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<p>Social support is generally viewed in the addiction field as an important consideration in assessment and a potentially valuable component of a comprehensive treatment plan. The literature would suggest that strong social support can benefit individuals during many stages of the recovery process, including both active recovery and longer term maintenance. Less is known about social considerations in the initial stages of seeking support to begin recovery.</p> <p>This report seeks to explore social support considerations for a specific population, Ontario Works recipients who have identified substance use as a barrier to employment, and to do so in a hopefully reciprocal manner which values understanding context from those with lived experience. This qualitative study is informed by the principles of grounded theory in a general manner, began with no specific hypothesis, and allowed participants flexibility in their responses. Previously documented barriers facing this population were generally reflected by the circumstances revealed by this study’s participants.</p> <p>The principle findings outlined the lack of social supports currently in place for participants and their struggle to seek help. Seeking help appeared to require an emotional low point and a recognition that overcoming the substance use concern would not be realistic without additional help. Support seeking appears to be encouraged by specific nurturing characteristics of supporters. From a practice perspective the findings illustrated the need for increased focus on clinician/client engagement and a greater focus on practitioner’s appreciating the unique challenges facing this population and utilizing creative approaches to address them.</p> / Master of Social Work (MSW)

Positive Behavioral Interventions and Supports (PBIS) frameworks, formerly known as effective school-wide discipline, started in 2005 as a State initiative to help raise student achievement by addressing the overlapping relationship between classroom conduct and academic achievement (Virginia Department of Education, 2009, superintendent's message). Positive Behavioral Interventions and Supports implemented as part of the effective school-wide discipline practices in the Commonwealth of Virginia are seeing strong reductions in referrals and student exclusions/suspensions from school (Ciolfi, Shin, and Harris, 2011). Over 90,500 individual students were suspended or expelled from a Virginia school in 2010-2011; many of them more than once (2011 p.1). As paradigms switch from reactionary to prevention, school-wide approaches to discipline utilizing Positive Behavioral Interventions and Supports are becoming more frequently used as a tool to reduce the number of office discipline referrals (ODR) and to keep students in class. Since the state has now 223 schools supporting the PBIS framework from 43 different school divisions, a study of the principles and practices of the most successful high school implementations could help high schools which are struggling with managing student conduct issues. By providing a compilation of those principles and practices that school leaders utilized to implement a highly effective Positive Behavioral Intervention Process, schools could focus on them to more successfully incorporate Positive Behavioral Interventions and Supports frameworks in their high schools. Three questions guided the work for this study. First, were there specific principles that the high schools using Positive Behavioral Interventions and Supports operated by to successfully implement and reduce office discipline referrals? Secondly, were there certain practices that these high schools also employed which garnered success? Lastly, what artifacts could the successful schools provide demonstrating their successful implementation of Positive Behavioral Interventions and Supports framework that would provide benefit to beginning or struggling high schools implementing Positive Behavioral Interventions and Supports? A qualitative study was used utilizing the grounded theory method and cross school comparisons of data. Interviewing superintendent-designated leaders from nine high schools that reduced office discipline referrals (ODR), uncovered the principles and practices common to the successful high schools employing Positive Behavioral Interventions and Supports. There were twelve interviews: three group interviews with 2 respondents each and nine individual interviews. The twelve interviews involved 15 people: • four division-level personnel: three were division leaders who were also PBIS Division Coaches and one who was titled PBIS Division Coordinator • eight school administrators (five principals and three assistant principals) • three teachers who also were designated as PBIS School Coaches No interviewee designated by the superintendent refused to be interviewed. Reviews of the data collected were analyzed across all divisions to report these principles and practices. These principles and practices could be shared with new high schools to consider prior to Positive Behavioral Interventions and Supports framework programs being implemented. As more high schools employ Positive Behavioral Interventions and Supports and are studied regarding reducing the number of office discipline referrals, the Commonwealth of Virginia's Department of Education can utilize these longitudinal data to craft more effective support for the programs across the Commonwealth of Virginia. All data were extracted from the recordings and then charted for common elements. Three principles emerged that led to the theoretical propositions those high schools that reduced ODR had: 1. PBIS Leaders who created a minimal set of school-wide rules. 2. PBIS leaders who believed improving school climate for staff learners improved student behaviors. 3. PBIS leaders who asserted that all school staff must be consistent with application of rules. Additionally the data reviewed were analyzed and the researcher discovered that high schools that reduce office discipline referrals (ODR) have common practices where: 1. PBIS leaders recognized positive behaviors and defined the expectations to the school. 2. PBIS leaders involved other learning community members and empowered students. 3. PBIS leaders analyzed and disaggregated data to inform their procedures. 4. PBIS leaders trained staff members and promoted school expectations. Additionally the data collected from the 12 interviews had respondents stating the single greatest obstacle that they encountered while implementing PBIS to reduce ODR which led to more implications for practice. Thus, the following lists the top obstacles that all respondents referred to in their interviews: 1. Nine interviews had respondents who listed the top obstacle as establishing consistency in both staff participation and rule application. 2. Six interviews also had respondents that listed finding time to implement PBIS strategies and interventions was their greatest obstacle. 3. One interview had a respondent who also stated finding funding was his main obstacle. Providing these data enabled high schools interested in implementing PBIS to be aware of these obstacles so those schools may avoid the pitfalls encountered as high schools employed PBIS frameworks to reduce ODR. However, all twelve interviews were noted with success stories that respondents felt were directly related to their reduction of ODR. 1. Six interviews had respondents that reported enhanced relationships between students, teachers, and administrators (within the school). 2. Seven interviews had participants that described how student successes enhanced school pride and school promotion. 3. Three interviews had respondents that discussed the improved relationships with community partners and parents. / Ed. D.

