subject:(Guidance AND Counseling)

University of Kansas

1. Hesed, Joel. Variation in Counseling Styles in High Schools: Effects of Context and Location.

Degree: EdD, Educational Leadership and Policy Studies, 2019, University of Kansas

► This study addresses the following research question: How do counselors in different school contexts evaluate their students’ college readiness and offer post-secondary guidance? Best practices… (more)

Subjects/Keywords: School counseling; Counseling; Education; Guidance

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APA (6^th Edition):

Hesed, J. (2019). Variation in Counseling Styles in High Schools: Effects of Context and Location. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/29484

Chicago Manual of Style (16^th Edition):

Hesed, Joel. “Variation in Counseling Styles in High Schools: Effects of Context and Location.” 2019. Doctoral Dissertation, University of Kansas. Accessed March 03, 2021. http://hdl.handle.net/1808/29484.

MLA Handbook (7^th Edition):

Hesed, Joel. “Variation in Counseling Styles in High Schools: Effects of Context and Location.” 2019. Web. 03 Mar 2021.

Vancouver:

Hesed J. Variation in Counseling Styles in High Schools: Effects of Context and Location. [Internet] [Doctoral dissertation]. University of Kansas; 2019. [cited 2021 Mar 03]. Available from: http://hdl.handle.net/1808/29484.

Council of Science Editors:

Hesed J. Variation in Counseling Styles in High Schools: Effects of Context and Location. [Doctoral Dissertation]. University of Kansas; 2019. Available from: http://hdl.handle.net/1808/29484

2. Tabellario, Christianne M. A plan to establish a financial counseling center on the campus of California State University, Long Beach.

Degree: 2009, California State University, Long Beach

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=1466316

► The purpose of this project was to create a plan for the establishment of a financial counseling center on the campus of California State… (more)

Subjects/Keywords: Education; Guidance and Counseling

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APA (6^th Edition):

Tabellario, C. M. (2009). A plan to establish a financial counseling center on the campus of California State University, Long Beach. (Thesis). California State University, Long Beach. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=1466316

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Tabellario, Christianne M. “A plan to establish a financial counseling center on the campus of California State University, Long Beach.” 2009. Thesis, California State University, Long Beach. Accessed March 03, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=1466316.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Tabellario, Christianne M. “A plan to establish a financial counseling center on the campus of California State University, Long Beach.” 2009. Web. 03 Mar 2021.

Vancouver:

Tabellario CM. A plan to establish a financial counseling center on the campus of California State University, Long Beach. [Internet] [Thesis]. California State University, Long Beach; 2009. [cited 2021 Mar 03]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=1466316.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Tabellario CM. A plan to establish a financial counseling center on the campus of California State University, Long Beach. [Thesis]. California State University, Long Beach; 2009. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=1466316

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

3. Clendaniel, Colette J. Program Design for a Parent Education and Involvement Plan.

Degree: 2012, Prescott College

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=1510411

► Based on an abundance of previous research, this thesis establishes the correlation between student academic success and positive parental involvement in their child’s education.… (more)

Subjects/Keywords: Education; Guidance and Counseling

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APA (6^th Edition):

Clendaniel, C. J. (2012). Program Design for a Parent Education and Involvement Plan. (Thesis). Prescott College. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=1510411

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Clendaniel, Colette J. “Program Design for a Parent Education and Involvement Plan.” 2012. Thesis, Prescott College. Accessed March 03, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=1510411.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Clendaniel, Colette J. “Program Design for a Parent Education and Involvement Plan.” 2012. Web. 03 Mar 2021.

Vancouver:

Clendaniel CJ. Program Design for a Parent Education and Involvement Plan. [Internet] [Thesis]. Prescott College; 2012. [cited 2021 Mar 03]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=1510411.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Clendaniel CJ. Program Design for a Parent Education and Involvement Plan. [Thesis]. Prescott College; 2012. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=1510411

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

The George Washington University

4. Ernst, Kimberly Anne. Self-Efficacy, Attachment, and School Counselor Service Delivery.

Degree: 2012, The George Washington University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3502534

► The purpose of this study was to explore the self-efficacy beliefs and attachment characteristics of school counselors and the relationship of these variables to… (more)

▼ The purpose of this study was to explore the self-efficacy beliefs and attachment characteristics of school counselors and the relationship of these variables to school counseling program implementation. The population for this study consisted of elementary school counselors who agreed to have their email addresses included as part of a national school counselor association database. All data were obtained via self-report measures and were collected through an internet survey that was accessed through a link within recruitment emails. Instruments used in the survey include a demographic questionnaire developed by the researcher, the School Counselor Activity Rating Scale (SCARS; Scarborough, 2005), the School Counselor Self-Efficacy Scale (SCSE; Bodenhorn & Skaggs, 2005), and the Experiences in Close Relationships Scale-Short Form (ECR-Short Form; Wei et al., 2007). Correlation analyses were conducted to assess for a relationship between years of experience, ASCA National Model training and use, and delivery of school counseling services. Simple linear regressions were used to test the direct effects of self-efficacy and attachment on service delivery, and multiple regressions were used to test moderation effects of attachment in the relationship between self-efficacy and service delivery. The results suggested that school counselors with more years of experience and more ASCA National Model training and use, were more likely to be performing intervention activities (i.e. counseling, consultation, curriculum, and coordination). Supporting previous research, higher school counselor self-efficacy beliefs predicted higher levels of delivery of intervention activities that are consistent with the ASCA National Model. Specifically, self-efficacy beliefs most strongly predicted the coordination activities associated with program implementation. With regard to attachment characteristics, anxiety predicted the discrepancy between actual and preferred activities not considered within the scope of appropriate school counselor duties. Attachment anxiety but not avoidance predicted actual and preferred engagement in intervention activities. The results of the study did not support attachment anxiety and avoidance as a moderator in the relationship between self-efficacy and school counselor service delivery. This study adds to the current literature by replicating existing self-efficacy research and introduces school counselor attachment as a novel contribution to this research base.

Subjects/Keywords: Education; Guidance and Counseling

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APA (6^th Edition):

Ernst, K. A. (2012). Self-Efficacy, Attachment, and School Counselor Service Delivery. (Thesis). The George Washington University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3502534

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Ernst, Kimberly Anne. “Self-Efficacy, Attachment, and School Counselor Service Delivery.” 2012. Thesis, The George Washington University. Accessed March 03, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3502534.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Ernst, Kimberly Anne. “Self-Efficacy, Attachment, and School Counselor Service Delivery.” 2012. Web. 03 Mar 2021.

Vancouver:

Ernst KA. Self-Efficacy, Attachment, and School Counselor Service Delivery. [Internet] [Thesis]. The George Washington University; 2012. [cited 2021 Mar 03]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3502534.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Ernst KA. Self-Efficacy, Attachment, and School Counselor Service Delivery. [Thesis]. The George Washington University; 2012. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3502534

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Central Florida

5. Vaccaro, Nicole. The relationship between research self-efficacy, perceptions of the research training environment and interest in research in counselor education doctoral students| An ex-post-facto, cross-sectional correlational investigation.

