The purpose of this study was to analyze the effectiveness of school-based strategic family counseling to improve upon adolescent academic success rates and self- concept. The basic design of the study involved two treatment groups, individual and strategic family counseling. Six participating counselors met with five students (or students and their families) for a minimum of ten sessions each throughout the second semester of the 1987-1986 school year. Specific computational procedures used in data analyses included factor, reliability, T­-tests, multivariate analysis of variance (MANOVA) procedures and response variable correlations. Results of the study indicated that neither counseling method resulted in overall improvement on students' academic achievement or self-concept. An analysis of counselor within treatment provided significant results with differences shown in the [remainder of author-provided abstract is not available.] / Ed. D.

Although gifted underachievers have been the subject of many studies, the possible connection between depression and underachievement had not been previously investigated. Effective counseling programs for high school student.s were lacking. A technique from family counseling literature, reframing, was recommended for use in the school setting. Sixty underachieving gifted students from local high schools were randomly selected and assigned to treatment/no treatment groups. A randomized pretest/posttest design was used to examine the effect of a brief intervention strategy in a single counseling session on Beck Hopelessness Scale scores, progress reported by teachers, and grade point averages. Various attribute variables were also considered. Results from a stepwise multiple regression support the effectiveness of the intervention in improving grade point averages. One of the significant factors on higher Hopelessness Scale scores was higher mothers' income. However, many mothers were not working outside the home making results difficult to interpret. On the other hand, the lower fathers' income contributed significantly to explaining· variance in higher Hopelessness Scale scores. Females and lower pre-GPA were also significant factors in explaining higher Hopelessness Scale scores. Family status (having an intact family) and higher pre-teachers reports accounted for higher post teachers' reports. The pre teachers' report, second quarter of the study, the intervention, and pre-GPA were significant factors in improved postGPA. Indications are that the underachievers group have higher rates of hopelessness than achievers. Some of the recommendations include reframing as a tool of the school counselor, (1) use of (2) use of the Beck Hopelessness Scale as a screening tool for identifying depression in the high school gifted, and (3) examination of depression in gifted underachievers in further studies. / Ed. D.

published_or_final_version / Education / Master / Master of Education

Thesis (M. Ed.)--University of Hong Kong, 1997. / Includes bibliographical references (leaf 50-53).

Thesis (M.Ed.)--University of Hong Kong, 1997. / Includes bibliographical references (leaves 50-53). Also available in print.

