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Title: The effect of a classroom intervention on adolescent wellness, success skills, and academic performance.
Creator: Wirth, Jacqueline Lee-Russell., College of Education, Department of Counselor Education
Abstract/Description: This study sought to measure the impact of an evidence-based school guidance counseling curriculum. Student Success Skills (Brigman & Webb, 2010),on : (a) wellness factors for early adolescences, (b) engagement in school success skills, and (c) grades in core subject areas of language arts, mathematics, science, and social studies, reported at nine-week intervals. ... The results of this study provide a link between the collaboration between school counselors and teachers when delivering...
Show moreThis study sought to measure the impact of an evidence-based school guidance counseling curriculum. Student Success Skills (Brigman & Webb, 2010),on : (a) wellness factors for early adolescences, (b) engagement in school success skills, and (c) grades in core subject areas of language arts, mathematics, science, and social studies, reported at nine-week intervals. ... The results of this study provide a link between the collaboration between school counselors and teachers when delivering classroom guidance interventions on wellness behaviors in adolescents. More research in needed on the impact of school counseling curriculum programs on early adolescent wellness, engagement in school success strategies, and improved academic achievement.
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Date Issued: 2012
PURL: http://purl.flvc.org/FAU/3356900
Subject Headings: Educational counseling, Motivation in education, Achievement in education, Adjustment (Psychology) in adolescence, Behavior modification, Methodology, Self-management (Psychology) for teenagers
Format: Document (PDF)

Title: The effect of the student success skills small group counseling intervention on factors associated with dropout potential in high school.
Creator: Weinstein, Jodie, Villares, Elizabeth, College of Education, Department of Counselor Education
Abstract/Description: The focus of this study is to add to the outcome research on effective school counseling interventions and to specifically evaluate the effectiveness of the Student Success Skills (SSS) small group intervention with students identified as having drop out potential in the 9th grade. This study analyzed two years of pre-existing, non-identifiable student data (N = 167) collected by school counselors at one high school in South Florida. An Analysis of Covariance (ANCOVA) was used to determine...
Show moreThe focus of this study is to add to the outcome research on effective school counseling interventions and to specifically evaluate the effectiveness of the Student Success Skills (SSS) small group intervention with students identified as having drop out potential in the 9th grade. This study analyzed two years of pre-existing, non-identifiable student data (N = 167) collected by school counselors at one high school in South Florida. An Analysis of Covariance (ANCOVA) was used to determine differences in academic grades, standardized test scores, and absences between the students who did participate in the SSS small group intervention when compared to those students who did not participate. Statistically significant differences were found between groups in all three dropout potential factors (GPA, test scores, and absences) supporting the use of SSS small group school counseling intervention with students at risk for dropping out. Effect size estimates were reported for each of the measures.
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Date Issued: 2013
PURL: http://purl.flvc.org/fau/fd/FA0004070
Subject Headings: Achievement in education, Adolescent psychopathology, Dropout behavior, Prediction of, Educational counseling -- Psycological aspects, Group counseling, High school dropouts -- Counseling, Small groups, Student assistance programs
Format: Document (PDF)

Title: Mobbing, burnout, and religious coping styles among Protestant clergy: a structural equation model and its implications for counselors.
Creator: Vensel, Steven R., College of Education, Department of Counselor Education
Abstract/Description: This study investigates the relationship between mobbing, burnout, and religious coping styles among Protestant clergy. Mobbing is an emotionally abusive workplace behavior and is defined as the prolonged malacious harassment of a coworker by a group of other members of an organization to secure the removal from the organization of the one who is targeted. Mobbing has only recently become a focus of attention in the US. To date, there are no known studies investigating mobbing in the...
Show moreThis study investigates the relationship between mobbing, burnout, and religious coping styles among Protestant clergy. Mobbing is an emotionally abusive workplace behavior and is defined as the prolonged malacious harassment of a coworker by a group of other members of an organization to secure the removal from the organization of the one who is targeted. Mobbing has only recently become a focus of attention in the US. To date, there are no known studies investigating mobbing in the workplace setting of the church. The broad purpose of this study is to determine if Protestant pastors experience mobbing, how they are affected by it, and how they cope with it. Four religious coping styles - Self-directing, Collaborative, Deferring, and Surrender to God - are investigated to determine how coping styles of religious individuals function in mediating the effect of mobbing or burnout. Burnout is assessed throught he Maslach Burnout Inventory and measures emotional exhaustion, depersonalization, and reduced personal accomplishment. This study utilizes Structural Equation Modeling (SEM) and presents two models of mediational analysis.... The results of analysis indicate that Protestant clergy do experience being mobbed which results in emotional exhaustion and depersonalization. Clergy with a self-directing coping style experience more burnout than do those who utilize a surrender to God style. Differences in indirect effects between models were noted. The implications to theory and practice are discussed.
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Date Issued: 2012
PURL: http://purl.flvc.org/FAU/3356893
Subject Headings: Psychologists of religion, Stress management, Pastoral counseling, Stress (Psychology), Burn out (Psychology), Clergy, Job stress, Work environment, Psychological aspects, Violence in the workplace
Format: Document (PDF)

