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Title: 2009-2010 Program Review Counselor Education.
Creator: Office of Institutional Effectiveness & Analysis, Florida Atlantic University, Department of Counselor Education, College of Education
Date Issued: 2009-2010
PURL: http://purl.flvc.org/fau/fd/FA00007907
Subject Headings: Florida Atlantic University -- History
Format: Document (PDF)

Title: 2013-2014 Program Review Counselor Education.
Creator: Office of Institutional Effectiveness & Analysis, Florida Atlantic University, Department of Counselor Education, College of Education
Date Issued: 2013-2014
PURL: http://purl.flvc.org/fau/fd/FA00007910
Subject Headings: Florida Atlantic University -- History
Format: Document (PDF)

Title: 2012-2013 Program Review Counselor Education.
Creator: Office of Institutional Effectiveness & Analysis, Florida Atlantic University, Department of Counselor Education, College of Education
Date Issued: 2012-2013
PURL: http://purl.flvc.org/fau/fd/FA00007909
Subject Headings: Florida Atlantic University -- History
Format: Document (PDF)

Title: 2010-2011 Program Review Counselor Education.
Creator: Office of Institutional Effectiveness & Analysis, Florida Atlantic University, Department of Counselor Education, College of Education
Date Issued: 2010-2011
PURL: http://purl.flvc.org/fau/fd/FA00007908
Subject Headings: Florida Atlantic University -- History
Format: Document (PDF)

Title: 2015-2016 Program Review Counselor Education.
Creator: Office of Institutional Effectiveness & Analysis, Florida Atlantic University, Department of Counselor Education, College of Education
Date Issued: 2015-2016
PURL: http://purl.flvc.org/fau/fd/FA00007912
Subject Headings: Florida Atlantic University -- History
Format: Document (PDF)

Title: 2016-2017 Program Review Counselor Education.
Creator: Office of Institutional Effectiveness & Analysis, Florida Atlantic University, Department of Counselor Education, College of Education
Date Issued: 2016-2017
PURL: http://purl.flvc.org/fau/fd/FA00007913
Subject Headings: Florida Atlantic University -- History
Format: Document (PDF)

Title: 2014-2015 Program Review Counselor Education.
Creator: Office of Institutional Effectiveness & Analysis, Florida Atlantic University, Department of Counselor Education, College of Education
Date Issued: 2014-2015
PURL: http://purl.flvc.org/fau/fd/FA00007911
Subject Headings: Florida Atlantic University -- History
Format: Document (PDF)

Title: Attachment, locus of control, and romantic intimacy in adult children of alcoholics: a correlational investigation.
Creator: Peter, Raffaela., College of Education, Department of Counselor Education
Abstract/Description: This study examined the relationships of adult attachment, locus of control, and fear of intimacy between adult children of alcoholics (ACOAs) and non adult children of alcoholics (NACOAs). A convenience sample of 224 participants, specifically 108 ACOAs and 116 NACOAs, completed the Experiences in Close Relationships-Revised Questionnaire (ECR-R), Rotter's Locus of Control Scale (LOC), and the Fear of Intimacy Scale (FIS). Participants were drawn from self-help groups, gatherings, and a...
Show moreThis study examined the relationships of adult attachment, locus of control, and fear of intimacy between adult children of alcoholics (ACOAs) and non adult children of alcoholics (NACOAs). A convenience sample of 224 participants, specifically 108 ACOAs and 116 NACOAs, completed the Experiences in Close Relationships-Revised Questionnaire (ECR-R), Rotter's Locus of Control Scale (LOC), and the Fear of Intimacy Scale (FIS). Participants were drawn from self-help groups, gatherings, and a health fair held in Palm Beach County, Florida. Data were analyzed utilizing multivariate analysis of variance (MANOVA), series of analyses of variance (ANOVA), stepwise regression analyses, discriminant function analysis, in addition to correlational analyses. ... ACOAs demonstrated insecure, fearful avoidant attachment patterns, an external locus of control, and greater fear of intimacy. In contrast, NACOAs exhibited secure adult attachment, an internal locus of control, and lower fear of intimacy. This study lends empirical support to clinical practice pertaining to the constructs of adult attachment, locus of control, and fear of intimacy in ACOAs and NACOAs.
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Date Issued: 2012
PURL: http://purl.flvc.org/FAU/3358757
Subject Headings: Alcoholism, Psychological aspects, Adult children of alcoholics, Attachment behavior, Locus of control, Intimacy (Psychology), Interpersonal relations
Format: Document (PDF)

