Current Search:   Hagedorn, W. Bryce (x)

View All Items

  • CSV Spreadsheet
(1 - 10 of 10)
AN ANALYSIS OF TRAUMA NARRATIVES: PERCEPTIONS OF CHILDREN ON THE EXPERIENCE OF SEXUAL ABUSE
Title
AN ANALYSIS OF TRAUMA NARRATIVES: PERCEPTIONS OF CHILDREN ON THE EXPERIENCE OF SEXUAL ABUSE.
Creator
Foster, Jennifer, Hagedorn, W. Bryce, University of Central Florida
Abstract / Description
Child sexual abuse (CSA) is estimated to affect 1 in 4 girls and 1 in 6 boys before the age of 18 (Centers for Disease Control and Prevention, 2005). Despite the prevalence of sexual abuse and frequent negative outcomes for child victims as well as adult survivors, little is known about CSA from the perspective of the child. To date, the vast majority of research has targeted adults. Studies conducted on children are mostly quantitative and have explored the effectiveness of various treatment...
Show moreChild sexual abuse (CSA) is estimated to affect 1 in 4 girls and 1 in 6 boys before the age of 18 (Centers for Disease Control and Prevention, 2005). Despite the prevalence of sexual abuse and frequent negative outcomes for child victims as well as adult survivors, little is known about CSA from the perspective of the child. To date, the vast majority of research has targeted adults. Studies conducted on children are mostly quantitative and have explored the effectiveness of various treatment interventions. To address the gap in the research literature, the present study investigated the perspectives of children on sexual abuse through thematic analysis of trauma narratives, which were written by children as a therapeutic intervention and described life prior to, during, and following sexual abuse. Analysis of 21 trauma narratives selected through purposive sampling revealed one meta-theme, which was titled Fear and Safety. Children's descriptions of past and current fears as well as concerns about their safety and the safety of others were evident throughout all sections of the narratives. Three themes also emerged from the analysis: (1) Memories of the Abuse, (2) The Disclosure and Subsequent Events, and (3) The Healing Journey. The first theme, Memories of the Abuse, included three subthemes: descriptions of the sexual abuse, details about the perpetrators, and children's thoughts and feelings about the abuse. The second theme, The Disclosure and Subsequent Events, included three subthemes: perceptions of the abuse disclosure, experiences during the investigation, and experiences with the justice system. The third theme, The Healing Journey, also resulted in three subthemes: experiences in counseling, how life had changed, and future hopes and dreams. The themes are discussed, and ramifications for prevention efforts, treatment of child victims of sexual abuse, and counselor preparation are explored. Additionally, implications of the present study for counselors and community members are delineated. Finally, recommendations are made for future research with child victims of sexual abuse.
Show less
Date Issued
2011
Identifier
CFE0003748, ucf:48788
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0003748
The Contribution of Adult Attachment Style on the Experience of Posttraumatic Growth Among Adult Survivors of Childhood Sexual Abuse
Title
The Contribution of Adult Attachment Style on the Experience of Posttraumatic Growth Among Adult Survivors of Childhood Sexual Abuse.
Creator
Nelson, Kristina, Hagedorn, W. Bryce, Lambie, Glenn, Jones, Dayle, Xu, Lihua, Foster, Jennifer, University of Central Florida
Abstract / Description
The purpose of this research study was to investigate the directional relationship between adults' attachment styles and perceived impact of childhood sexual abuse (CSA) with their experience of posttraumatic growth. This investigation tested the theoretical model that adults' (N = 292) attachment styles as measured by the Experiences in Close Relationships-Short Form ([ECR-S] Wei et al., 2007) and impact of childhood sexual abuse as measured by the Impact of Event Scale-revised ([IES-R]...
Show moreThe purpose of this research study was to investigate the directional relationship between adults' attachment styles and perceived impact of childhood sexual abuse (CSA) with their experience of posttraumatic growth. This investigation tested the theoretical model that adults' (N = 292) attachment styles as measured by the Experiences in Close Relationships-Short Form ([ECR-S] Wei et al., 2007) and impact of childhood sexual abuse as measured by the Impact of Event Scale-revised ([IES-R] Weiss (&) Marmar, 1997) contributed to their experience of posttraumatic growth as measured by the Posttraumatic Growth Inventory ([PTGI] Tedeschi (&) Calhoun, 1996). Specifically, this investigation tested the hypothesized directional relationship that adult survivors of CSA scoring in the insecure attachment range (i.e., avoidant or anxious) with higher levels of trauma would have lower levels of posttraumatic growth. In addition, this investigation examined the differences in relationship between adults' attachment styles, perceived impact of CSA, and posttraumatic growth based on their reported demographic information (e.g., age, race, and gender). The results of the structural equation model (SEM) analyses identified that trauma experienced by adult survivors of CSA contributed to 39% of the variance in the attachment style (p (<) .000; standardized coefficient = .63), and the mediating effect of attachment style contributed to 8% of the variance in the presence of PTG (p (<) .05; standardized coefficient -.31), while trauma showed to have no significant influence on the presence of PTG in this sample (p = .756). Implications of the findings from the study include insight (a) for counselors to better understand the experiences of adult survivors of CSA and areas to address in treatment; (b) for counselor educators to better prepare future counselors to work with adult survivors of CSA; and (c) insight into the instrument development of the ECR-S, IES-R, and PTGI.
