This study investigated the effects of a counseling module on SAT I verbal test scores. The junior high school subjects, who were enrolled un an Upward Bound Program, consisted of three males and two females. The subjects met the program's income and academic criteria. A quasi-experimental method was used consisting of a pre- and post-test design. The SAT I Prep Class constituted the module used. The duration of the class was 60 days using a total of 10.91 hours of contact time over nine meetings. The researcher found the pre- and post-test verbal test scores were 418 and 412, respectively. Th difference was 6 between these two means. The t-test value was .096 with eight degrees of freedom. This value was statistically insignificant at the .05 level of confidence. Therefore, the null hypothesis was not rejected. The use of this coaching module had no significant effects on these students' performance on the verbal component of the SAT I. Implications of the study suggest that verbal knowledge seems to be quite stable and not easily influenced by coaching. Furthermore, this type of coaching should not be recommended for these types of students. It is recommended that more carefully designed research be done in this area utilizing representative samples of populations about whom generalizations can be made.

<p> This is a study concerning the perception of consultation among school counselors, teachers, and mental health professional counselors (MHPCs) working collaboratively in the public school setting for the benefit of the academic and behavioral success of students. Although there are many consultation models and theoretical views (Brigman, Mullis, Webb, &amp; White, 2005; Caplan, Caplan, &amp; Erchul, 1995; Erchul &amp; Conoley, 1991; Erford, 2011; Kampwirth, 2006), this study utilized the American School Counselor Association (ASCA) framework for consultation in schools. </p><p> Although MHPCs are not considered school counselors by definition, and they are not compensated by school districts, they still serve as consultants with school counselors and teachers for the purpose of student success. This study explored the perception held by school counselors, teachers, and MHPCs regarding consultation conducted in the public schools. It also examined the perception of how the consultation process between these three professional groups affects students&rsquo; behavioral and academic success. This study utilized a qualitative design which used grounded theory methods of data analysis, collecting and analyzing data from interviews of school counselors, teachers, and MHPCs as they collaborate in the public schools. The participants included the MHPCs from one Midwestern agency and school counselors and teachers with whom the selected MHPCs had opportunity to interact in consultation in elementary and secondary schools.</p>

<p> Structural equation modeling (SEM) to examine the factors that relate to school counselors&rsquo; knowledge and skills of multi-tiered systems of support (MTSS). A sample of 4,066 practicing school counselors who are members of the American School Counselor Association (ASCA) participated in an online survey and were included in the final analysis. Results of the structural model indicated that time spent on ASCA aligned activities was directly related to school counselors knowledge and skills of MTSS. In addition, time spent on ASCA aligned activities mediated the relationship between school setting, school level, MTSS training, challenges to obtaining knowledge and skills of MTSS, and knowledge and skills of MTSS. Rural school setting, secondary school level, MTSS training, and challenges related to training, administrative support, time, and staff buy-in were directly related to time spent on ASCA aligned activities and indirectly related to school counselors knowledge and skills of MTSS. Implications for school counselor training programs, counselor educators, school counselor leaders and practicing school counselors are also provided.</p>

This study examines the problem of female obesity in the United States. A woman who has a Body Mass Index of 30 or above is considered to be obese and this applies to over 50 percent of American women. Both physical and psychological consequences of obesity were considered. The study also examines current treatments available for the treatment of obesity and looks at the possibility that hypnosis may be an effective adjunct treatment. The study was based on the premise that hypnosis is an altered state of consciousness in which certain normal human capabilities are heightened while others fell into the background. It is a state of relaxation during which subjects are able to experience an elevated ability to focus and concentrate. Cognitive and behavioral weight loss ideas may be suggested to the subject while in a state of hypnosis and this may facilitate the ability to follow the suggestions. Subjects were divided into two groups. One group heard only weight loss suggestions, the other group heard the suggestions while hypnotized. The amount or weight lost by each group was computed and the mean number of pounds lost was derived. A t test was used to analyze the data. The researcher found that the hypnotized group lost significantly more weight than the control group. The conclusion drawn from the findings suggest that hypnosis may be an effective adjunct in the treatment of female obesity.

Thesis (M.A.)--The Master's College, 2002. / Includes bibliographical references (leaves 167).

Graduation date: 1953

Graduation date: 1953

Thesis (M.A.)-University of KwaZulu-Natal, Durban, 2008. / Full text also available online. Scroll down for electronic link.

Thesis--PlanB (Ed. Spec.)--University of Wisconsin--Stout, 2001. / Includes bibliographical references.

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