Title: Assessing Processes of Connection and Development in Observations of the Therapeutic Relationship.
Creator: Freund, Robert R., Peluso, Paul R., Florida Atlantic University, College of Education, Department of Counselor Education
Abstract/Description: The present study applies Driver and Gottman’s (2004a) Turning System to observations of the therapeutic relationship in a quasi-experimental between and within groups design. A sample of 63 full counseling sessions (21 first sessions with clients who return for four sessions, 21 first sessions for clients who terminate therapy prior to four sessions, and 21 fourth sessions) were collected from a university counseling center in South Florida. Clients and clinicians also completed self report...
Show moreThe present study applies Driver and Gottman’s (2004a) Turning System to observations of the therapeutic relationship in a quasi-experimental between and within groups design. A sample of 63 full counseling sessions (21 first sessions with clients who return for four sessions, 21 first sessions for clients who terminate therapy prior to four sessions, and 21 fourth sessions) were collected from a university counseling center in South Florida. Clients and clinicians also completed self report evaluations of the therapeutic relationship that were also included in this study (Working Alliance Inventory – Short Form, and the Real Relationship Inventory). A series of multivariate analysis of the variance (MANOVA) tests were performed to assess for significant differences in Turning System behavior between return and dropout groups in the first sessions of therapy, as well as for significant differences between return groups’ first and fourth sessions. Correlation analyses were run for client and therapist self report data and Turning System codes. Overall, the Turning System codes did not predict attrition from therapy; however, significant effects were found for specific behaviors in the return versus dropout comparisons, including client’s uses of negative bids, high level questions, and preoccupied away responses. The Turning System also did not predict clear differences between behaviors in ongoing therapy, though significant effects were again found for individual behaviors enacted by both clients and therapists. Significant negative correlations were also found for return group clients between specific behaviors and ratings of the therapeutic alliance, such as high level questions and preoccupied away responses. Individual behaviors in the therapist return group, such as high level questions, negative bids, and interruptions, correlated negatively with ratings of the therapeutic alliance. The results of this study are presented in an effort to synthesize the data into a narrative for developing effective therapeutic relationships and guidance for future research.
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Date Issued: 2016
PURL: http://purl.flvc.org/fau/fd/FA00004788, http://purl.flvc.org/fau/fd/FA00004788
Subject Headings: Psychotherapy., Psychotherapist and patient., Patient participation., Mind and body therapies., Mindfulness-based cognitive therapy., Client-centered psychotherapy., Affect (Psychology)
Format: Document (PDF)

Title: An Investigation of the Program Curriculum Leading to Successful Sobriety in a Substance Abuse Residential Treatment Center in Florida.
Creator: Foster, Anthony G., Villares, Elizabeth, Florida Atlantic University, College of Education, Department of Counselor Education
Abstract/Description: Recovery from alcoholism and substance abuse has had an ignominious history. There does not appear to be any statistics that stand up to any rigorous fact-checking which show how well treatment centers do at helping their clients to stay sober. Statistics that are used to show success rates are not considered credible and they are shockingly low. Despite these issues, substance abuse research has failed to link the historical knowledge of why people stay sober for long periods of time with...
Show moreRecovery from alcoholism and substance abuse has had an ignominious history. There does not appear to be any statistics that stand up to any rigorous fact-checking which show how well treatment centers do at helping their clients to stay sober. Statistics that are used to show success rates are not considered credible and they are shockingly low. Despite these issues, substance abuse research has failed to link the historical knowledge of why people stay sober for long periods of time with what is being taught in treatment centers in hopes of creating a better, more accurate outcome. The qualitative, phenomenological research study was conducted to ascertain whether a treatment center was teaching the curriculum components that prior research studies had found allowed an addict or alcoholic to stay sober for 20 plus years. Twelve volunteer participants (i.e., nine clients and three counselors), at a treatment center located in Southeast Florida, were interviewe d regarding their perceptions of the curricula being taught in the treatment center. Patterns emerged with the clients regarding their perceptions of spirituality and 12-step programs, believing that spirituality and 12-step programs were significantly emphasized in treatment and that they were very important to their recovery when they left treatment. Counselors agreed with this finding, but felt stronger about the importance of family and social support than did the clients. Overall, the clients felt that what was emphasized in treatment was important to their recovery and intended to use their new knowledge in helping them stay sober. Implications for treatment centers and recommendations for future studies are discussed.
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Date Issued: 2015
PURL: http://purl.flvc.org/fau/fd/FA00004499, http://purl.flvc.org/fau/fd/FA00004499
Subject Headings: Addicts -- Rehabilitation, Alcoholism -- Treatment, Drug abuse -- Treatment, Rehabilitation centers -- Florida -- Management, Spiritual healing, Spirituality, Substance abuse -- Patients -- Rehabilitation
Format: Document (PDF)

