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Title: The Effects of Case Conceptualization Training and Deliberate Practice Coaching on Counselor Competence.
Creator: Lipp, Scott L., Sperry, Len T., Florida Atlantic University, College of Education, Department of Counselor Education
Abstract/Description: The primary purpose of this longitudinal, quasi-experimental study was to investigate the effects of a bipartite, standardized case conceptualization training among participants in comparison to those who were exposed to both the training and deliberate practice coaching. The secondary purpose of this study was to examine the relationship of the training and aspects of deliberate practice, along with participants’ attitudes toward evidence-based practice (EBP). A total of 84 counselor...
Show moreThe primary purpose of this longitudinal, quasi-experimental study was to investigate the effects of a bipartite, standardized case conceptualization training among participants in comparison to those who were exposed to both the training and deliberate practice coaching. The secondary purpose of this study was to examine the relationship of the training and aspects of deliberate practice, along with participants’ attitudes toward evidence-based practice (EBP). A total of 84 counselor trainees were recruited from two South Florida universities. Participants in both the experimental group (n = 35) and comparison group (n = 49) received two, three-hour training lectures, which explained the integrative case conceptualization model developed by Dr. Len Sperry in 1989. Over a period of eight weeks, the lectures were separated by approximately four weeks in order to assess whether the training effects persist over time. As measured by the Views About Case Conceptualization (VACC) instrument, the first training lecture effectively reduced case conceptualization myths for both groups by approximately 4 points (out of 25), t (83) = -8.53, p < .001. Repeated measures MANOVA showed that the training had a significant impact on the entire sample. As measured by the Case Conceptualization Evaluation Form (CCEF) 2.0, the comparison group’s overall mean score improvement was approximately 40 points (out of 100) and the experimental group’s overall mean score improvement was approximately 63 points (out of 100), F (4.256, 348.974) = 32.102, p < .001. The results reveal that the training and coaching had a significant effect on counselor trainees’ ability to write effective case conceptualizations with a partial eta-squared effect size of .281. Using both the Evidence-Based Practice Attitude Scale (EBPAS) and Moulaert Questionnaire, this study also examined the influence of attitudes toward EBP and aspects of deliberate practice on trainees' case conceptualization competence. Paired samples t-tests and correlation analysis revealed that participants became more “open” to EBP, t (83) = -5.280, p < .001. However, it was determined that coaching did not act as a mediating or moderating variable. Overall, the findings support that case conceptualization training and deliberate practice coaching increase counselor competence, and that the effects persist over time.
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Date Issued: 2019
PURL: http://purl.flvc.org/fau/fd/FA00013231
Subject Headings: Counselors--Training of, Evidence-Based Practice, Counselor trainees, Competence
Format: Document (PDF)

Title: The Impact of a School Counselor Led Intervention on Grade 5African American Student Self-Regulation, Test Anxiety andSchool Attendance.
Creator: Mack, Clifford Henry Jr., Brigman, Greg, Florida Atlantic University, College of Education, Department of Counselor Education
Abstract/Description: The purpose of this study is to evaluate the impact of the Student Success Skills (SSS) classroom intervention on grade 5 African American students’ self-regulation, test anxiety and school attendance. This study analyzed pre-existing, non-identifiable student data collected by school counselors at 30 elementary schools in South Florida. A multivariate analysis of covariance (MANCOVA) was used to determine differences in self-regulation, test anxiety, and school attendance between the...
Show moreThe purpose of this study is to evaluate the impact of the Student Success Skills (SSS) classroom intervention on grade 5 African American students’ self-regulation, test anxiety and school attendance. This study analyzed pre-existing, non-identifiable student data collected by school counselors at 30 elementary schools in South Florida. A multivariate analysis of covariance (MANCOVA) was used to determine differences in self-regulation, test anxiety, and school attendance between the students who participated in the SSS classroom intervention compared to those students who did not participate. Statistically significant differences were found between groups in all three factors and support the use of SSS classroom school counseling intervention with grade 5 African American students. Effect size estimates were reported for each of the measures.
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Date Issued: 2016
PURL: http://purl.flvc.org/fau/fd/FA00004644, http://purl.flvc.org/fau/fd/FA00004644
Subject Headings: African American students -- Education, Educational counseling, Motivation in education, Personality assessment of children, School improvement programs, Self control
Format: Document (PDF)

Title: The Impact of Motivational Interviewing Training on Rehabilitation Counselors: Assessing Working Alliance and Client Engagement. A Randomized Controlled Trial.
Creator: Torres, Ayse, Frain, Michael, Florida Atlantic University, College of Education, Department of Counselor Education
Abstract/Description: The purpose of this study was to assess the impact of motivational interviewing (MI) counselor training in a public vocational rehabilitation (VR) setting. Data were collected from a total of 347 participants (67 counselors and 280 clients) in the experimental and comparison groups, during the pre-and-posttests. The counselors in the experimental group received a 4-hour standardized MI training and a 4-week follow up coaching sessions. Results of this study indicated that counselors in the...
Show moreThe purpose of this study was to assess the impact of motivational interviewing (MI) counselor training in a public vocational rehabilitation (VR) setting. Data were collected from a total of 347 participants (67 counselors and 280 clients) in the experimental and comparison groups, during the pre-and-posttests. The counselors in the experimental group received a 4-hour standardized MI training and a 4-week follow up coaching sessions. Results of this study indicated that counselors in the experimental group demonstrated significant gains in their MI competence scores compared to the comparison group. The clients of the experimental group’s counselors significantly improved their engagement in VR services and working alliance with their counselors. Also, counselors’ education level and CRC status showed strong correlation with the posttest MI competence total scores. Finally, working alliance was found to be a significant predictor of client engagement. This study established the preparatory knowledge for the relationship between MI counselor training, client engagement, and counselor-client working alliance in a public rehabilitation setting. The results of this study contribute to the rehabilitation literature by providing evidence-based knowledge and tools designed to improve the quality of VR service outcomes, such as employment, for people with disabilities. With the findings of this research, there is evidence available to provide rehabilitation administrators to justify investing time and other resources into training rehabilitation counselors on the use of MI intervention.
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Date Issued: 2017
PURL: http://purl.flvc.org/fau/fd/FA00004950
Subject Headings: Dissertations, Academic -- Florida Atlantic University, Rehabilitation counselors--Training of, Motivational interviewing., Vocational rehabilitation., Therapeutic alliance.
Format: Document (PDF)