Degree: 2009, University of Central Florida

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3357884

► The purpose of this study was to investigate the relationship between research self-efficacy (as measured by the Research Self-Efficacy Scale [Greeley et al., 1989]),… (more)

▼ The purpose of this study was to investigate the relationship between research self-efficacy (as measured by the Research Self-Efficacy Scale [Greeley et al., 1989]), perceptions of the research training environment (as measured by the Research Training Environment Scale – Revised [Gelso et al., 1996]), and interest in research (as measured by the Interest in Research Questionnaire [Bieschke & Bishop, 1994]) within a national sample of doctoral counselor education students (N = 89). Additionally, the study investigated whether there were differences between levels of research self-efficacy, perceptions of the research training environment, and interest in research in relation to the demographic characteristics (i.e., age, gender, race/ethnicity, scholarly productivity, reported professional aspirations, and number of doctoral-level research courses completed) of counselor education doctoral students. An ex-post facto, cross-sectional design was implemented which included the following statistical analyses: Pearson's correlation coefficients (two-tailed), simultaneous multiple regression, and analysis of variance (ANOVA). Findings identified that the demographic variables of age and doctoral-level research courses completed had a statistically significant effect upon perceptions of the research training environment. In addition, results suggested that scholarly activity had a statistically significant effect on research self-efficacy scores. Finally, interest in research was positively correlated with research self-efficacy scores. In summary, the study addressed the present void in the counselor education literature with regard to counselor education doctoral students' development in the areas of research self-efficacy, perceptions of the research training environment, and interest in research. In order to contribute to the counselor education literature and support doctoral student development, it is crucial that counselor education doctoral training programs provide an effective research training environment to foster and encourage student research. Recognizing and appreciating the influence of counselor education doctoral students' research self-efficacy, perceptions of the research training environment, and interest in research may not only be important for students, but is also necessary for counselor education doctoral preparation programs to continue to develop and prepare students for academic positions and success. Study findings may provide beneficial information to assist colleges and universities to develop and tailor polices to encourage and foster research amongst their doctoral counselor education students.

Subjects/Keywords: Education; Guidance and Counseling

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APA (6^th Edition):

Vaccaro, N. (2009). The relationship between research self-efficacy, perceptions of the research training environment and interest in research in counselor education doctoral students| An ex-post-facto, cross-sectional correlational investigation. (Thesis). University of Central Florida. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3357884

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Vaccaro, Nicole. “The relationship between research self-efficacy, perceptions of the research training environment and interest in research in counselor education doctoral students| An ex-post-facto, cross-sectional correlational investigation.” 2009. Thesis, University of Central Florida. Accessed March 03, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3357884.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Vaccaro, Nicole. “The relationship between research self-efficacy, perceptions of the research training environment and interest in research in counselor education doctoral students| An ex-post-facto, cross-sectional correlational investigation.” 2009. Web. 03 Mar 2021.

Vancouver:

Vaccaro N. The relationship between research self-efficacy, perceptions of the research training environment and interest in research in counselor education doctoral students| An ex-post-facto, cross-sectional correlational investigation. [Internet] [Thesis]. University of Central Florida; 2009. [cited 2021 Mar 03]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3357884.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Vaccaro N. The relationship between research self-efficacy, perceptions of the research training environment and interest in research in counselor education doctoral students| An ex-post-facto, cross-sectional correlational investigation. [Thesis]. University of Central Florida; 2009. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3357884

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

The George Washington University

6. Vidas, Jennifer Douglas. The role of cognitive complexity and self-monitoring in counselor development.

Degree: 2008, The George Washington University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3289153

► This study examined the self-rated development in cognitive complexity, autonomy, and self-other awareness of master's-level counselor trainees during the internship year. Participants were 70… (more)

▼ This study examined the self-rated development in cognitive complexity, autonomy, and self-other awareness of master's-level counselor trainees during the internship year. Participants were 70 internship students enrolled in four counseling programs in the Washington, DC metropolitan area. With the cooperation of internship instructors, the researcher collected data at one of the first class meetings in September, then obtained follow-up data seven months later at one of the final class meetings. Instruments used were the Learning Environment Preferences (LEP; Moore, 1987), the Self-Monitoring Scale (SMS; Snyder & Gangestad, 1986), and the Supervisee Levels Questionnaire-Revised (SLQ-R; McNeill, Stoltenberg, & Romans, 1992). Demographic data, including race/ethnicity and age, were also collected. It was hypothesized that cognitive complexity, self-other awareness, and autonomy would increase over the course of the year. To test this hypothesis, a repeated-measures MANOVA was performed with cognitive complexity, self-other awareness, and autonomy as the dependent variables. It was also hypothesized that cognitive complexity at the beginning of the year would predict self-other awareness and autonomy at the end of the year. Hierarchical regression analyses were conducted to test this hypothesis. Finally, it was hypothesized that there would be a significant correlation between self-monitoring and autonomy at the beginning of the year and a significantly weaker correlation at the end of the year. Results indicated partial support for these hypotheses. While self-other awareness and autonomy significantly increased over the course of the year, cognitive complexity did not. Cognitive complexity at Time 1 predicted self-other awareness at Time 2, but not autonomy. Finally, there was no significant relationship between self-monitoring and autonomy at Time 1. It was noted that there was a main effect for race/ethnicity on cognitive complexity, with White students scoring significantly higher than non-White students. Areas for future research are suggested, including further validation of cognitive complexity assessment instruments, obtaining ratings from supervisors and clients, and examining the possible moderating role of anxiety.

Subjects/Keywords: Education; Guidance and Counseling

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Vidas, J. D. (2008). The role of cognitive complexity and self-monitoring in counselor development. (Thesis). The George Washington University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3289153

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Vidas, Jennifer Douglas. “The role of cognitive complexity and self-monitoring in counselor development.” 2008. Thesis, The George Washington University. Accessed March 03, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3289153.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Vidas, Jennifer Douglas. “The role of cognitive complexity and self-monitoring in counselor development.” 2008. Web. 03 Mar 2021.

Vancouver:

Vidas JD. The role of cognitive complexity and self-monitoring in counselor development. [Internet] [Thesis]. The George Washington University; 2008. [cited 2021 Mar 03]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3289153.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Vidas JD. The role of cognitive complexity and self-monitoring in counselor development. [Thesis]. The George Washington University; 2008. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3289153

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Delaware

7. Medeiros, Trisha Stevenson. Meeting the mission| Enhancing character education at Tower Hill School.

Degree: 2010, University of Delaware

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3423412

► Independent schools have long enjoyed a reputation for providing an exceptional education that combines academic rigor with exposure to the arts, athletics, and other… (more)

Subjects/Keywords: Education; Guidance and Counseling

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APA (6^th Edition):

Medeiros, T. S. (2010). Meeting the mission| Enhancing character education at Tower Hill School. (Thesis). University of Delaware. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3423412

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Medeiros, Trisha Stevenson. “Meeting the mission| Enhancing character education at Tower Hill School.” 2010. Thesis, University of Delaware. Accessed March 03, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3423412.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Medeiros, Trisha Stevenson. “Meeting the mission| Enhancing character education at Tower Hill School.” 2010. Web. 03 Mar 2021.