Title: Assessing the Relationship Between Client Outcomes, Counselors’ Perceived Importance of Rehabilitation Knowledge, and Counselors’ Educational Level in Florida.
Creator: Rocha, Olga M., Villares, Elizabeth, Florida Atlantic University, College of Education, Department of Counselor Education
Abstract/Description: The debate on the quality of services has continued since the establishment of related legislation, and more recently, the implementation of the Workforce Innovation and Opportunity Act (WIOA; Sect. 412, 2014). Prior studies revealed that rehabilitation counselors with a master’s degrees achieve significantly better outcomes than their counterparts with bachelor’s degrees and unrelated master’s degrees (Sherman, Eischens, Leierer, Meola, & Scroggs, 2017; Szymanski, 1991; Szymanski & Parker,...
Show moreThe debate on the quality of services has continued since the establishment of related legislation, and more recently, the implementation of the Workforce Innovation and Opportunity Act (WIOA; Sect. 412, 2014). Prior studies revealed that rehabilitation counselors with a master’s degrees achieve significantly better outcomes than their counterparts with bachelor’s degrees and unrelated master’s degrees (Sherman, Eischens, Leierer, Meola, & Scroggs, 2017; Szymanski, 1991; Szymanski & Parker, 1989) and tend to have higher competitive closure rates for severe disabled consumers (Cook & Bolton, 1992; Szymanski & Danek, 1992; Van Houtte, 2013). Additionally, knowledge domains central to effective rehabilitation practices of professionals in state Division of Vocational Rehabilitation (DVR) agencies and cluster of Vocational Rehabilitation (VR) programs (Chan et al., 2003; Saunders & Leahy, 2010) continue to be of interest. Empirical studies recognized the importance of data-driven research in all states and have suggested that future research in this area should include participants from each state VR (Beveridge, Leconte, Shain, Del Toro & Penrod, 2015; Froehlich & Linkowski, 2002). Therefore, the purpose of this study was to examine the relationship between successful employment outcomes for Florida (a) significantly, (b) severe, and (c) non-severe disabled consumers. Furthermore, the rehabilitation counselors’ (VRC) perceived importance of rehabilitation knowledge as measured by the Knowledge Validation Inventory-Revised (KVI-R; CRCC, 2016), and the VRC’s educational level. Fifty-eight (N = 58) rehabilitation counselors employed within Florida DVR agencies volunteered to participate in this study. The diverse participants reported having earned a bachelor’s (n = 12, 20.7%), master’s (n = 44, 75.9%), and doctoral (n = 2, 3.4%) degrees. The majority of the counselors obtained their degree in rehabilitation counseling (n = 22, 37.9%), followed by degrees in psychology or other fields (n = 13, 22.4% each), social work (n = 5, 8.6%), education (n = 3, 5.2%), and sociology (n = 2, 3.4%). This was the first study in the state of Florida to explore the correlation between the VRC education and employment outcomes in DVR. Non-statistically significant correlations resulted between the criterion and predictor variables. The relationship between the VRCs education, client outcomes, and perceived importance of rehabilitation knowledge was measured using bivariate regression analysis. The implications of the findings, study limitations, and recommendations for future research are discussed.
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Date Issued: 2019
PURL: http://purl.flvc.org/fau/fd/FA00013255
Subject Headings: Vocational rehabilitation--Florida, Rehabilitation counselors--Training of, Vocational rehabilitation--Research--United States
Format: Document (PDF)

Title: A Meta-analysis of School Counselor-led Interventions on Social-emotional Skills and Competence for Middle and High School Students.
Creator: Owens, Anna Katharine, Villares, Elizabeth, Florida Atlantic University, College of Education, Department of Counselor Education
Abstract/Description: This meta-analysis investigated the practical significance of school counselor-led social emotional learning (SEL) interventions on outcomes for students in Grades 6–12. The sample includes 28 studies involving 3,794 middle and high school students. The treatment group was comprised of a total of 2,032 students, who received interventions led by a certified school counselor. The control/comparison groups were derived from a sample of 1,762 middle and high school students who did not receive...
Show moreThis meta-analysis investigated the practical significance of school counselor-led social emotional learning (SEL) interventions on outcomes for students in Grades 6–12. The sample includes 28 studies involving 3,794 middle and high school students. The treatment group was comprised of a total of 2,032 students, who received interventions led by a certified school counselor. The control/comparison groups were derived from a sample of 1,762 middle and high school students who did not receive the school counselor-led intervention. The meta-analysis included a diverse sample of students, with ethnicity reported as 589 (15.52%) African American, 52 (1.37%) Asian, 1,162 (30.63%) Hispanic, 1,267 (33.39%) Caucasian, 11 (0.28%) Native American, 21 (0.55%) Pacific Islander, and 177 (4.66%) Multi-racial/Other. Of the studies included in the meta-analysis, the ethnicities of 412 (18.86%) students were not reported. A total of 12 studies were conducted at the middle school level, 10 at the high school level, and 6 studies reported a mixed setting of Grades 6–12. The sample included almost equal representation of 1,883 (49.63%) males and 1,847 (48.68%) females, and the genders of 69 (1.82%) students were not reported. The overall unweighted Cohen’s d effect size (ES) of the school counselor-led interventions was .312 (95% CI [.173, .452]). The ES for overall cognitive outcomes (d = 0.380) was slightly larger than for overall effective role functions outcomes (d =0.377) and affective outcomes (d = 0.356). The smallest ES reported for overall variables was for behavioral outcomes (d = 0.228). The largest ES for a specific student outcome measure was found for standardized achievement test scores (d = 0.612) (Vernez & Zimmer, 2007). Moderator analyses were conducted and are explored in the results and discussion. The results address the current gap in school counseling outcome research by broadening future research directions for comprehensive school counseling programs (CSCP) to incorporate SEL initiatives aimed for middle and high school students.
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Date Issued: 2018
PURL: http://purl.flvc.org/fau/fd/FA00013138
Subject Headings: Counseling in middle school education, Educational counseling--Research, Counseling in secondary education, Meta-analysis, Social emotional learning
Format: Document (PDF)

