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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: 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 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: 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: 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: The relationship between conflict resolution/peer mediation and school climate as evidenced by selected critical incidents.
Creator: Davenport, Kathleen Ann., Florida Atlantic University, Jurenas, Albert C.
Abstract/Description: This research study investigated the relationship between a conflict resolution/peer mediation program and school climate as evidenced by selected critical disciplinary incidents and climate surveys. Variables investigated were survey participants' status: faculty or student. The subjects of this study were 225 students and 129 faculty members of Port St. Lucie High School in St. Lucie County, Florida. The critical incidents were compared between Port St. Lucie High School which implemented...
Show moreThis research study investigated the relationship between a conflict resolution/peer mediation program and school climate as evidenced by selected critical disciplinary incidents and climate surveys. Variables investigated were survey participants' status: faculty or student. The subjects of this study were 225 students and 129 faculty members of Port St. Lucie High School in St. Lucie County, Florida. The critical incidents were compared between Port St. Lucie High School which implemented the program and another comprehensive high school in St. Lucie County. The findings showed two major results: (a) although there was some increase in positive perception about school climate after the implementation of the conflict resolution/peer mediation program, it was not significant and (b) there was a decline in the rate of three of the disciplinary incidents measured, attempting to fight, fighting and striking another student were less than expected. Disrespect for others, however, was not decreased.
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Date Issued: 1997
PURL: http://purl.flvc.org/fcla/dt/12501
Subject Headings: Conflict management, Mediation, Peer counseling of students, Classroom environment, School management and organization
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 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 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 effect of student participation in student success skills on pro-social and bullying behavior.
Creator: Mariani, Melissa A., College of Education, Department of Counselor Education
Abstract/Description: The purpose of the current study was to examine differences in pro-social behaviors, bullying behaviors, engagement in school success skills, and perceptions of classroom climate between grade 5 students in the treatment group who received the Student Success Skills (SSS) classroom guidance program (Brigman & Webb, 2010) and grade 5 students in the comparison group who did not receive the intervention. School counselors in the treatment schools implemented SSS with students in grade 5 after...
Show moreThe purpose of the current study was to examine differences in pro-social behaviors, bullying behaviors, engagement in school success skills, and perceptions of classroom climate between grade 5 students in the treatment group who received the Student Success Skills (SSS) classroom guidance program (Brigman & Webb, 2010) and grade 5 students in the comparison group who did not receive the intervention. School counselors in the treatment schools implemented SSS with students in grade 5 after being trained in the manualized use of the program and other study-related procedures. The study followed a pre-post quasi-experimental design employing various self-report measures of behavior (PRQ, SE-SSS, MCI-SFR, and TMCI-SF). A series of ANOVA and ANCOVA analyses were then conducted to determine if there were statistically significant differences between the groups. Effect size estimates were also calculated for each measure. The data supported the SSS classroom guidance program as a viable intervention for positively affecting student behavior. Significant differences were noted between the treatment and comparison schools in the following areas: (a) increased pro-social behaviors, (b) decreased bullying behaviors, (c) increased engagement in school success skills, and (d) student perceptions of improved classroom climate. This study provides empirical support showing that students who are taught skills in key areas evidence benefits across several outcomes. The study also indicates that aggressive behaviors, like bullying, can be influenced by programs that do not specifically target those behaviors. Furthermore, it supports the positive impact school counselors can have on student success by implementing an evidence-based program.
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Date Issued: 2011
PURL: http://purl.flvc.org/FAU/3318678
Subject Headings: Academic achievement, Bullying in schools, Psychological aspects, Educational counseling, Social skills in children, Self-management (Psychology) for children
Format: Document (PDF)

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

Educational counseling (6)	+ -
Achievement in education (3)	+ -
Motivation in education (3)	+ -
Counseling in middle school education (2)	+ -
Educational counseling. (2)	+ -

School improvement programs (2)	+ -
School improvement programs. (2)	+ -
Academic achievement (1)	+ -
Academic achievement. (1)	+ -
Achievement in education. (1)	+ -
Adolescent psychopathology (1)	+ -
African American students -- Education (1)	+ -
Belonging (Social psychology) (1)	+ -
Bullying in schools (1)	+ -
Children of immigrants (1)	+ -
Classroom environment (1)	+ -
Cognitive Behavioral Therapy (1)	+ -
Conflict management (1)	+ -
Counseling in secondary education (1)	+ -
Curriculum planning (1)	+ -
Dropout behavior, Prediction of (1)	+ -
Education (1)	+ -
Education -- Aims and objectives (1)	+ -
Education, Primary. (1)	+ -
Educational counseling -- Psycological aspects (1)	+ -
Educational counseling--Research (1)	+ -
Educational equalization. (1)	+ -
Educational evaluation (1)	+ -
Florida Comprehensive Assessment Test (1)	+ -
Group counseling (1)	+ -

United States (2)	+ -
Florida (1)	+ -
States (1)	+ -

College of Education (11)	+ -
Department of Counselor Education (11)	+ -
Florida Atlantic University (9)	+ -
Brigman, Greg (4)	+ -
Villares, Elizabeth (3)	+ -

Bendit, Arielle L. (1)	+ -
Bottini, Cheryl L. (1)	+ -
Bowers, Hannah (1)	+ -
Campbell, Kadeem (1)	+ -
Chanc, Ellen K. (1)	+ -
Cohen, Laura J (1)	+ -
Davenport, Kathleen Ann. (1)	+ -
Jean-Jacques, Velouse Jean-Pierre. (1)	+ -
Jurenas, Albert C. (1)	+ -
Mack, Clifford Henry Jr. (1)	+ -
Mariani, Melissa (1)	+ -
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Renda, Melissa Rose (1)	+ -
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