Vancouver:

Medeiros TS. Meeting the mission| Enhancing character education at Tower Hill School. [Internet] [Thesis]. University of Delaware; 2010. [cited 2021 Mar 03]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3423412.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Medeiros TS. Meeting the mission| Enhancing character education at Tower Hill School. [Thesis]. University of Delaware; 2010. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3423412

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Nairobi

8. Kaluai, Hellen M. Managing guidance and counseling interventions in public secondary schools in Nairobi .

Degree: 2007, University of Nairobi

URL: http://erepository.uonbi.ac.ke:8080/xmlui/handle/123456789/17751

► The main objective of this study was to find out how management of guidance and counseling interventions were carried out in public secondary schools in… (more)

▼ The main objective of this study was to find out how management of guidance and counseling interventions were carried out in public secondary schools in Nairobi Province. With the banning of corporal punishments in education institutionas a means of correcting behaviour by the MOEST in 2001; guidance and counseling has become a necessary tool to deal with discipline in school. The world .~hanging trends of life, Free Primary Education and the effects of HIV/AIDS calls for education institutions to have well managed guidance counseling services to deal with the affected, infected, orphans, the disadvantaged students and the influx of students in the schools. Therefore, the studywas to find out how teacher counselors in public secondary schools were coping with this scenario. The study was conducted in 39 public secondary schools from 8 administrative divisions; that is: Embakasi, Kamukunji, Starehe, Westlands, Dagoretti, Langat, Kasarani and Makadara, The targeted group in the study was one teacher counselor from each of the public secondary school. All categories of secondary schools were included. A non probability sampling technique was employed. Closed and open -ended questioners were used. Observation method was used and discussions were held with individual headteachers in their respective schools. Although guidance and counseling was necessary in all public secondary school; the following results and conclusions were reached: • Guidance and counseling teachers were overworked. Time to carry out guidance and counseling was not allocated. The role of the teacher counselor was not clearly known. • Extra- curricular activities were important to enhance guidance and counseling; however, lack of time and resources such as, playing fields were limited. • Although. headteacher are custodians of guidance and counseling, they lacked training skills to handle students' needs. There is need for the MOEST in conjunction with the P.T.A. to design better ways of dealing with students needs in guidance and counseling interventions in public secondary school.

Subjects/Keywords: Guidance & counseling

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APA (6^th Edition):

Kaluai, H. M. (2007). Managing guidance and counseling interventions in public secondary schools in Nairobi . (Thesis). University of Nairobi. Retrieved from http://erepository.uonbi.ac.ke:8080/xmlui/handle/123456789/17751

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Kaluai, Hellen M. “Managing guidance and counseling interventions in public secondary schools in Nairobi .” 2007. Thesis, University of Nairobi. Accessed March 03, 2021. http://erepository.uonbi.ac.ke:8080/xmlui/handle/123456789/17751.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Kaluai, Hellen M. “Managing guidance and counseling interventions in public secondary schools in Nairobi .” 2007. Web. 03 Mar 2021.

Vancouver:

Kaluai HM. Managing guidance and counseling interventions in public secondary schools in Nairobi . [Internet] [Thesis]. University of Nairobi; 2007. [cited 2021 Mar 03]. Available from: http://erepository.uonbi.ac.ke:8080/xmlui/handle/123456789/17751.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Kaluai HM. Managing guidance and counseling interventions in public secondary schools in Nairobi . [Thesis]. University of Nairobi; 2007. Available from: http://erepository.uonbi.ac.ke:8080/xmlui/handle/123456789/17751

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

McGill University

9. Ionita, Gabriela. Moving research into clinical practice: usage of progress monitoring meausres.

Degree: PhD, Department of Educational and Counselling Psychology, 2015, McGill University

URL: https://escholarship.mcgill.ca/downloads/0v838362z.pdf ; https://escholarship.mcgill.ca/concern/theses/hd76s3306

► Les mesures de progrès psychothérapique (PP) ont démontré pouvoir fournir plusieurs avantages aux cliniciens tel que d'identifier les clients qui ne progressent pas ou qui… (more)

▼ Les mesures de progrès psychothérapique (PP) ont démontré pouvoir fournir plusieurs avantages aux cliniciens tel que d'identifier les clients qui ne progressent pas ou qui se détériorent au cours du traitement, améliorer l'efficacité de la psychothérapie, et fournir des données de qualité à des fins d'amélioration. Cette recherche examine la prévalence, les défis et les éléments facilitants de l'utilisation de ces mesures. L'étude 1 est une enquête nationale examinant l'utilisation des mesures PP au Canada, les profiles des utilisateurs et des psychologues qui sont conscientisés aux mesures PP, les mesures PP les plus communément utilisées, ainsi que d'autres moyens utilisés par les psychologues pour surveiller les progrès des clients parmi 1668 psychologues canadiens. Les résultats suggèrent que 67% des psychologues ne sont pas conscientisés aux mesures PP et que seulement 12% des psychologues les utilisent. Les profiles des psychologues conscientisés aux mesures PP et qui les utilisaient sont également présentés. Les résultats indiquent que les psychologues qui n'utilisent pas les mesures PP ont tendance à se fier aux indications des clients de leur propre amélioration et de l'atteinte de leurs objectifs de traitement, ainsi qu'à leur jugement clinique comme étant les trois méthodes les plus utilisées pour évaluer les progrès des clients.L'étude 2 examine les obstacles et les éléments facilitant l'utilisation des mesures PP. Les résultats suggèrent que les obstacles principaux pour les utilisateurs, les non-utilisateurs, et les anciens utilisateurs sont les connaissances limitées, les limites de la formation, le fardeau pour les clients, et les préoccupations à l'égard du travail et du temps additionnels. Les résultats indiquent un certain nombre de stratégies pour surmonter les obstacles; offrir de la formation sous différents formats, sur les périodes prolongées dans le temps, et entre collègues apparaîssent comme étant des stratégies prometteuses. Les éléments facilitants qui ont motivé au départ les anciens utilisateurs à employer les mesures PP sont également présentés.L'étude 3 examine les défis de l'utilisation des mesures PP en utilisant une méthodologie de concensus qualitatif. Vingt-cinq cliniciens ont été interviewés à l'égard des défis rencontrés avec l'utilisation des mesures PP et des conseils à donner à d'autres quant à l'utilisation des mesures PP. Cette recherche démontre qu'il y a beaucoup de variabilité dans les défis rencontrés et les conseils prodigués. Les défis les plus couramment rencontrés étaient les réponses négatives, des considérations pratiques, une insatisfaction avec caractéristiques des mesures, et des préoccupations à savoir si les mesures conviennent bien. Les cliniciens ont souvent conseillé aux autres que la présentation des mesures avait un impact sur leur réception, à l'ouverture à utiliser les mesures, et à chercher du soutien ou de la supervision lors de l'utilisation des mesures. Dans l'ensemble, les résultats démontrent que peu de psychologues au Canada appliquent les… Advisors/Committee Members: Marilyn R Fitzpatrick (Supervisor).

Subjects/Keywords: Education - Guidance and Counseling

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APA (6^th Edition):

Ionita, G. (2015). Moving research into clinical practice: usage of progress monitoring meausres. (Doctoral Dissertation). McGill University. Retrieved from https://escholarship.mcgill.ca/downloads/0v838362z.pdf ; https://escholarship.mcgill.ca/concern/theses/hd76s3306

Chicago Manual of Style (16^th Edition):

Ionita, Gabriela. “Moving research into clinical practice: usage of progress monitoring meausres.” 2015. Doctoral Dissertation, McGill University. Accessed March 03, 2021. https://escholarship.mcgill.ca/downloads/0v838362z.pdf ; https://escholarship.mcgill.ca/concern/theses/hd76s3306.

MLA Handbook (7^th Edition):

Ionita, Gabriela. “Moving research into clinical practice: usage of progress monitoring meausres.” 2015. Web. 03 Mar 2021.

Vancouver:

Ionita G. Moving research into clinical practice: usage of progress monitoring meausres. [Internet] [Doctoral dissertation]. McGill University; 2015. [cited 2021 Mar 03]. Available from: https://escholarship.mcgill.ca/downloads/0v838362z.pdf ; https://escholarship.mcgill.ca/concern/theses/hd76s3306.

Council of Science Editors:

Ionita G. Moving research into clinical practice: usage of progress monitoring meausres. [Doctoral Dissertation]. McGill University; 2015. Available from: https://escholarship.mcgill.ca/downloads/0v838362z.pdf ; https://escholarship.mcgill.ca/concern/theses/hd76s3306

University of Toledo

10. Marinis, Jeremy John. Factors that Influence Student Athlete Sense of Belonging into Ohio Private Division II College Campus Culture.