Title: The Impact of Ready to Learn, A School Counselor-Led Intervention on Pro-Social Skills and Reading Skills of First Grade Students.
Creator: Cohen, Laura J, Brigman, Greg, Florida Atlantic University, College of Education, Department of Counselor Education
Abstract/Description: The purpose of this study was to examine differences in pro-social behaviors and reading skills between a treatment group of first grade students who received the Ready to Learn (Brigman, Lane, & Lane, 2008) intervention, delivered by a certified professional school counselor, and a comparison group of first grade students who did not receive this intervention. Counselors in the treatment group were trained in the proper implementation of the manualized Ready to Learn program during a...
Show moreThe purpose of this study was to examine differences in pro-social behaviors and reading skills between a treatment group of first grade students who received the Ready to Learn (Brigman, Lane, & Lane, 2008) intervention, delivered by a certified professional school counselor, and a comparison group of first grade students who did not receive this intervention. Counselors in the treatment group were trained in the proper implementation of the manualized Ready to Learn program during a professional development session. They were also trained in other study-related procedures, such as the online check-in tool and the regular site visits by the researcher. The study followed a quasi-experimental design. The Child Behavior Scale (CBS; Ladd, Herald-Brown & Andrews, 2009) was used to measure pro-social behaviors, and Rigby Running Records (Rigby, 2010) was used to assess reading skills. A series of analyses of variance (ANOVAs) were performed to deter mine whether or not there were statistically significant differences between the treatment and comparison group. An analysis of covariance (ANCOVA) using a pretest score as the covariate was performed to test significance in the difference of reading scores. Results indicate a statistically significant increase in pro-social with peers behaviors, as well as statistically significant decreases in hyperactive and distractible behaviors as well as excluded by peers indicators for the treatment group.
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Date Issued: 2016
PURL: http://purl.flvc.org/fau/fd/FA00004579, http://purl.flvc.org/fau/fd/FA00004579
Subject Headings: United States.--No Child Left Behind Act of 2001., Personality assessment of children., Readiness for school., Educational counseling., Achievement in education., Education, Primary., School improvement programs.
Format: Document (PDF)

Title: The Effects of the Student Success Skills Classroom Program on Self-Regulation, School Attendance, and Test Anxiety on Hispanic Fifth-Grade Students.
Creator: Bottini, Cheryl L., Brigman, Greg, Florida Atlantic University, College of Education, Department of Counselor Education
Abstract/Description: The purpose of this study was to evaluate the effect of a school counselor led classroom intervention, Student Success Skills (SSS) program (Brigman & Webb, 2010), on Grade 5 Hispanic student’s self-regulation, school attendance, and test anxiety. The study used non identifying archival data from a random controlled trial (RCT) collected at 30 elementary schools in one school district during the school year 2012-2013. Attendance was collected at the end of the school year when students...
Show moreThe purpose of this study was to evaluate the effect of a school counselor led classroom intervention, Student Success Skills (SSS) program (Brigman & Webb, 2010), on Grade 5 Hispanic student’s self-regulation, school attendance, and test anxiety. The study used non identifying archival data from a random controlled trial (RCT) collected at 30 elementary schools in one school district during the school year 2012-2013. Attendance was collected at the end of the school year when students completed Grades 4, 5, and 6. Data were collected at three points: pretest, posttest1, and posttest 2. A series of multivariate analysis of covariance (MANCOVA) tests and univariate analyses were conducted to determine statistical significance between the treatment group and comparison group in self- regulation, school attendance, and test anxiety. Effect sizes using a partial eta square were calculated for each dependent variable. The results support the Student Success Skills (SSS) classroom program (Brigman & Webb, 2010) implemented by certified school counselors was documented.
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Date Issued: 2017
PURL: http://purl.flvc.org/fau/fd/FA00004897, http://purl.flvc.org/fau/fd/FA00004897
Subject Headings: Motivation in education., Hispanic Americans--Education., Minority students--Social conditions., Minorities--Education--United States., Educational counseling., Academic achievement., Educational equalization., School improvement programs.
Format: Document (PDF)