Title: Family resiliency, family needs and community re-integration in persons with brain injury.
Creator: Agonis, Julianne, College of Education, Department of Counselor Education
Abstract/Description: Traumatic Brain Injury (TBI) is a disability resulting in functional impairments and heightened dependence on others. Family members of persons with TBI can assume added responsibilities during the adjustment to the disability and rehabilitation process, placing strain on the family system. Community re-integration is a primary goal of the rehabilitation process for persons with TBI as this is a step in developing autonomy and promoting independence and productive activity throughout...
Show moreTraumatic Brain Injury (TBI) is a disability resulting in functional impairments and heightened dependence on others. Family members of persons with TBI can assume added responsibilities during the adjustment to the disability and rehabilitation process, placing strain on the family system. Community re-integration is a primary goal of the rehabilitation process for persons with TBI as this is a step in developing autonomy and promoting independence and productive activity throughout different areas of the person's life (e.g., work, social networks, and home life). This study was designed to examine predictors of community re-integration outcomes of TBI survivors and empirically test the resiliency model of family stress, adjustment, and adaptation while incorporating family needs by surveying caregiving family members. Specific aims of the study include validating relationships of the resiliency model with individual and family outcomes in adaptation and supporting future recommendations for healthcare providers working with families with members with TBI.
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Date Issued: 2012
PURL: http://purl.flvc.org/FAU/3342032
Subject Headings: Brain, Wounds and injuries, Patients, Rehabilitation, Families, Psychological aspects, Psychic trauma, Patients, Family relationships, Family assessment, Stress (Psychology)
Format: Document (PDF)

Title: Affect coding within the therapeutic relationship.
Creator: Luedke, Ashley J., College of Education, Department of Counselor Education
Abstract/Description: This study investigates affect coding within the therapeutic relationship, by exploring the client's and therapist's perception of the relationship and the facial and vocal affect expressed by both parties. A sample of 14 therapy sessions each having 1800 data points was collected. The Working Alliance Inventory Short Form (WAI-S) and Real Relationship Inventory (RRI) were completed after each recorded session. The participants were therapists and clients at a university counseling center in...
Show moreThis study investigates affect coding within the therapeutic relationship, by exploring the client's and therapist's perception of the relationship and the facial and vocal affect expressed by both parties. A sample of 14 therapy sessions each having 1800 data points was collected. The Working Alliance Inventory Short Form (WAI-S) and Real Relationship Inventory (RRI) were completed after each recorded session. The participants were therapists and clients at a university counseling center in South Florida. Data were analyzed using one-tailed t tests, descriptive statistics, scores from RRI and the WAI-S and percentages of negative, neutral and positive affect. Statistically significant relationships were found between seconds of therapist negative affect (t(13)= -2.065, p. <.05) and seconds of therapist neutral affect (t(13)= -1.959, p. <.05) for clients who dropped out of therapy. The seconds of negative affect coded for clients (t(13) = -1.396, p. >.05) was approaching statistical significance for clients who drop out of therapy. This study provides theoretical and empirical support for linking the presence of facial affect in the first session and its effects on the therapeutic relationship and thus client retention or drop out. The clinical implications of these findings are also discussed.
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Date Issued: 2013
PURL: http://purl.flvc.org/fcla/dt/3362484
Subject Headings: Cognitive neuroscience, Interpersonal communication, Body language, Research, Methodology, Affect (Psychology), Psychotherapist and patient
Format: Document (PDF)

