Thesis (Psy.D.)--Rutgers University, 2010. / "Graduate Program in School Psychology." Includes bibliographical references (p. 87-91).

Thesis (Psy.D.)--Rutgers University, 2010. / "Graduate Program in School Psychology." Includes bibliographical references (p. 67-75).

Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2009. / Includes bibliographical references.

Thesis (Ed.S.)--Western Kentucky University, 2010. / Tables. Includes bibliographical references (leaves 55-59).

Thesis (Ed.Spec.)--University of Wisconsin--Stout, 2009. / Includes bibliographical references.

Thesis (Ed. D.)--Graduate School of Education, Oral Roberts University, 2008. / Includes abstract and vita. Includes bibliographical references (leaves 169-175).

Thesis, PlanB (M.S.)--University of Wisconsin--Stout, 2005. / Includes bibliographical references.

Research in the area of juvenile delinquency indicates that a high percentage of juvenile offenders have social-emotional problems. According to Agnew's General Strain Theory, negative emotional responses result from juvenile offenders who experience certain strains that he or she dislikes and these emotional responses may create pressure for the juvenile offender to respond through criminal acts. Although some study results suggest that negative emotional responses may mediate the effects of strain on delinquency, other studies have found them to be unrelated. The purpose of the current study was to examine if a juvenile offender's negative, internalizing problems such as depression and anxiety play a mediating role between measures of school and family strain and his or her total number of offenses. Participants consisted of 79 detained youth from a short-term detention center in the U.S. Southwest. There were 91% male and 9% female participants, with an age range of 11 to 17 years of age. The study consisted of 53.2% Latino(a), 25.3% White, 8.9% multiracial, 5.1% African American, 3.8% Native American, and 1.3% Vietnamese. Results from hierarchical multiple regression analyses indicated that school strain and a composite measure of strain were significantly associated with total number of offenses. School strain was significantly associated with depressive and anxious symptoms. Family strain and the composite measure of strain were only significantly associated with depressive symptoms. No significant association was found between the internalizing problems of depression and anxiety and total number of offenses. Therefore, depression and anxiety did not mediate the role between the measures of school and family strain and total number of offenses. Implications of these findings, as well as limitations and areas of future research are also discussed.

No description available.

A survey was conducted of 191 members of the National Association of School Psychologists who actually practiced in schools. The purpose of this study was to examine some of the self-reported differences which had not yet been investigated between two groups of school psychologists: those who do and those who do not choose to provide direct counseling/therapy services to parents and families. Some of these uninvestigated differences included time constraints, ratio of service, the perceptions of influence on their job roles, and the respondents' perceptions of administrative support. This study was also directed at determining the therapeutic models rated by members of the two groups as most useful and what differences exist in their beliefs about the factors important in the etiology of child referrals. The results showed that very few school psychologists in school practice are actually engaged in counseling/therapy with parents and families although a majority of school psychologists think these services should be conducted in the schools. School psychologists who have administrative support, have time allotted for the activity, and who perceive more control over their job roles are more likely to be conducting counseling and therapy with parents and families in the schools. Likewise, school psychologists whose job descriptions discourage them from conducting counseling and therapy with parents and families in the schools are no less likely to engage in those services; nor does the number of students to be served relate to this decision. School psychologists' perceptions of the usefulness of any particular - therapeutic model do not appear to bear much relationship to their - choices to spend time providing services to parents and families. The only exception to this appears to be a relationship which exists between perceiving the usefulness of the Reality Therapy and Adlerian models and spending time in therapy with mothers and fathers. Also the relationship between seeing the usefulness of the Family Systems model and spending time in therapy with families was significant. No strong relationships existed between the choice to provide counseling/therapy to parents and families and beliefs about the perceived importance of various etiological factors when dealing with child problems.