Degree: PhD, Higher Education, 2014, University of Toledo

URL: http://rave.ohiolink.edu/etdc/view?acc_num=toledo1414678247

► The primary purpose of this study was to identify factors that were significantly related to student athletes’ sense of belonging at private Division II institutions.… (more)

Subjects/Keywords: Academic Guidance Counseling; Education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Marinis, J. J. (2014). Factors that Influence Student Athlete Sense of Belonging into Ohio Private Division II College Campus Culture. (Doctoral Dissertation). University of Toledo. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=toledo1414678247

Chicago Manual of Style (16^th Edition):

Marinis, Jeremy John. “Factors that Influence Student Athlete Sense of Belonging into Ohio Private Division II College Campus Culture.” 2014. Doctoral Dissertation, University of Toledo. Accessed March 03, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1414678247.

MLA Handbook (7^th Edition):

Marinis, Jeremy John. “Factors that Influence Student Athlete Sense of Belonging into Ohio Private Division II College Campus Culture.” 2014. Web. 03 Mar 2021.

Vancouver:

Marinis JJ. Factors that Influence Student Athlete Sense of Belonging into Ohio Private Division II College Campus Culture. [Internet] [Doctoral dissertation]. University of Toledo; 2014. [cited 2021 Mar 03]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=toledo1414678247.

Council of Science Editors:

Marinis JJ. Factors that Influence Student Athlete Sense of Belonging into Ohio Private Division II College Campus Culture. [Doctoral Dissertation]. University of Toledo; 2014. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=toledo1414678247

11. Laibson, Ariela. Teachers' perceptions of gender differences in bullying| Gender specific bullying prevention program for elementary school students| A grant proposal project.

Degree: 2009, California State University, Long Beach

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=1466110

► The purpose of this project was to design a program, identify potential funding sources, and write a grant to fund a gender specific bullying… (more)

Subjects/Keywords: Social Work; Education, Guidance and Counseling

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APA (6^th Edition):

Laibson, A. (2009). Teachers' perceptions of gender differences in bullying| Gender specific bullying prevention program for elementary school students| A grant proposal project. (Thesis). California State University, Long Beach. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=1466110

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Laibson, Ariela. “Teachers' perceptions of gender differences in bullying| Gender specific bullying prevention program for elementary school students| A grant proposal project.” 2009. Thesis, California State University, Long Beach. Accessed March 03, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=1466110.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Laibson, Ariela. “Teachers' perceptions of gender differences in bullying| Gender specific bullying prevention program for elementary school students| A grant proposal project.” 2009. Web. 03 Mar 2021.

Vancouver:

Laibson A. Teachers' perceptions of gender differences in bullying| Gender specific bullying prevention program for elementary school students| A grant proposal project. [Internet] [Thesis]. California State University, Long Beach; 2009. [cited 2021 Mar 03]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=1466110.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Laibson A. Teachers' perceptions of gender differences in bullying| Gender specific bullying prevention program for elementary school students| A grant proposal project. [Thesis]. California State University, Long Beach; 2009. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=1466110

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

12. Kim, Cathleen Phimorong. Counseling opportunities for English Language Learner students in high school.

Degree: 2009, California State University, Long Beach

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=1472302

► The purpose of this study is to explore what types of counseling opportunities are available for English Language Learner (ELL) students in a California… (more)

Subjects/Keywords: Education, Guidance and Counseling; Education, Secondary

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Kim, C. P. (2009). Counseling opportunities for English Language Learner students in high school. (Thesis). California State University, Long Beach. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=1472302

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Kim, Cathleen Phimorong. “Counseling opportunities for English Language Learner students in high school.” 2009. Thesis, California State University, Long Beach. Accessed March 03, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=1472302.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Kim, Cathleen Phimorong. “Counseling opportunities for English Language Learner students in high school.” 2009. Web. 03 Mar 2021.

Vancouver:

Kim CP. Counseling opportunities for English Language Learner students in high school. [Internet] [Thesis]. California State University, Long Beach; 2009. [cited 2021 Mar 03]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=1472302.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Kim CP. Counseling opportunities for English Language Learner students in high school. [Thesis]. California State University, Long Beach; 2009. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=1472302

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

13. Bilbrew, Kimberlee. A mentoring program for at-risk youth| A grant proposal.

Degree: 2009, California State University, Long Beach

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=1472309

► The purpose of this project was to develop a proposal for a mentoring program for 4^th and 5^th grade African American and Latino youth… (more)

Subjects/Keywords: Social Work; Education, Guidance and Counseling

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APA (6^th Edition):

Bilbrew, K. (2009). A mentoring program for at-risk youth| A grant proposal. (Thesis). California State University, Long Beach. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=1472309

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Bilbrew, Kimberlee. “A mentoring program for at-risk youth| A grant proposal.” 2009. Thesis, California State University, Long Beach. Accessed March 03, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=1472309.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Bilbrew, Kimberlee. “A mentoring program for at-risk youth| A grant proposal.” 2009. Web. 03 Mar 2021.

Vancouver:

Bilbrew K. A mentoring program for at-risk youth| A grant proposal. [Internet] [Thesis]. California State University, Long Beach; 2009. [cited 2021 Mar 03]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=1472309.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Bilbrew K. A mentoring program for at-risk youth| A grant proposal. [Thesis]. California State University, Long Beach; 2009. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=1472309

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

14. Nguyen, Leo. A school-based truancy interventions| A grant proposal.

Degree: 2010, California State University, Long Beach

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=1486348

► The purpose of this project was to design a program, identify potential funding sources, and write a grant to fund a truancy intervention program… (more)

Subjects/Keywords: Social Work; Education, Guidance and Counseling

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Nguyen, L. (2010). A school-based truancy interventions| A grant proposal. (Thesis). California State University, Long Beach. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=1486348

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Nguyen, Leo. “A school-based truancy interventions| A grant proposal.” 2010. Thesis, California State University, Long Beach. Accessed March 03, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=1486348.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Nguyen, Leo. “A school-based truancy interventions| A grant proposal.” 2010. Web. 03 Mar 2021.

Vancouver:

Nguyen L. A school-based truancy interventions| A grant proposal. [Internet] [Thesis]. California State University, Long Beach; 2010. [cited 2021 Mar 03]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=1486348.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Nguyen L. A school-based truancy interventions| A grant proposal. [Thesis]. California State University, Long Beach; 2010. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=1486348

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Pennsylvania

15. Lavenberg, Julia G. Effects of school-based cognitive-behavioral anger interventions| A meta-analysis.

Degree: 2007, University of Pennsylvania

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3271850

► Aggressive behavior continues to be a significant problem for youth in the school setting. This study systematically reviewed school-based cognitive-behavioral anger interventions to evaluate… (more)

▼ Aggressive behavior continues to be a significant problem for youth in the school setting. This study systematically reviewed school-based cognitive-behavioral anger interventions to evaluate their impact on reducing child and adolescent aggressive behavior. A comprehensive multimodal approach was used to locate pertinent studies within education, crime and justice, psychology, and social welfare, including electronic database searches, hand searches of printed material, and use of informal channels of communication. Of more than 900 reports initially identified, 30 randomized and quasi-experimental studies, involving a total of 2904 participants, met the inclusion criteria. Descriptive analyses revealed that most interventions were implemented in public elementary schools in suburban areas. Bivariate correlations showed that published reports had significantly higher effect sizes than unpublished reports. Meta-analyses demonstrated little difference between fixed and random effects models, suggesting that variability between studies was minimal. Overall, cognitive-behavioral anger interventions significantly reduced aggressive behavior, with the average intervention participant experiencing a reduction of 62% compared to the average untreated control or placebo group participant. This effect was maintained at one-year follow-up. Cumulative meta-analyses uncovered the fact that the effect size has been consistent and significant for over twenty years. Moderator analyses indicated that students attending schools in urban and suburban areas experienced significantly more reductions than students attending alternative or rural schools. Interventions with older elementary and middle school students were more effective than those implemented with younger elementary or high school students. Further, statistically significant effects were found for interventions delivered by counselors, researchers, and teachers. These findings support previous meta-analyses on the effectiveness of cognitive-behavioral interventions for anger and suggest that these interventions are useful in reducing child and adolescent aggressive behavior when delivered in the school setting. Utilization of school-based cognitive-behavioral interventions to address the issue of student aggression, therefore, should be considered by educators and policymakers. Future research attention should be directed to that of investigating and identifying the specific elements related to the effectiveness of the interventions for different populations.