Title: The relationship between parental lifestyles, attachment style and the mediating effect of family environment on the characteristics of their adult chldren in substance abuse treatment.
Creator: McIlveen, John W., College of Education, Department of Counselor Education
Abstract/Description: The role of attachment style in overall family functioning and in individual substance abuse patterns has been researched extensively. Lifestyle constructs have been seen as predictors of substance abuse related behaviors, including future drug related difficulties. Dysfunctional family environments have been seen as predictors of poor mental health outcomes in family members. Despite the high rates of co-morbidity in alcohol and drug dependent individuals, parental lifestyle, attachment...
Show moreThe role of attachment style in overall family functioning and in individual substance abuse patterns has been researched extensively. Lifestyle constructs have been seen as predictors of substance abuse related behaviors, including future drug related difficulties. Dysfunctional family environments have been seen as predictors of poor mental health outcomes in family members. Despite the high rates of co-morbidity in alcohol and drug dependent individuals, parental lifestyle, attachment style, and the overall influence of family environment on the psychological traits of substance dependent individuals had not been previously examined. This study examined a group of parents and their adult children (actively in substance abuse treatment, with diagnoses of substance dependence) who participated in a weeklong family education program at an inpatient treatment center. Direct effects were found between attachment style, lifestyle and patient traits, as well as several significant total effects (combined direct effect and the effect of overall family environment). Specific indirect effects were also found from individual family environment mediators, including moral religious emphasis and control, on the relationship between independent and dependent variables. An analysis of the results is given, along with a discussion of clinical implications and directions for future research.
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Date Issued: 2013
PURL: http://purl.flvc.org/fcla/dt/3360963
Subject Headings: Parent and child, Substance abuse, Treatment, Family psychotherapy, Addicts, Rehabilitation, Chemical health psychology
Format: Document (PDF)

Title: The relationship of self transcendance, social interest, and spirituality to well-being in HIV-AIDS adults.
Creator: Sperry, Jonathan J., College of Education, Department of Counselor Education
Abstract/Description: This study investigates the relationship of three protective factors : self transcendance, social interest, and spirituality to well-being among adults living with HIV or AIDS. It is the first study to explore the relationships of these protective factors to well-being. A convenience sample of 115 adults living with HIV or AIDS completed the Self-Transcendance Scale, the Social Interest Index- Short Form-Revised, the Spiritual Perspective Scale, and the Index of Well-Being. The participants...
Show moreThis study investigates the relationship of three protective factors : self transcendance, social interest, and spirituality to well-being among adults living with HIV or AIDS. It is the first study to explore the relationships of these protective factors to well-being. A convenience sample of 115 adults living with HIV or AIDS completed the Self-Transcendance Scale, the Social Interest Index- Short Form-Revised, the Spiritual Perspective Scale, and the Index of Well-Being. The participants were adults diagnosed with HIV or AIDS residing in a large southeastern U.S. city. Data were analyzed with correlational and multiple regression methods. Statistically significant positive moderate to strong relationships were found between well-being and self transcendance (r=.66, p<.001 ), social interest (r=.51, p<.001), and spirituality (r=.39, p<.001). A stepwise regression demonstrated that self transcendance held the highest variance on well-being among the three protective factors (43%). Additionally, self-transcendane and social interest accounted for 45% of the variance in well-being. In short, the hypothesized positive relationship among these protective factors with well-being was supported. This study provides theoretical and empirical support for linking self transcendance, social interest, and spirituality to well-being among adults living with HIV or AIDS. The clinical implications of these findings are also discussed.
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Date Issued: 2011
PURL: http://purl.flvc.org/FAU/3320105
Subject Headings: Medical ethics, Religious aspects, AIDS (Disease), Social aspects, AIDS (Disease), Patients, Care, Spirituality, Self-actualization (Psychology)
Format: Document (PDF)

