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(1 - 9 of 9)
- Title
- The Source and Impact of Student Engagement for Black Students in an Urban High School.
- Creator
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Sims, Deshawn, Hopp, Carolyn, Butler, S. Kent, Puig, Enrique, Butler, Malcolm, Waddell, Jennifer, University of Central Florida
- Abstract / Description
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The achievement of Black students has repeatedly met only the lowest standards of performance on standardized assessments, which begs the question; do American schools have the capacity to educate Black children? The purpose of this action research manuscript dissertation was to explore the teacher behaviors and instructional strategies that developed a culture of high achievement among Black students as measured by student engagement and discourse, immediately before and after desegregation,...
Show moreThe achievement of Black students has repeatedly met only the lowest standards of performance on standardized assessments, which begs the question; do American schools have the capacity to educate Black children? The purpose of this action research manuscript dissertation was to explore the teacher behaviors and instructional strategies that developed a culture of high achievement among Black students as measured by student engagement and discourse, immediately before and after desegregation, and in classrooms today. The examination of popular theories concerning the education of Black people in the early 1900's and narratives of individuals who attended segregated schools, provided a historical description of the state of Black education. In addition, the connection between student engagement and teacher dispositions was recognized. A review of relevant literature informed this study by providing a conceptual understanding and operational definition of student engagement, teacher dispositions, and discourse. Last, a case study was conducted to bring a local, practical focus to the research. The purpose of this case study was to examine the impact of student engagement on student learning in an urban school with a majority Black student population, as evidenced by student actions and discourse. Data were collected through meetings and classroom observations using the Student Action Coding Sheet. This research found student engagement to be highest in classrooms that balanced certain teacher dispositions and discourse.
Show less - Date Issued
- 2016
- Identifier
- CFE0006396, ucf:51518
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006396
- Title
- An Ethnographic Study of the Culture of Twelfth Grade Upward Bound Students in the Midwest.
- Creator
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Dambo, Neffisatu, Butler, S. Kent, Boote, David, Hagedorn, W. Bryce, Butler, Malcolm, University of Central Florida
- Abstract / Description
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The purpose of this study was to better understand the culture of an Upward Bound College Preparatory Program in the Midwest and how it interacted with the culture of 12th-grade UB participants. In particular, the study examined how UB and the cultures that 12th graders belonged influenced students' decisions, progression, and adult transitions. UB serves at-promise high school students who are highly susceptible to academic, career, financial, and psychological challenges during their 12th...
Show moreThe purpose of this study was to better understand the culture of an Upward Bound College Preparatory Program in the Midwest and how it interacted with the culture of 12th-grade UB participants. In particular, the study examined how UB and the cultures that 12th graders belonged influenced students' decisions, progression, and adult transitions. UB serves at-promise high school students who are highly susceptible to academic, career, financial, and psychological challenges during their 12th-grade progression and transition. Therefore, the researcher conducted an ethnographic study that included observations, documents, semi-structured interviews, and focus groups with (N = 70) participants in the Midwest. Participants included (n = 14) active 12th-grade UB primary participants, (n = 7) non-active 12th grade UB secondary participants, and (n = 49) adult tertiary participants. During this juncture in their lives, 12th-grade UB participants typically have fewer supports, while facing challenges and social stratification associated with their cultural and demographic statuses. Findings illustrated that UB's 12th-grade culture disregarded developmentally appropriate curriculum, mentor support, and a balanced level of structured guidance. In turn, these cultural interactions also influenced 12th-grade UB participants' decisions to engage in school activities, participate in UB program activities, engage in college going behaviors, and choose a particular college. Gaining a better understanding of the 12th-grade culture in this UB program provides several insights on how to improve the program's services. Recommendations include more culturally relevant interventions, comprehensive school counseling programs, and the development of 12th-grade UB curriculums that address the holistic (i.e., academic, personal, socioemotional) needs of 12th-grade UB students.
Show less - Date Issued
- 2016
- Identifier
- CFE0006289, ucf:51580
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006289
- Title
- Student Conduct Administrators' Perceptions of Effective Sanctions That Reduce Recidivism of Alcohol Violations Among College Students.
