The purpose of the study was to examine the career paths of upwardly mobile Hispanic educators to isolate those factors which were important in the mobility process. The goal of this study was to discover what factors account for mobility and what kinds of experiences hinder upward movement of minority individuals. Twelve Hispanic educators from central and northern California were interviewed using an open-ended, retrospective interview format. The data were analyzed to determine the common patterns in social mobility among the 12 participants from impoverished, minority backgrounds. The study identified ways in which social class impacted negotiating strategies, including situational survival, retaining a present time orientation, keeping the dream focus flexible, and settling on a community of symbolic membership. The data also identified ways in which culture impacted career through the importance of retaining symbolic membership as part of the dream, including career choice, and to provide cultural mentoring once well established in career. Mentoring became the most important feature of mobility both in early and professional career. In early career mentoring was often momentary and came from a variety of sources, including parents and teachers, among others. To be effective, mentoring had to structure advice about the future as a set of options wich could be compared within a present-time orientation. In professional career, mentoring was longer-term (or traditional mentoring). School counselors, educators, and therapeutic counselors need to be aware of the importance that momentary mentoring can have on minority youth; be there to suggest the next possible step for these youth to consider; and actively seek out and offer support in the form of pointing out options which make sense to students in terms of the present. Future research should examine other minority professional populations to test the hypothesis that successful mentoring for mobile minorities involves the conditions identified in this study. Several other hypotheses were also developed.

The purpose of this study was to investigate the attitudes and opinions of selected educators and pupil personnel workers in California toward the effective utilization of paraprofessional workers in the pupil personnel services. Three populations were identified: (1) practicing school pupil personnel administrators; and (3) professors in those California colleges which are accredited to recommend candidates for Designated Services Credential in Pupil Personnel Services. It was a related interest of this study that from the data which would emerge guidelines and criteria might be suggested for: (1) the effective utilization of paraprofessional personnel; (2) the methods and techniques for the selection of such personnel; and (3) the training methods and procedures for such personnel.

The purpose of this experimental study was to investigate the effects of two different group counseling techniques on the academic achievement and self-concept of elementary school Mexican-American pupils. Also included in the study were the results of a pilot study conducted with Mexican-American pupils to compare the Semantic Differential Technique and the Self-Esteem Inventory in the measurement of self-concept.

The purpose of this study was to investigate associations between students' perceptions of school stress, students' beliefs regarding available coping resources, their stress responses and GPA scores. Differences were also examined by gender and earned credit class status. Four hundred regular education students completed The School Situation Survey (SSS) and The Coping Resources Inventory (CRI). The SSS measured sources of stress (teacher interactions, academic self-concept, peer interactions, and academic stress) and students' stress responses (emotional, behavioral, and physiological). The CRI measured students' beliefs regarding coping resources. Two sources of stress, academic self-concept and peer interactions, were significantly negatively correlated with CRI measurements of students' coping resources. One source of stress, teacher interactions, was positively correlated with stress response subscores. Positive significant correlations were found between academic stress and emotional stress response subscores, and between emotional and physiological stress response subscores. GPA scores were significantly negatively correlated with behavior stress response subscores as well as two sources of stress, teacher interactions and academic self-concept. Significant differences existed between students' perceptions of stress from teacher interactions and academic self-concept by earned credit class status. Sources of stress teacher interactions and academic self-concept classification levels were not independent of earned class credit status. Significant gender differences were found for stress from teacher interactions, academic stress, and stress responses. Reported stress from teacher interactions and academic stress were not independent of gender. Likewise, sources of stress, teacher interactions and academic self-concept were significant covariates in examined differences in GPA scores by gender. As secondary educators attempt to restructure learning environments, it seems critical that they take students' perceptions of school stress and their beliefs regarding coping resources into account when new pedagogical strategies, programs and services are developed and implemented.