Title: The role of identity in posttraumatic growth and psychological adjustment for adults with cancer.
Creator: Abernathy, Barbara E., College of Education, Department of Counselor Education
Abstract/Description: This mixed methods sequential research study was performed to explore the role of identity in posttraumatic growth and psychological adjustment for adults with cancer. One hundred nineteen individuals participated in an online survey which included items from Brief COPE, Mini-Mental Adjustment to Cancer (Mini-MAC), Brief Illness Perception Questionnaire (BIPQ), Sense of Coherence Scale - 3 items (SOC-3), Posttraumatic Growth Inventory (PTGI), Illness Intrusiveness Ratings Scale (IIRS), and...
Show moreThis mixed methods sequential research study was performed to explore the role of identity in posttraumatic growth and psychological adjustment for adults with cancer. One hundred nineteen individuals participated in an online survey which included items from Brief COPE, Mini-Mental Adjustment to Cancer (Mini-MAC), Brief Illness Perception Questionnaire (BIPQ), Sense of Coherence Scale - 3 items (SOC-3), Posttraumatic Growth Inventory (PTGI), Illness Intrusiveness Ratings Scale (IIRS), and Centrality of Event Scale (CES). A two-step cluster analysis divided the sample into two clusters based on the integration of cancer into identity: High Cancer Identity Cluster (cancer identity scores above M) with strong cancer identity and Low Cancer Identity Cluster (scores below the M) with a weak or absent cancer identity. HCIC yielded positive and negative subgroups. A discriminant analysis revealed which variables are significant predictors of group membership: PTG factor New Possibilities (Wilks'l = .781, F (1, 119) = 32.834, p = .000), Psychological Adjustment factor Anxious Preoccupation (Wilks' l= .863, F (1, 119) = 18.612, p = .000), Illness Intrusiveness factor Intimate Relationships (Wilks' l= .794, F (1, 119) = 30.348, p = .000), and Illness Perception factor Perceived Life Impact of Cancer (Wilks' l= .783, F (1, 119) = 32.412, p = .000). From the sample, 17 individuals and spouses/partners were interviewed to obtain a deeper understanding of the lived experience of cancer. Qualitative themes of suffering, woundedness, and uncertainty were found. Narrative data corroborated the quantitative data and contributed depth to the analysis. A new Cancer Identity Process Model was offered in which assimilative and accommodative efforts are informed by identity structures., Performing Normalcy is an assimilative process in which stressful life events such as cancer activate automatic behaviors guided by existing identity structures with the goal of reg As dissonance grows over the inability to re-establish valued former identities, negative affect and intrusive rumination prevails. Individuals then utilize accommodative strategies in a process of Constructing Survivorship to either regain valuable aspect of former identities or to create equally valued new ones.
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Date Issued: 2009
PURL: http://purl.flvc.org/FAU/187204
Subject Headings: Adjustment (Psychology), Cancer, Psychological aspects, Stress management, Identity (Psychology), Mind and body
Format: Document (PDF)

Title: The relationship bertween wellness and burnout among novice counselors.
Creator: Bilot, Jennifer., College of Education, Department of Counselor Education
Abstract/Description: The purpose of this research was to explore the relationship between wellness and burnout among novice counselors. This research was carried out in order to gain a better understanding of the experience of the novice counselor as well as to gain insight into the effects of wellness and burnout on these experiences. The significance of this research lies in the need to understand the novice counselor's journey, the factors that can contribute to or prevent burnout, and the potential prevention...
Show moreThe purpose of this research was to explore the relationship between wellness and burnout among novice counselors. This research was carried out in order to gain a better understanding of the experience of the novice counselor as well as to gain insight into the effects of wellness and burnout on these experiences. The significance of this research lies in the need to understand the novice counselor's journey, the factors that can contribute to or prevent burnout, and the potential prevention and intervention strategies that can be employed in response to burnout. The data of a final sample of 144 participants' scores on the Maslach Burnout Inventory (MBI), The Five Factor Wellness Evaluation of Lifestyle (5F-Wel), and a demographic questionnaire were analyzed using the Statistical Package for the Social Sciences in order to explore the relationships between wellness and burnout. The researcher found significant relationships between demographic factors of the novice counselor, including age, years of experience, and number of hours delivering counseling services, and both the MBI and the 5F-Wel. The researcher also found a relationship between all factors of wellness and the three subscales of burnout. A particularly important finding was the significance of the Coping Self, Physical Self, and Creative Self subscales of wellness to the subscales of burnout. The implications of the findings include the development of specific intervention and prevention strategies for novice counselors. Limitations of this research include the relatively small sample size, potential bias among the participants who chose to complete the survey, and the limited generalizability.
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Date Issued: 2012
PURL: http://purl.flvc.org/FAU/3355624
Subject Headings: Work, Psychological aspects, Burn out (Psychology), Prevention, Job stress, Clinical health psychology
Format: Document (PDF)