- Creator
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Fils-Aime, Andel, Cintron Delgado, Rosa, Owens, J. Thomas, Butler, S. Kent, Malaret, Stacey, University of Central Florida
- Abstract / Description
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Recent researchers have found that when alcohol use and/or abuse is a factor in an undergraduate students' college experience, there is a substantial increase in dependence, decreased academic productivity, an increase in safety and security issues, an increase in suicide ideation and attempts, unprotected sexual encounters, and physical assaults that result in injuries (Amaro et al., 2010). One of the most effective ways that institutions in higher education can combat alcohol-related issues...
Show moreRecent researchers have found that when alcohol use and/or abuse is a factor in an undergraduate students' college experience, there is a substantial increase in dependence, decreased academic productivity, an increase in safety and security issues, an increase in suicide ideation and attempts, unprotected sexual encounters, and physical assaults that result in injuries (Amaro et al., 2010). One of the most effective ways that institutions in higher education can combat alcohol-related issues on their campuses is for the institutional leaders to play a role in addressing this issue (Busteed, 2008). In many institutions of higher education, student conduct administrators have been designated as those institutional leaders with the responsibility of addressing alcohol policy violations and establishing a reasonable balance between disciplinary and educational sanctions issued to students (Waryold (&) Lancaster, 2013). The primary purpose of this research study was to evaluate student conduct administrators' perceptions of the relationship between recidivism and sanctions for alcohol violations at their colleges and universities. More specifically, this study explored the relationship of sanctions that students must complete after having been found responsible for violating the university's alcohol policy.
Show less - Date Issued
- 2017
- Identifier
- CFE0007282, ucf:52170
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007282
- Title
- Defining Effective Teacher Practices among Students with Emotional Behavioral Disabilities.
- Creator
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Mayes, Zerek, Martin, Suzanne, Boote, David, Butler, S. Kent, Berrio, Gabriel, University of Central Florida
- Abstract / Description
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This phenomenological study examined the lived experiences of special education teachers who worked with students with emotional behavioral disabilities (EBD) across various urban settings and educative environments. Given that the overall percentage of students receiving special education services has increased, the overall percentage of students with EBD served among all school-aged children and youth has remained below 1% (U.S. Department of Education, National Center for Education...
Show moreThis phenomenological study examined the lived experiences of special education teachers who worked with students with emotional behavioral disabilities (EBD) across various urban settings and educative environments. Given that the overall percentage of students receiving special education services has increased, the overall percentage of students with EBD served among all school-aged children and youth has remained below 1% (U.S. Department of Education, National Center for Education Statistics, 2018). The current failings of reform efforts to improve the academic achievement of students with EBD brings the roles, responsibilities and practices of teachers and their preparation into view. This study examined the impact of culture on the attitudes, beliefs, and practices of special education teachers. Semi-structured interviews were conducted with eight participants (N = 8). A thematic analysis resulted in three overarching themes. The three themes included: (a) the essentials: keys to student engagement, (b) the frustrations regarding effective program implementation, and (c) elements of an effective program. This study exposed multiple factors affecting the effectiveness of special educators' practices as well as offered recommendations for teachers, schools, districts, policies, and future research.
Show less - Date Issued
- 2019
- Identifier
- CFE0007682, ucf:52510
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007682
- Title
- An investigation of the influence of cyber-sexual assault on the experience of emotional dysregulation, depression, post traumatic stress disorder, and trauma guilt.
- Creator
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Holladay, Kelley, Hagedorn, W. Bryce, Butler, S. Kent, Barden, Sejal, Boote, David, University of Central Florida
- Abstract / Description
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Over the past decade, cyber-sexual assault (also known as (")nonconsensual pornography(") or (")revenge porn(")) has gained the attention of legal experts, the media, and most recently, the counseling profession. Whereas this nonconsensual sharing of sexually explicit images online, through social medial, or other forms of technology has been demonstrated to have significant impacts on victims, researchers have focused heavily upon the legality of these actions (i.e. should there be...