Title: The Effects of the Student Success Skills Program on the Behavioral and Cognitive Engagement of Grade 5 Exceptional Education Students.
Creator: Fairclough, Sheresa L. T., Villares, Elizabeth, Florida Atlantic University, College of Education, Department of Counselor Education
Abstract/Description: The purpose of this study was to examine non-identifying archival data from the 2012-2013 school year to assess the effect participation in the Student Success Skills (SSS) school counselor-led classroom guidance program (Brigman & Webb, 2010) had on the behavioral and cognitive engagement of grade 5 Exceptional Student Education (ESE) students serviced within the general education classroom setting. Data for this study was collected at three different intervals. School attendance data was...
Show moreThe purpose of this study was to examine non-identifying archival data from the 2012-2013 school year to assess the effect participation in the Student Success Skills (SSS) school counselor-led classroom guidance program (Brigman & Webb, 2010) had on the behavioral and cognitive engagement of grade 5 Exceptional Student Education (ESE) students serviced within the general education classroom setting. Data for this study was collected at three different intervals. School attendance data was collected on students during the 2012, 2013, and 2014 school years when students were enrolled in grades 4, 5, and 6 respectively. Pre-test selfreport data was collected within two weeks prior to implementation of the SSS program. Posttest self-report data was collected within two weeks immediately following completion of the intervention and post-posttest self-report data was collected 30 weeks post-intervention. School counselors and classroom teachers were trained in the SSS program. Students received five 45 minute classroom lessons delivered one week apart followed by three booster sessions delivered one month apart. Lessons were designed to teach cognitive, social, self-management, and test-taking skills. This study followed a randomized controlled trial (RCT) design. For the purposes of this study behavioral engagement was measured by school attendance data. Cognitive engagement was measured by the Test Anxiety and Metacognitive Activity scales of the Motivated Strategies for Learning Questionnaire (MSLQ) (Pintrich & DeGroot, 1990) and the Self-Regulation of Arousal scale of the Student Engagement in School Success Skills (SESSS) survey (Carey, Webb, Brigman, & Harrington, 2010). A series of multivariate analysis of covariance (MANCOVA) tests were conducted to determine whether or not there were statistically significant differences between the treatment and control groups. While no statistically significant differences were evident on the Metacognitive Activity scale, results indicated a statistically significant decrease in absences and test anxiety for students in the treatment group. Additionally, a statistically significant increase was evident on the Self-Regulation of Arousal scale for students in the treatment group. This study suggests that research-based school counseling programs delivered in small or large groups using inclusionary practices may be beneficial in supporting the academic achievement and social-emotional adjustment of ESE students.
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Date Issued: 2016
PURL: http://purl.flvc.org/fau/fd/FA00004659, http://purl.flvc.org/fau/fd/FA00004659
Subject Headings: Academic achievement, Affective education, Engagement (Philosophy), Learning strategies, Motivation in education, School improvement programs
Format: Document (PDF)

Title: Using the symbolic expression of sand tray to kinesthetically connect to the inner cognitions of individuals diagnosed with a neurocognitive disorder.
Creator: Parsons, Mindy A., Peluso, Paul R., College of Education, Department of Counselor Education
Abstract/Description: This qualitative case study investigated the impact of sand tray on individuals diagnosed with Alzheimer’s and other forms of dementia. Four participants successfully completed the creation of sand trays while the researcher observed, interviewed, and documented the individual sand trays. The intervention established that sand tray allows the dementia patient to kinesthetically connect to their inner cognitions through the intentional symbolic expression offered by this unique therapeutic...
Show moreThis qualitative case study investigated the impact of sand tray on individuals diagnosed with Alzheimer’s and other forms of dementia. Four participants successfully completed the creation of sand trays while the researcher observed, interviewed, and documented the individual sand trays. The intervention established that sand tray allows the dementia patient to kinesthetically connect to their inner cognitions through the intentional symbolic expression offered by this unique therapeutic medium. Using a series of eight sand trays of varying thematic concepts, the participants were offered a modality to facilitate a synthesization of their continued individuation, presenting a possible neural pathway to connect and express thoughts, feelings, emotions, concerns, challenges, and fears. The findings of this study include the fact that all trays were classified as “empty” and that the majority of the participants placed objects almost exclusively on the right side of the tray, which is commonly associated with the concreteor conscious side. The use of sand tray allowed each individual the opportunity to create autobiographies in the sand and literally navigate through time – past, present, and future, confronting fears, expressing hope and possibilities. The results of the research study offer insight into the psychotherapeutic effects of using sand tray with dementia patients, as well as a better understanding of the cognitive and expressive abilities and limitations of an individual with impaired memory. The results also offer insight into the difficulties with short-term memory in this population and possibly indicate a potential means for monitoring cognitive decline. Keywords: Neurocognitive disorder, Alzheimer’s, dementia, sand tray, play therapy
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Date Issued: 2013
PURL: http://purl.flvc.org/fau/fd/FA0004043
Subject Headings: Alzheimer's disease -- Treatment, Cognition disorders -- Treatment, Cognitive psychology, Play therapy, Psychodiagnostics, Sandplay -- Therapeutic use
Format: Document (PDF)

