A number of researchers have developed treatment packages to improve social competence in young elementary school age children. Such programs assume that children are deficient in the area of social skills, therefore, by learning appropriate social skills unliked children's social status and resulting prognosis will likely improve. These treatment programs have demonstrated that more positive social behaviors can be learned by the targeted children. Yet, despite behavior improvements within the treatment setting, gains have not consistently generalized across settings or time and low social status is maintained. The purpose of this study was to examine the effectiveness of self-modeling as a social skill training and status improvement technique. Could the use of this technique decrease negative interactions and isolation while increasing positive interactions during the subject's recess play? Also evaluated was whether the treatment and resulting behavioral changes affected the subjects' sociometric status. This research utilized a multiple baseline across subjects design. Subjects were selected by peer nomination from grades one through three in a rural elementary school in western Massachusetts. Three children (2 second grade boys and 1 first grade girl) were selected from those identified as having low social status within their respective grade. The subjects were regular education students and did not exhibit any idiosyncratic behaviors that would set them apart from their peers. Observations and data collection were conducted during morning recess. Observations continued throughout the study and documented decreased rates of negative and isolate behavior and increased rates in positive interactions as a result of the treatment condition for two of the three subjects. Treatment consisted of the targeted children viewing videotapes of themselves playing appropriately with peers during recess. At the end of treatment the peer nomination instrument was again administered to assess whether changes in status accompanied the behavioral changes. Two subjects improved their rates of positive interaction and one of those two also significantly improved her social status. Results for the third subject are less clear. A trend toward the positive is evident but the study was ended before any clear pattern was established.

Although school adjustment counseling has existed in the schools of Massachusetts since 1952, there has been no resource guide or handbook which has guided the work. Because of the increased demands put upon schools to meet the complex emotional needs of our students, the job has grown, but without a clear sense of direction or approach to the work. The writer believed that there was a need for a handbook for persons studying to become school adjustment counselors, persons recently hired as school adjustment counselors, and perhaps even persons already in the field. A handbook was developed dealing with school adjustment counseling from a systemic perspective enhanced with some aspects of Carl Rogers' philosophy. The handbook is not a comprehensive cookbook of all aspects of school adjustment counseling, but rather it is a discussion of an approach. Activities for dealing with individuals, groups, classrooms, staff, parents, and the general community are included from the writer's personal experiences with these activities. Twenty-five people read the handbook, including new school adjustment counselors, experienced school adjustment counselors, people in training to become school adjustment counselors, school personnel in related fields and administrators. After reading the handbook, they completed a matrix and a questionnaire. Their responses were overwhelmingly positive. Based on the responses, the writer plans to revise and expand the handbook with hopes of it being a factor in enhancing the training for the field and preserving the uniqueness of the position.

Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2007. / Includes bibliographical references.

Thesis (Ph. D.)--University of Missouri-Columbia, 2004. / Typescript. Vita. Includes bibliographical references (leaves 161-167). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 2004. / Typescript. Vita. Includes bibliographical references (leaves 161-167). Also available on the Internet.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1958. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 217-228).

This study compared the influence of different friendship group types (same-sex only, opposite-sex only, mixed-sex) on social competency and social self worth in 290 early adolescents (12–13 years). What kind of influence does opposite-sex only friends have on social self-concept and social competency compared to same-sex only friends? A sociometric nomination questionnaire was used to determine friendship affiliation type along with two self-reporting inventories to analyze social competence (Assessment of Interpersonal Relationships) and social self-concept (Multidimensional Self-Concept Scale). A series of Analysis of Variance procedures were used to indicate any significant main effects and/or interactions between social competency and self-worth to friendship type, ethnicity, and gender. Results revealed (a) significant differences between same-sex only and opposite-sex only and between mixed-sex and opposite-sex only friends on their level of social competency, and (b) significant differences between all three friendships group types on their level of social self-concept. The implications of these and other findings for understanding early adolescents' close friendships and issues for future research are discussed.

<p> Building on Dr. Tschannen-Moran &amp; Dr. Gareis&rsquo; research into principal self-efficacy, as well as Dr. Dweck&rsquo;s work regarding growth mindset, this study explores the relationship between principals&rsquo; performance on the Pennsylvania Framework for Leadership evaluation tool and their corresponding self-reported degree of self-efficacy and growth mindset. Principals in one Pennsylvania County were included in the sample and asked to complete an electronic survey comprised of: (a) demographic questions, (b) performance evaluation data, (c) mindset scales, and (d) principal self-efficacy scales. The data analysis consisted of both a linear regression of principal performance on principals&rsquo; mindset, moral leadership self-efficacy, and instructional self-efficacy scores. Additionally, correlation matrices were employed to identify the presence and direction of relationships between self-efficacy levels and the degree of growth mindset reported by principals. </p><p> Results demonstrated a positive association between principals&rsquo; instructional self-efficacy reports and their overall performance evaluation. Alternatively, both growth mindset and moral leadership self-efficacy evidenced a negative association. There was no association reflected between growth mindset and either the overall self-efficacy measure, nor the sub-scale self-efficacy measures. A secondary relationship revealed a negative association between school performance profile (SPP) and growth mindset. This relationship held true in subsequent regression analyses.</p>

<p> Leading the Church of God as an elder can be exhausting to body and soul. The challenges of pastoral leadership wear out and wear down the best of men. When these leaders find themselves unable to continue to provide healthy leadership, they may be experiencing vocational burnout. This project seeks to equip church leaders with the skills to resist burnout and build resilience. </p><p> The project director reviewed an extensive amount of literature, both from the secular and sacred communities, to develop insight into the nature of burnout and the practices that prevent burnout and encourage personal and professional health. The director's studies produced a working definition of burnout and self-care. Readers will find an extensive description of burnout's symptoms and stages. In the area of self-care, readers will discover a special emphasis on the common demands and pressures faced by pastors along with a variety of insights from ministry experts on best practices to ensure a whole-personed experience of health. The director's summary of his findings is published in appendix E, "A Pastor's Manual for Resisting Burnout and Building Resilience." </p><p> This resilience, built into the body and soul, provides a reservoir of physical and spiritual health that blesses the pastor personally, relationally, and professionally. These practices deepen the pastor's life, protects the pastor's family, and increases the quality and longevity of his pastoral ministry. Pastors who practice biblically wise self-care can resist burnout, build resilience, and set a God-honoring example to those they lead.</p><p>

Dissertation (Ph. D.)--University of Akron, Dept. of Counseling, 2008. / "December, 2008." Title from electronic dissertation title page (viewed 12/30/2008) Advisor, Robert C. Schwartz; Committee members, Xin Liang, Sandra Perosa, Cynthia A. Reynolds, Sandra Spickard-Prettyman; Department Chair, Karin B. Jordan; Dean of the College, Cynthia F. Capers; Dean of the Graduate School, George R. Newkome. Includes bibliographical references.