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(1 - 12 of 12)
- Title
- Promoting Recovery in Trauma Affected Children: Developing a School-Based Professional DevelopmentTool for Teacher Awareness and Intervention.
- Creator
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Ioannides Sperber, Ellen, Hewitt, Randall, Hopp, Carolyn, Vitale, Thomas, Van Horn, Stacy, University of Central Florida
- Abstract / Description
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ABSTRACT The problem of practice addressed in this paper is the need for professional development training in the educational setting on the social, emotional, academic, cognitive, and behavioral needs of students who have experienced a traumatic event. The need identified exists due to the lack of knowledge, interest, and opportunity to partake in professional development training in an effort to understand the impact trauma has on academic achievement and the toll that is placed on the...
Show moreABSTRACT The problem of practice addressed in this paper is the need for professional development training in the educational setting on the social, emotional, academic, cognitive, and behavioral needs of students who have experienced a traumatic event. The need identified exists due to the lack of knowledge, interest, and opportunity to partake in professional development training in an effort to understand the impact trauma has on academic achievement and the toll that is placed on the school environment. The purpose of this paper is to review research on childhood trauma, examine the psychological impact on student academic achievement, foster child resiliency, and develop a foundation for effectuating change through a school-based intervention program that concentrates on promoting recovery in affected children. Traumatic events are a very real part of life that becomes a societal problem when a very young mind has to cope with the aftermath of the event. A survey and two interviews were administered to inform the professional development framework of the needs of students and teachers along with research on social-emotional learning, psychological resilience, and recovery methods offering an informative vehicle for change that will significantly impact the child's life. Cultivating Resilience Through The Arms of Academics is a school-based professional development framework designed to educate teaching professionals on the psycho-social needs of trauma affected children while providing systematic interventions designed to help these children with the factors necessary for healing to the extent allowable by the public school system. Schools are targeted to provide the interventions necessary for healing due to their extensive influence on the children they serve. This program will provide children with an emotionally safe environment thus establishing a school climate that is conducive for learning. The interventions in the program promote healing for trauma victims, assist teachers by providing strategies to engage the trauma affected students, and addresses the psycho-social competence and educational performance of all children in the educational population.
Show less - Date Issued
- 2016
- Identifier
- CFE0006689, ucf:52874
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006689
- Title
- Investigating a Mental Health Literacy Intervention Among Economically Disadvantaged Youth.
- Creator
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Mumbauer, Jayna, Barden, Sejal, Kelchner, Viki, Van Horn, Stacy, Williams, Nicola, Bai, Haiyan, University of Central Florida
- Abstract / Description
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Mental health is a critical and pervasive issue for children and adolescents in the United States, with one in five youth living with a diagnosable mental health condition (Center for Disease Control and Prevention, 2017). Despite the increasing rates of mental health disorders, barriers to treatment are abundant and most young people do not receive appropriate treatment (Merikangas, 2009). Mental health literacy is the knowledge and beliefs surrounding mental health that guide recognition,...
Show moreMental health is a critical and pervasive issue for children and adolescents in the United States, with one in five youth living with a diagnosable mental health condition (Center for Disease Control and Prevention, 2017). Despite the increasing rates of mental health disorders, barriers to treatment are abundant and most young people do not receive appropriate treatment (Merikangas, 2009). Mental health literacy is the knowledge and beliefs surrounding mental health that guide recognition, management, and prevention (Jorm, 1997, p. 143). Mental health literacy is a particularly important framework for youth from economically disadvantaged backgrounds as they face increased vulnerabilities to mental health distress and barriers to treatment (World Health Organization, 2017). The aim of the present study was to investigate if an after school mental health literacy intervention changed adolescents' self-reported measures of mental health knowledge, mental health stigma, help-seeking, and hope across three waves of data collection: wave one (immediately before the intervention), wave two (immediately after the intervention), and wave three (one month post-intervention) as measured by: (a) Mental Health Knowledge and Attitude Survey [MHKAS] (Kutcher, McLuckie, (&) Weaver, 2014), (b) General Help Seeking Questionnaire [GHSQ] (Wilson, Deane, Ciarrochi, (&) Rickwood, 2005) 2005), (c) Children's Hope Scale [CHS] (Snyder et al., 1997).; and Self-Stigma of Mental Illness-Short Form [SSMIS-SF] (Corrigan et al., 2012). Main findings of the investigation included a significant difference for multivariate analysis between wave one and wave two (Pillai's Trace = .546, F(4, 56) = 16.816, p (<) .001, partial ?2 = .546). There was a statistically significant positive change in mental health knowledge (p (<) .001; d = 1.992) and help-seeking attitudes (p = .025; d = .934) and a significant negative change in personal mental health stigma (p (<) .001; d =.582) across wave one and wave two. There was no statistically significant change in hope (p = .904; d = .000) across wave one and wave two. Moreover, there was a statistically significant change from wave one to wave three for multivariate within subjects analysis (Pillai's Trace = .604, F(4, 27) = 10.297, p (<) .001, partial ?2 = .604), indicating changes were maintained at one-month follow-up. Specifically, there was a statistically significant positive change in mental health knowledge (p (<) .001, d = 1.960) and help-seeking attitudes (p = .007; d = 1.210) and a significant decrease in mental health stigma (p = .002; d = 1.210). There was no significant change in measures of hope from wave one to wave three (p = .467; d = .271). Results of the study are reviewed and compared to similar studies. The researcher discusses implications of findings for counseling, counselor education, and public policy.
