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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: ADVOCATING STUDENT WITHIN ENVIRONMENT IN APPLICATION: THE LIVED EXPERIENCE OF SIXTH GRADE STUDENTS’ PARTICIPATION IN A SMALL GROUP INTERVENTION.
Creator: Campbell, Kadeem, Bowers, Hannah, Florida Atlantic University, Department of Counselor Education, College of Education
Abstract/Description: A sense of belonging is instrumental to an individual’s mental health. The American School Counselor Association outlined that school counselors are responsible for helping students manage emotions and apply interpersonal skills. The school setting plays an integral part in the development of student’s social and emotional competencies. Approaches to school counseling, such as Advocating Student-within-Environment (ASE), are pivotal in efforts to help students expand their social/emotional...
Show moreA sense of belonging is instrumental to an individual’s mental health. The American School Counselor Association outlined that school counselors are responsible for helping students manage emotions and apply interpersonal skills. The school setting plays an integral part in the development of student’s social and emotional competencies. Approaches to school counseling, such as Advocating Student-within-Environment (ASE), are pivotal in efforts to help students expand their social/emotional skills. This study examined the phenomenological experience of sixth grade students who participated in an ASE-influenced counseling program. One objective for this study was to advance the current literature regarding school counseling’s efficacy in promoting greater connectedness among students and their school environment. The study was conducted using the Student Success Skills (SSS) small group intervention, led by a school counselor already trained in the program. The research questions under investigation were: What is the phenomenological experience of middle school students’ participation in an ASE-aligned evidence-based guidance curriculum? Does the phenomenological experience of middle school students’ participation in an ASE-aligned evidence-based guidance curriculum translate to connectedness among the students in the intervention? Does the phenomenological experience of middle school students’ participation in an ASE-aligned evidence-based guidance curriculum lead to coregulatory relationships among students and school faculty?
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Date Issued: 2023
PURL: http://purl.flvc.org/fau/fd/FA00014301
Subject Headings: Educational counseling, Belonging (Social psychology), Middle school students
Format: Document (PDF)

Title: An examination of relationships between mindfulness, personality, anxiety, and depression in Americans and Japanese college students.
Creator: Stiksma, Melissa, Sherman, Ryne A., Florida Atlantic University, Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: Mindfulness – nonjudgmental awareness of the present moment - has recently garnered significant attention in psychological literature for decreasing clinical symptoms. Certain personality traits such as emotionality, however, can predict higher levels of anxiety and depression. The present study examines whether mindfulness mediates the relationship between personality traits and perceived stress and depression in nonclinical populations. A total of 321 participants from two samples—American...
Show moreMindfulness – nonjudgmental awareness of the present moment - has recently garnered significant attention in psychological literature for decreasing clinical symptoms. Certain personality traits such as emotionality, however, can predict higher levels of anxiety and depression. The present study examines whether mindfulness mediates the relationship between personality traits and perceived stress and depression in nonclinical populations. A total of 321 participants from two samples—American and Japanese undergraduates —self-reported scores on measures of mindfulness, personality, perceived stress and depression. Cross-cultural comparisons following measurement invariance tests also allow for insight into the definition of mindfulness, especially given the Eastern religion origin of mindfulness. Results demonstrate that mindfulness partially mediates the relationships between personality clinical symptoms, particularly for extraversion and conscientiousness. These results can play an important role for developing mindfulness-based treatment and prevention programs and bridge an important gap between Western conceived and Eastern religion mindfulness.
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Date Issued: 2015
PURL: http://purl.flvc.org/fau/fd/FA00004413, http://purl.flvc.org/fau/fd/FA00004413
Subject Headings: Adjustment (Psychology), College students -- Mental health services, Consciousness, Counseling psychology, Counseling psychology Mind and body, Mindfulness -- Religious aspects, Mindfulness based cognitive therapy, Quality of life, Stress (Psychology)
Format: Document (PDF)