Students need to be engaged in learning in order to have a successful school career. If attendance and discipline become an issue, instruction tends to be relegated to lesser importance. In order for students to be a contributor to society, education is important. As schools are held more accountable, the results of this study could encourage better practices to hold students more accountable. The Students Taking Appropriate Responsibility (STAR) Program was implemented in 2004 in one school in a school division in southwestern Virginia to address problems in student behavior. The other three elementary schools did not implement this program. The program is a four year series of sequential activities designed to provide positive behavior supports to all students. This program uses tenets of positive behavioral supports and effective school wide discipline programs. The first students who enrolled in 2004 had four years of instruction in the program and graduated from high school in 2013. Therefore, a study was undertaken to compare the behavior of the students in the treatment school with students in a control population. The purpose of this study was to track data at a student level and compare one treated population with a random sample from three control populations who attended the same high school. All schools were located in a rural county in Virginia with similar demographics. The main research question was whether high school students who had received instruction in a program for four years show more self-regulation on selected measures of student behavior than students who had not received such instruction. The variables used were attendance, discipline incidents, and drop-out status. Research on positive behavior supports demonstrated the effectiveness in the short term. However, there were no longitudinal studies found that tracked positive behavior support programs by student. The expectation of this study was that students would take the information learned from the program and continue to use the knowledge to make better choices about school. Students should have been more willing to attend school, avoid behaviors that result in discipline referrals, and stay in school until graduation. Using independent samples t-tests, data were analyzed using the entire treatment population and a randomly selected control population. The results of the study showed a significant difference in attendance for twelfth graders. Those students that had been instructed in the STAR program missed significantly fewer days than those students that had not been instructed. Overall, the ninth and eleventh graders in the treatment population had fewer missed days and ninth graders had fewer disciplinary incidents. Tenth grade students did not show the expected results, nor did any of the drop-out status statistics. All results other than twelfth grade were not significant. Overall, the program could be useful for helping with attendance in future grades. More research would be needed before this study could be generalized. Other possible research venues would be to increase the grade levels or the variables studied. / Ed. D.

The refugee and newcomer population faces many challenges as they arrive in their host country. Many individuals experience varying degrees of trauma in their country of origin. Trauma can lead to poor mental health outcomes and poor adjustment in host countries. Refugee children in particular may experience post-traumatic stress disorder, depression, and anxiety as a result of traumatic experiences. Children can be resilient when given opportunities to create relationships and gain confidence. These opportunities can be fostered through various avenues, one of which is the school environment. Refugee students can benefit from various supports provided to them in the school environment. One support that has created positive effects for children is peer mentoring. Peer mentoring programs have benefited students through improved self-efficacy, better adjustment to a new culture, and stronger connections with peers. However, more research on effective educational supports is needed. This study evaluated both mentors and mentees ratings of resiliency as a result of their participation in an 8-week mentoring program. Results indicated that the mentees scores increased significantly while mentors' scores did not. The results, limitations, and implications are further discussed in the document.

Youth with disabilities often struggle to transition into new areas of life; many of these youth have difficulty finding and keeping jobs, making friends, and living independently. The present study evaluated the effects of accessing an online guide detailing how to access supports in one's community. The goal was to increase knowledge of community support options for four students with intellectual and learning disabilities from a transition-support program in the Mountain West. The guide included information on applying for a job, making friends by joining a social club, and finding where to attend church. Results indicated that each student learned how to better access community supports following usage of the guide. Participants also report improved community support following this training. Each participant stated that the intervention meets their goals and that they do not find it aversive to use. Implications for practitioners and practical applications of this research to transition programs are discussed.

