No description available.

<p>The purpose of this study was to describe school counsellor development, paying particular attention to (a) what experiences school counsellors identify as significant markers in the development of their professional beliefs and practices, and (b) how such events come to attain their significance. Narrative methodology was utilized, with the intent of eliciting storied material and presenting the findings in storied format. In-depth, semi-structured interviews were conducted with four participants: two school counsellors and two school social workers. A narrative was composed for each participant based on the researchers analysis of the interview transcripts. The researcher discussed the individual participants contributions to the research questions as well as some emergent across-cases themes.<p> Participants identified a wide range of experiences that had impacted upon their personal and professional development. There were several factors contributing to an experiences significance: (a) emotional intensity, (b) readiness to learn, (c) goodness of fit, (d) positive reinforcement, and (e) cognitive accommodation. Across-cases themes with reference to critical experiences included the influence of childhood, the challenging or painful nature of incidents, and the simultaneous strength and vulnerability of empathy. Issues in the practice of school counselling included a necessarily remedial focus, insufficient supervision, and interventions beyond counselling. Self-care practices and metaphors of counselling also frequently appeared in the narratives.<p>The narrative design of this study allowed for detailed descriptions of experiences that underlie general developmental trends identified in the counsellor development literature. The data suggested that school counsellors develop in much the same way as the wider counsellor population. However, they face impediments to optimal professional development in the form of excessive caseloads, inadequate supervision, and role confusion. Implications for future research and the practice of school counselling are discussed.

<p>The purpose of this study was to describe school counsellor development, paying particular attention to (a) what experiences school counsellors identify as significant markers in the development of their professional beliefs and practices, and (b) how such events come to attain their significance. Narrative methodology was utilized, with the intent of eliciting storied material and presenting the findings in storied format. In-depth, semi-structured interviews were conducted with four participants: two school counsellors and two school social workers. A narrative was composed for each participant based on the researchers analysis of the interview transcripts. The researcher discussed the individual participants contributions to the research questions as well as some emergent across-cases themes.<p> Participants identified a wide range of experiences that had impacted upon their personal and professional development. There were several factors contributing to an experiences significance: (a) emotional intensity, (b) readiness to learn, (c) goodness of fit, (d) positive reinforcement, and (e) cognitive accommodation. Across-cases themes with reference to critical experiences included the influence of childhood, the challenging or painful nature of incidents, and the simultaneous strength and vulnerability of empathy. Issues in the practice of school counselling included a necessarily remedial focus, insufficient supervision, and interventions beyond counselling. Self-care practices and metaphors of counselling also frequently appeared in the narratives.<p>The narrative design of this study allowed for detailed descriptions of experiences that underlie general developmental trends identified in the counsellor development literature. The data suggested that school counsellors develop in much the same way as the wider counsellor population. However, they face impediments to optimal professional development in the form of excessive caseloads, inadequate supervision, and role confusion. Implications for future research and the practice of school counselling are discussed.

No description available.

This study illuminated the perspectives of school psychologists who have developed behavior intervention plans (BIPs) that support successful change in student outcomes. A total of 15 school psychologists from two different school districts were interviewed using the critical incident method; participants shared their perceptions of effectively implemented behavior intervention plans. The participants emphasized the need for consistent communication among the team members, collaboration with key stakeholders, making modifications as needed during the implementation period, and adequate time to for school psychologists to provide training to teachers. The findings of this study emphasized the importance for school teams and other school stakeholders to understand the factors that are needed when they are addressing student behavior.

One of the prominent trends in business organizations today is the attention placed on individual personality traits to predict job performance. Distinct personality characteristics of members of various work groups must be carefully considered so that the assignment of individuals to work teams results in successful behaviors and performance improvements. The particular task assignment to various work groups, and thus assignments to individuals, will affect performance. It is critical that these individuals possess both the abilities and behavioral preferences to create conditions that promote the highest probability for success. Contingent variables will always be present in any decision-based action, particularly in complex situations, however, when an individual holds a native preference for a successful pattern of behaviors in a certain task's realm, higher overall organizational performance may be expected. As such, the current study investigates the impact of various personality traits and patterns on critical success behaviors in the Engineering and Architectural profession's project design services. The four project service categories measured in the Critical Success Factors Questionnaire are: Planning (Conceptual Design), Design (Contract Documents), Construction (Administration) and Firm Management duties. The measurement of the individual personalities is accomplished in this investigation through the Myers-Briggs Type Indicator ® (MBTI).. This psychometric instrument measures one's attitudes in dealing with the outside world, as well as one's preferences for data collection and decision making. On an individual basis, it was predicted that persons with personalities whose preferences were towards openness to new ideas, and resistant to closure of the discovery process, would perform well on planning or conceptual design tasks. It was predicted that those with a preference towards compliance with rules, regulations and thorough adherence to established standards, would outperform on tasks of detailed design. The research work also offered a prediction of high performance from persons with a preference for innovative ideas and openness to alternatives in the administration of construction, and predicted a contrast with personalities that vary from this pattern. Of the 85-person sample, it was found that those possessing a preference for Intuitive data collection (MBTI Dichotomy, N) and Perceiving structure, (MBTI Dichotomy, P), outperformed individuals with preferences for Sensing and Judging, (MBTI Dichotomies S and J), in both Planning and Construction Administration. However, professionals with a personality favoring Judging, outperformed in the duties associated with the Design Phase. Contrary to predictions, the decision processes captured in the Thinking/Feeling MBTI® dichotomy (MBTI, T/F) did not meditate the performance in any of the four service categories. The results of the Research indicate a greater utility for personality measures as a diagnostic tool for team and individual performance interventions, rather than a tool for team selection or team-building. The implications of the results of this research, and recommendations for future investigations are discussed. / Ph. D.