Show moreOver the past decade, cyber-sexual assault (also known as (")nonconsensual pornography(") or (")revenge porn(")) has gained the attention of legal experts, the media, and most recently, the counseling profession. Whereas this nonconsensual sharing of sexually explicit images online, through social medial, or other forms of technology has been demonstrated to have significant impacts on victims, researchers have focused heavily upon the legality of these actions (i.e. should there be consequences for posting nude/semi-nude photos of non-consenting adults to the internet), but there has been a lack of attention to the mental health consequences of cyber-sexual assault on victims. The purpose of this study was to provide empirical support to how the psychological aftermath of cyber-sexual assault mirrors that of sexual assault and thus should be taken as seriously as sexual assault (clinically and legally).This study was conducted to investigate the direction and strength of relationships among latent variables associated with trauma symptomology (i.e., emotional dysregulation, trauma guilt, post-traumatic stress disorder, and depression) in a sample of survivors of cyber-sexual assault. This investigation specifically tested whether modeling latent variables emotional dysregulation as measured by the Brief Version of the Difficulties in Emotion Regulation Scale [DERS-16] (Bjureberg et al., 2015) or trauma guilt as measured by the Trauma-Related Guilt Inventory [TRGI] (Kubany et al., 1996) as the independent variable, where the remaining latent variables of post-traumatic stress disorder as measured by the Impact of Events Scale Revised [IES-R] (Weiss (&) Marmar, 1996) and depression as measured by the Center for Epidemiologic Studies Depression Scale Revised [CESD-R] (Eaton et al., 2004) were modeled as dependent variables, was a good fit for data collected from cyber-sexual assault survivors. Furthermore, the secondary analysis investigated whether modeling the latent variables of emotional dysregulation and trauma guilt as mediating variables on the direction and strength of relationship on the dependent variables of post-traumatic stress disorder and depression was a good fit for data collected from cyber-sexual assault survivors.To test the hypotheses that cyber-sexual assault survivors would show increased trauma symptomology similar to physical sexual assault survivors a structural equation model was developed. The results of the structural equation model (SEM) analyses identified trauma guilt contributed to 14% of the variance of emotional dysregulation; which then served to mediate the outcome variables most significantly. In fact, Emotional Dysregulation contributed to 67% of the variance in the levels of PTSD symptomology, and 44% of the variance in the levels of Depression.
Show less - Date Issued
- 2016
- Identifier
- CFE0006462, ucf:51417
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006462
- Title
- An Exploratory Mixed Methods Study of Student Awareness in Expressing Emotions and Identifying the Emotions of Others: Through the Mirror Looking Glass.
- Creator
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Duff, Christine, Hines, Rebecca, Dieker, Lisa, Reyes, Maria, Butler, S. Kent, University of Central Florida
- Abstract / Description
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The goal of this research was to determine how the self-awareness process of expressing emotions and identifying emotions of others was impacted during a mirror-based intervention for first grade students from inclusive classrooms. The study investigated the extent that a two-way mirror display helped eight students increase their level of awareness when expressing emotions and identifying the emotions of others. Traditional assessment measures for assessing empathy and accuracy in perception...
Show moreThe goal of this research was to determine how the self-awareness process of expressing emotions and identifying emotions of others was impacted during a mirror-based intervention for first grade students from inclusive classrooms. The study investigated the extent that a two-way mirror display helped eight students increase their level of awareness when expressing emotions and identifying the emotions of others. Traditional assessment measures for assessing empathy and accuracy in perception of emotions of others have relied on binary, forced choice responses that have not addressed a student's level of awareness, or increased awareness in identifying the emotions of others. Further, binary tests of theory of mind (ToM) and empathy that provide 'either/or' assessment do not account for an individual's level of ToM or empathy in identifying emotions of others, when 100% accuracy is not achieved 100% of the time. A two-way mirror served to provide a real time, real world opportunity for students to examine their own expression of a given emotion, while the student on the non-reflected side simultaneously evaluated the accuracy of that emotion. The accuracy of the projected emotion was evaluated and results indicated an increase in accuracy of expressing emotions. This research study introduced a three choice assessment measure, 'The Emotion Word Assessment (EWA) that provided students choices in identifying their peers' emotion, and was used to assess accuracy and increases in correct choices, with concomitant changes in student own awareness of their emotion expression and the awareness of others' emotions. Constructs of ToM, empathy, cognitive empathy and affective empathy, cognitive processing, compassion, and sympathy were examined and recommendations for future empathy and emotional assessment provided.
Show less - Date Issued
- 2017
- Identifier
- CFE0006737, ucf:51867
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006737
- Title
- Client Outcome: An Exploratory Investigation of Multicultural Competence and the Working Alliance.
- Creator
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Gonzalez, Jessica, Barden, Sejal, Lambie, Glenn, Butler, S. Kent, Bai, Haiyan, University of Central Florida
- Abstract / Description
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Early termination and low retention of clients is a common problem in counseling, with between 65%-80% of clients terminating treatment before the 10th session (Garfield, 1994; Lambert, 2013). Researchers (Lampropoulous, Schneider, (&) Spengler, 2009; Owen, Smith, (&) Rodolfa, 2009) have found that predictors of early termination include client age, race, socioeconomic status, and level of perceived distress. Furthermore, racial and ethnic minorities underutilize mental health services and...