by Charles, Cheung Chi Wai. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1995. / Includes bibliographical references (leaves 103-105). / Chapter Chapter One --- Introduction --- p.1 / Chapter I. --- Statement of Research Problem --- p.1 / Chapter II. --- Organization of Chapters --- p.2 / Chapter Chapter Two --- Theoretical Review and Research Agenda --- p.4 / Chapter I. --- The Background of the Formation of Subcultural Theories --- p.4 / Chapter II. --- Delinquent Subculture in America: Repudiation of the Middle Class Norm --- p.8 / Chapter III. --- Youth Subculture in Britain: Resisting the Middle Class Ideology --- p.12 / Chapter IV. --- Local Studies on Youth Subcultures --- p.16 / Chapter V. --- Criticisms on Subcultural Theories --- p.18 / Chapter VI. --- New Research Agenda and research method --- p.22 / Chapter Chapter Three --- Research Method and Procedure --- p.24 / Chapter I. --- Sample: 13 Prevocational School Male Students --- p.24 / Chapter II. --- Snowball Sampling --- p.26 / Chapter III. --- In-Depth Interview --- p.27 / Chapter Chapter Four --- Job Aspiration and Academic Pressure --- p.29 / Chapter I. --- "Ideal Jobs: Professionals, Managers, and Entrepreneurs" --- p.29 / Chapter II. --- Academic Pressure --- p.33 / Chapter III. --- Conclusion --- p.36 / Chapter Chapter Five --- Gradual Study Subculture --- p.37 / Chapter I. --- The Continuing Studies Strategy: Becoming Designers and Engineers During Mid-Twenties --- p.38 / Chapter A. --- The Continuing Strategy --- p.38 / Chapter 1. --- Full Time Technician Courses --- p.38 / Chapter 2. --- Part-Time Courses --- p.40 / Chapter 3. --- Repeating Form Five as the Last Resort --- p.40 / Chapter B. --- Reducing Academic Strain --- p.43 / Chapter II. --- Try One's Best Strategy at the School: Pass in Five HKCEE Subjects and a Good Conduct Record --- p.44 / Chapter A. --- Try One's Best to Study --- p.45 / Chapter 1. --- Paying Attention in Lesson --- p.45 / Chapter 2. --- Try One's Best to Do Homework --- p.46 / Chapter 3. --- Serious Revision for Examination --- p.48 / Chapter B. --- Try One's Best to Behave Well --- p.49 / Chapter 1. --- Following the Conduct Rules --- p.49 / Chapter 2. --- Performing School Services --- p.51 / Chapter III. --- Leisure Usage: Recreation --- p.53 / Chapter A. --- Improving Academic Knowledge: Subjects-Related Leisure --- p.53 / Chapter B. --- Refreshing Oneself: Sports --- p.55 / Chapter IV. --- Conclusion --- p.56 / Chapter Chapter Six --- Transitional Pleasure Seeking Subculture --- p.57 / Chapter I. --- The Working Experience Strategy: Becoming Managers or Shop Owners --- p.58 / Chapter A. --- The Working Experience Strategy --- p.58 / Chapter 1. --- Practical Working Knowledge --- p.59 / Chapter 2. --- Working Connections --- p.60 / Chapter 3. --- Form Five as Minimum Qualification --- p.60 / Chapter B. --- Reducing Academic Strain --- p.63 / Chapter II. --- Pleasure Seeking Strategy at the School --- p.65 / Chapter A. --- Seeking Pleasure by Academic Schoolwork --- p.67 / Chapter 1. --- Making fun in the Boring Lesson But Cannot Play Too Much --- p.67 / Chapter 2. --- "Copy, Postpone, but Never Neglect to Do Homework" --- p.70 / Chapter 3. --- "No Revision before Examination, but Cannot be Absent" --- p.72 / Chapter B. --- Seeking Pleasure by Violating the Conduct Rules --- p.72 / Chapter 1. --- "Lunch Time, Lessons Breaks, and Recess: Bringing Prohibited Articles, Throwing Chalks, and Fighting" --- p.73 / Chapter 2. --- Modifying the School Uniform --- p.75 / Chapter III. --- Leisure Usage: Diversion --- p.76 / Chapter A. --- Instant Humour: Comic Films and Comics --- p.77 / Chapter B. --- Sensational Violence: Comics and Films --- p.78 / Chapter C. --- Short-Term Success: TV Game and Football Match --- p.80 / Chapter D. --- Immediate Excitement: Spontaneous Leisure Activities --- p.82 / Chapter IV. --- Conclusion --- p.83 / Chapter Chapter Seven --- Conclusion: Rethinking Subcultural Theories --- p.85 / Chapter I. --- Rethinking Subcultural Theories --- p.85 / Chapter A. --- Inadequate Understanding of Alternative Social Channels --- p.86 / Chapter B. --- Inadequate Understanding of the Drive for Career Success of the Underachievers --- p.87 / Chapter II. --- Further Research on Upwardly Mobile Subcultures --- p.88 / Chapter A. --- Why Join a Particular Upwardly Mobile Subculture? --- p.89 / Chapter B. --- Underachievers at Work: Occupational and Leisure Life --- p.90 / Chapter III. --- Concluding Remarks: Limitations of the Study --- p.91 / Appendices --- p.93 / Bibliography --- p.103

published_or_final_version / abstract / Linguistics / Master / Master of Arts in Applied Linguistics

M.Ed. / Please refer to full text to view abstract

published_or_final_version / abstract / toc / Education / Master / Master of Science in Information Technology in Education

published_or_final_version / Sociology / Master / Master of Philosophy