Show less
Date Issued
2016
Identifier
CFE0006696, ucf:51919
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0006696
Academic Advisors' Attitudes Toward Students Experiencing Mental Health Issues.
Title
Academic Advisors' Attitudes Toward Students Experiencing Mental Health Issues.
Creator
Aming, Danielle, Cintron Delgado, Rosa, Malaret, Stacey, Owens, J. Thomas, Hagedorn, W. Bryce, University of Central Florida
Abstract / Description
As students continue to pursue higher education, the potential for them to experience mental health issues will exist (National Alliance on Mental Illness, 2011; Center for Collegiate Mental Health, 2012; Gruttadaro (&) Crudo, 2012; Salzer, 2012; Center for Collegiate Mental Health, 2013). When entering a new environment, students will look to make connections with the institution; one of these connections can be with an academic advisor (Harper (&) Peterson, 2005; Harper (&) Wilson, 2010;...
Show moreAs students continue to pursue higher education, the potential for them to experience mental health issues will exist (National Alliance on Mental Illness, 2011; Center for Collegiate Mental Health, 2012; Gruttadaro (&) Crudo, 2012; Salzer, 2012; Center for Collegiate Mental Health, 2013). When entering a new environment, students will look to make connections with the institution; one of these connections can be with an academic advisor (Harper (&) Peterson, 2005; Harper (&) Wilson, 2010; Kuh, 2011; Pearson, 2012). It is important for individuals experiencing mental health issues to make connections to the institution so that they are more likely to remain and feel a sense of connection (Kadison (&) DiGeronimo, 2004).This dissertation outlines a quantitative study to examine the attitudes of academic advisors towards mental health. Using the Relational-Cultural Theory (Miller 1986; Jordan, 2000) as a framework, this study sought to determine attitudes of academic advisors and how this may affect their relationship with students.Results from 133 participants revealed that attitudes toward mental health issues do not impact the building of a mutual relationship between student and academic advisors from the academic advisors' perspective. However, characteristics such as age and personal experience with mental health issues impacted this type of relationship between the academic advisor and student.
Show less
Date Issued
2018
Identifier
CFE0007306, ucf:52161
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0007306
Science occupational images and aspirations of African American/ Black elementary students
Title
Science occupational images and aspirations of African American/ Black elementary students.
Creator
LaMothe, Saron, Hagedorn, W. Bryce, Hopp, Carolyn, Van Horn, Stacy, Blank, William, University of Central Florida
Abstract / Description
Within the United States, more than a million jobs in science and engineering (S(&)E) are projected over the next few years; yet, the Nation lacks the workforce to meet these demands. Despite the need for a more diverse, qualified workforce, African Americans/Blacks remain disproportionately underrepresented in science occupations, science degree attainment, and in science postsecondary majors. The lack of science participation is reflective of how minority secondary students view science and...
Show moreWithin the United States, more than a million jobs in science and engineering (S(&)E) are projected over the next few years; yet, the Nation lacks the workforce to meet these demands. Despite the need for a more diverse, qualified workforce, African Americans/Blacks remain disproportionately underrepresented in science occupations, science degree attainment, and in science postsecondary majors. The lack of science participation is reflective of how minority secondary students view science and science occupations as many consider the pursuit of a science career as unfavorable. Moreover, minority secondary students, who do choose to pursue science occupations, seem to possess inaccurate (or a lack of) occupational knowledge necessary to do so successfully. Therefore, an understanding of antecedents to career choice will assist educational professionals in addressing the underrepresentation of diverse populations, such as African Americans/Blacks, within the science workforce. The purpose of this study is to garner insight into the science occupational images, occupational and educational aspirations of African American/Black fourth and five grade students. Gottfredson's Theory of Circumscription and Compromise, in conjunction with extant empirical literature, serves as the foundation for the study's conceptual framework. A qualitative case study design was used. The qualitative data provided a contextual understanding of science occupational images, occupational and educational aspirations. Participant-produced drawings, questionnaires, and semi-structured interviews served as sources for data collection. Overall, participants lacked some occupational knowledge. Participants viewed scientists as mostly male and Black. Additionally, the occupation of scientist was perceived as a dangerous and of high status. Lastly, half of the participants expressed aspirations to be a scientist, while a majority expressed college educational aspirations.