Title: An exploration of the effectiveness of a phase approach to nutrition counseling using the transtheoretical and brief intervention models.
Creator: Grant, Kaye-Ann., Florida Atlantic University, Maslin-Ostrowski, Patricia
Abstract/Description: Registered dietitians, while knowledgeable in food and nutrition, are also intrinsically educators, a role that is now receiving in-depth exploration. As nutrition educators or counselors, dietitians have been stereotyped as food cops (Licavoli, 1995, p. 751); that is, individuals who provide the dos and don'ts list. Research in the area of nutrition education may foster movement away from this stereotype. The purpose of this study was to compare the effectiveness of traditional nutrition...
Show moreRegistered dietitians, while knowledgeable in food and nutrition, are also intrinsically educators, a role that is now receiving in-depth exploration. As nutrition educators or counselors, dietitians have been stereotyped as food cops (Licavoli, 1995, p. 751); that is, individuals who provide the dos and don'ts list. Research in the area of nutrition education may foster movement away from this stereotype. The purpose of this study was to compare the effectiveness of traditional nutrition counseling with stage-matched nutrition counseling by registered dietitians using clients in acute care settings while measuring behavioral and cognitive change outcomes. An experimental design using randomly assigned subjects to a control and two experimental groups was utilized. A pretest-posttest design was employed with a 3 month interval between the pretest and posttest. The treatment variables consisted of stage-matched intervention with feedback and stage-matched intervention without feedback. Subjects were recruited from the patient population of dietitians employed in the fourth largest public health care system in the United States based in Broward County, Florida. Two training sessions lasting 2 hours each focused on stage-matched intervention, and the research protocol was provided to prepare dietitians to work with the experimental groups. The small sample size limited the ability to generalize the findings, and interpretation of the study results was done within the context of this limitation. This study indicated the following trends: (a) subjects exposed to the NRCQ and the FRAMES model of intervention improved significantly from preintervention to postintervention compared with subjects not exposed; (b) prior to intervention, the majority of subjects were classified in Preaction Stages and postintervention classified in the Action Stage; (c) stage-matched changes were correlated with body mass index; and (d) there was no difference indicated in nutrient intake between subjects in the control and the experimental groups. Findings at this level were encouraging and consistent with the concepts of the transtheoretical model of change (TTM) and the FRAMES model. The TTM continues to be a growing area in the field of nutrition, and dietitians should receive early educational exposure so that it becomes an accepted part of the practice domain.
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Date Issued: 2004
PURL: http://purl.flvc.org/fau/fd/FADT12117
Subject Headings: Nutrition counseling, Food habits, Nutrition disorders, Clinical health psychology, Health--Psychological aspects
Format: Document (PDF)

Title: EXAMINING RELATIONSHIPS BETWEEN RAPE MYTH ACCEPTANCE, SEXUAL EXPERIENCES AND VICTIMIZATION AND RECOVERY-EFFICACY AMONG MINORITY WOMEN ON COLLEGE CAMPUSES.
Creator: Cooper, Ashley Leonhart, Emelianchik-Key, Kelly, Florida Atlantic University, Department of Counselor Education, College of Education
Abstract/Description: Sexual violence (SV) is a significant problem that impacts women on college campuses at an alarming rate (Fischer et al., 2018). The body of research published regarding women’s experiences with SV on college campuses disproportionately focuses on Caucasian women (Oney, 2018). Few studies address the specific concerns of minority women and their experiences with SV and even fewer studies serve to identify contributing factors to their recovery. In addition to the prevalence of SV on college...
Show moreSexual violence (SV) is a significant problem that impacts women on college campuses at an alarming rate (Fischer et al., 2018). The body of research published regarding women’s experiences with SV on college campuses disproportionately focuses on Caucasian women (Oney, 2018). Few studies address the specific concerns of minority women and their experiences with SV and even fewer studies serve to identify contributing factors to their recovery. In addition to the prevalence of SV on college campuses, the rates of rape myth acceptance (RMA) that have been studied among this age group focus primarily on White cisgender men and women, and again, are understudied in women who identify as racial/ethnic minorities (Oney, 2018). Research correlates high levels of RMA with a decreased willingness to accept recovery-promoting assistance post-SV, which reduces a survivor’s willingness to access to services such as counseling (Oney, 2018). The objective of this study was to determine if rape myth acceptance predicts recovery self-efficacy and if experiences of SV serve as a mediating variable between recovery-self efficacy and RMA in ethnic and racial minority college-age women. The results of this study indicate that RMA does not predict or mediate the variables of recovery self-efficacy and SV. A linear regression analysis was used to establish if RMA predicts recovery self-efficacy, the factors within the scales were not correlated and additional tests yielded non-statistically significant results; (b = -0.02, t = -0.29, p = .77). The study also was unable to provide evidence of experiences of SV being a mediating variable between RMA and recovery self-efficacy through a mediation analysis (b =.00, SE = .002, 95% CI = [-.004, .004], p =.89).
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Date Issued: 2023
PURL: http://purl.flvc.org/fau/fd/FA00014130
Subject Headings: Rape in universities and colleges, Sex crimes, Minority women, Counseling psychology
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: The effect of student participation in student success skills on pro-social and bullying behavior.
Creator: Mariani, Melissa A., College of Education, Department of Counselor Education
Abstract/Description: The purpose of the current study was to examine differences in pro-social behaviors, bullying behaviors, engagement in school success skills, and perceptions of classroom climate between grade 5 students in the treatment group who received the Student Success Skills (SSS) classroom guidance program (Brigman & Webb, 2010) and grade 5 students in the comparison group who did not receive the intervention. School counselors in the treatment schools implemented SSS with students in grade 5 after...
Show moreThe purpose of the current study was to examine differences in pro-social behaviors, bullying behaviors, engagement in school success skills, and perceptions of classroom climate between grade 5 students in the treatment group who received the Student Success Skills (SSS) classroom guidance program (Brigman & Webb, 2010) and grade 5 students in the comparison group who did not receive the intervention. School counselors in the treatment schools implemented SSS with students in grade 5 after being trained in the manualized use of the program and other study-related procedures. The study followed a pre-post quasi-experimental design employing various self-report measures of behavior (PRQ, SE-SSS, MCI-SFR, and TMCI-SF). A series of ANOVA and ANCOVA analyses were then conducted to determine if there were statistically significant differences between the groups. Effect size estimates were also calculated for each measure. The data supported the SSS classroom guidance program as a viable intervention for positively affecting student behavior. Significant differences were noted between the treatment and comparison schools in the following areas: (a) increased pro-social behaviors, (b) decreased bullying behaviors, (c) increased engagement in school success skills, and (d) student perceptions of improved classroom climate. This study provides empirical support showing that students who are taught skills in key areas evidence benefits across several outcomes. The study also indicates that aggressive behaviors, like bullying, can be influenced by programs that do not specifically target those behaviors. Furthermore, it supports the positive impact school counselors can have on student success by implementing an evidence-based program.
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Date Issued: 2011
PURL: http://purl.flvc.org/FAU/3318678
Subject Headings: Academic achievement, Bullying in schools, Psychological aspects, Educational counseling, Social skills in children, Self-management (Psychology) for children
Format: Document (PDF)