Subjects/Keywords: Psychology, Behavioral; Education, Guidance and Counseling

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Lavenberg, J. G. (2007). Effects of school-based cognitive-behavioral anger interventions| A meta-analysis. (Thesis). University of Pennsylvania. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3271850

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Lavenberg, Julia G. “Effects of school-based cognitive-behavioral anger interventions| A meta-analysis.” 2007. Thesis, University of Pennsylvania. Accessed March 03, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3271850.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Lavenberg, Julia G. “Effects of school-based cognitive-behavioral anger interventions| A meta-analysis.” 2007. Web. 03 Mar 2021.

Vancouver:

Lavenberg JG. Effects of school-based cognitive-behavioral anger interventions| A meta-analysis. [Internet] [Thesis]. University of Pennsylvania; 2007. [cited 2021 Mar 03]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3271850.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Lavenberg JG. Effects of school-based cognitive-behavioral anger interventions| A meta-analysis. [Thesis]. University of Pennsylvania; 2007. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3271850

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Connecticut

16. Hirao, Katsura. Validation of a New Conceptual Model of School Connectedness and its Assessment Measure.

Degree: 2011, University of Connecticut

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3476646

► A self-report assessment scale of school connectedness was validated in this study based on the data from middle-school children in a northeastern state of… (more)

▼ A self-report assessment scale of school connectedness was validated in this study based on the data from middle-school children in a northeastern state of the United States (n = 145). The scale was based on the School Bonding Model (Morita, 1991), which was derived reductively from the social control (bond) theory (Hirschi, 1969). This validation included the development of an assessment scale for the model and the hypothesis testing of the content domains, internal structure, and relationships to students' outcome variables of the scale. The result of the hypothesis testing provided the evidence of the convergent validity and the concurrent validity of the School Bonding scale. The factor analysis result suggested the scale consists of four factors, each of which reflected the unique combinations of the hypothetical sub-constructs of the model. These four factors accounted for 37.5 percent of shared variance of the scale, each of which might represent (1) teacher acceptance, (2) peer acceptance, (3) perceived benefit of ongoing school programs, and (4) perceived benefit of school for students' future goals. The internal consistency for sub-scales based on the newly extracted four factors were ranged from α = 0.64 to 0.83. The reliability for the entire scale was α = 0.89. There was no mean difference on the scores between participant schools or between genders. Significant mean differences were found between grade levels (7th and 8th graders) and between participants' race/ethnicity (only the perceived benefit of school for students' future goals sub-scale between Asian and African American children). Scores on each sub-scale (i.e., factor) were uniquely associated with specific student outcomes such as perceived academic performance, attendance, delinquent acts, or negative moods. Evidence for the validity of this model and its assessment scale suggests the importance of peer acceptance, teacher acceptance, and their integration for children's better school performance and avoiding their problem behaviors. The findings from this study would have implications for the social work practice, research, and education, each of which intends to identify the nature of children's adaptation in various environments such as cultural, societal, economic, and political arena.

Subjects/Keywords: Social Work; Education, Guidance and Counseling

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Hirao, K. (2011). Validation of a New Conceptual Model of School Connectedness and its Assessment Measure. (Thesis). University of Connecticut. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3476646

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Hirao, Katsura. “Validation of a New Conceptual Model of School Connectedness and its Assessment Measure.” 2011. Thesis, University of Connecticut. Accessed March 03, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3476646.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Hirao, Katsura. “Validation of a New Conceptual Model of School Connectedness and its Assessment Measure.” 2011. Web. 03 Mar 2021.

Vancouver:

Hirao K. Validation of a New Conceptual Model of School Connectedness and its Assessment Measure. [Internet] [Thesis]. University of Connecticut; 2011. [cited 2021 Mar 03]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3476646.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Hirao K. Validation of a New Conceptual Model of School Connectedness and its Assessment Measure. [Thesis]. University of Connecticut; 2011. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3476646

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

The George Washington University

17. Wright-Cunningham, Kamal Phillip. Fostering Protective Factors in At-Risk Youth Using Individual and Group Counseling Interventions.

Degree: 2012, The George Washington University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3489632

► Adolescence is a time when individuals are forced to deal with the stress of moving from being a teenager to an adult (Spear, 2000).… (more)

▼ Adolescence is a time when individuals are forced to deal with the stress of moving from being a teenager to an adult (Spear, 2000). As a result, this difficult developmental period is often characterized by adolescents engaging in risky behavior and potentially dangerous experimentation (Golden & Turner, 2005). The importance of understanding how adolescents successfully negotiate and respond favorably to these stressful situations has been the focus of many researchers over the last forty years (Ahern, Ark, & Byers, 2008; Fergus & Zimmerman, 2005) and is especially useful for school personnel interested in improving the overall social and emotional competence of students. The relationships among protective factors, school-based mental health interventions, academic outcomes and behavioral adjustment among at-risk high school students were investigated in the current study. Additionally, the potential moderating role of gender and Special Education designation on these relationships was examined. A sample of 97 ninth through twelfth grade students completed the Individual Protective Factors Index (IPFI), a 71-item self-report instrument that measures the level of protective factors three major domains: Social Bonding, Personal Competence, and Social Competence (Springer & Phillips, 1997). The students also participated in weekly group counseling sessions (using evidenced-based curricula) and individual counseling sessions with a masters-level mental health clinician (social worker or counselor). Contrary to predictions, there were no significant positive relationships between protective factors and extensiveness of counseling or academic outcomes. However, there was partial support for the hypothesized relations as a significant negative relationship was found between the Social Bonding variable and the Behavioral Adjustment Index, which indicated higher Social Bonding was associated with more positive behavioral outcomes. In terms of the proposed moderator variables, Special Education designation did not moderate relationships between protective factors and extensiveness of counseling interventions, academic outcomes or behavioral adjustment. Gender, however, did moderate the relationship between Personal Competence and the extensiveness of counseling interventions. While there was partial support for this hypothesis, the nature of the moderation effect was not consistent with the predicted relationship. The findings of the current study offer little support for the proposed association among school-based mental health counseling services, academic outcomes, and behavioral adjustment. Additional research is needed in this area particularly because efforts to improve the social and emotional skills of adolescents, best prepare them to negotiate stressful situations and life's challenges.

Subjects/Keywords: Education, Guidance and Counseling; Education, Secondary

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Wright-Cunningham, K. P. (2012). Fostering Protective Factors in At-Risk Youth Using Individual and Group Counseling Interventions. (Thesis). The George Washington University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3489632

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Wright-Cunningham, Kamal Phillip. “Fostering Protective Factors in At-Risk Youth Using Individual and Group Counseling Interventions.” 2012. Thesis, The George Washington University. Accessed March 03, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3489632.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Wright-Cunningham, Kamal Phillip. “Fostering Protective Factors in At-Risk Youth Using Individual and Group Counseling Interventions.” 2012. Web. 03 Mar 2021.

