This thesis examines demographic data from 1358 clients from a mental health center in Anderson, Indiana in terms of the client's discharge record. It was hypothesized that there would be demographic data identified that would increase the therapist's ability to predict those most likely to drop from therapy. Support was obtained for this hypothesis, suggesting the client's socioeconomic status as the most reliable source of dropout identification.It was also hoped that by incorporating the cooperation of therapists in completing a questionnaire, particular therapist behaviors would be identified as effective tools in returning a dropout back to therapy. Therapist's demographic data were also to be examined in an attempt to suggest characteristics that may dispose a client toward premature termination. Unfortunately, obtaining the cooperation of the therapists proved more difficult than anticipated. Possible explanations were discussed in the transcript. Future research directions are also discussed.

Recognizing African American students still perform academically at lower levels than their White counterparts, they maintain lower grades in school, and perform lower on standardized tests; educators and policy makers continue attempts at addressing these disparities. One remedy is implementing culturally specific material into curriculum to be reflective of the cultural diversity of students in the classroom. Although research indicates the use of material related to the student’s cultural origin can create a learning environment conducive to greater academic achievement particularly with minority children, few studies investigate the inclusion of culturally specific material in the classroom in relation to its effect on teachers. This study investigates the relationship between teacher’s view of culture’s role in the educational process and teacher efficacy and how this may be related to academic achievement. ANOVA’s and Correlation statistics were used to analyze the data. Results show statistically significant academic achievement differences but no significant differences in teacher attitudes towards multiculturalism and the teacher self efficacy variable.

This descriptive study was directed toward counselor perceived usefulness of client ego level assessment in the counseling process. The specific intention of the study was to determine if counselors in training would use, and find useful, a differential counseling methodology that proposed specific psychotherapy models correlated to the client's pre-therapy ego level assessment.The subjects for the research were drawn from counselors in training, enrolled in the M.A. and Ed.D. programs at the Ball State University Department of Counseling Psychology and Guidance Services. The sample counselor population consisted of 31 counselors who agreed to participate in the study after being selected randomly.Following a review of literature related to differential counseling research, the Loevinger-Wessler Ego Development Inventory was selected to administer to clients presenting themselves for psychological counseling at the Ball State University Practicum Clinic during Spring Quarter, 1976. This instrument was administered to all clients prior to intake procedures. The results of the client ego level assessment as well as proposed psychotherapy models for the individual client data were made available to the appropriate counselors for treatment of randomly selected clients. During the final week of Spring Quarter, 19?6, the sample counselor population were asked to respond to a researcher designed questionnaire of 22 items, as well as the Loevinger-Wessler Ego Development Inventory. The questionnaire was designed to assess the counselor's perceptions of the use and usefulness of the client ego level data. The Loevinger-Wessler Ego Development Inventory assessment was to determine if any correlation existed between a counselor's ego level assessment and their use or non-use of the client ego level data. Additionally, the Loevinger-Wessler Ego Development Inventory was used to provide one counselor main effect factor for a statistical model using multivariate analysis of qualitative data to identify factors that contribute significantly as being able to predict which counselor variables would cause-counselor use of client ego level data in the counseling process.These data were collected and reported in a descriptive context, with the responses to questionnaire items being reported by number and percentage. The contingency model using multivariate analysis of qualitative data was tested for goodness of fit, and statistical conclusions were drawn. The conclusions drawn from this study included:1. Of the total sample counselor population, 77.4% of the respondents reported using the proposed therapy models at least /4 of the counseling time or more. The counselor population appeared to be willing to use the proposed treatment models, although their preferred psychotherapy orientation may have been other than the proposed therapy models.2. Of the total sample counselor population, 93.5% of the respondents reported the proposed therapy models for their clients as being useful 34 or more of the counseling time, indicating that the sample counselor population viewed the client ego level data and proposed therapy models as being worthwhile methodology for differential counseling. 3. The respondents reported that in comparison to their total client population for whom there was no preassessment data available, 25.9% reported more therapy progress for those clients for whom the client ego level data was available. The majority of the sample counselor population reported about the same progress for their entire client population. The conclusion was reached that a trend exists for this differential counseling strategy as being helpful for client therapy progress. 4. The conclusion was drawn that advanced or beginning client assignment for counselors in training in the sample population was not a significant variable in determining which group of counselors made more use of the client ego level data. 5. The conclusion was drawn that advanced or beginning client assignment for counselors in training in the sample population was not a significant variable in determining which group of counselors perceived the client ego level data as useful. 6. The conclusion was drawn that the variables of counselor ego level or counselor client assignment are equally effective in predicting counselor. 7. The conclusion was drawn that there were no significant differences in use of client ego level data between the two counselor ego level assessment groups.

Agent-centered restrictions are widely accepted both in commonsense morality and across social and legal institutions, making it all the more striking that we have yet to ground them in a compelling theoretical rationale. This dissertation amounts to an effort to fill that gap by seeking out a new principled basis for justifying such constraints. I devote each of the first three chapters, respectively, to the three established deontological normative ethical theories: Rossian intuitionism, Kantianism, and Neo-Thomism. In each of these chapters, I lay out the relevant portion of the view’s deontological apparatus, analyzing it both for its plausibility as a whole and for its ability to justify constraints of the appropriate shape. After assessing and rejecting all three approaches, I devote the next two chapters to developing a new rationale for grounding constraints—one that avoids the pitfalls indicated in the prominent historical alternatives. Specifically, I anchor constraints in the distinction between the agent-neutral and agent-relative points of view, basing them in the widely accepted psychological fact of the natural independence of the personal point of view.

Agent-centered restrictions are widely accepted both in commonsense morality and across social and legal institutions, making it all the more striking that we have yet to ground them in a compelling theoretical rationale. This dissertation amounts to an effort to fill that gap by seeking out a new principled basis for justifying such constraints. I devote each of the first three chapters, respectively, to the three established deontological normative ethical theories: Rossian intuitionism, Kantianism, and Neo-Thomism. In each of these chapters, I lay out the relevant portion of the view’s deontological apparatus, analyzing it both for its plausibility as a whole and for its ability to justify constraints of the appropriate shape. After assessing and rejecting all three approaches, I devote the next two chapters to developing a new rationale for grounding constraints—one that avoids the pitfalls indicated in the prominent historical alternatives. Specifically, I anchor constraints in the distinction between the agent-neutral and agent-relative points of view, basing them in the widely accepted psychological fact of the natural independence of the personal point of view.

Thesis (Ph.D.)--University of Rhode Island, 2007. / Includes bibliographical references (leaves 144-153).

Thesis (Master)--İzmir Institute of Technology, İzmir, 2005. / Includes bibliographical references (leaves. 86-89).

Thesis (Ph.D.)--George Mason University, 2009. / Vita: p. 238. Thesis director: Frederick Brigham. Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Education. Title from PDF t.p. (viewed Oct. 12, 2009). Includes bibliographical references (p. 229-237). Also issued in print.

Dissertation (Ph.D.)--The University of North Carolina at Greensboro, 2008. / Directed by Bert Goldman; submitted to the Dept. of Curriculum and Instruction. Title from PDF t.p. (viewed Aug. 26, 2009). Includes bibliographical references (p. 101-106).

Thesis (Ph. D.)--University of Missouri-Columbia, 1999. / Typescript. Vita. Includes bibliographical references (leaves 182-200). Also available on the Internet.