Show less
Date Issued
2019
Identifier
CFE0007668, ucf:52493
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0007668
The Effect of Virtual Simulation on the Development of Basic Counseling Skills, Self-Reported Immersion Experience, Self-Reported Counselor Self-Efficacy, and Self-Reported Anxiety of Counselors-in-Training
Title
The Effect of Virtual Simulation on the Development of Basic Counseling Skills, Self-Reported Immersion Experience, Self-Reported Counselor Self-Efficacy, and Self-Reported Anxiety of Counselors-in-Training.
Creator
Uwamahoro, Olivia, Hagedorn, W. Bryce, Young, Mark, Taylor, Dalena, Boote, David, Lenz, A. Stephen, University of Central Florida
Abstract / Description
There is a high need for competent professional counselors because of the increasing number of children and adults presenting mental health concerns each year in the United States (National Institute of Mental Health, 2012). Counselor educators are tasked with the duty of preparing counselors-in-training (CITs) to be competent clinicians. In order for counseling professionals to be considered competent clinicians, they must demonstrate competence in three domains: (a) knowledge, (b) skills,...
Show moreThere is a high need for competent professional counselors because of the increasing number of children and adults presenting mental health concerns each year in the United States (National Institute of Mental Health, 2012). Counselor educators are tasked with the duty of preparing counselors-in-training (CITs) to be competent clinicians. In order for counseling professionals to be considered competent clinicians, they must demonstrate competence in three domains: (a) knowledge, (b) skills, and (c) behavior (ACA, 2014; CACREP, 2009).The goal of this study was to contribute to further understanding the most effective instructional approach to facilitating role play while instructing pre-practicum counseling students. The purpose of this study was to examine the effect of virtual simulation training on the development of basic counseling skills, the immersion experience, levels of anxiety, and levels of counselor self-efficacy (CSE) among CITs using student-to-avatar and student-to-student role play. A quasi-experimental research design was used to investigate the effect of the treatment on the constructs.The results of this study found that there was no statistically significant difference between the two groups across all four constructs. A spilt-plot analysis of variance, trend analysis, and repeated measures between factor multivariate analysis of variance were used to analyze the data. The results of this study indicated that exposure to virtual simulation training did not affect the development of basic counseling skills, immersion experience, counselor self-efficacy, and anxiety. The results also showed that virtual simulation did not hinder the development of basic counseling skills, or negatively influence immersion experience, counselor self-efficacy or anxiety.
Show less
Date Issued
2015
Identifier
CFE0005895, ucf:50875
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0005895
An Ethnographic Study of the Culture of Twelfth Grade Upward Bound Students in the Midwest
Title
An Ethnographic Study of the Culture of Twelfth Grade Upward Bound Students in the Midwest.
Creator
Dambo, Neffisatu, Butler, S. Kent, Boote, David, Hagedorn, W. Bryce, Butler, Malcolm, University of Central Florida
Abstract / Description
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
An investigation of the influence of cyber-sexual assault on the experience of emotional dysregulation, depression, post traumatic stress disorder, and trauma guilt.
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
Holladay, Kelley, Hagedorn, W. Bryce, Butler, S. Kent, Barden, Sejal, Boote, David, University of Central Florida
Abstract / Description
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
An Examination of the Lived Curiosity Experiences of Traditionally-Aged Freshmen Pursuing and Education Degree
Title
An Examination of the Lived Curiosity Experiences of Traditionally-Aged Freshmen Pursuing and Education Degree.
Creator
Kelly, Susan, Gill, Michele, Hagedorn, W. Bryce, Hutchinson, Cynthia, Puig, Enrique, Engel, Susan, University of Central Florida
Abstract / Description
The benefits of being curious continue beyond infancy and early childhood. Curiosity has been linked to academic achievement, memory, and lifelong learning. Yet curiosity type behaviors in academic settings are infrequently observed. This is a concern because some of the students graduating from the educational system will be the teachers responsible for fostering conditions that spark curiosity and exploration for future students. These prospective teachers' lived curiosity experiences will...
