Abstract not available

Abstract not available

Women in a male-dominated world face a myriad of societal obstacles impeding their occupational development and effectiveness. Yet, even when external barriers are altered not all women are able to respond advantageously due to their own self-limiting philosophies and patterns. Thus, the purpose of this study was to examine the internal barriers inhibiting women occupationally so as to develop a model that expands our knowledge of these barriers. Ninety minute interviews conducted with fifteen female educator/trainers considered to be knowledgeable in the research area. The subjects, many of whom also function in career counseling capacities, design and implement occupationally-related workshops and training seminars for women. Data from subject observations and insights were viewed within the context of the relevant literature. Triangulation of these two data sources, coupled with pilot testing, provided a checking system for determining patterns and correlations. Prevalent themes were coded, grouped, and analyzed. The result was the development of a model describing internal barriers inhibiting women occupationally. The model presents the three topic areas determined to be most salient. These are: (1) sociocultural expectations and realities, which refers to societal and cultural expectations for appropriate female-male roles and behaviors as well as certain social inequities, i.e., sexism, racism, classism, heterosexism, and age discrimination; (2) other-directedness, which refers to women's profound sense of connectedness to others; and (3) performance, which refers to the ways in which women's definitions, fears, and standards relative to competence, success, and failure impact on their self-expectations and self-assessments. The consideration of this model can lead to improved educational technology aimed at expanding women's occupational development, effectiveness, and options. Conclusions emphasized the need for training designs to take into consideration all three dimensions of the model.

The main purpose of this research was to determine whether the self-esteem and school performance (academic grades, scores in effort and conduct, attendance) of sixth grade students could be improved through exposure to ten weeks, 45 minutes per week, of a group guidance program. The curriculum was composed and designed by the researcher drawing from several sources (Simon, Howe, and Kirshenbaum, 1972; Simon, 1973; Anderson and Henner, 1972; Canfield and Wells, 1976). The emphasis of this treatment program was on improving students' self-esteem through the reflected appraisal of a significant other (guidance counselor) while engaging in activities that foster self-awareness. The data presented was collected using a sample of 96 sixth grade students (46 experimental and 50 control) from an upper middle class community in central New England. Subjects were randomly assigned by the school principal to either of the two treatment conditions. The control group participated in ten weeks, 90 minutes per week, of an introductory foreign language (French) program aimed at providing an enjoyable and successful foreign language experience to sixth grade students. All subjects were pretested and posttested using the Coopersmith (1967) Self Esteem Inventory. Performance scores were also collected for both groups before and after treatment. The results indicated that the measured level of self-esteem and school performance were not significantly enhanced as a result of the group guidance activities. Other relevant information gleaned from the results found that female students obtained a significantly lower level of measured self-esteem on the pretest and that their school performance scores were higher in every area and significantly higher (p < .05) in science, social studies and conduct on the posttest. Also female students in the experimental group showed a greater increase (more than 2 times greater) than the males in the experimental group or the male or female students in the control group. Finally, there were significant differences in the measured level of self-esteem and school performance associated with the students' level of instruction. Students in the top level obtained a significantly higher measured level of self-esteem and school performance than students in the lower levels.

This study articulates the theoretical structure of an adventure group school counseling treatment program: under stressful conditions of controlled risk (adventure), participants develop into a team (group) that positively supports each member's experiential learning of socially significant skills (school), individual psychosocial growth, and specific behavior changes (counseling). As such, adventure group school counseling is an orderly incorporation of four key therapeutic processes: outdoor adventure, team development, experiential learning, and clinical debriefing. The closely related educational and counseling practices of Outward Bound and Project Adventure are examined in depth. This study then analyzes the design, implementation, and evaluation of an adventure group school counseling program in wilderness search and rescue team training. By design, the program presented few financial burdens and an acceptable level of physical risk while providing direct psychological support services to underachieving adolescents in a Northeastern public high school. An experimental treatment group of 10 students identified by the school faculty as underachievers participated in 10 weekly treatment sessions that consisted of team building initiatives, wilderness search and rescue skills training, and group processing (clinical debriefing). Employing a before and after control group experimental design, significant findings (p $<$.05) were indicated in the areas of increased self-esteem, complexity of social reasoning and internal locus of control as measured by the Tennessee Self Concept Scale, Selman Interpersonal Awareness Scale, and Locus of Control in Three Achievement Domains, respectively. Qualitative changes in the treatment groups' stage of team development were found. Changes in school comportment and attendance were nonsignificant. Finally, this study addresses some of the problems in the field research of adventure group school counseling. Supplementary treatment and control groups provided additional data to measure important field site-specific and intrasubject variables. Recommendations for the future practice and research of adventure group school counseling are provided.

Abstract not available

Though the term advocacy often appears in popular usage, it is the author's contention that there is very little understanding about the process. The review of the literature reveals that the practice of advocacy has developed in isolation in many helping fields, mainly as a result of the inability of service providers to adequately serve poor clients. Also, the review indicates that no clear definition of the term exists in any field, rather, practice preceeded theory and most discussion focused on program specific issues. The literature reveals a need for training of professionals based on a clear definition. This study therefore addresses the need for clarity about the definition and concept of advocacy as a mode of helping while looking at generalizable roles and functions of advocates. Further, implications for training are identified. The author carefully inspects a Criminal Justice program to identify roles and functions and to determine their basic characteristics. A case study is presented describing four years in the life of this program. Several dimensions are discussed in each of the nodal periods. These include funding, control, staff, number of participants, length of participation, advocate supervision, and advocate roles and functions. The program was traced through its beginnings to a crisis period when it departed from its original goals. The author entered as a consultant and developed and implemented training for advocates. A six-month follow-up is presented. From inspection of this case combined with the review of the literature, the author identifies three underlying elements which strongly influence the effectiveness of advocate roles and functions. These three elements are: a particular view of the problem, which finds theoretical support in the work of William Ryan; a focus on the client's rights and entitlements; and, an activist orientation. A discussion of these elements is presented as the theoretical underpinnings of advocacy work. The author then presents his own formulation called "empowerment" which is suggested as an additional element that is mandatory for effective advocacy. Empowerment is the process whereby the client learns to advocate for him/her self, thus attaining fuller autonomy in self sufficiency. To illustrate the applicability across fields, the process is presented with a case example from family therapy. A definition of advocacy is offered which unifies all of the elements that are discussed. The presentation of advocacy with the empowerment component is a model which can be used across fields. The process is applicable to any number of situations, the content can be changed to fit particular needs. Further implications can be drawn from the model to training in higher education and consultation. Advocacy is shown to be a distinctive mode of helping that can be used by helping professionals regardless of the modality to which they subscribe.

Thesis (M.S.)--Boston University

Thesis (Ed.D)--Boston University

No description available.