No description available.

The purpose of this qualitative study was to identify critical incidents that helped or hindered the sustainment of Positive Behavior Interventions and Supports (PBIS) in schools with five years or more of implementation in one school division. This study highlighted information related to PBIS because of its comprehensive approach to school discipline. The research sought to answer the following questions: 1. What critical incidents do building-based leadership team members indicate have helped the sustainment of PBIS? 2. What critical incidents do building-based leadership team members indicate have hindered the sustainment of PBIS? Participants of this study included one representative from five different building-based PBIS leadership teams from a school division in the Commonwealth of Virginia. Data were collected and analyzed to determine the building-based PBIS leadership team member's perception of what constituted the sustainment of PBIS, connection between a school's Tiered Fidelity Inventory score and sustainment, key components of implementing PBIS with fidelity, importance of implementing PBIS with fidelity, most challenging sustainable elements of fidelity, and least challenging sustainable elements of PBIS. This research will further contribute to the existing body of literature through a thorough description of critical incidents that have helped or hindered the sustainment of PBIS. Matthews, McIntosh, Frank, and May (2013) stated fidelity is the degree to which a new initiative is delivered as intended in order for PBIS to be sustained. The research identified a need for establishing a stronger understanding of core components of fidelity, establishment of a leadership team, staff buy-in, data driven decisions, and building capacity. Participants also indicated the essentialness of consistency in establishing and utilizing school-wide expectations. Leadership team members emphasized the importance of administrative support from initial stages of implementation through sustainment. In addition, the study found resources to be a vital component to the reward system of PBIS. Participants discussed struggles they endured without proper resources. Ongoing training was also designated as a critical component of sustaining PBIS. Participants similarly indicated the consistent use of data was essential to setting goals and action planning. / Doctor of Education / The purpose of this qualitative study was to identify critical incidents that helped or hindered the sustainment of Positive Behavior Interventions and Supports (PBIS) in schools with five years or more of implementation in one school division. For purposes of this study, critical incidents are those key factors – both positive or negative – that impact the sustainment of PBIS. Educators often times adopt new practices that fail because the root of the concerns were never identified and addressed. PBIS' comprehensive approach to behavior adds value to the school climate, however, there is not much research about sustaining PBIS. The researcher sought to identify these incidents as a means of helping educators sustain PBIS beyond a five-year period. The data from this study could be used to develop guidelines for sustaining PBIS. The researcher interviewed one building-based leadership team member from five different schools to gain an understanding of what constituted sustaining PBIS, key components of fidelity, purpose of the Tiered Fidelity Inventory (TFI) score, and challenges of implementing PBIS with fidelity. This study sought to answer the following research questions: 1. What critical incidents do building-based leadership team members indicate have helped the sustainment of PBIS? 2. What critical incidents do building-based leadership team members indicate have hindered the sustainment of PBIS? Participants of this study included one representative from five different building-based PBIS leadership teams from a school division in the Commonwealth of Virginia. Data were collected and analyzed to determine building-based PBIS leadership team members' perception of what constituted the sustainment of PBIS, connection between a school's TFI score and sustainment, key components of implementing PBIS with fidelity, importance of implementing PBIS with fidelity, most challenging sustainable elements of fidelity, and least challenging sustainable elements of PBIS. The TFI is an assessment tool used to determine the level of fidelity school personnel are applying the core features of PBIS (VTSS, 2018). This research will further contribute to the existing body of literature through a thorough description of critical incidents that have helped or hindered the sustainment of PBIS. Matthews et al. (2013) stated fidelity is the degree to which a new initiative is delivered as intended in order for PBIS to be sustained. This research found a stronger understanding of core components of fidelity needed to be established. Participants also indicated the essentialness of consistency in establishing and utilizing school-wide expectations. Leadership team members emphasized the importance of administrative support from initial stages of implementation through sustainment. In addition, this study found resources to be a vital component to the reward system of PBIS. Participants discussed struggles they endured without proper resources. Continuous training was also designated as critical component of sustaining PBIS. Participants similarly indicated consistent use of data was essential to setting goals and action planning. These identified critical incidents could be used to create guidelines to help educators sustain PBIS beyond a five-year period.

No description available.

This study aimed to examine how the characteristics of the road network and the built environment influence the frequency of pedestrian-vehicle crashes. Pedestrian crashes (2000 – 2007) on major roads in DeKalb County of Georgia were obtained from Georgia Department of Transportation. Hotspot analysis was performed on locations with frequent pedestrian incidents to determine their built environment characteristics. Using Geographic Information Systems, the built environment was characterized using road grade, curvature, population density, the amount stores and restaurants, bars, and public transit stops nearby. A negative binomial regression model was used to examine the influence of the built environment characteristics on pedestrian crashes. The results showed that all the variables except for road grade were positively associated with increased number of pedestrian crashes. Findings provided insights into the influence of built environment characteristics which is important for injury prevention to improve pedestrian safety.