Vancouver:

Wright-Cunningham KP. Fostering Protective Factors in At-Risk Youth Using Individual and Group Counseling Interventions. [Internet] [Thesis]. The George Washington University; 2012. [cited 2021 Mar 03]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3489632.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Wright-Cunningham KP. Fostering Protective Factors in At-Risk Youth Using Individual and Group Counseling Interventions. [Thesis]. The George Washington University; 2012. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3489632

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

The George Washington University

18. LaFauci Schutt, Jean M. Personal and environmental predictors of posttraumatic stress in emergency management professionals.

Degree: 2009, The George Washington University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3344701

► This cross-sectional survey research examined levels of trauma exposure frequency, burnout, compassion fatigue, compassion satisfaction, and posttraumatic stress disorder (PTSD) symptoms in a non-random… (more)

Subjects/Keywords: Education, Guidance and Counseling; Psychology, Clinical

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APA (6^th Edition):

LaFauci Schutt, J. M. (2009). Personal and environmental predictors of posttraumatic stress in emergency management professionals. (Thesis). The George Washington University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3344701

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

LaFauci Schutt, Jean M. “Personal and environmental predictors of posttraumatic stress in emergency management professionals.” 2009. Thesis, The George Washington University. Accessed March 03, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3344701.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

LaFauci Schutt, Jean M. “Personal and environmental predictors of posttraumatic stress in emergency management professionals.” 2009. Web. 03 Mar 2021.

Vancouver:

LaFauci Schutt JM. Personal and environmental predictors of posttraumatic stress in emergency management professionals. [Internet] [Thesis]. The George Washington University; 2009. [cited 2021 Mar 03]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3344701.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

LaFauci Schutt JM. Personal and environmental predictors of posttraumatic stress in emergency management professionals. [Thesis]. The George Washington University; 2009. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3344701

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Rochester

19. Bocchino, Gregory P. Community college grief counseling services| A national survey of grief counseling services for counselors at community colleges in the United States.

Degree: 2009, University of Rochester

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3348687

► Empirical research on the grief experience of undergraduates in the United States has not traditionally focused on the experiences of students and counselors providing… (more)

▼ Empirical research on the grief experience of undergraduates in the United States has not traditionally focused on the experiences of students and counselors providing services at community colleges. Six hundred and ten counselors were surveyed to gain a better understanding of the training and education in grief of the professional counseling staff at national community colleges. The type and frequency of counseling services and resources (individual counseling, group counseling, workshops, seminars, techniques and strategies used, assessments, printed materials, etc.) that are provided to community college students experiencing issues of grief and loss, and representative descriptive data from a sample of counselors about the nature and scope of these services were examined. Counselors at community colleges reported the most frequent grief and loss situations that they have counseled students for in the past 5 years were the following: loss of relationship (84.5%), dropping out/withdrawing from school (83.7%), financial/money problems, loss of income (79%), loss of job/employment (76.9%), divorce (77.5%), and accidental deaths (motor vehicle, drowning, fire, etc.) (73.1%). However, findings suggested that very little grief counseling was provided at national community colleges; 44% of counselors indicated that they provided grief counseling only a few times a year. In addition, most respondents had very little graduate education in grief courses (equivalent to that of less than a 3 credit course) and a limited knowledge base of grief, grief counseling, and theories and models of grief deriving from formal graduate education. Fifty seven percent received less than 4 hours of professional development and training in grief counseling over the past 5 years. Additional research is needed to examine the state of personal counseling services at national community colleges and the training and education of the counselors in order to better address the needs of bereaved students.

Subjects/Keywords: Education, Community College; Education, Guidance and Counseling

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Bocchino, G. P. (2009). Community college grief counseling services| A national survey of grief counseling services for counselors at community colleges in the United States. (Thesis). University of Rochester. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3348687

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Bocchino, Gregory P. “Community college grief counseling services| A national survey of grief counseling services for counselors at community colleges in the United States.” 2009. Thesis, University of Rochester. Accessed March 03, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3348687.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Bocchino, Gregory P. “Community college grief counseling services| A national survey of grief counseling services for counselors at community colleges in the United States.” 2009. Web. 03 Mar 2021.

Vancouver:

Bocchino GP. Community college grief counseling services| A national survey of grief counseling services for counselors at community colleges in the United States. [Internet] [Thesis]. University of Rochester; 2009. [cited 2021 Mar 03]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3348687.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Bocchino GP. Community college grief counseling services| A national survey of grief counseling services for counselors at community colleges in the United States. [Thesis]. University of Rochester; 2009. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3348687

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

20. Browne, Polly E. Forgiveness therapy| A qualitative study of the forgiveness experience of people who have undergone forgiveness as a counseling intervention.

Degree: 2009, Capella University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3352392

► The problem under investigation was a gap in the research literature resulting in insufficient insight into and understanding of the lived experience of people… (more)

Subjects/Keywords: Education, Guidance and Counseling; Psychology, Clinical

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APA (6^th Edition):

Browne, P. E. (2009). Forgiveness therapy| A qualitative study of the forgiveness experience of people who have undergone forgiveness as a counseling intervention. (Thesis). Capella University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3352392

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Browne, Polly E. “Forgiveness therapy| A qualitative study of the forgiveness experience of people who have undergone forgiveness as a counseling intervention.” 2009. Thesis, Capella University. Accessed March 03, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3352392.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Browne, Polly E. “Forgiveness therapy| A qualitative study of the forgiveness experience of people who have undergone forgiveness as a counseling intervention.” 2009. Web. 03 Mar 2021.

Vancouver:

Browne PE. Forgiveness therapy| A qualitative study of the forgiveness experience of people who have undergone forgiveness as a counseling intervention. [Internet] [Thesis]. Capella University; 2009. [cited 2021 Mar 03]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3352392.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Browne PE. Forgiveness therapy| A qualitative study of the forgiveness experience of people who have undergone forgiveness as a counseling intervention. [Thesis]. Capella University; 2009. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3352392

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

21. Richardson, Stuart J. The relationship between moving in early adolescence and adolescents' first employee-type jobs.

Degree: 2009, University of San Francisco

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3358279

► This study used longitudinal data from the first six rounds of the 1997 cohort of the National Longitudinal Study of Youth (NLSY97) to examine… (more)

▼ This study used longitudinal data from the first six rounds of the 1997 cohort of the National Longitudinal Study of Youth (NLSY97) to examine the relationship between residential mobility in early adolescence and first employee-type employment. This study hypothesized that residential change between ages 12 and 14 impacted both the age at which adolescents started their first employee type jobs and the characteristics of those jobs. Five characteristics of first jobs, in particular, were included as response variables in the general estimating equations utilized to examine the impact of residential change on first employee-type employment: industry, occupation, prestige level of occupation, environment typology of occupation as defined by Holland Codes (RIASEC), and complexity of occupation. This study found no significant relationship between having made one move and the age at which adolescents started first employee-type jobs or the characteristics of those jobs. Having made two or more moves, however, was related to a slight decrease in the age at which adolescents started their first employee-type job. Additionally, having made two or more moves was related to modest changes in the mix of industries, occupations, prestige levels of occupations, environment typologies of occupations, and complexity levels of occupations. Further research is needed to determine if three aspects of social capital theory referenced in this study - the relationship between the size of adolescents' social networks and their positions within those networks and the resources available to the adolescents, the relationship between social support and the resources available to adolescents, and the relationship between intergenerational closure and the decision-making of adolescents—mediate the relationships found between residential change and first employee-type employment. This study concluded that those concerned with whether working at a particular age or in a job with particular characteristics, was desirable for adolescents or not, should be made aware that differences in first employee-type jobs were found for those who had made two or more moves.