Title: The 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 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)

Educational counseling (4)	+ -
Counseling psychology (2)	+ -
Psychological aspects (2)	+ -
Stress (Psychology) (2)	+ -
Academic achievement (1)	+ -

Achievement in education (1)	+ -
Adjustment (Psychology) (1)	+ -
Adjustment (Psychology) in adolescence (1)	+ -
Adolescent psychology (1)	+ -
Behavior modification (1)	+ -
Behavioral assessment. (1)	+ -
Belonging (Social psychology) (1)	+ -
Bullying in schools (1)	+ -
Burn out (Psychology) (1)	+ -
Clergy (1)	+ -
Client-centered psychotherapy. (1)	+ -
Clinical health psychology (1)	+ -
Clinical psychology--Methodology. (1)	+ -
Cognitive therapy. (1)	+ -
College students -- Mental health services (1)	+ -
Consciousness (1)	+ -
Counseling in elementary education (1)	+ -
Counseling psychology Mind and body (1)	+ -
Counseling--Evaluation. (1)	+ -
Educational sociology (1)	+ -
Evidence-based medicine. (1)	+ -
Food habits (1)	+ -
Health--Psychological aspects (1)	+ -
Job stress (1)	+ -
Methodology (1)	+ -

College of Education (7)	+ -
Department of Counselor Education (7)	+ -
Florida Atlantic University (6)	+ -
Bowers, Hannah (1)	+ -
Campbell, Kadeem (1)	+ -

Charles E. Schmidt College of Science (1)	+ -
Cooper, Ashley Leonhart (1)	+ -
Department of Psychology (1)	+ -
Emelianchik-Key, Kelly (1)	+ -
Grant, Kaye-Ann. (1)	+ -
Mariani, Melissa A. (1)	+ -
Maslin-Ostrowski, Patricia (1)	+ -
Schietz, Randi J (1)	+ -
Sherman, Ryne A. (1)	+ -
Sperry, Len (1)	+ -
Stiksma, Melissa (1)	+ -
Stoupas, George (1)	+ -
Vensel, Steven R. (1)	+ -
Villares, Elizabeth (1)	+ -
Wirth, Jacqueline Lee-Russell. (1)	+ -

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