RAMP status. Additionally, schools that were unwilling to pursue subsequent Re-RAMP designations were likely to cite multiple barriers or challenges that include: time, a lack of support or understanding from school administrators and staffing turnover. Finally, the results indicate that schools are more willing to pursue the Re-RAMP designation if they have a variety of supports in place and perceive the benefits of the designation to be valuable. </p><p> Implications of these findings for the association&rsquo;s management, improvement and support of the Recognized ASCA Model Program are discussed. Further areas for research regarding the various components of comprehensive school counseling programs are suggested.</p><p>