Show moreEarly termination and low retention of clients is a common problem in counseling, with between 65%-80% of clients terminating treatment before the 10th session (Garfield, 1994; Lambert, 2013). Researchers (Lampropoulous, Schneider, (&) Spengler, 2009; Owen, Smith, (&) Rodolfa, 2009) have found that predictors of early termination include client age, race, socioeconomic status, and level of perceived distress. Furthermore, racial and ethnic minorities underutilize mental health services and have low retention when engaged in services, highlighting the need for counseling professionals to empirically explore factors that may be contributing to client engagement of the counseling process. Exploration of multicultural competence and working alliances may increase understanding of the therapeutic factors that influence client outcomes. The purpose of this research study was to investigate relationships between multicultural competence, working alliance, and client outcomes as perceived by counselors-in-training and their clients (N = 191; n = 72 counselors'-in-training, n = 119 clients). The Tripartite Model of Multicultural Counseling (Arredondo et al., 1996) was used as the primary theoretical framework in which the study is grounded. This investigation explored clients' perceptions of their counselors'-in-training ' multicultural competence as measured by the Cross-Cultural Counseling Inventory ([CCCI-R]; LaFromboise, Coleman, (&) Hernandez, 1991), the working alliance as measured by the Working Alliance Inventory- Short Revision ([WAI-S]; Horvath (&) Greenberg, 1989; Tracey (&) Kovocivic, 1989) and prediction on client outcome as measured by the Outcome Questionnaire 45.2 ([OQ 45.2]; Lambert (&) Burlingame, 1996), after controlling for social desirability (as measured by the (Social Desirability Scale-Short Form [SDS; Reynolds,1982]). This investigation also examined if there were any differences in clients' and counselors'-in-training perceptions on multicultural competence (as measured by the CCCI-R) or the working alliance (as measured by the WAI-S). Results from the investigation indicated that counselors'-in-training perceptions of their multicultural competence was a predictor of client outcomes. However, counselors'-in-training perceptions of the working alliance or clients' perceptions of their counselors'-in-training multicultural competence and the working alliance were not predictors of client outcomes. Positive relationships between clients' and counselors'-in-training perceptions of counselors'-in-training multicultural competence and the working alliance were found. The results of this investigation contribute to a gap in the counseling literature on multicultural competence, the working alliance, and client outcomes. A review of the literature on the constructs of interest, research methodology, data analysis, results and implications are discussed.
Show less - Date Issued
- 2015
- Identifier
- CFE0005622, ucf:50219
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005622
- Title
- IDENTIFYING THE INITIAL MENTAL HEALTH MESSAGES OF ARMY ROTC STUDENTS AND EXPLORING THEIR CONNECTION TO MENTAL HEALTH STIGMA AND HELP-SEEKING BEHAVIORS.
- Creator
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Hall, Kristopher, Hagedorn, W. Bryce, Butler, S. Kent, Barden, Sejal, Hopp, Carolyn, University of Central Florida
- Abstract / Description
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Mental health stigma among military service members has been recognized as a significant barrier to mental health treatment as researchers (Greenberg, Langston, (&) Gould, 2007; Greene-Shortridge, Britt, (&) Castro, 2007; Hoge et al., 2004; Pietrzak, Johnson, Goldstein, Malley, (&) Southwick, 2009) have concluded that military service members are reluctant to engage in help seeking behaviors to avoid negative labeling in the form of stereotyping. Additionally, links have been made between...