Title: The effects of student participation in the cultural Spanish translation of the Student Success Skills program on high school student achievement.
Creator: Urbina, Ivett., College of Education, Department of Counselor Education
Abstract/Description: The purpose of this quantitative study was to evaluate the effectiveness of the Spanish cultural translation of the Student Success Skills (SCT-SSS) classroom program as a school counselor intervention for increasing Hispanic student academic achievement scores as measured by standardized mathematics and reading tests. The research question evaluated in this study was: "What is the effect of student participation in the SCT-SSS on student achievement of high school Hispanic students in...
Show moreThe purpose of this quantitative study was to evaluate the effectiveness of the Spanish cultural translation of the Student Success Skills (SCT-SSS) classroom program as a school counselor intervention for increasing Hispanic student academic achievement scores as measured by standardized mathematics and reading tests. The research question evaluated in this study was: "What is the effect of student participation in the SCT-SSS on student achievement of high school Hispanic students in reading and mathematics as measured by Florida Comprehensive Assessment Test (FCAT)"? The sample for this study included 352 Hispanic students in Grades 9 and 10 from two public high schools in south Florida. The treatment group included 166 students and the comparison group included 186 students. In order to be eligible for participation in this study, students had to meet three different criteria: (a) they identified themselves as Hispanic on their school registration form; (b) they were enrolled in a Spanish for Native Speakers foreign language elective course: and (c) they had Florida Comprehensive Achievement Test (FCAT) pretest scores on the reading and math tests. A series of preliminary univariate analysis of variance (ANOVA) were conducted to determine if differences existed between participants on the FCAT reading and mathematics pretests Developmental Scale Scores (DSS). To control for grade level and English language learner (ELL) differences between study participants on pretest reading scores, a univariate analysis of covariance (ANCOVA) was conducted using the FCAT reading pretest DSS as the covariate. An overall effect size of the current study was +0.50 with a variance of 0.0060 (95% CI [0.35, 0.65])., The results for the overall math effect size was +0.32 with a variance of 0.0115 (95% CI [0.10, .53]), and the results for the overall reading effect sizewas +0.70 with a variance of 0.0127 (95% CI [.48, .93]). These effect sizes were statistically significificant at the.05 level. The results from this study demonstrated that the SCT-SSS classroom program is an effective intervention for increasing student achievement for high school Hispanic students. Students who received the SCT-SSS classroom program achieved greater gains when compared to students who did not receive the intervention.
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Date Issued: 2011
PURL: http://purl.flvc.org/FAU/3334099
Subject Headings: Achievement in education, School improvement programs, Children of immigrants, Education, Hispanic American children, Education
Format: Document (PDF)

Title: The effects of the Ready for Success program in the reading achievement of second- and third-grade students.
Creator: Goldberg, Michelle L., College of Education, Department of Counselor Education
Abstract/Description: The focus of this study is on evaluating the impact of a school counselor-led program, Ready for Success (RFS) on the academic achievement of second- and third grade students. The research question investigated in this study was: How do students in grades 2 and 3 who receive the RFS classroom intervention perform on the Scholastic Reading Inventory (SRI) when compared to students in grades 2 and 3 who do not receive the RFS classroom intervention. This study is significant because it...
Show moreThe focus of this study is on evaluating the impact of a school counselor-led program, Ready for Success (RFS) on the academic achievement of second- and third grade students. The research question investigated in this study was: How do students in grades 2 and 3 who receive the RFS classroom intervention perform on the Scholastic Reading Inventory (SRI) when compared to students in grades 2 and 3 who do not receive the RFS classroom intervention. This study is significant because it addresses the need for more outcome research tying school counselor led interventions to student achievement. Research based interventions for school counselors that improve academic achievement directly address the current focus on student achievement outcomes as well as the need for accountability of school counselors. The sample for this study included 240 participants, 107 in the treatment group and 133 in the comparison group. Students were selected from all second- and third-grade classes at four schools in South Florida. There were 66 participants in the second grade; 37 were male and 29 were female. There were 174 participants in the third grade; 92 were male and 82 were female. Academic achievement was measured using a standardized, objective, state-wide assessment instrument, the Scholastic Reading Inventory (SRI). The analysis used for this study was an analysis of covariance (ANCOVA). Pretest scores on the SRI were used in the study as covariates on the dependent variable to account for group differences at pretest. The statistical analysis shows that there was no significant difference between the comparison and treatment group reading achievement levels on the SRI. Upon further review of the research a significant, confounding variable was discovered. High concentration of non-ESOL students were in the comparison group as compared to the treatment group., Further data exploration led to a discovery of variance in the fidelity of treatment, which may have also accounted for the given results. The lack of a significant finding may suggest the need for elements of the program to be adjusted particularly when considering that the two programs upon which RFS was based have been consistently shown to be effective.
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Date Issued: 2009
PURL: http://purl.flvc.org/FAU/359924
Subject Headings: School improvement programs, Academic achievement, Educational tests and measurements, Reading (Elementary), Study and teaching
Format: Document (PDF)

