Department of Counselor Education

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 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.

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 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.

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
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.

Alzheimer's disease (AD) is a progressive, degenerative disorder that attacks the
brain's nerve cells, or neurons, resulting in loss of memory, thinking and language skills,
and results in behavioral changes and lack of communication. Family members and
caregivers of persons with Alzheimer’s disease can assume added responsibilities and
stress due to the progressive and degenerative component of this disability and places an added strain on the family system. This study was designed to examine predictors of
quality of life of persons living with AD and to examine caregiver burden and predictors
of quality of life of persons living with AD. This study hopes to empower the caregivers
and test the resiliency model of family stress, sense of coherence and social support while incorporating individual patient and family needs by surveying caregivers involved with working with patients with AD. Specific aims of the study include validating
relationships of the resiliency model while determining the importance of family
resiliency, the sense of coherence, social support and the role of psychosocial
interventions specifically Validation Communication Intervention (VCI), to reduce
caregiver burden and to predict the quality of life in persons with Alzheimer’s disease.

An important area of research is emerging for adults diagnosed with autism
spectrum disorders (ASD) with respect to the challenges they face in their social
relationships. Social relationships include those that are romantic in nature such as dating, cohabitation and marriage. Researchers suggest that engaging in a healthy and happy romantic relationship has many physical and mental health benefits that contribute to improved quality of life. This study used a quasi-experimental group design to explore the effects of psychoeducation for adults with ASD. Study participants were assigned to one of two group conditions. One group received the Relationship Enhancement®(RE) program and the other received RE with supplements targeting specific social skills. Social skills, empathy and social support were measured pre and post intervention for participants both within and between groups. Significant differences were found in the assessment of all participants, in both groups, as measured by t-tests and effect sizes in the variables of social skills (t(37)=- 2.28-2.72, p=.028-.029, η2=.122) and empathy (t(37)=-2.31, p=.027, η2=.123). These differences indicate that all participants, in both groups improved in social skills and empathy from pre to post treatment. No significant differences were found among all group participants for the variable of social support. There were no significant differences between groups for the three variables measured (p>0.05). Overall, these results provide support for the use of RE and the targeted supplements to increase social skills and empathy among adults with ASD who are interested in engaging in romantic relationships.

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 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

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 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.

The focus of this study is on evaluating the impact of a school counselor-led program, Ready for Success (RFS) on the academic achievement of second- and third grade students. The research question investigated in this study was: How do students in grades 2 and 3 who receive the RFS classroom intervention perform on the Scholastic Reading Inventory (SRI) when compared to students in grades 2 and 3 who do not receive the RFS classroom intervention. This study is significant because it addresses the need for more outcome research tying school counselor led interventions to student achievement. Research based interventions for school counselors that improve academic achievement directly address the current focus on student achievement outcomes as well as the need for accountability of school counselors. The sample for this study included 240 participants, 107 in the treatment group and 133 in the comparison group. Students were selected from all second- and third-grade classes at four schools in South Florida. There were 66 participants in the second grade; 37 were male and 29 were female. There were 174 participants in the third grade; 92 were male and 82 were female. Academic achievement was measured using a standardized, objective, state-wide assessment instrument, the Scholastic Reading Inventory (SRI). The analysis used for this study was an analysis of covariance (ANCOVA). Pretest scores on the SRI were used in the study as covariates on the dependent variable to account for group differences at pretest. The statistical analysis shows that there was no significant difference between the comparison and treatment group reading achievement levels on the SRI. Upon further review of the research a significant, confounding variable was discovered. High concentration of non-ESOL students were in the comparison group as compared to the treatment group.

This study investigates affect coding within the therapeutic relationship, by exploring the client's and therapist's perception of the relationship and the facial and vocal affect expressed by both parties. A sample of 14 therapy sessions each having 1800 data points was collected. The Working Alliance Inventory Short Form (WAI-S) and Real Relationship Inventory (RRI) were completed after each recorded session. The participants were therapists and clients at a university counseling center in South Florida. Data were analyzed using one-tailed t tests, descriptive statistics, scores from RRI and the WAI-S and percentages of negative, neutral and positive affect. Statistically significant relationships were found between seconds of therapist negative affect (t(13)= -2.065, p. <.05) and seconds of therapist neutral affect (t(13)= -1.959, p. <.05) for clients who dropped out of therapy. The seconds of negative affect coded for clients (t(13) = -1.396, p. >.05) was approaching statistical significance for clients who drop out of therapy. This study provides theoretical and empirical support for linking the presence of facial affect in the first session and its effects on the therapeutic relationship and thus client retention or drop out. The clinical implications of these findings are also discussed.

Personal wellness and burnout have been common themes in research studies regarding professional satisfaction and career success. Personality characteristics in relation to job and career success among professionals have also been included in countless studies. However, Bateman and Crant (1993) defined and began research on the specific construct of the proactive personality and how it related to personal achievement, satisfaction, and success among executives. This dissertation study is an extension of their research in that the relationship between proactive personality, job satisfaction and levels of burnout among Licensed Mental Health Counselors in Florida specifically, is being examined. While proactive personality positively and significantly related to job satisfaction and satisfaction with being a counselor among the participants in this study, it did not significantly relate to feelings of emotional exhaustion or feelings of depersonalization toward clients. When age, salary, years licensed, and proactive personality in relation to job satisfaction and levels of burnout were included in the statistical analysis, proactive personality and salary positively related to job satisfaction, personal accomplishment, and satisfaction with being a counselor, but the relationships were not significant. Hence, the results of this study provides useful information regarding proactive personality and how it relates to the overall job satisfaction, levels of burnout among clinicians, and to assist in the development of wellness programs, burnout prevention, and in the empowerment of mental health professionals in this demanding field.