Title: Examining Affectual Interaction within the Therapeutic Relationship Across Three Psychotherapeutic Theoretical Approaches.
Creator: Baker, Andrew Z., Peluso, Paul R., Florida Atlantic University, College of Education, Department of Counselor Education
Abstract/Description: The present study investigates the affectual interaction of three highly competent therapists using different theoretical approaches with a shared male client and female client in a professionally recorded video series. The interactions of clients and therapists in a total sample of six psychotherapy sessions were coded using the twenty code version of Gottman, Woodin, and Coan’s (1998) Specific Affect Coding System. Coded data were analyzed using Kruskal-Wallis tests which found no...
Show moreThe present study investigates the affectual interaction of three highly competent therapists using different theoretical approaches with a shared male client and female client in a professionally recorded video series. The interactions of clients and therapists in a total sample of six psychotherapy sessions were coded using the twenty code version of Gottman, Woodin, and Coan’s (1998) Specific Affect Coding System. Coded data were analyzed using Kruskal-Wallis tests which found no significant differences between the mean ranks of therapists’ codes between therapists. Significant effects among some affective behaviors were noted in therapists’ codes when compared by client. Coded data were also used to create mathematical models using ordinary differential equations for each of the six sessions. Kruskal-Wallis tests did not reveal significant effects in the mean ranks of the parameters of the mathematical models, and visual similarities and differences of these models were discussed. Additional analyses were conducted to examine clients’ affective behaviors as well and significant effects were revealed in the Kruskal-Wallis tests amongst many coded behaviors. The results support the presence of common factors and similarities in the therapeutic relationship among different theoretical approaches. The findings also add to the growing body of literature dedicated to the use of observational coding and dynamic nonlinear modeling in psychotherapy research. The implications for psychotherapy practice, education, and research are discussed.
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Date Issued: 2017
PURL: http://purl.flvc.org/fau/fd/FA00004962, http://purl.flvc.org/fau/fd/FA00004952
Subject Headings: Dissertations, Academic -- Florida Atlantic University, Psychotherapy., Affect (Psychology)., Psychotherapy--Research., Therapist and patient.
Format: Document (PDF)

Title: DEVELOPING THE COVERT TRAUMATIC EXPERIENCE SCALE (COTES): A RETROSPECTIVE EARLY PSYCHOSOCIAL TRAUMA ASSESSMENT TOOL.
Creator: Vastardis, Tiffany E., Gill, Carman S., Florida Atlantic University, Department of Counselor Education, College of Education
Abstract/Description: The purpose of this study was to develop and explore the factor structure of a retrospective assessment instrument designed to identify the presence of early covert traumas in an individual’s history. Covert traumas are those which are psychosocial, and often interpersonal, in nature (Altobelli, 2017). While a deficiency in the available body of research addressing such traumas currently exists, limited research suggests that experiences of such phenomena may affect individual potential...
Show moreThe purpose of this study was to develop and explore the factor structure of a retrospective assessment instrument designed to identify the presence of early covert traumas in an individual’s history. Covert traumas are those which are psychosocial, and often interpersonal, in nature (Altobelli, 2017). While a deficiency in the available body of research addressing such traumas currently exists, limited research suggests that experiences of such phenomena may affect individual potential across various domains of development, functioning, health, and well-being (van der Kolk, 2014). In addition, the residual effects of such traumas may exacerbate adverse adult outcomes, such as experiences of chronic pain, proclivities towards maladaptive forms of coping, and hindrances to academic and occupational performance and achievement (Felitti et al., 1998). Furthermore, some theorists propose that the impact of such traumas, especially when compounded, may cause more emotional harm than exposure to a single overtly traumatic event (Staggs, 2014).
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Date Issued: 2019
PURL: http://purl.flvc.org/fau/fd/FA00013425
Subject Headings: Evidence-Based Practice, Trauma, Psychometrics--instrumentation, Exploratory factor analysis
Format: Document (PDF)

Title: Fostering Resilience for Adults with Substance Use Disorder: A Clinical Study of an Integrative Group Model.
Creator: Foster, Karrol-Jo Lee, Gill, Carman, Florida Atlantic University, College of Education, Department of Counselor Education
Abstract/Description: The purpose of this research study was to determine the effects of Fostering Resilience™ (FR), a new integrative relapse prevention group protocol for improving relapse risk, internalized shame, and psychological well-being in adults with substance use disorders (SUD). This study also sought to identify any relationship among relapse risk, internalized shame, and psychological well-being. It is the first study to investigate the new FR manualized program model compared to treatment as usual ...
Show moreThe purpose of this research study was to determine the effects of Fostering Resilience™ (FR), a new integrative relapse prevention group protocol for improving relapse risk, internalized shame, and psychological well-being in adults with substance use disorders (SUD). This study also sought to identify any relationship among relapse risk, internalized shame, and psychological well-being. It is the first study to investigate the new FR manualized program model compared to treatment as usual (TAU). The FR model was created based upon direct client experience, the supposition of the intrinsic role shame plays in SUD, and the corresponding belief in the essential value of implementing shame reduction techniques for improving treatment outcomes. Participants were 43 adults with SUD (19 FR and 24 TAU) seeking outpatient treatment. All participants received the 8-week intensive outpatient (IOP) treatment, with the FR group receiving 16 sessions of the manualized FR relapse prevention group protocol in lieu of other TAU group options. Assessments were administered pre and postintervention. Results indicated that the FR treatment group produced a significant reduction in relapse risk (p = .002, ES = .825), shame (p = .004, ES = .763), and psychological wellbeing (p = .008, ES = .679) from baseline to post-intervention, while the TAU comparison group produced a non-significant improvement in relapse risk (p = .209, ES = .264), shame (p = 055, ES = .409) and psychological well-being (p = .088, ES = .456). Correlation results indicated highly significant correlations between all the dependent variables. All correlations dropped post-intervention, although remained significant. The strongest relationship was found between shame and relapse risk at baseline: ALL (n = 43, r = .880), FR (n = 19, r = .869), TAU (n = 24, r = .908). This preliminary study establishes support for the new FR model as a beneficial treatment for significantly improving relapse risk, internalized shame, and psychological well-being in adults with SUD. It also provides important knowledge and insight regarding the critical nature of shame and its role relative to relapse risk and psychological well-being in those with SUD.
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Date Issued: 2018
PURL: http://purl.flvc.org/fau/fd/FA00013109
Subject Headings: Substance abuse--Relapse--Prevention, Resilience, Psychological, Clinical studies, Shame
Format: Document (PDF)