Title: The effects of the proactive personality on the levels of job satisfaction and burnout for licensed mental health counselors.
Creator: Spina, Pamela F., College of Education, Department of Counselor Education
Abstract/Description: Personal wellness and burnout have been common themes in research studies regarding professional satisfaction and career success. Personality characteristics in relation to job and career success among professionals have also been included in countless studies. However, Bateman and Crant (1993) defined and began research on the specific construct of the proactive personality and how it related to personal achievement, satisfaction, and success among executives. This dissertation study is an...
Show morePersonal wellness and burnout have been common themes in research studies regarding professional satisfaction and career success. Personality characteristics in relation to job and career success among professionals have also been included in countless studies. However, Bateman and Crant (1993) defined and began research on the specific construct of the proactive personality and how it related to personal achievement, satisfaction, and success among executives. This dissertation study is an extension of their research in that the relationship between proactive personality, job satisfaction and levels of burnout among Licensed Mental Health Counselors in Florida specifically, is being examined. While proactive personality positively and significantly related to job satisfaction and satisfaction with being a counselor among the participants in this study, it did not significantly relate to feelings of emotional exhaustion or feelings of depersonalization toward clients. When age, salary, years licensed, and proactive personality in relation to job satisfaction and levels of burnout were included in the statistical analysis, proactive personality and salary positively related to job satisfaction, personal accomplishment, and satisfaction with being a counselor, but the relationships were not significant. Hence, the results of this study provides useful information regarding proactive personality and how it relates to the overall job satisfaction, levels of burnout among clinicians, and to assist in the development of wellness programs, burnout prevention, and in the empowerment of mental health professionals in this demanding field.
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Date Issued: 2013
PURL: http://purl.flvc.org/fcla/dt/3361058
Subject Headings: Burnout (Psychology), Work, Psychological aspects, Job satisfaction, Medical personnel, Job stress, Counselors, Mental health
Format: Document (PDF)

Title: The effect of student participation in student success skills on pro-social and bullying behavior.
Creator: Mariani, Melissa A., College of Education, Department of Counselor Education
Abstract/Description: The purpose of the current study was to examine differences in pro-social behaviors, bullying behaviors, engagement in school success skills, and perceptions of classroom climate between grade 5 students in the treatment group who received the Student Success Skills (SSS) classroom guidance program (Brigman & Webb, 2010) and grade 5 students in the comparison group who did not receive the intervention. School counselors in the treatment schools implemented SSS with students in grade 5 after...
Show moreThe purpose of the current study was to examine differences in pro-social behaviors, bullying behaviors, engagement in school success skills, and perceptions of classroom climate between grade 5 students in the treatment group who received the Student Success Skills (SSS) classroom guidance program (Brigman & Webb, 2010) and grade 5 students in the comparison group who did not receive the intervention. School counselors in the treatment schools implemented SSS with students in grade 5 after being trained in the manualized use of the program and other study-related procedures. The study followed a pre-post quasi-experimental design employing various self-report measures of behavior (PRQ, SE-SSS, MCI-SFR, and TMCI-SF). A series of ANOVA and ANCOVA analyses were then conducted to determine if there were statistically significant differences between the groups. Effect size estimates were also calculated for each measure. The data supported the SSS classroom guidance program as a viable intervention for positively affecting student behavior. Significant differences were noted between the treatment and comparison schools in the following areas: (a) increased pro-social behaviors, (b) decreased bullying behaviors, (c) increased engagement in school success skills, and (d) student perceptions of improved classroom climate. This study provides empirical support showing that students who are taught skills in key areas evidence benefits across several outcomes. The study also indicates that aggressive behaviors, like bullying, can be influenced by programs that do not specifically target those behaviors. Furthermore, it supports the positive impact school counselors can have on student success by implementing an evidence-based program.
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Date Issued: 2011
PURL: http://purl.flvc.org/FAU/3318678
Subject Headings: Academic achievement, Bullying in schools, Psychological aspects, Educational counseling, Social skills in children, Self-management (Psychology) for children
Format: Document (PDF)