An 11 unit Cognitive-behavioral program was developed as a model for group probation supervision. Its goal was to reduce offender recidivism through a training program focusing on Intentional Skill Development and interpersonal problem solving. Ninety-eight probationers were randomly assigned either to an experimental group or an untrained control group. Subjects in both groups were monitored for eight months and compared in terms of recidivism and Problem Solving Skill (PSS) abilities. Compared with subjects in the control group, those in the experimental group demonstrated increased PSS abilities and reduced rates of recidivism. Improved problem solving abilities were directly related to reduced rates of recidivism. Normative data was collected for this population utilizing the Problem Solving Inventory (PSI). In addition, the experimental group was asked to respond to a self-report questionnaire. The structural design of the program was evaluated and a series of problematic situations were identified as being particularly relevant to this population.

This study examined the impact of a specific form of intervention on the school performance and behavior of students to determine if such intervention can influence achievement. Students perceived as needing help were referred to a support group in their school led by a psychologist and a teacher, assisted by a team of school staff volunteers. The intervention consisted of giving three sets of sixth to twelfth grade students a support group to deal with the children's everyday issues and problems using a combination of human relations and group therapy techniques. The groups met weekly for ten weeks. Activities were designed to focus on self-esteem and problems affecting school behavior. The sample was composed of 100 high school and middle school students. Participants represented a cross-section of the population, both ethnically and socioeconomically. A control group of similar students also met weekly, using an open discussion format and worksheet projects. For evaluation purposes, the Metropolitan Achievement Test, the Student Rating Scale, attendance records and records of staff observation were used. Significant changes were observed, suggesting that this type of intervention made a major difference in the way these adolescents perceived school and themselves. Even students who had not been expected to benefit from the intervention responded and, further, showed improvement in several areas in a short time period. The comparison for pre- and post-measures of school behavior showed that the procedure had influenced students' school performance. Of the factors measured, attendance was most positively affected by intervention, although reading scores also rose. Gains in reading achievement as well as attendance were made in 10 weeks by Black males who had previously failed to respond to more traditional approaches to student improvement. The experimental students' attendance improved, while the control group attendance did not. The study results indicate that intervention has an impact on attendance and influences achievement to some degree. Intervention is therefore suggested as a useful alternative to traditional methods of dropout prevention and performance improvement.

The Higher Education Equal Opportunity Act (Act 101), of the Commonwealth of Pennsylvania, took effect in July, 1971. The thrust of this legislation was to provide educational opportunities for economically and educationally disadvantaged students. Supportive intervention strategies such as peer counseling and professional counseling are fundamental ingredients of Act 101 programs. No particular peer counselor model is uniformly endorsed as the most effective for assisting Act 101 students. This study was a comparative, qualitative case study of the preservice and inservice training components of peer counseling programs at East Stroudsburg University, University of Pennsylvania, and Widener University. Program directors and counselors completed a questionnaire and participated in an in-depth interview in order to assess the amount of emphasis placed on various themes, skills, and attitudes during peer counseling preservice and inservice programs. The results of the study indicate there is general agreement among directors and counselors, at all three programs, about content and methodologies. It was concluded that a harmoniously blended theoretical model with the Carkhuff model (1967) as a base, is preferred. The Carkhuff model emphasises the core dimensions of helping: (1) empathic understanding; (2) positive regard; (3) genuineness; and (4) concreteness. The counselors have integrated parts of various theories, such as self-actualization theory, values clarification, skills training, and experiential learning. This eclectic approach represents the theoretical orientation preferred by the participants in this study.