The literature shows that school attendance matters. Time engaged with instruction is highly correlated to student achievement (Brophy, 1988; Fisher et al., 2015; Northwest Regional Educational Laboratory, 2001). However, students who are suspended and expelled from school lose instructional time in the classroom (Belway, Hodson, Losen, Keith II, and Morrison, 2015; Scott and Barrett, 2004). Suspensions result in decreased student attendance by removing the student from the learning environment (Noltemeyer, Ward, and Mcloughlin, 2015). The use of in-school suspension (ISS), out-of-school suspension (OSS), and expulsion are referred to as exclusionary discipline (Belway et al., 2015). Educational leaders are unintentionally contributing to the achievement gaps that the No Child Left Behind (NCLB) legislation intended to close by not addressing student suspensions and expulsions (Belway et al., 2015). This study used quantitative data with an ex post facto design to determine if the implementation of school-wide positive behavioral interventions and supports (PBIS) resulted in a change in student absences, office discipline referrals, and suspensions in one middle school and to determine what difference, if any, was there in student absences, office discipline referrals, and suspensions between a school implementing PBIS and a school not implementing PBIS. Two suburban middle schools in one Virginia school division were included in this study. Following the conceptual framework for this study, it was anticipated that implementation of PBIS would decrease student absences, office discipline referrals, and suspensions. The results of the study revealed that there was a reduction in office discipline referrals following the first year of implementation in the PBIS Middle School. When comparing a school that implemented PBIS to one that did not, this study found that student suspensions decreased by the second year of implementation in the school that implemented PBIS. This study also yielded other findings that were inconsistent with existing research. The results of this study are of significance for education leaders who want to decrease student office discipline referrals and suspensions / Ed. D. / The literature shows that school attendance matters where time engaged with instruction is highly correlated to student achievement (Brophy, 1988; Fisher et al., 2015; Northwest Regional Educational Laboratory, 2001). However, a common means of dealing with student misbehavior in school is the issuance of a referral to the office that may result in a student suspension (Belway, Hodson, Losen, Keith II, & Morrison, 2015; Scott & Barrett, 2004). Office discipline referrals and suspensions result in decreased student attendance by removing the student from the learning environment (Noltemeyer, Ward, & Mcloughlin, 2015). Educational leaders are unintentionally contributing to gaps in student achievement by removing students from the learning environment. This study investigated whether the implementation of a behavioral framework, school-wide positive behavioral interventions and supports (PBIS), resulted in a change in student absences, office discipline referrals, and suspensions in one middle school and explored what difference, if any, was there in student absences, office discipline referrals, and suspensions between a school implementing PBIS and a school not implementing PBIS. Two suburban middle schools in one Virginia school division were included in this study. It was anticipated that implementation of PBIS would decrease student absences, office discipline referrals, and suspensions. The results of the study revealed that there was a reduction in office discipline referrals following the first year of implementation in the school implementing PBIS. When comparing a school that implemented PBIS to one that did not, this study found that student suspensions decreased in the PBIS school by the second year of implementation. This study also yielded other findings that were inconsistent with existing research. The results of this study are of significance for education leaders who want to decrease student office discipline referrals and suspensions.

De grandes quantités de glycérol sont formées lors de la production de biodiesel. Le faible coût de ce sous-produit a motivé beaucoup de groupes de recherche à lui trouver de nouvelles applications ce qui a mené au développement de nombreux procédés pour convertir sélectivement le glycérol en produits à haute valeur ajoutée. L’oxydation du glycérol est l’un de ces procédés. Dans cette thèse, deux catalyseurs hétérogènes composés de TEMPO greffés à une silice mésostructurée (SBA-16 et KIT-6) ont été synthétisés, caractérisés par différentes techniques et utilisés pour effectuer la réaction d’oxydation du glycérol. La conversion du glycérol et la sélectivité pour les différents produits formés ont été déterminées par l’analyse du milieu réactionnel via une technique de chromatographie en phase liquide à haute performance (HPLC). La stabilité et la versatilité de ces catalyseurs furent aussi étudiées. Il a été établi que ceux-ci démontrent un réel potentiel, en tant que catalyseurs réutilisables et exempts de métaux, pour la conversion d’un composé organique renouvelable et accessible qu’est le glycérol en produits commercialement très recherchés. / A large surplus of glycerol is formed as a by-product during the production of biodiesel. The low cost of glycerol has motivated research groups to find new applications of it. This has led to the introduction of a number of selective processes for converting glycerol into commercially valued products. Glycerol oxidation is one of chemical reactions which converts glycerol to more valuable compounds. In this thesis, two heterogeneous catalysts, with TEMPO grafted on mesostructured silica (SBA-16 and KIT-6) were synthesized and characterized by different techniques then followed by performing glycerol oxidation reaction. Glycerol conversion and products selectivity are reported by analyzing the reaction medium via high pressure liquid chromatography (HPLC). The stability and versatility of these catalysts were studied; these materials show real promise as reusable metal-free catalysts for the conversion of a readily available and renewable biofeedstock into highly valued compounds.

Typescript (photocopy). / Digitized by Kansas Correctional Industries