Title: Effects of the relationship enhancement® program on social skills, empathy and social support for adults with autism spectrum disorders.
Creator: Cunningham, Alexandra, Sperry, Len, Florida Atlantic University, College of Education, Department of Counselor Education
Abstract/Description: An important area of research is emerging for adults diagnosed with autism spectrum disorders (ASD) with respect to the challenges they face in their social relationships. Social relationships include those that are romantic in nature such as dating, cohabitation and marriage. Researchers suggest that engaging in a healthy and happy romantic relationship has many physical and mental health benefits that contribute to improved quality of life. This study used a quasi-experimental group design...
Show moreAn important area of research is emerging for adults diagnosed with autism spectrum disorders (ASD) with respect to the challenges they face in their social relationships. Social relationships include those that are romantic in nature such as dating, cohabitation and marriage. Researchers suggest that engaging in a healthy and happy romantic relationship has many physical and mental health benefits that contribute to improved quality of life. This study used a quasi-experimental group design to explore the effects of psychoeducation for adults with ASD. Study participants were assigned to one of two group conditions. One group received the Relationship Enhancement®(RE) program and the other received RE with supplements targeting specific social skills. Social skills, empathy and social support were measured pre and post intervention for participants both within and between groups. Significant differences were found in the assessment of all participants, in both groups, as measured by t-tests and effect sizes in the variables of social skills (t(37)=- 2.28-2.72, p=.028-.029, η2=.122) and empathy (t(37)=-2.31, p=.027, η2=.123). These differences indicate that all participants, in both groups improved in social skills and empathy from pre to post treatment. No significant differences were found among all group participants for the variable of social support. There were no significant differences between groups for the three variables measured (p>0.05). Overall, these results provide support for the use of RE and the targeted supplements to increase social skills and empathy among adults with ASD who are interested in engaging in romantic relationships.
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Date Issued: 2014
PURL: http://purl.flvc.org/fau/fd/FA00004096
Subject Headings: Asperger's syndrome -- Patients -- Conduct of life, Asperger's syndrome -- Social aspects, Autism spectrum disorders, Interpersonal relations, Mindfulness based cognitive therapy, Psychology, Pathological
Format: Document (PDF)

Title: Family resiliency, sense of coherence, social support and psychosocial interventions: reducing caregiver burden and determining the quality of life in persons with alzheimer’s disease.
Creator: Shroff, Havovi B., Frain, Michael, Florida Atlantic University, College of Education, Department of Counselor Education
Abstract/Description: Alzheimer's disease (AD) is a progressive, degenerative disorder that attacks the brain's nerve cells, or neurons, resulting in loss of memory, thinking and language skills, and results in behavioral changes and lack of communication. Family members and caregivers of persons with Alzheimer’s disease can assume added responsibilities and stress due to the progressive and degenerative component of this disability and places an added strain on the family system. This study was designed to...
Show moreAlzheimer's disease (AD) is a progressive, degenerative disorder that attacks the brain's nerve cells, or neurons, resulting in loss of memory, thinking and language skills, and results in behavioral changes and lack of communication. Family members and caregivers of persons with Alzheimer’s disease can assume added responsibilities and stress due to the progressive and degenerative component of this disability and places an added strain on the family system. This study was designed to examine predictors of quality of life of persons living with AD and to examine caregiver burden and predictors of quality of life of persons living with AD. This study hopes to empower the caregivers and test the resiliency model of family stress, sense of coherence and social support while incorporating individual patient and family needs by surveying caregivers involved with working with patients with AD. Specific aims of the study include validating relationships of the resiliency model while determining the importance of family resiliency, the sense of coherence, social support and the role of psychosocial interventions specifically Validation Communication Intervention (VCI), to reduce caregiver burden and to predict the quality of life in persons with Alzheimer’s disease.
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Date Issued: 2014
PURL: http://purl.flvc.org/fau/fd/FA00004228, http://purl.flvc.org/fau/fd/FA00004228
Subject Headings: Alzheimer's disease -- Patients -- Family relationships, Alzheimer's disease -- Patients -- Home care, Caregivers -- Conduct of life, Caregivers -- Family relationships, Caregivers -- Psychology, Quality of life, Stress management
Format: Document (PDF)

Title: The effect of a student achievement curriculum on grade 9 completion rate and student engagement.
Creator: Renda, Melissa Rose, Brigman, Greg, Florida Atlantic University, College of Education, Department of Counselor Education
Abstract/Description: The purpose of the current outcome study was to investigate the difference in grade 9 completion rate and student engagement between grade 9 students in the treatment group who received the Student Success Sills (SSS) classroom program (Brigman & Webb, 2010) and grade 9 students in the comparison group who did not receive the SSS classroom program. The sample consisted of grade 9 students enrolled in Intensive Reading classes, a required course for all high school students in the state of...
Show moreThe purpose of the current outcome study was to investigate the difference in grade 9 completion rate and student engagement between grade 9 students in the treatment group who received the Student Success Sills (SSS) classroom program (Brigman & Webb, 2010) and grade 9 students in the comparison group who did not receive the SSS classroom program. The sample consisted of grade 9 students enrolled in Intensive Reading classes, a required course for all high school students in the state of Florida who are below reading proficiency. School A served as the treatment group (n=98) and School B served as the comparison group (n=99). Certified school counselors in the treatment group implemented five, 45 minute SSS lessons and three booster lessons after being trained in the manualized use of the program and other related study procedures. A quasi-experimental pretest posttest research design was employed to examine the impact of the SSS classroom program on grade 9 completion rate and student engagement. The unit of analysis was individual grade 9 students. Grade 9 completion rate was measured by academic credits. Student engagement was measured by attendance rate and the Student Engagement in School Success Skills (SESSS) instrument.
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Date Issued: 2014
PURL: http://purl.flvc.org/fau/fd/FA00004322, http://purl.flvc.org/fau/fd/FA00004322
Subject Headings: Achievement in education, Counseling in middle school education, Curriculum planning, Education -- Aims and objectives, Educational counseling, Educational evaluation, Motivation in education
Format: Document (PDF)