Show moreMental health stigma among military service members has been recognized as a significant barrier to mental health treatment as researchers (Greenberg, Langston, (&) Gould, 2007; Greene-Shortridge, Britt, (&) Castro, 2007; Hoge et al., 2004; Pietrzak, Johnson, Goldstein, Malley, (&) Southwick, 2009) have concluded that military service members are reluctant to engage in help seeking behaviors to avoid negative labeling in the form of stereotyping. Additionally, links have been made between leadership and stigma, acknowledging that military service members are more likely to seek mental health treatment if they perceive that their leadership is supportive (Britt, Wright, (&) Moore, 2012; Hoge et al., 2004; Wright et al., 2009). Each of the aforementioned authors has advocated for an increased attention on those military service members with mental health issues by offering new programs and providing leadership support. The military has attempted to address both of these suggestions with the introduction of resilience training and increased screening for mental health issues. Unfortunately, despite such interventions, prevalence rates for diagnoses such as PTSD remain at high levels. A reason for this may be due to a lack of attention to the origins of the messages that future leaders receive regarding mental health.The purpose of this study was to investigate the thoughts, feelings, and beliefs of US Army ROTC students and the possible presence of mental health stigma at their level of military involvement (i.e. pre-commission). The author sought to understand how biases against mental health are formed at one of the earliest points of cultural indoctrination within the military structure. This dissertation will contain an overview of the identified mental health beliefs of US Army ROTC students at a large southern university. How these beliefs relate to mental health stigma and help seeking behaviors will also be explored.
Show less - Date Issued
- 2014
- Identifier
- CFE0005345, ucf:50481
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005345
- Title
- The Development and Validation of the Multicultural Competency Assessment(&)copy; (MCA(&)copy;).
- Creator
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Mitchell, Michelle, Lambie, Glenn, Bai, Haiyan, Butler, S. Kent, Shillingford-Butler, Ann, Bai, Haiyan, University of Central Florida
- Abstract / Description
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A sound and tested multicultural therapeutic approach is an essential component in providing ethical services to all client populations (e.g., Medley, Lipari, Bose, Cribb, Kroutil, (&) McHenry, 2015). Therefore, concepts of multiculturalism have been integrated in ethical codes, guidelines on competence, and standards for training in preparation programs within counseling, psychology, and social work fields (e.g., American Counseling Association Code of Ethics, 2014; American Psychological...
Show moreA sound and tested multicultural therapeutic approach is an essential component in providing ethical services to all client populations (e.g., Medley, Lipari, Bose, Cribb, Kroutil, (&) McHenry, 2015). Therefore, concepts of multiculturalism have been integrated in ethical codes, guidelines on competence, and standards for training in preparation programs within counseling, psychology, and social work fields (e.g., American Counseling Association Code of Ethics, 2014; American Psychological Association Guidelines on Multicultural Education, Training, Research, Practice, and Organizational Change for Psychologists, 2002; Council for Accreditation of Counseling and Related Educational Programs Standards, 2016; National Association of Social Workers Standards and Indicators for Cultural Competence in Social Work Practice, 2015). Despite mandates for therapists to utilize a multicultural perspective, multiculturalism has remained a challenging construct to measure. Thus, the goal of this research was to develop and test the psychometrics features of the Multicultural Competency Assessment(&)copy; (MCA) scores with a national sample of therapists in clinical practice. The MCA and items were constructed employing instrument development best practices (e.g., AERA, APA, (&) NCME, 2014; DeVellis, 2017; Dimitrov, 2012; Haladyna (&) Rodriguez, 2013; Lambie, Blount, (&) Mullen, 2017). The initial 50 item MCA scores were tested with Data1 (N = 407) using exploratory factor analysis (EFA) and parallel analysis (PA), resulting in a 25-item MCA with a four-factor structure that accounted for 64.11% of the total variance. Next, the 25-item MCA scores were tested with Data 2 (N = 233) using confirmatory factor analysis (CFA) and the results supported the four-factor MCA structural model. The four-factor MCA structure represents (a) Knowledge, Skills, and Interventions (21.86% of the variance); (b) Awareness of Self (19.27% of the variance); (c) Awareness of Client Worldview (11.95% of the variance); and (d) System and Institutional Structures (11.03% of the variance). In addition, the MCA scores yielded sound internal consistency reliability (e.g., .953). Evidence of concurrent validity was supported with a positive correlation between MCA and Multicultural Counseling Self-Efficacy Scale -Racial Diversity Form (MCSE-RD) scores (r = .746; p (<) .001; 55.61% variance explained). Further, a positive correlation was identified between the MCA scores and participants' reported age. The findings from the investigation may be used to: (a) assist researchers in measuring the construct of multicultural competence, (b) aid therapists in evaluating their levels of as multicultural competence, and (c) promote sound curriculum in counselor education programs to promotion trainees' development of multicultural competence. Limitations of the study and areas for future research are presented.
Show less - Date Issued
- 2018
- Identifier
- CFE0007580, ucf:52563
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007580