There are growing numbers of women in the workforce, with increasing numbers of working mothers. The numbers of women with multiple role responsibilities, such as wife, mother and paid worker, is on the rise. To date, the multiple role literature reveals seemingly contradictory findings in regard to the impact of women's different role experiences on their overall well-being. Some suggest that the more roles that a woman occupies, the greater the likelihood that she will experience the harmful effects of role conflict, stress, depression, and even physical illness. Others suggest that the as women's number of roles increases, she may develop internal resources to 'buffer' against any potential negatives. Hence, these researchers find increasing roles related to higher self-esteem. The specific findings of the multiple role literature will be explicated in the review. The purpose of this study is to provide a phenomenological approach in order to derive meaning from the apparent discrepancy in the multiple role literature. Eighteen working mothers, between the ages of 35 and 50, volunteered to participate in in-depth interviews about their role experiences. Each of these women have been in the roles of wife, mother, and paid worker for at least five years. These middle-class, Caucasian women have at least two children living in their homes. Through the interview conversations, these women described what it means to be a multiple role woman, identified the benefits and costs of their life roles, and discussed how they negotiate and manage their role responsibilities. A cognitive developmental framework, Self-Knowledge Theory, was used to explore the processes and meanings of women's role experiences. The Experience Recall Test (ERT2) combined with an in-depth interview was used to elicit how certain women make meaning of their multiple role experiences. Results were analyzed both thematically and developmentally, with particular attention to the influential variables identified in the multiple roles literature. This data supports the premise that the perceived quality of the multiple role experience is related to whether the perceived outcomes will be more positive or negative. This project also suggests that self-knowledge capacity impacts how people experience, understand and describe the quality of their role experiences. As the stage of self-knowledge increases, the quality of role experiences is described with greater personal agency, more breadth and depth, and more insight into the relationship between inner states and outside experiences. Higher self-knowledge stage is associated with a greater utilization of tools for managing role conflict, a lower frequency of reported distress, and a more sophisticated, systematic approach to negotiating conflict with their partners. The findings of this project informs future interventions for the growing numbers of working women. Employee assistance programs, mentoring programs, family support services, higher education support services, and other resources for multiple role women benefit from the findings of this study.

Across the country many mentoring programs are developing, which are designed to match interested adults with students who need help with getting through school, making career decisions and coming into young adulthood in the twenty-first century. Since the 1980's a significant number of mentoring programs have been eagerly received by educators, through businesses partnerships. But, there is much disagreement among the supporters of the mentoring movement about exactly what should constitute a mentoring relationship, how early in a student's life mentoring should begin, and whether these relationships can be developed on a large scale. Moreover, mentoring is more than a business partnership project. It is a series of complex relationships that often fail. Given the state of urban families and schools, coupled with the state and federal government's reluctance to fund more educational personnel, it becomes critical to find the best ways to take advantage of the largess of the business community in implementing urban mentoring programs. Therefore the study of an urban mentoring program was essential. This research looked for areas of success for others who wish to initiate urban middle school mentoring programs may be more successful. Within the context of the John W. McCormack Middle School-business partnership quantitative data was collected to discern what constitutes the profile of an ideal mentor for early adolescents. Further, this study identified which factors motivate an urban adolescent to become involved with an adult tutor/mentor. Lastly, the study identified which factors motivate working adults and their tutees to volunteer to work with one another in an urban middle school. This study's quantitative data was collected from participating adults and students. The results were supported by interviews. Furthermore the results confirm what was found in the evaluation reports of Career Beginnings and The Partners in Growth studies. The results of this study are very important because of the recent nationwide emphasis on school-business partnerships that involve using their human resources rather than direct financial philanthropy.

During the past two decades women have entered the workforce in record numbers; they currently comprise nearly 48% of the workforce. Although their presence has been felt in occupations that have been traditionally held by men, their numbers remain concentrated in occupations that have been traditionally held by females. Using a grounded theory approach, this qualitative research looked at women's career decision-making to see to what extent marriage and family issues played a role in their career decisions. Although previous research has focused on such factors as personal characteristics and parent-child relationships as they relate to women's choices of traditional or nontraditional occupations, few studies have explored the relationship of women's career choices and potential marriage and family. Through a comparison of women who are currently working in traditional occupations with women who are working in nontraditional fields, this study explored women's perceptions of balancing future marriage and family roles; the role that sequencing plays in future role balancing; and the impact of women's concerns about future role balancing on their choices of traditional or nontraditional careers. Ten college graduates who chose traditional occupations and ten graduates who chose nontraditional occupations were interviewed. The tape recorded interviews were transcribed, marked, labeled, and grouped in categories. Passages within each category were then reviewed to synthesize the material. The final part of the process involved a review of the interview material in order to identify new learning regarding the impact of potential marriage and family on women's career decisions. The themes identified through the interviews are consistent with the summary of major barriers to and facilitators of women's career choices that are identified by Betz (1994). Those participants who chose to major in fields that are nontraditional for women indicated that they chose those fields based on their skills and interests and believed that they could "fit" family into their careers. All of the participants discussed the need for flexibility of schedules to accommodate roles associated with marriage and family.