Title: The Effect of Participation in the Ready to Learn Program on Kindergarten Students’ Pro-social behavior, Self-regulation, Reading Performance, and Teachers’ Perception of Classroom Climate.
Creator: Kuba, Summer Perhay, Villares, Elizabeth, Florida Atlantic University, College of Education, Department of Counselor Education
Abstract/Description: The purpose of the current study was to investigate the difference in pro-social behavior, self-regulation, overall reading performance, Lexile levels, and teachers’ perception of classroom climate of kindergarten students who received the Ready to Learn (RTL; Brigman, Lane, & Lane, 2008) classroom guidance program (treatment group: n = 173) and kindergarten students who did not receive the intervention (comparison group: n = 124). The study followed a quasi-experimental, comparison group...
Show moreThe purpose of the current study was to investigate the difference in pro-social behavior, self-regulation, overall reading performance, Lexile levels, and teachers’ perception of classroom climate of kindergarten students who received the Ready to Learn (RTL; Brigman, Lane, & Lane, 2008) classroom guidance program (treatment group: n = 173) and kindergarten students who did not receive the intervention (comparison group: n = 124). The study followed a quasi-experimental, comparison group design in which teachers completed the Child Behavior Rating Scale (CBRS) and Teacher My Class Inventory-Short Form (TMCI-SF) measures as well as collected reading data from individual students. Descriptive statistics for each of the measures, the findings from the analysis of covariance (ANCOVA) on the CBRS and TMCI-SF data, along with the multivariate analysis of covariance (MANCOVA) using the i-Ready data, and partial eta squared (ηp2) effect sizes were calculated. The ANCOVA was conducted to determine if differences existed on the participants’ pro-social behavior and self-regulation by condition. The findings revealed a statistically significant difference on the pro-social skills but did not show a statistically significant difference in self-regulation. The MANCOVA revealed statistically significant differences in overall reading performance between the treatment and comparison group; however, did not reveal statistically significant differences on the Lexile levels for the students who participated in the intervention. Finally, the ANCOVA reported a statistically significant difference in the perceived impact of the school counselor by the treatment group kindergarten as compared to the teachers in the comparison group; however, no other differences were found on the TMCI-SF scales. With these results, there is a need for further empirical research to determine the impact of the RTL program on students’ academic and SEL development.
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Date Issued: 2017
PURL: http://purl.flvc.org/fau/fd/FA00004992
Subject Headings: Dissertations, Academic -- Florida Atlantic University, Kindergarten., Reading to learn., Classroom climate.
Format: Document (PDF)

Title: The relationship of perceived stress, religious coping styles, and mental health symptoms in university students.
Creator: Chien, Jenny, Sperry, Len, Florida Atlantic University, College of Education, Department of Counselor Education
Abstract/Description: This is the first study to investigate the relationship of perceived stress, religious coping styles, and mental health symptoms in university students within a single, faith- based institution. Students face a variety of stressors that may be directly, indirectly, or not related to the college experience. If these stressors are left unmanaged, there are multiple implications including reduced retention, declines in academic performance, physical health concerns, and mental health symptoms....
Show moreThis is the first study to investigate the relationship of perceived stress, religious coping styles, and mental health symptoms in university students within a single, faith- based institution. Students face a variety of stressors that may be directly, indirectly, or not related to the college experience. If these stressors are left unmanaged, there are multiple implications including reduced retention, declines in academic performance, physical health concerns, and mental health symptoms. University personnel are reporting increases in the number and severity of mental health symptoms presented by university students. This study investigated whether religious coping strategies provide a mediating effect on the relationship between stress and mental health symptoms. The sample was comprised of 209 undergraduate students, between the ages of 18-32, from a single faith-based university.
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Date Issued: 2015
PURL: http://purl.flvc.org/fau/fd/FA00004356, http://purl.flvc.org/fau/fd/FA00004356
Subject Headings: Adaptation (Psychology), Adjustment (Psychology), College students -- Mental health services, Mental health -- Religious aspects, Stress (Psychology), Stress management, Well being -- Religious aspects
Format: Document (PDF)

Title: The effect of case conceptualization training on counselor competence and the influence of self-efficacy.
Creator: Ladd, Christina, Sperry, Len, Florida Atlantic University, College of Education, Department of Counselor Education
Abstract/Description: This study investigated the extent to which formal training in developing effective case conceptualizations increased counselor competence among participants compared to those who were not exposed to the training. A total of 145 counselor trainees were recruited from three South Florida Universities. Participants in both the treatment group and comparison group received a brief lecture on case conceptualization, while those in the treatment group were trained to develop effective case...
Show moreThis study investigated the extent to which formal training in developing effective case conceptualizations increased counselor competence among participants compared to those who were not exposed to the training. A total of 145 counselor trainees were recruited from three South Florida Universities. Participants in both the treatment group and comparison group received a brief lecture on case conceptualization, while those in the treatment group were trained to develop effective case conceptualizations using an integrative model. The brief lecture effectively reduced myths about case conceptualization for both the treatment and comparison group participants (p < 0.001). Oneway ANOVA results showed the effectiveness of the specific training (p < 0.001). The treatment group had a significantly higher mean score (M = 44.12; SD = 9.84) than the comparison group (M = 24.23; SD = 8.29). There was no significant difference in participants’ CCEF pre-test scores, therefore, they were treated as a non-treatment group and compared to the CCEF post-test scores of the comparison group and treatment group.
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Date Issued: 2015
PURL: http://purl.flvc.org/fau/fd/FA00004450, http://purl.flvc.org/fau/fd/FA00004450
Subject Headings: Counseling -- Evaluation, Counseling -- Practice, Counseling Competencies Scale, Counselor education, Counselor trainees, Rating of, Counselors -- Supervision of
Format: Document (PDF)