Title: The effect of case conceptualization training on competence and its relationship to cognitive complexity.
Creator: Kelsey, Elizabeth Smith, Sperry, Len, Florida Atlantic University, College of Education, Department of Counselor Education
Abstract/Description: In order to prepare counselor-trainees to practice competently and maximize client outcomes, counselor-trainees must develop a broader understanding and explanation, called a case conceptualization, of their clients presenting problems, personality, and systemic dynamics. There is a limited body of research that examines the effects of training on the ability for counselors to develop an effective case conceptualization. This is the first study to train counselors to develop competence in...
Show moreIn order to prepare counselor-trainees to practice competently and maximize client outcomes, counselor-trainees must develop a broader understanding and explanation, called a case conceptualization, of their clients presenting problems, personality, and systemic dynamics. There is a limited body of research that examines the effects of training on the ability for counselors to develop an effective case conceptualization. This is the first study to train counselors to develop competence in formulating an integrative case conceptualization. This quasi-experimental study aimed to determine whether an intervention had an effect on the 85 counselors in training that participated in a 2-hour training. Data was analyzed using paired sample t-tests, an independent t-test and correlation methods. Participants’ CCEF scores significantly improved from the training (t = -25.970, df = 84, ES = 3.67, p < 0.001). Participants’ CFCCM scores significantly improved as well (t = -21.693, df = 84, ES = 2.78, p < 0.001). Participants’ scores also significantly improved with their perceptions about case conceptualization (t = -30.828, df =84, ES = 5.47 p < 0.001), for items 1-5. Item 6 resulted in values of (t = -13.295, df = 84, ES = 2.14, p < 0.001). The level of cognitive complexity as measured by the CCQ did not have a significant effect on the quality of the counselors in training case conceptualizations. Compared to the CFCCM, the CCEF is a much shorter and easier instrument for evaluating a case conceptualization. Overall, results of this study provide support that counselors in training can improve their quality of case conceptualization skills in as little as 2 hours. This can aid in understanding and explaining their client’s situation better, which may significantly improve the treatment process and client.
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Date Issued: 2014
PURL: http://purl.flvc.org/fau/fd/FA00004205, http://purl.flvc.org/fau/fd/FA00004205
Subject Headings: Clinical competence, Psychiatry -- Differential therapeutics, Psychotherapists -- Training of, Psychotherapy -- Methodology, Psychotherapy -- Practice
Format: Document (PDF)

Title: The effect of student participation in student success skills on the academic behaviors and key learning skills and techniques associated with college-career readiness.
Creator: Kane, Michael C., Brigman, Greg, Florida Atlantic University, College of Education, Department of Counselor Education
Abstract/Description: The purpose of the current outcome study was to determine the impact of Student Success Skills (SSS) classroom guidance lessons on the Academic Behaviors (motivation, social engagement, self-regulation) and Key Learning Skills and Techniques associated with college-career readiness (CCR) indicators for Grade 5 students (ACT, 2008a; Brigman & Webb, 2012; Conley, 2010; Robbins, Allen, Casillas, Peterson, & Le, 2006). School counselors in the treatment schools were trained in the implementation...
Show moreThe purpose of the current outcome study was to determine the impact of Student Success Skills (SSS) classroom guidance lessons on the Academic Behaviors (motivation, social engagement, self-regulation) and Key Learning Skills and Techniques associated with college-career readiness (CCR) indicators for Grade 5 students (ACT, 2008a; Brigman & Webb, 2012; Conley, 2010; Robbins, Allen, Casillas, Peterson, & Le, 2006). School counselors in the treatment schools were trained in the implementation of the SSS classroom program and subsequently taught the material to Grade 5 students. Comparison school counselors conducted business as usual. The study applied a quasi-experimental pre/post1/post2 design utilizing student self-report instruments (Student Engagement in School Success Skills Survey [SESSS], Motivated Strategies for Learning Questionnaire [MSLQ]), and a teacher survey instrument (Student Participation Questionnaire [SPQ]).
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Date Issued: 2015
PURL: http://purl.flvc.org/fau/fd/FA00004448, http://purl.flvc.org/fau/fd/FA00004448
Subject Headings: Achievement in education, College school cooperation, College student development programs, School improvement programs, School to work transition, Student centered learning
Format: Document (PDF)

Title: The effect of participation in the “girl talk” program on easing the transition to middle school.
Creator: Schietz, Randi J, Villares, Elizabeth, Florida Atlantic University, College of Education, Department of Counselor Education
Abstract/Description: This study measured the impact of a gender-specific school counseling curriculum, “Girl Talk” on: relational aggressive behaviors, pro-social behaviors, student connectedness, cohesiveness, and social self-efficacy. The “Girl Talk” program consists of five sessions and was delivered as part of a comprehensive school counseling program. Fifth grade girls in four elementary schools (N=151) from one large, Southeastern school district participated in the study. Girls at two elementary schools...
Show moreThis study measured the impact of a gender-specific school counseling curriculum, “Girl Talk” on: relational aggressive behaviors, pro-social behaviors, student connectedness, cohesiveness, and social self-efficacy. The “Girl Talk” program consists of five sessions and was delivered as part of a comprehensive school counseling program. Fifth grade girls in four elementary schools (N=151) from one large, Southeastern school district participated in the study. Girls at two elementary schools received the “Girl Talk” program (treatment group; n=85) and their peer counterparts (comparison group; n=66) at the two remaining schools received their regular school counseling program. A series analysis of variance and an analysis of covariance test, using an alpha level of .05, was conducted to determine if statistically significant differences existed between participants' posttest scores by group condition on the Peer Relations Questionnaire (Rigby & Slee, 1993b), My Class Inventory–Short Form Revised (Sink & Spencer, 2005), the Peers and Friends subscales of the Hemingway Measure of Pre-Adolescent Connectedness (Karcher, 2005), and the Social self-efficacy subscale of the Self-Efficacy Questionnaire for Children (Muris, 2001). Statistically significant differences were found in the areas of relational aggressive behaviors, pro-social behaviors, student connectedness, cohesiveness, and social self-efficacy. Partial eta square effect sizes were reported for each measure. The results support the positive impact that school counselors can have when using a systemic, gender-specific classroom guidance curriculum for reducing relational aggression among pre-adolescent girls.
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Date Issued: 2014
PURL: http://purl.flvc.org/fau/fd/FA00004328, http://purl.flvc.org/fau/fd/FA00004328
Subject Headings: Adolescent psychology, Counseling in elementary education, Educational counseling, Educational sociology, Sex differences (Psychology), Social psychology -- Methodology, Student adjustment
Format: Document (PDF)

