The rational emotive psychology movement has contributed significantly to the development of training approaches to explore the behavioral characteristics and emotional dynamics of full and healthy living. In response, this study was initiated to assess the effects of rational behavior training (RBT) upon emotionally disturbed adolescents in an alternative special education program.

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D.Ed. (Educational Psychology) / This research was done in response to the need of educational psychologists to intervene on a sensory integration level as it affects learning and behaviour, which falls within the scope of practice of educational psychologists in South Africa. The research study aimed to explore the research question: how sociodrama could be used as a therapeutic intervention to address the sensory integration of adolescents who present with mild intellectual impairment. The study is situated in the interpretivist-constructivist paradigm, using sociocultural theory as theoretical framework. I therefore commenced with the research with the assumption that the six participants each had their own cultural stories and background within which they functioned, and that they could learn from one another in the sociodramatic group setting. The sociodrama sessions were conducted at a school for learners who presented with mild learning impairments. The participants of the research study attended the bridging class of the school, where the focus is on basic literacy and mathematical skills. Thirteen sociodrama sessions were conducted, where the focus was on the development of sensory integration skills. A qualitative research approach was followed and a case study design was chosen for the inquiry. Data collection included the use of sensory profiles, a background questionnaire, context observation, participant observation, visual journals, reflections, video-recordings and an interview with the educator. I utilised the steps suggested by Braun and Clarke (2006) to thematically analyse the qualitative data and to identify themes. The aim of the research study was to firstly be of benefit to the research participants, creating sociodramatic opportunities through which their sensory integration skills could be developed. The research inquiry furthermore aimed to contribute to the field of educational psychology as it allowed for the development of knowledge on sensory integration and provides a unique therapeutic approach to develop sensory integration skills in adolescents who present with mild intellectual impairment.

This is a qualitative study examining the experience of students currently enrolled in Steppin' Stone Farm, a residential treatment center in central Florida. In addition to building a more solid foundation of literature in this field, this study investigates at-risk teenage female residents' perceptions of educational experiences within a residential treatment environment. The relationship between formal, informal, and non-informal experiences, preferred learning strategies, and success patterns were explored. This phenomenological study utilized a lens of critical theory to understand the meaning of girls' educational experiences at a residential treatment center. The design includes studying 16 girls' formal, non-formal, and informal educational experiences as well as utilizing the Assessing the Learning Strategies of AdultS (ATLAS) tool to assess learning strategy preference. Results of the study determined student preceptions regarding various educational environments and learning strategies at a residential treatment center. Analysis of interviews and data collected led to many significant findings. Additionally, this study enhances knowledge in the field of residential treatment and has implications for those seeking residential treatment, working in residential treatment, and educators. Research in this field often focuses on outcome and effectiveness literature. This study provides insightful information incorporating the voice of students into the research. / by Krista D. Allison. / Thesis (Ph.D.)--Florida Atlantic University, 2012. / Includes bibliography. / Mode of access: World Wide Web. / System requirements: Adobe Reader.

Thesis (Ph. D.)--University of Oregon, 2006. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 167-173). Also available for download via the World Wide Web; free to University of Oregon users.

This investigation examined school counselors’ perceptions and levels of knowledge in regard to nonsuicidal self-injury (NSSI), existing school prevention and protocol, resources and training opportunities available, as well as identified training needs. NSSI is the socially unaccepted, deliberate, self-inflicted harm of an individual’s body to reduce psychological distress with out the intention to die as a consequence (Simeon & Favazza, 2001). As a mental health professional in the schools, school counselors are often salient figures in adolescents’ educational environment. They are also many times the most appropriately qualified individuals to work with self-injuring adolescents in the school setting. While existing studies have identified some needs of school counselors, no studies have looked at the existing knowledge and the quality of knowledge (Kibler, 2009; Roberts-Dobie & Donatelle, 2007). The purpose of this study was to conduct a survey of practicing school counselors in order to obtain information about their knowledge, training opportunities, resources, and school responses in regard to NSSI. On a knowledge measure based on Jeffrey and Warm’s (2002) myths and accurate statements about NSSI, school counselors performed no differently than school psychologists, but evidenced significantly greater knowledge than teachers. Qualitative analysis on individual survey items indicated that respondents evidenced good understanding of 60% of items, problematic understanding of 40%, and poor understanding of no items. While the sample generally evidenced high knowledge of most items, several inaccuracies were present, specifically in regarding to the association of NSSI to psychopathologies, environmental risk factors, and functions of the behavior. Additionally, respondents indicated a lack of training specific to NSSI, limited presence of school response plans specific NSSI, and an expressed need for more training and resources on the topic.

Title from title page of PDF (University of Missouri--St. Louis, viewed March 9, 2010). Includes bibliographical references (p. 83-92).

Thesis (Ph. D.)--University of Texas at Austin, 1998. / Vita. Includes bibliographical references (leaves 281-292).

Thesis (M.A.)--Denver Seminary, 2005. / Includes bibliographical references (leaves 67-74).