Subjects/Keywords: Education, Guidance and Counseling; Education, Vocational

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Richardson, S. J. (2009). The relationship between moving in early adolescence and adolescents' first employee-type jobs. (Thesis). University of San Francisco. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3358279

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Richardson, Stuart J. “The relationship between moving in early adolescence and adolescents' first employee-type jobs.” 2009. Thesis, University of San Francisco. Accessed March 03, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3358279.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Richardson, Stuart J. “The relationship between moving in early adolescence and adolescents' first employee-type jobs.” 2009. Web. 03 Mar 2021.

Vancouver:

Richardson SJ. The relationship between moving in early adolescence and adolescents' first employee-type jobs. [Internet] [Thesis]. University of San Francisco; 2009. [cited 2021 Mar 03]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3358279.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Richardson SJ. The relationship between moving in early adolescence and adolescents' first employee-type jobs. [Thesis]. University of San Francisco; 2009. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3358279

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Western Michigan University

22. Bland, J. Frederick. Assessing Michigan school counselors' preparedness to meet the needs of attractional/sexual minority students.

Degree: 2010, Western Michigan University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3410421

► This study assessed the attitudes, skills, knowledge, graduate counseling training, and willingness to engage in professional development of Michigan school counselors regarding issues and… (more)

▼ This study assessed the attitudes, skills, knowledge, graduate counseling training, and willingness to engage in professional development of Michigan school counselors regarding issues and concerns of students who identify as lesbian, gay, biattractional, transgender, and students who are questioning their attractional orientation (LGBTQ). A total of 120 Michigan school counselors completed useable surveys either online or a paper-and-pencil version at a Michigan school counseling conference. Descriptive statistics were calculated for the demographic variables age, gender, ethnicity, attractional/sexual orientation, and professional characteristics such as years of school counseling experience, school level, and school location (urban, suburban, rural). One-way ANOVAs were used to determine statistical significance for the previously mentioned independent variables with the dependent variables being the Attitudes, Skills/Experiences, and Knowledge subscales of the Sexual Orientation Counselor Competency Scale (SOCCS; Bidell, 2005), and overall rating of graduate school counseling training. Results indicated: (a) no statistically significant differences regarding attitudes among the independent variables; (b) statistical significance regarding skills/experiences was found only with the collapsed variables for ethnic background and attractional orientation, with White and nonheterosexual participants scoring higher on this subscale; and (c) regarding knowledge, statistical significance was found only with attractional/sexual orientation, with nonheterosexual participants scoring higher on knowledge of LGBTQ issues. Overall, school counselors in this study believed that their graduate school counseling training programs did not adequately prepare them to competently work with attractional minority students. Participants believed they were better prepared to work with gay males and lesbians and less prepared to work with biattractional, transgender, and questioning youth. The 30-39 age group believed themselves to be better prepared than older groups, and the 60 and above age group reported being the least prepared to work with LGBTQ students. Participants indicated they were willing to participate in professional development activities in this area and rated the top three continuing education activities as taking a course, attending an in-service training, and reading professional literature on LGBTQ issues Implications for school counselor education programs and continuing education are presented, and recommendations for future research are offered.

Subjects/Keywords: GLBT Studies; Education, Guidance and Counseling

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Bland, J. F. (2010). Assessing Michigan school counselors' preparedness to meet the needs of attractional/sexual minority students. (Thesis). Western Michigan University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3410421

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Bland, J Frederick. “Assessing Michigan school counselors' preparedness to meet the needs of attractional/sexual minority students.” 2010. Thesis, Western Michigan University. Accessed March 03, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3410421.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Bland, J Frederick. “Assessing Michigan school counselors' preparedness to meet the needs of attractional/sexual minority students.” 2010. Web. 03 Mar 2021.

Vancouver:

Bland JF. Assessing Michigan school counselors' preparedness to meet the needs of attractional/sexual minority students. [Internet] [Thesis]. Western Michigan University; 2010. [cited 2021 Mar 03]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3410421.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Bland JF. Assessing Michigan school counselors' preparedness to meet the needs of attractional/sexual minority students. [Thesis]. Western Michigan University; 2010. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3410421

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

23. Morales Olivo, Elizabeth. The factors that have influenced counseling services to first generation students with scarce economic resources who have completed a Bachelor's degree.

Degree: 2013, Univ. Interamericana de Puerto Rico – Recinto Metro (Puerto Rico)

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3533536

► Obtaining a bachelor’s degree favorably makes an impact in marginalized groups because it promotes social mobility to individuals who live in poverty. The students… (more)

Subjects/Keywords: Education, Guidance and Counseling; Education, Higher

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APA (6^th Edition):

Morales Olivo, E. (2013). The factors that have influenced counseling services to first generation students with scarce economic resources who have completed a Bachelor's degree. (Thesis). Univ. Interamericana de Puerto Rico – Recinto Metro (Puerto Rico). Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3533536

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Morales Olivo, Elizabeth. “The factors that have influenced counseling services to first generation students with scarce economic resources who have completed a Bachelor's degree.” 2013. Thesis, Univ. Interamericana de Puerto Rico – Recinto Metro (Puerto Rico). Accessed March 03, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3533536.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Morales Olivo, Elizabeth. “The factors that have influenced counseling services to first generation students with scarce economic resources who have completed a Bachelor's degree.” 2013. Web. 03 Mar 2021.

Vancouver:

Morales Olivo E. The factors that have influenced counseling services to first generation students with scarce economic resources who have completed a Bachelor's degree. [Internet] [Thesis]. Univ. Interamericana de Puerto Rico – Recinto Metro (Puerto Rico); 2013. [cited 2021 Mar 03]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3533536.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Morales Olivo E. The factors that have influenced counseling services to first generation students with scarce economic resources who have completed a Bachelor's degree. [Thesis]. Univ. Interamericana de Puerto Rico – Recinto Metro (Puerto Rico); 2013. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3533536

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

24. Veronica, Mark D. Good Work in school counseling.

Degree: 2012, State University of New York at Buffalo

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3541167

► The original Good Work study examined the relationship between top quality performance and ethical responsibility by interviewing professionals in various fields to assess the… (more)

Subjects/Keywords: Education, Guidance and Counseling; Education, Secondary

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APA (6^th Edition):

Veronica, M. D. (2012). Good Work in school counseling. (Thesis). State University of New York at Buffalo. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3541167

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Veronica, Mark D. “Good Work in school counseling.” 2012. Thesis, State University of New York at Buffalo. Accessed March 03, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3541167.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Veronica, Mark D. “Good Work in school counseling.” 2012. Web. 03 Mar 2021.

Vancouver:

Veronica MD. Good Work in school counseling. [Internet] [Thesis]. State University of New York at Buffalo; 2012. [cited 2021 Mar 03]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3541167.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Veronica MD. Good Work in school counseling. [Thesis]. State University of New York at Buffalo; 2012. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3541167

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

25. Gaden, Gregory G. The Impact of a Year-Long, Same School Social Skills Instruction Program on Students' with Verified Behavioral Disorders, Autism Spectrum Disorders, and Attention Deficit Hyperactivity Disorders Perceptions of Program Effectiveness.