Title: The effect of ready for success, a counselor-led intervention program, on reading scores of Hispanic and African American 3rd grade students in title one elementary schools.
Creator: Brown, Sherron N., Brigman, Greg, Florida Atlantic University, College of Education, Department of Counselor Education
Abstract/Description: This study focused on evaluating the impact of a school counselor-led program, Ready for Success (RFS), on the academic achievement of third grade students. The research questions that were investigated in the study were: (a) Does participation in the Ready for Success Program, a counselor-led classroom intervention, increase reading scores among 3rd grade African American, Hispanic, and White students as measured by the FCAT third grade reading test? and (b) Does participation in the Ready...
Show moreThis study focused on evaluating the impact of a school counselor-led program, Ready for Success (RFS), on the academic achievement of third grade students. The research questions that were investigated in the study were: (a) Does participation in the Ready for Success Program, a counselor-led classroom intervention, increase reading scores among 3rd grade African American, Hispanic, and White students as measured by the FCAT third grade reading test? and (b) Does participation in the Ready for Success Program, a counselor-led classroom intervention, increase reading scores among third grade African American, Hispanic, and White students as measured by the SSSDT reading test? The significance of the study lies in its focus on the need for more outcome research linking school counselor-led interventions to student achievement. The importance of counselor-led research based interventions in positively affecting student achievement addresses a national mandate delineated by the No Child Left Behind Act of 2001, which calls for evidence-based interventions in education. The population for this study included male and female, third grade, general education students from diverse backgrounds, from one large school district located in south Florida, herein referred to as Pineapple State School District. A standardized objective statewide assessment instrument, the Florida Comprehensive Assessment Test (FCAT) and the school district generated standardized test, Sunshine State Standards Diagnostics Test (SSSDT), were used to measure academic achievement. Analysis of the results in this study was done using an analysis of covariance (ANCOVA) with Pretest scores on the SSSDT 3rd grade reading (2010-2011) as covariates on the dependent variables to account for differences at pretest.
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Date Issued: 2014
PURL: http://purl.flvc.org/fau/fd/FA00004181, http://purl.flvc.org/fau/fd/FA00004181
Subject Headings: Academic achievement, Achievement in education, Affective education, Counseling in elementary education, Educational counseling, Educational tests and measurements, Minority students, Counseling of United States -- No Child Left Behind Act of 2001
Format: Document (PDF)

Title: QUANTITATIVE ANALYSIS OF ADULT SOCIAL GROUP PARTICIPATION ON AUTISM SYMPTOMOLOGY, SOCIAL SKILLS, AND LONELINESS.
Creator: Bourdeau, Alison B., Villares, Elizabeth, Florida Atlantic University, Department of Counselor Education, College of Education
Abstract/Description: The purpose of this quasi-experimental study was to measure the impacts of attendance in a three-month series of social groups on the self-perceptions of autism spectrum disorder (ASD) symptomology, social skills, and loneliness for adults with ASD. The study also measured the impacts of attendance in a three-month series of social groups on perceptions of ASD symptomology and social skills for the caregivers of adults with ASD. This study utilized a convenience sample of adults that were...
Show moreThe purpose of this quasi-experimental study was to measure the impacts of attendance in a three-month series of social groups on the self-perceptions of autism spectrum disorder (ASD) symptomology, social skills, and loneliness for adults with ASD. The study also measured the impacts of attendance in a three-month series of social groups on perceptions of ASD symptomology and social skills for the caregivers of adults with ASD. This study utilized a convenience sample of adults that were existing members of Florida Atlantic University’s Center for Autism and Related Disabilities (FAU CARD) Adult Social Group and an identified caregiver. Data was collected over a period of four months. This was the first study to examine the impacts of participation in a semi-structured social group on perceptions of ASD symptomology, social skills, and loneliness for adults with ASD, as prior studies had focused on more structured, clinical interventions. Variance in perceptions over the three-month series was analyzed using a repeated measures MANOVA. Significant differences were reported over the three month period on both adult self-perception and caregiver perception for ASD symptomology, social skills, and loneliness (N=76).
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Date Issued: 2019
PURL: http://purl.flvc.org/fau/fd/FA00013357
Subject Headings: Autism Spectrum Disorder, Adults, Loneliness, Social skills, Social groups
Format: Document (PDF)

Title: Mastery in the Therapeutic Relationship: Comparing the Emotional Behavior of a Master Therapist with Professional Therapists and Its Impact on Their Clients.
Creator: Diaz, Patricia M., Peluso, Paul R., Florida Atlantic University, College of Education, Department of Counselor Education
Abstract/Description: A quasi-experimental, between groups design was used to evaluate differences in emotional behavior, as measured by the Specific Affect Coding System (SPAFF), between professional therapists and their clients and a master therapist and his client. This coding system also was used to determine how emotional behavior shown by a master therapist changes over the course of six psychotherapy sessions. The research team recorded counseling sessions at a university counseling center in the...
Show moreA quasi-experimental, between groups design was used to evaluate differences in emotional behavior, as measured by the Specific Affect Coding System (SPAFF), between professional therapists and their clients and a master therapist and his client. This coding system also was used to determine how emotional behavior shown by a master therapist changes over the course of six psychotherapy sessions. The research team recorded counseling sessions at a university counseling center in the southeastern United States and coded this video data using SPAFF in real time. Data were analyzed quantitatively to determine whether significant differences in SPAFF codes exist between the master therapist, professional therapists at the university counseling center, and their respective clients. Results indicated that the master therapist showed significantly more neutral and less negative affect than his counterparts at the university in both sessions one and four. The master therapist’s client showed significantly more neutral affect and less negative in session one and significantly more positive affect and less negative affect in session four.
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Date Issued: 2017
PURL: http://purl.flvc.org/fau/fd/FA00004964, http://purl.flvc.org/fau/fd/FA00004954
Subject Headings: Dissertations, Academic -- Florida Atlantic University, Behavior., Psychotherapists., Therapist and patient., Psychotherapy--Practice., Affect (Psychology).
Format: Document (PDF)

