The study attempted to determine the current expenditures for secondary school guidance programs in Utah. In addition, the study attempted to evaluate the adequacy of selected guidance programs and to determine if a relationship existed between guidance expenditures and adequacy of guidance programs. Fiscal data were collected, tabulated, and analyzed using financial reports from the Utah Office of Education. Further, response forms were administered to students, school administrators, counselors , and teachers in an attempt to elicit responses from these persons relative to their perceptions of guidance program adequacy in their respective schools. Results indicated that Utah districts, as a group, spend 1.6 percent of their instructional budgets for guidance purposes. This figure is considerably below the three percent usually recommended in the current literature as being necessary for a "minimum" guidance program. Significant differences were observed in the per pupil expenditures between National Defense Education Act, Title V participants and non- participants with the participants allocating the greater amount .Metropolitan districts were observed to be making significantly greater per pupil expenditures than districts with smaller populations. No significant differences were found in the number of "yes," or positive responses, of students or teachers from "minimum" and "maximum" spending effort schools. A general conclusion was reached that Utah districts do not presently allocate percentages of instructional budgets that will allow them to develop or maintain sound guidance programs. Either larger budgetary consideration should be provided or else it should be clearly recognized by educators and the lay public that guidance programs that appear to be inadequate may be the result, in part, of unrealistic financing. A general recommendation that encompasses several others presented in the study is that a total re-evaluation of fiscal policies, practices, allocation procedures, and record keeping for guidance programs is in order. Improvement of budgetary practices and guidance programs are such that changes cannot be expected without increased awareness and commitment by counselor educators, administrators, parents, State Office of Education officials, and counselors. Without such an awareness and commitment; we cannot expect to observe a change from undesirable budgetary practices and relatively unsound guidance programs now found in Utah.

No description available.

Violence and bullying in schools have become major issues of concern to teachers, students and parents in the new millennium. As evidence mounts of the destructive, pervasive and sometimes lethal impact of these phenomena within the education milieu, it has become apparent that an approach which compromises a pragmatic intervention informed by innovative theoretical perspectives is urgently required. The body of work presented in this portfolio attempts to address this need by presenting a comprehensive model for intervention in violence and bullying in schools. Based upon the findings of a survey of four Sydney metropolitan schools, and drawing upon extant theory and research, a number of important theoretical perspectives were identified. The proposal that violence may be resolved through education is explored and perceptions about contemporary influences, including the impact of exposure to media violence, are challenged. The conceptualisation of peer abuse as a legislated child protection issue is initiated and discussed. The necessity for the development of resiliency as an individual attribute for victims is examined and the function of peers as formal advocates for victims is proposed. In summary, this portfolio presents a body of scholarly, professional work focused on addressing the issues of violence and bullying in schools through new perspectives and a comprehensive model for intervention that can readily be implemented by educators / Doctor of Education (Ed. D.)

Time-In, A Logical Consequence for Misbehaving Students, studied the effects of a primary school discipline program designed and implemented by a trainee school counsellor. The program delivered a series of logical consequences for students' misbehaviour and a formalized entry point for counselling intervention. The program was based on a critical incident technique that required teachers to issue infringement notices to misbehaving students who failed to respond to warnings or contravened existing rules regarding safe and responsible behaviour. Counselling and system responses (loss of privileges, parent notification, in school suspension, exclusion) occurred within an established formula dependent on the number of infringements accruing to the student. The school counsellor assumed full responsibility for the collection of infringements, monitoring of on-going student misbehaviour, parental contact and overall management functions of the host school's discipline program. Counselling sessions and mode of therapy were selected and employed to meet the specific needs of misbehaving students once extended misbehaviour patterns emerged. Data collected throughout the study's duration (one year) indicated a decline in the number of recurring offenders and a drop-off in the number of infringements received by those pupils who continued to transgress school policies regarding safe and responsible behaviour. Five hundred and forty-seven infringement notices were issued during the study which resulted in a total of 83 counselling sessions. Male students dominated all categories of misbehaviour and accounted for 86% of the infringements issued. Seventy-seven per cent of infringements issued were from class teacher to students in the class setting. Three questionnaires were administered at the end of the program to teachers, parents and students. Both parent and teacher questionnaire results supported Time-In procedures but almost half of the students responded negatively to the continuation of the program. Several hypotheses were posited for this outcome.

The major purposes of this Field Study are twofold: firstly, to examine, briefly, the major issues in the transition of Australian secondary students from school to the world of work, and secondly, to examine one school-based and school-developed program which has been produced in response to perceived student needs in one particular school within one particular community. Whilst the emergence of school to work transition has only recently been recognized as being of major importance, it is now, as an educational issue, receiving widespread attention both in Australian and overseas. Transition programs are now also receiving considerable funding from Commonwealth Government Sources. The opening two chapters of this Field Study focus on the process of this raising of consciousness, both from the point of view of the initiating forces in Australian Society, as well as from some of the policy proposals and recommendations emerging from a national examination of the problem of transition. In addition some attempt is made to establish a particular philosophical stance - a stance which embodies those characteristics of a program considered, by this writer at least, to be essential components of any attempt by schools to come to grips with the needs of their students who are facing the process of transition. The middle section of this Field Study examines the approach that one particular school has adopted in the development of such a program - an examination which highlights such areas as the process of curriculum change, the clarification of expressed student needs, development of philosophical bases, sources and significance of Commonwealth funding and the political ramifications of program adoption. The final section of this Field Study commences an evaluation of this particular school's transition program based loosely upon evaluation guidelines developed by Robert Stake. Whilst this can only be a part evaluation (both because of the on-going nature of the program and the writer's involvement in the program as its director. )it is hoped that such an evaluation will produce a set of useful recommendations - useful both for the effective continuation of the program and useful for the implementation of possible future programs designed to assist Australian youth facing this major, and often traumatic, transition form school to the "real life world" outside school. The reader's attention is drawn to the range of possible future audiences of this report - audiences ranging from the academic examination of the project as part of a masters' degree to the clients of the actual program reported. Given this range of audience, it has been the intention of the writer to produce as "readable" a document as possible. It is the hope that in so doing all audiences will be served.

Thesis (Ph.D.)--University of Nebraska-Lincoln, 2007. / Title from title screen (site viewed Dec. 5, 2007). PDF text: 151 p. ; 7 Mb. UMI publication number: AAT 3275078. Includes bibliographical references. Also available in microfilm and microfiche formats.

Thesis (Ed. D.)--University of Missouri-Columbia, 2007. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on December 13, 2007) Vita. Includes bibliographical references.

Thesis (M.Ed.)--University of Hong Kong, 1992. / Includes bibliographical references (leaf 107-112). Also available in print.

Thesis (M.Ed.)--University of Hong Kong, 1984. / Includes bibliographical references (leaf 63-65) Also available in print.

Thesis (M. Ed.)--University of Hong Kong, 2006. / Title proper from title frame. Also available in printed format.