Title: The Impact of Social Support and Stigmatization Upon the Wellness of Females Diagnosed with a Substance Use Disorder.
Creator: Canfield, Irene LeBlanc, Gill, Carman S., Florida Atlantic University, College of Education, Department of Counselor Education
Abstract/Description: Females diagnosed with a substance use disorder (SUD) may experience more stigmatization and need more social support than males. Traditional therapeutic services provide interventions and treatment that is uniform for males and females. The available research on female substance users does not address meaningful connections and relationships with others, and its effect on overall wellness. The objective of this study was to address the importance of social support, stigmatization, and...
Show moreFemales diagnosed with a substance use disorder (SUD) may experience more stigmatization and need more social support than males. Traditional therapeutic services provide interventions and treatment that is uniform for males and females. The available research on female substance users does not address meaningful connections and relationships with others, and its effect on overall wellness. The objective of this study was to address the importance of social support, stigmatization, and wellness. A sample of 232 females diagnosed with SUD, at least 18 years of age, responded to three instruments and a demographic form. The results of this study indicate that income and age are predictors of overall wellness and explained 12% of the variance in wellness, when using a multiple regression analysis, (adjusted R^2 = .119, p = .000). Relationship status and relationship length demonstrated significance as predictors of social support, explaining 5.6% of the variance in social support, using a multiple regression analysis, (adjusted R^2 = .056, p = .001). Number of children, age, and relationship length demonstrated significance as predictors of stigmatization, accounting for 9.4% of the variance in stigmatization, (adjusted R^2 = .094, p = .000). Social support accounted for 4.1% of the variance in stigmatization using a multiple regression analysis, (adjusted R^2 = .041, p = .001). Social support explained 39% of the variance in wellness, (adjusted R^2 = .394, p = .000). Using a hierarchical regression analysis to control for stigmatization, social support explained 44% of the variance in wellness, (adjusted R^2 = .438, p = .000). Finally, social support mediates the relationship between stigmatization and wellness, when using path analysis. This study provided support for specific treatment for females in substance abuse treatment; particularly concerning social support, stigmatization, and wellness. These females with SUD reported that social support increased wellness, correlating with decreased stigmatization. Conversely, females who experienced increased stigmatization and decreased social support also experienced decreased wellness. Social support mediated the impact of stigmatization and wellness.
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Date Issued: 2018
PURL: http://purl.flvc.org/fau/fd/FA00013121
Subject Headings: Substance abuse, Female, Stigma (Social psychology), Social Support
Format: Document (PDF)

Title: The Effects of the Ready for Success Classroom Guidance Program on the Social-Emotional Skills and Competence, Reading Proficiency, and Promotion Rate of Third-Grade Students.
Creator: Chanc, Ellen K., Villares, Elizabeth, Florida Atlantic University, College of Education, Department of Counselor Education
Abstract/Description: The purpose of the current outcome study was to determine the effects of the Ready for Success (RFS) classroom guidance program (Brigman & Webb, 2012) on the social-emotional skills and competence, reading proficiency, and promotion between third-grade students who received the RFS intervention (treatment group; n = 104), and third-grade students who did not receive the intervention (comparison group; n=91). Following training in the manualized RFS curriculum, certified school counselors in...
Show moreThe purpose of the current outcome study was to determine the effects of the Ready for Success (RFS) classroom guidance program (Brigman & Webb, 2012) on the social-emotional skills and competence, reading proficiency, and promotion between third-grade students who received the RFS intervention (treatment group; n = 104), and third-grade students who did not receive the intervention (comparison group; n=91). Following training in the manualized RFS curriculum, certified school counselors in the treatment group implemented five, weekly, 30-minute lessons followed by three monthly booster lessons. This study followed a quasi-experimental, non-equivalent group design. The study employed a teacher report measure of social-emotional skills and competence (i.e., Devereux Student Strengths Assessment) and a standardized formative assessment of reading proficiency (i.e., Reading Running Record). Furthermore, retention data was provided by the participating school district’s data source. Statistical significance between the groups was measured by a series of MANCOVA analyses and a Pearson’s chi-square analysis. A partial eta-squared ηp2 effect size was reported for each dependent variable. The data supported the RFS classroom guidance program as an effective Social-Emotional Learning (SEL) intervention for promoting student social-emotional skill development (i.e. selfawareness, self-management, social awareness, relationship skills, and responsible decision making) and overall social-emotional competence (SEC). This study provided support for the use of school counselor-led SEL classroom programs to promote the social-emotional development of students in the school setting. Furthermore, the study further supports the value of school counseling interventions for students in the domain of social-emotional development. Finally, the findings of this study provided empirical support for the RFS classroom guidance program as an effective SEL intervention.
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Date Issued: 2018
PURL: http://purl.flvc.org/fau/fd/FA00005992
Subject Headings: School counseling, Student success programs, Social skills, Third grade (Education)
Format: Document (PDF)