Degree: 2013, University of Nebraska at Omaha

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3546850

► The purpose of this study was to determine the impact of a year-long, same school classroom social skills instruction program on students' with verified… (more)

Subjects/Keywords: Education, Administration; Education, Guidance and Counseling

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Gaden, G. G. (2013). The Impact of a Year-Long, Same School Social Skills Instruction Program on Students' with Verified Behavioral Disorders, Autism Spectrum Disorders, and Attention Deficit Hyperactivity Disorders Perceptions of Program Effectiveness. (Thesis). University of Nebraska at Omaha. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3546850

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Gaden, Gregory G. “The Impact of a Year-Long, Same School Social Skills Instruction Program on Students' with Verified Behavioral Disorders, Autism Spectrum Disorders, and Attention Deficit Hyperactivity Disorders Perceptions of Program Effectiveness.” 2013. Thesis, University of Nebraska at Omaha. Accessed March 03, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3546850.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Gaden, Gregory G. “The Impact of a Year-Long, Same School Social Skills Instruction Program on Students' with Verified Behavioral Disorders, Autism Spectrum Disorders, and Attention Deficit Hyperactivity Disorders Perceptions of Program Effectiveness.” 2013. Web. 03 Mar 2021.

Vancouver:

Gaden GG. The Impact of a Year-Long, Same School Social Skills Instruction Program on Students' with Verified Behavioral Disorders, Autism Spectrum Disorders, and Attention Deficit Hyperactivity Disorders Perceptions of Program Effectiveness. [Internet] [Thesis]. University of Nebraska at Omaha; 2013. [cited 2021 Mar 03]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3546850.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Gaden GG. The Impact of a Year-Long, Same School Social Skills Instruction Program on Students' with Verified Behavioral Disorders, Autism Spectrum Disorders, and Attention Deficit Hyperactivity Disorders Perceptions of Program Effectiveness. [Thesis]. University of Nebraska at Omaha; 2013. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3546850

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

26. Tran, Thao Ngoc Hoang. An after-school program for at-risk youth in alternative education| A grant proposal.

Degree: 2010, California State University, Long Beach

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=1486687

► Students in alternative education face several educational barriers and are more susceptible to risk factors, including the risk of educational failure, substance abuse, juvenile… (more)

Subjects/Keywords: Social Work; Education, Guidance and Counseling

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APA (6^th Edition):

Tran, T. N. H. (2010). An after-school program for at-risk youth in alternative education| A grant proposal. (Thesis). California State University, Long Beach. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=1486687

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Tran, Thao Ngoc Hoang. “An after-school program for at-risk youth in alternative education| A grant proposal.” 2010. Thesis, California State University, Long Beach. Accessed March 03, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=1486687.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Tran, Thao Ngoc Hoang. “An after-school program for at-risk youth in alternative education| A grant proposal.” 2010. Web. 03 Mar 2021.

Vancouver:

Tran TNH. An after-school program for at-risk youth in alternative education| A grant proposal. [Internet] [Thesis]. California State University, Long Beach; 2010. [cited 2021 Mar 03]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=1486687.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Tran TNH. An after-school program for at-risk youth in alternative education| A grant proposal. [Thesis]. California State University, Long Beach; 2010. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=1486687

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

27. Jeter, Christen K. M. A truancy prevention and reduction program a grant proposal project.

Degree: 2011, California State University, Long Beach

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=1499168

► The purpose of this project was to design a truancy prevention and reduction program, identify potential funding sources, and write a grant to fund… (more)

Subjects/Keywords: Social Work; Education, Guidance and Counseling

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APA (6^th Edition):

Jeter, C. K. M. (2011). A truancy prevention and reduction program a grant proposal project. (Thesis). California State University, Long Beach. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=1499168

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Jeter, Christen K M. “A truancy prevention and reduction program a grant proposal project.” 2011. Thesis, California State University, Long Beach. Accessed March 03, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=1499168.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Jeter, Christen K M. “A truancy prevention and reduction program a grant proposal project.” 2011. Web. 03 Mar 2021.

Vancouver:

Jeter CKM. A truancy prevention and reduction program a grant proposal project. [Internet] [Thesis]. California State University, Long Beach; 2011. [cited 2021 Mar 03]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=1499168.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Jeter CKM. A truancy prevention and reduction program a grant proposal project. [Thesis]. California State University, Long Beach; 2011. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=1499168

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

28. Beck-Hafner, Janene M. Supporting adolescents at-risk of dropping out| A case study of a successful high school.

Degree: 2010, Marian University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3420047

► High school administrators and staff are continuously trying to find ways to assist adolescents who are struggling with the cognitive, physical, social, and emotional… (more)

Subjects/Keywords: Education, Guidance and Counseling; Education, Secondary

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APA (6^th Edition):

Beck-Hafner, J. M. (2010). Supporting adolescents at-risk of dropping out| A case study of a successful high school. (Thesis). Marian University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3420047

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Beck-Hafner, Janene M. “Supporting adolescents at-risk of dropping out| A case study of a successful high school.” 2010. Thesis, Marian University. Accessed March 03, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3420047.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Beck-Hafner, Janene M. “Supporting adolescents at-risk of dropping out| A case study of a successful high school.” 2010. Web. 03 Mar 2021.

Vancouver:

Beck-Hafner JM. Supporting adolescents at-risk of dropping out| A case study of a successful high school. [Internet] [Thesis]. Marian University; 2010. [cited 2021 Mar 03]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3420047.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Beck-Hafner JM. Supporting adolescents at-risk of dropping out| A case study of a successful high school. [Thesis]. Marian University; 2010. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3420047

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

The University of Arizona

29. Degiorgio, Lisa. Examining distance education in teaching clinical counseling skills to rehabilitation counselors-in-training.

Degree: 2009, The University of Arizona

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3352631

► This exploratory study was designed to examine counseling skill acquisition for Rehabilitation Counseling education students enrolled in a distance education Practicum I course. The… (more)

Subjects/Keywords: Education, Guidance and Counseling; Education, Technology of

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APA (6^th Edition):

Degiorgio, L. (2009). Examining distance education in teaching clinical counseling skills to rehabilitation counselors-in-training. (Thesis). The University of Arizona. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3352631

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Degiorgio, Lisa. “Examining distance education in teaching clinical counseling skills to rehabilitation counselors-in-training.” 2009. Thesis, The University of Arizona. Accessed March 03, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3352631.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Degiorgio, Lisa. “Examining distance education in teaching clinical counseling skills to rehabilitation counselors-in-training.” 2009. Web. 03 Mar 2021.

Vancouver:

Degiorgio L. Examining distance education in teaching clinical counseling skills to rehabilitation counselors-in-training. [Internet] [Thesis]. The University of Arizona; 2009. [cited 2021 Mar 03]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3352631.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Degiorgio L. Examining distance education in teaching clinical counseling skills to rehabilitation counselors-in-training. [Thesis]. The University of Arizona; 2009. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3352631

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

30. Brodersen, David J. Predictors of peer leader success as strengths counselors in a first-year seminar.

Degree: 2008, Azusa Pacific University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3308536

► This research study sought to determine if certain characteristics of peer leaders who functioned as strengths counselors were predictive of their effectiveness in providing… (more)

Subjects/Keywords: Education, Guidance and Counseling; Education, Higher

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APA (6^th Edition):

Brodersen, D. J. (2008). Predictors of peer leader success as strengths counselors in a first-year seminar. (Thesis). Azusa Pacific University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3308536

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Brodersen, David J. “Predictors of peer leader success as strengths counselors in a first-year seminar.” 2008. Thesis, Azusa Pacific University. Accessed March 03, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3308536.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Brodersen, David J. “Predictors of peer leader success as strengths counselors in a first-year seminar.” 2008. Web. 03 Mar 2021.

Vancouver:

Brodersen DJ. Predictors of peer leader success as strengths counselors in a first-year seminar. [Internet] [Thesis]. Azusa Pacific University; 2008. [cited 2021 Mar 03]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3308536.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Brodersen DJ. Predictors of peer leader success as strengths counselors in a first-year seminar. [Thesis]. Azusa Pacific University; 2008. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3308536

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

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Open Access Theses and Dissertations