Show moreThe benefits of being curious continue beyond infancy and early childhood. Curiosity has been linked to academic achievement, memory, and lifelong learning. Yet curiosity type behaviors in academic settings are infrequently observed. This is a concern because some of the students graduating from the educational system will be the teachers responsible for fostering conditions that spark curiosity and exploration for future students. These prospective teachers' lived curiosity experiences will influence their future teaching beliefs and practices. Yet few studies have been conducted that illuminate the lived curiosity experiences of prospective teachers.The research question that guided this study was, what are the lived curiosity experiences of traditionally-aged freshmen pursuing a degree in education? A phenomenological-based approach was chosen to uncover and examine prospective teachers' prior curiosity-related experiences. Using purposive and criterion sampling methods, 13 participants were recruited from foundational education courses. Rich descriptions of participants' curiosity experiences were obtained by conducting semi-structured interviews composed of open-ended questions. Using Moustakas's modified Stevick-Colaizzi-Keen method, data from the verbatim transcriptions were examined and analyzed. Seven themes were extrapolated from the data that were woven throughout four phases of curiosity. The themes revealed that participants' curiosity experiences included exposure to novel information or novel perspectives that sparked feelings or states of being that were both positive and negative. The participants' curiosity prompted them to explore the objects of their curiosity in independent and social activities that were often supported by individuals who provided autonomy and joined them in their exploration. Furthermore, every participant shared at least one experience in which people were the object of their curiosity. People, with whom participants shared a relationship founded on mutual respect and trust, were also instrumental in cultivating conditions that encouraged curiosity and exploration. The findings have implications for researchers, K-12 educators, and individuals responsible for preparing prospective teachers who are interested in exploring further, through research or practice, the potentiality of fostering curiosity.
Show less
Date Issued
2016
Identifier
CFE0006337, ucf:51571
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0006337
IDENTIFYING THE INITIAL MENTAL HEALTH MESSAGES OF ARMY ROTC STUDENTS AND EXPLORING THEIR CONNECTION TO MENTAL HEALTH STIGMA AND HELP-SEEKING BEHAVIORS
Title
IDENTIFYING THE INITIAL MENTAL HEALTH MESSAGES OF ARMY ROTC STUDENTS AND EXPLORING THEIR CONNECTION TO MENTAL HEALTH STIGMA AND HELP-SEEKING BEHAVIORS.
Creator
Hall, Kristopher, Hagedorn, W. Bryce, Butler, S. Kent, Barden, Sejal, Hopp, Carolyn, University of Central Florida
Abstract / Description
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
Multicultural Counseling Competence of School Counselors: Relationship to Multicultural Behaviors and Perceived School Climate
Title
Multicultural Counseling Competence of School Counselors: Relationship to Multicultural Behaviors and Perceived School Climate.
Creator
Greene, Jennifer, Hagedorn, W. Bryce, Van Horn, Stacy, Taylor, Dalena, Hopp, Carolyn, University of Central Florida
Abstract / Description
Diversity in the United States is steadily increasing with racial and ethnic groups traditionally called minorities expected to account for over 50% of the U.S. population by 2050 (U.S. Census Projections, 2009). At the same time, the school age population is expected to consist of 60% students from (")minority(") backgrounds. Yet, school counselors are mostly from White, European backgrounds and are projected to continue to come from that background (Brown, Parham, (&) Yonker, 1996; Pack...
Show moreDiversity in the United States is steadily increasing with racial and ethnic groups traditionally called minorities expected to account for over 50% of the U.S. population by 2050 (U.S. Census Projections, 2009). At the same time, the school age population is expected to consist of 60% students from (")minority(") backgrounds. Yet, school counselors are mostly from White, European backgrounds and are projected to continue to come from that background (Brown, Parham, (&) Yonker, 1996; Pack-Brown, 1999; Vaughn, 2007). This creates frequent cross-cultural counseling relationships within schools necessitating that school counselors have multicultural competence. Multicultural counseling competence (MCC) has been related to awareness of privilege (Mindrup, Spray, (&) Lamberghini-West, 2011). This research investigates that connection and the connection of self-reported MCC of school counselors to their multicultural school counseling behavior. The research also examines the connection with school climate, which has been connected in previous literature to academic achievement. This research indicates relationships between the self-reported MCC of school counselors and awareness of privilege and oppression. Results indicated a predictive relationship between MCC and awareness of privilege and oppression on multicultural school counseling behavior. Furthermore, results indicated a predictive relationship between MCC and awareness of privilege and oppression on perceived school climate. Results also indicate a relationship between reported multicultural school counseling behavior and perceived school climate. Selected demographic factors were also examined, indicating differences in the constructs of interest based on gender, ethnicity, and having taken a multicultural class. Relationships and differences remain after accounting for social desirability.
Show less
Date Issued
2014
Identifier
CFE0005498, ucf:50352
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0005498