Title: THE EFFECTS OF MINDFULNESS TRAINING ON BDNF LEVELS, DEPRESSION, ANXIETY, AND STRESS LEVELS OF COLLEGE STUDENTS.
Creator: Bosso, Kathryn B., Brigman, Greg, Florida Atlantic University, Department of Counselor Education, College of Education
Abstract/Description: The purpose of this randomized control study was to examine the effects of the use of a mindfulness smartphone app on student self-reported levels of depression, anxiety, and stress, and serum levels of brain-derived neurotrophic factor (BDNF). The sample included college students enrolled in courses at a university in South Florida. Forty-four students were randomly allocated to either the mindfulness app group (n = 22) or the control group (n = 22). Participants in the mindfulness app group...
Show moreThe purpose of this randomized control study was to examine the effects of the use of a mindfulness smartphone app on student self-reported levels of depression, anxiety, and stress, and serum levels of brain-derived neurotrophic factor (BDNF). The sample included college students enrolled in courses at a university in South Florida. Forty-four students were randomly allocated to either the mindfulness app group (n = 22) or the control group (n = 22). Participants in the mindfulness app group were instructed to complete a guided meditation on the app for 10 minutes per day for 5 weeks. Participants in the control group were offered the intervention after the 5-week protocol ended. A pretest-posttest design was used to investigate the effects of the mindfulness app intervention on self-reported levels of depression, anxiety, and stress, in addition to serum level BDNF.
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Date Issued: 2020
PURL: http://purl.flvc.org/fau/fd/FA00013452
Subject Headings: College students, Mindfulness (Psychology), Brain-Derived Neurotrophic Factor, Depression, Anxiety, Stress
Format: Document (PDF)

Title: THE EFFECTS OF MOTIVATIONAL INTERVIEWING ON MINORITY CLIENTS IN VOCATIONAL REHABILITATION.
Creator: Khan-Jordan, Cindy, Frain, Michael, Florida Atlantic University, College of Education, Department of Counselor Education
Abstract/Description: Motivation can foster engagement in the Vocational Rehabilitation (VR) program leading to benefits that can potentially result in sustainable employment. The purpose of this study was to examine the impact of Motivational Interviewing using the Motivation Curriculum for Vocation Rehabilitation Consumers (MCRC) on stages of change, self-determination, functional disability limitations awareness and life satisfaction on minority and non-minority VR clients with disabilities that had open cases...
Show moreMotivation can foster engagement in the Vocational Rehabilitation (VR) program leading to benefits that can potentially result in sustainable employment. The purpose of this study was to examine the impact of Motivational Interviewing using the Motivation Curriculum for Vocation Rehabilitation Consumers (MCRC) on stages of change, self-determination, functional disability limitations awareness and life satisfaction on minority and non-minority VR clients with disabilities that had open cases with The Florida Division of Vocational Rehabilitation.
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Date Issued: 2019
PURL: http://purl.flvc.org/fau/fd/FA00013324
Subject Headings: Vocational rehabilitation, Motivational interviewing, Minorities, Personal Autonomy
Format: Document (PDF)

Title: The Effects of Mindfulness Training on Student Counselors’ Case Conceptualization.
Creator: Casteleiro, Gerardo A., Sperry, Len, Florida Atlantic University, Department of Counselor Education, College of Education
Abstract/Description: The purpose of this longitudinal, quantitative, quasi-experimental study was to explore the effects of a standardized bipartite workshop on counselor trainees’ case conceptualization competency. A secondary purpose was to examine the relationship andeffects of mindfulness, anxiety, personality, and the benefits of the training. Master’s level counselor trainees (N = 121) participated in a two-part workshop (3 hours in length per workshop) designed to teach the integrative case...
Show moreThe purpose of this longitudinal, quantitative, quasi-experimental study was to explore the effects of a standardized bipartite workshop on counselor trainees’ case conceptualization competency. A secondary purpose was to examine the relationship andeffects of mindfulness, anxiety, personality, and the benefits of the training. Master’s level counselor trainees (N = 121) participated in a two-part workshop (3 hours in length per workshop) designed to teach the integrative case conceptualization model (Sperry, 1989). For each workshop, pre- and post-intervention case conceptualizations were rated by at least two independent raters using the Case Conceptualization Evaluation Form 2.0 (CCEF 2.0). Mindfulness was measured by the Five Facet Mindfulness Questionnaire - Short Form (FFMQ-SF), whereas the State Trait Anxiety Inventory (STAI) and Big Five Inventory (BFI) were utilized to measure anxiety and personality, respectively. The differences between the experimental and comparison group’s case conceptualization scores were tested using Welch’s Two Sample t-tests. A significant difference was found between the first workshop’s gain scores of the experimental group (M = 28.32, SD = 10.71) and the comparison group (M = 17.88, SD = 10.54), t(66.31) = 4.17, p < 0.001, CI.95 [5.45, 17.88]; d = 0.98. A similar result was found for the second workshop, there was a significant difference between the experimental group (M = 14.07, SD = 14.29) and the comparison group (M = 6.57, SD = 13.01), t(98.39) = 2.78, p = 0.006, CI.95 [2.15, 12.86]; d = 0.55. A combined anxiety and mindfulness multiple regression provided evidence to support substantial links between anxiety, mindfulness, and case conceptualization F(8, 88) = 8.64, p < 0.001, R2 = 0.44, CI.95[.23, .52]. This model accounted for approximately 44% of the variance of the first (pre-test) case conceptualization scores. Additionally, a moderation effect was detected for anxiety and case conceptualization. There was evidence to suggest that the extraversion personality factor moderates the effect of anxiety on case conceptualization. Post-hoc analyses conducted (cluster analysis) found two significant and unique personality clusters in the data, which were consequently confirmed by discriminant analysis, achieving 90% classification accuracy.
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Date Issued: 2021
PURL: http://purl.flvc.org/fau/fd/FA00013673
Subject Headings: Counselor trainees, Mindfulness (Psychology)
Format: Document (PDF)