Title: The Influence of Reflective Practice on the Case Conceptualization Competence of Counselor Trainees.
Creator: Binensztok, Vassilia, Sperry, Len T., Florida Atlantic University, College of Education, Department of Counselor Education
Abstract/Description: The purpose of this quasi-experimental, longitudinal study was to measure the effects of reflective practice coaching on 35 participants, as compared to participants who did not receive coaching. Data was collected over a period of eight weeks. A secondary purpose was to examine the effects of a standardized case conceptualization training lecture on 84 participants. A third purpose was to examine the relationships between counselor trainee demographic variables, their attitudes towards...
Show moreThe purpose of this quasi-experimental, longitudinal study was to measure the effects of reflective practice coaching on 35 participants, as compared to participants who did not receive coaching. Data was collected over a period of eight weeks. A secondary purpose was to examine the effects of a standardized case conceptualization training lecture on 84 participants. A third purpose was to examine the relationships between counselor trainee demographic variables, their attitudes towards evidence-based practice, disposition towards reflective reasoning, and competence in writing case conceptualizations. This was the first study to contribute to the reflection in counseling literature. A convenience sample of N = 84 participants participated in two standardized case conceptualization training lectures. An intervention group (N = 35) received an additional three one-on-one reflection coaching sessions. The comparison group (N = 49) received the training lectures and no coaching. Participants from both groups attended two 3-hour training lectures, which taught the integrative case conceptualization model developed by Sperry (2010). Intervention group participants took part in three additional one-on-one reflection coaching sessions. Pre- and post-training lecture case conceptualization skills were assessed using the Case Conceptualization Evaluation Form (CCEF) 2.0. Levels of reflective thinking were measured with pre-, post-, and post-post-administrations of The Reflection in Learning Scale (Sobral, 2005). Variance in case conceptualization competence was analyzed using a MANOVA. Intervention group participants’ mean CCEF 2.0 scores were significantly higher than those of the comparison group (M = 72.64 and M = 46.81, respectively). Reflective thinking was determined not to be a mediating or moderating variable. Mean CCEF 2.0 scores from the first training lecture increased from the pre-test to the post-test (M = 11.20 and M = 24.10, respectively) for all participants. Mean case CCEF 2.0 scores also increased from the pre-test to the post-test in the second training lecture (M = 21.33 and M = 52.29, respectively) for all participants. Additionally, a paired sample t-test showed improvement on the Reflection in Learning Scale (Sobral, 2005) between the post-test and post-post test for the intervention group. Results were significant (|t| = 1.91, df 34, p < .001, one-tailed).
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Date Issued: 2019
PURL: http://purl.flvc.org/fau/fd/FA00013187
Subject Headings: Counselor trainees, Competence, Counselors--Training of, Reflective learning
Format: Document (PDF)

Title: The Effects of Case Conceptualization Training Over Time and Its Relationship to Practitioner Attitudes Towards Evidence-Based Practice.
Creator: Stoupas, George, Sperry, Len, Florida Atlantic University, College of Education, Department of Counselor Education
Abstract/Description: The purpose of this quantitative, quasi-experimental study was to examine the effects of a standardized case conceptualization training workshop on 104 psychotherapy practitioners recruited from the community. A secondary purpose was to examine the relationship between participants’ attitudes about evidence-based practice and the effects of the training. Participants attended two 3-hour training workshops, which taught the integrative case conceptualization model developed by Sperry (2010b)....
Show moreThe purpose of this quantitative, quasi-experimental study was to examine the effects of a standardized case conceptualization training workshop on 104 psychotherapy practitioners recruited from the community. A secondary purpose was to examine the relationship between participants’ attitudes about evidence-based practice and the effects of the training. Participants attended two 3-hour training workshops, which taught the integrative case conceptualization model developed by Sperry (2010b). Pre- and postintervention case conceptualization skills were assessed using the Case Conceptualization Evaluation Form (CCEF) 2.0, an updated version of the instrument used in previous studies. Additionally, participants’ views about case conceptualization were assessed before and after training using the Views about Case Conceptualization (VACC) instrument. Participants’ attitudes about evidence-based practice were also examined as a possible mediating variable between training and effect. These attitudes were assessed using the Evidence-Based Practice Attitudes Scale (EBPAS). Workshops were separated by four weeks in order to assess whether initial training effects persisted over time. Change in case conceptualization skill was analyzed using repeated measures ANOVA. Participants’ mean CCEF 2.0 scores significantly increased (p < .001) from pre-test (M = 11.9; SD = 7.74) to post-test (M = 36.7; SD = 7.80) following the first workshop. The second workshop took place four weeks later with 74 of the original 104 participants. It built on the content of the first workshop and introduced advanced concepts such as client culture, strengths and protective factors, and predictive ability. Participants’ mean CCEF 2.0 scores also significantly increased (p < .001) from pre-test (M = 35.1; SD = 8.11) to post-test (M = 66.3; SD = 10.95) following the second workshop. There was a small but statistically significant (p < .005) decrease of 1.5 points in mean scores from the end of Workshop I to Workshop II, indicating that the effects of the training deteriorate slowly over time. Participants’ attitudes about evidence based practice and some demographic variables were significantly related to training effects. Stepwise hierarchical regression analysis determined that these individual variables account for various portions of the variance in CCEF 2.0 scores. This study’s theoretical, practice, and research implications are discussed in detail.
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Date Issued: 2016
PURL: http://purl.flvc.org/fau/fd/FA00004746, http://purl.flvc.org/fau/fd/FA00004746
Subject Headings: Clinical psychology--Methodology., Client-centered psychotherapy., Psychiatry--Case formulation., Evidence-based medicine., Cognitive therapy., Behavioral assessment., Counseling--Evaluation., Social sciences--Methodology.
Format: Document (PDF)

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