Title: The effects of a culturally translated school counselor-led intervention on the academic achievement of fourth and fifth grade Haitian students.
Creator: Jean-Jacques, Velouse Jean-Pierre., College of Education, Department of Counselor Education
Abstract/Description: The purpose of this study was to evaluate the impact of the Haitian Hybrid Student Success Skills (HHSSS) program on the academic achievement of 4th and 5th grade Haitian students. This intervention included both the Student Success Skills (SSS) classroom program in English (Brigman & Webb, 2004), followed by the Haitian SSS small group translation Teknik Pou Ede Eláev Reyisi (Brigman, Campbell, & Webb 2004, 2009). School counselors in the treatment schools implemented the HHSSS program in...
Show moreThe purpose of this study was to evaluate the impact of the Haitian Hybrid Student Success Skills (HHSSS) program on the academic achievement of 4th and 5th grade Haitian students. This intervention included both the Student Success Skills (SSS) classroom program in English (Brigman & Webb, 2004), followed by the Haitian SSS small group translation Teknik Pou Ede Eláev Reyisi (Brigman, Campbell, & Webb 2004, 2009). School counselors in the treatment schools implemented the HHSSS program in grades 4 and 5 after receiving training from the study researcher. A series of ANOVA and ANCOVA analyses then were conducted to determine whether there were significant differences between the treatment group, the comparison group 1, and the comparison group 2 in reading and math using the Florida Comprehensive Assessment Test (FCAT) as a benchmark. Statistically significant differences were found between: (a) the treatment group and comparison group 1 in reading, (b) the treatment group and vii comparison group 2 in reading, and (c) between both comparison group 1 and comparison group 2 in reading. This study provides empirical support showing that students who are taught key cognitive and self management skills in their native language can begin to close the academic gap regardless of their language background. Furthermore, it supports the positive impact school counselors can have on student success by implementing an evidence-based program.
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Date Issued: 2011
PURL: http://purl.flvc.org/FAU/3332255
Subject Headings: Florida Comprehensive Assessment Test, Achievement in education, Motivation in education, Children of immigrants, Education, School improvement programs, Educational counseling
Format: Document (PDF)

Title: The effects of a culturally translated school counselor-led intervention on Hispanic students' academic achievement.
Creator: Leon, Ana Maria., College of Education, Department of Counselor Education
Abstract/Description: The purpose of this study was to evaluate the impact of implementing a school counselor-led intervention, a culturally translated version of the Student Success Skills (SSS) program, on student academic achievement in Hispanic students. The research question investigated in this study was: Does Hispanic student participation in the culturally translated Student Success Skills classroom guidance program increase academic achievement as measured by state mandated standardized reading and math...
Show moreThe purpose of this study was to evaluate the impact of implementing a school counselor-led intervention, a culturally translated version of the Student Success Skills (SSS) program, on student academic achievement in Hispanic students. The research question investigated in this study was: Does Hispanic student participation in the culturally translated Student Success Skills classroom guidance program increase academic achievement as measured by state mandated standardized reading and math tests? Based on the fact that Hispanic students are at a very high risk of academic failure, there is an urgent need to address the lack of academic success. The cultural translation of the Student Success Skills (SSS) program focuses on student outcomes and helps to provide a link between school counselors and improved outcomes for Hispanic students.The sample for this study included 103 treatment and 98 comparison fourth and fifth grade students from three schools in South Florida. Participating students were selected from all Hispanic students at four schools in South Florida, by selecting the students who spoke mainly Spanish at home and came from Hispanic backgrounds. Academic achievement was measured using a standardized, objective, state-wide assessment instrument, the Florida Comprehensive Assessment Test (FCAT). The procedure used to analyze the results for this study was a Multivariate analysis of covariance (MANCOVA). The statistical analysis showed that the treatment group scored significantly higher than the comparison group in reading. There was not a significant difference in math for the treatment group. When fidelity of treatment was investigated a post hoc analysis found that groups with full implementation of the program scored significantly higher in math and in reading than the comparison group., The results of this study show that a cultural translation of the Student Success Skills program is helpful for the fourth and fifth grade Hispanic students improving achievement in reading.
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Date Issued: 2009
PURL: http://purl.flvc.org/FAU/187214
Subject Headings: Educational leadership, Acculturation, Minorities, Education (Elementary), Hispanic American children, Education, Academic achievement, Educational equalization
Format: Document (PDF)

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