Title: BICULTURALISM, FAMILISM, AND PARENTING STYLES OF HAITIAN PARENTS WITH JUVENILE YOUTH: IMPACT OF A FAMILY-BASED INTERVENTION.
Creator: Demezier, Danna, Gill, Carman S., Florida Atlantic University, Department of Counselor Education, College of Education
Abstract/Description: The purpose of this randomized experimental design was to determine the impact of a culturally adapted family-based intervention program on parenting styles. A secondary purpose was to determine the impact of cultural factors, biculturalism and familism, on the parenting styles of parents who participated in the family intervention, as compared to those who did not participate in the intervention. The sample consisted mostly of Haitian parents whose youth, ages 13-17, were involved in the...
Show moreThe purpose of this randomized experimental design was to determine the impact of a culturally adapted family-based intervention program on parenting styles. A secondary purpose was to determine the impact of cultural factors, biculturalism and familism, on the parenting styles of parents who participated in the family intervention, as compared to those who did not participate in the intervention. The sample consisted mostly of Haitian parents whose youth, ages 13-17, were involved in the juvenile justice system in South Florida. Twenty-one parents were randomly assigned to the intervention group (n = 15) and comparison group, or standard of care (n = 6). This study was a substudy of a larger scale study that was conducted at a major university in South Florida. Participants in the family-based intervention group received an evidence-based intervention that was adapted to their cultural needs and language preferences. The intervention lasted between 3-4 months. Participants in the comparison group were those in the standard of care, or treatment as usual group, who were referred to community-based organizations for counseling services. A pretest-posttest design was used to examine the effects of the culturally adapted intervention on parenting styles and familism. Parenting styles were measured using the Parenting Styles and Dimensions Questionnaire (PSDQ, Robinson et al., 1995) and familism was measured using the Attitudinal Familism Scale (Lugo Steidel & Contreras, 2003). T-test analyses were used to determine statistical significance of the variables and gain scores were calculated for the intervention group and comparison group. Pearson’s r correlation coefficient was also used to explore any significant relationships between the dependent variables, parenting styles and familism, and parenting styles and biculturalism. Biculturalism was measured using the Bicultural Involvement Questionnaire (Szapocznik et al., 1980).
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Date Issued: 2021
PURL: http://purl.flvc.org/fau/fd/FA00013675
Subject Headings: Parenting, Parenting--Cross-cultural studies, Haitian Americans, Juvenile delinquency, Family counseling
Format: Document (PDF)

Title: VALIDATING THE EFFECTIVENESS OF A GOTTMAN METHOD COUPLES THERAPY INTERVENTION, THE TRUST REVIVAL METHOD, FOR AFFAIR RECOVERY: A RANDOMIZED CONTROL TRIAL.
Creator: Irvine, Taylor J., Peluso, Paul, Florida Atlantic University, Department of Counselor Education, College of Education
Abstract/Description: The present study applies a Gottman Method Couples Therapy (GMCT) intervention, the Trust Revival Method (TRM), to couples' relationships following an affair, using a randomized control waitlist design. Couples (n= 84) were recruited nationally and internationally and subsequently randomized to either an immediate treatment group or a 3-week waitlist group. A 6-month post-trial follow-up was conducted for couples that completed treatment. The revised Specific Affect Coding System (Coan &...
Show moreThe present study applies a Gottman Method Couples Therapy (GMCT) intervention, the Trust Revival Method (TRM), to couples' relationships following an affair, using a randomized control waitlist design. Couples (n= 84) were recruited nationally and internationally and subsequently randomized to either an immediate treatment group or a 3-week waitlist group. A 6-month post-trial follow-up was conducted for couples that completed treatment. The revised Specific Affect Coding System (Coan & Gottman, 2007) was used to code couples' interactions during a 10–15-minute conflict discussion. Significant effects were found when comparing couples' codes against treatment retention and later relationship functioning. Couples also completed various assessments three times during the study, including the 480-question Gottman Connect (GC) assessment tool. Couples on the 3-week waitlist completed one additional pre-treatment assessment before their 3-week wait commenced. Multivariate statistics with appropriate univariate follow-up procedures were employed to determine group differences between the control and experimental groups. Follow-up procedures were also conducted to investigate any differential rates of symptom reduction or treatment success. The researcher used path analysis procedures following Actor Partner Interdependence Model (APIM- Kenny et al., 2020) assumptions to examine the effects of the intervention on overall relationship satisfaction and subsequent affair recovery, revealing significant effects between assessment scores and coded behaviors. Clinical significance testing also showed significant effects in specific relationship domains. The results add to the current research literature, validating GMCT as an effective broad-based couple therapy approach to repair relationships following infidelity. Implications for clinical practice, graduate training, and research are discussed.
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Date Issued: 2022
PURL: http://purl.flvc.org/fau/fd/FA00013994
Subject Headings: Couples therapy, Extramarital Relations, Adultery, Couples Therapy--methods
Format: Document (PDF)

Title: THE EFFECTS OF CBT ON PERFECTIONISM, HELP-SEEKING, NEGATIVE AFFECTIVITY, AND SOCIAL-EMOTIONAL WELL-BEING ON EARLY COLLEGE HIGH SCHOOL STUDENTS.
Creator: Bendit, Arielle L., Mariani, Melissa, Florida Atlantic University, Department of Counselor Education, College of Education
Abstract/Description: The purpose of the current study was to examine differences in multidimensional perfectionism, help-seeking, negative affectivity, and social-emotional well-being between grade 9 to 12 early college high school students who received the modified version of Cognitive Behavioral Therapy for Perfectionism (CBT-P) small group counseling intervention (Egan et al., 2014a) and grade 9 to 12 early college high school students in the comparison group who did not receive the intervention. Masters-level...
Show moreThe purpose of the current study was to examine differences in multidimensional perfectionism, help-seeking, negative affectivity, and social-emotional well-being between grade 9 to 12 early college high school students who received the modified version of Cognitive Behavioral Therapy for Perfectionism (CBT-P) small group counseling intervention (Egan et al., 2014a) and grade 9 to 12 early college high school students in the comparison group who did not receive the intervention. Masters-level counselors in training (CIT) implemented CBT-P with early college high school students after being trained in the use of the program and other study-related procedures. The study followed a quasi-experimental, non-equivalent pre-post design and employed various self-report measures (DASS-21, SEHS-S, CAPS, and GHSQ). A series of ANCOVA analyses were conducted to determine statistically significant differences between the treatment and comparison groups. The researcher reported partial eta squared ŋp2 effect size for each independent variable. Results of the study revealed a statistically significant difference in negative affectivity and self-oriented perfectionism between the treatment and the comparison group. However, no statistically significant difference, by treatment condition, was found regarding participants’ socially prescribed perfectionism, help-seeking intentions, or social-emotional well-being. The modified CBT-P treatment has found large effects (ŋp2 = .219) in reducing negative affectivity as measured by the DASS-21 and medium to large effects (ŋp2 = .115) in reducing self-oriented perfectionism. This study provided clinical support for using the modified CBT-P small group intervention (Shafran et al., 2002) in early college high schools to decrease negative affectivity and perfectionism in students. Furthermore, the study further supports the importance of building social-emotional wellness to improve students’ mental health. Finally, it highlights the need for future research to determine the impact of perfectionism and small group interventions on early college high school students’ mental health, wellbeing, and help-seeking behaviors.
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Date Issued: 2022
PURL: http://purl.flvc.org/fau/fd/FA00013980
Subject Headings: Cognitive Behavioral Therapy, High school students, Perfectionism, Educational counseling
Format: Document (PDF)

Title: DEVELOPMENT OF THE STUDENT ENGAGEMENT IN SOCIAL–EMOTIONAL LEARNING SKILLS (SE-SELS) SURVEY: AN ASSESSMENT TOOL TO MEASURE STUDENTS’ USE OF SEL SKILLS.
Creator: Farmanara-Kneidel, Lilia, Mariani, Melissa A., 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 the Student Engagement in Social–Emotional Learning Skills (SE-SELS) survey, a newly designed assessment that assesses students’ knowledge and use of five social–emotional learning skills (self-awareness, self-management, social awareness, relationship skills and responsible decision making) aligned with the framework of the Collaborative for Academic, Social, and Emotional Learning. The SE-SELS survey includes 20...
Show moreThe purpose of this study was to develop and explore the factor structure of the Student Engagement in Social–Emotional Learning Skills (SE-SELS) survey, a newly designed assessment that assesses students’ knowledge and use of five social–emotional learning skills (self-awareness, self-management, social awareness, relationship skills and responsible decision making) aligned with the framework of the Collaborative for Academic, Social, and Emotional Learning. The SE-SELS survey includes 20 items and takes approximately 5 min to complete. Participants were 359 students in Grades 6–8 at one university-affiliated laboratory school serving students in kindergarten through eighth grade. The instrument was explored through exploratory factor analysis, which determined that the strengths of relationships among variables was satisfactory and that the model overall had strong internal reliability (α = .90). All items were retained for the final SE-SELS survey (.41 ≤ α ≤ .75). Items linked to the relationship skills component and the self-management component were merged to create a four-factor model, which ABSTRACT was a better fit for the data overall and retained all five components addressed by the SESELS survey. There is at present a lack of reliable and valid instruments that measure the effectiveness of interventions and student outcomes related to social–emotional learning. The SE-SELS survey can thus help school counselors and other educators to determine the impact of social–emotional learning interventions and provide baseline and growth data for students. Follow-up studies are needed to support the reliability and validity of the SE-SELS survey.
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Date Issued: 2022
PURL: http://purl.flvc.org/fau/fd/FA00013997
Subject Headings: Educational counseling, Exploratory factor analysis
Format: Document (PDF)

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