Show less - Date Issued
- 2019
- Identifier
- CFE0007506, ucf:52648
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007506
- Title
- Science occupational images and aspirations of African American/ Black elementary students.
- Creator
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LaMothe, Saron, Hagedorn, W. Bryce, Hopp, Carolyn, Van Horn, Stacy, Blank, William, University of Central Florida
- Abstract / Description
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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
- Title
- Counselor education doctoral students' levels of Research Self-Efficacy, Interest in Research, and Research Mentoring: A cross-sectional investigation.
- Creator
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Petko, John, Lambie, Glenn, Robinson, Edward, Van Horn, Stacy, Sivo, Stephen, University of Central Florida
- Abstract / Description
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ABSTRACTDoctoral counselor education programs are charged to develop effective researchers; however, limited investigations have examined research constructs in counselor educators-in-training. Therefore, this study will investigate a national sample of doctoral counselor education students' levels of research self-efficacy (Research Self-Efficacy Scale; Greeley, et. al 1989), interest in research (Interest in Research Questionnaire; Bishop (&) Bieschke, 1994), and research mentoring ...
Show moreABSTRACTDoctoral counselor education programs are charged to develop effective researchers; however, limited investigations have examined research constructs in counselor educators-in-training. Therefore, this study will investigate a national sample of doctoral counselor education students' levels of research self-efficacy (Research Self-Efficacy Scale; Greeley, et. al 1989), interest in research (Interest in Research Questionnaire; Bishop (&) Bieschke, 1994), and research mentoring (Research Mentoring Experiences Scale; Hollingsworth (&) Fassinger, 2002). A cross-sectional, correlational research design will be used to test if doctoral counselor education students' year of preparation (1st, 2nd, or 3rd year) predicts their research self-efficacy, interest in research, and research mentoring scores. In addition, the study will investigate if doctoral students' research practices, (e.g., publishing refereed journal articles, presenting papers at national conferences) correlates with their levels of the three research constructs. Limitations and implications for the study will be discussed.
Show less - Date Issued
- 2012
- Identifier
- CFE0004583, ucf:49212
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004583
- Title
- The Impact of Family Influence and Involvement on Career Development.
- Creator
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Joseph, Latashia, Daire, Andrew, Van Horn, Stacy, Hopp, Carolyn, Blank, William, University of Central Florida
- Abstract / Description
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Career decidedness at early stages produces positive effects on student performance, college completion, and professional development. Emerging adults are taking 5 to 10 years longer to make career decisions than non-emerging adults (Lehmann (&) Konstam, 2011). The purpose of this study will be to use quantitative and qualitative research methods to obtain a deeper understanding of parental involvement in college students' career decision-making and its influences on their career readiness...
Show moreCareer decidedness at early stages produces positive effects on student performance, college completion, and professional development. Emerging adults are taking 5 to 10 years longer to make career decisions than non-emerging adults (Lehmann (&) Konstam, 2011). The purpose of this study will be to use quantitative and qualitative research methods to obtain a deeper understanding of parental involvement in college students' career decision-making and its influences on their career readiness and development. College students will provide information on their parents' involvement and influence during their secondary education. Ultimately, this research will identify how family influences the career decision-making processes and will educate professionals about how to incorporate the family as a way to avoid delays in the desired career paths of emerging adults.This mixed methods study investigated the influence of family on the career decision- making process among emerging adults attending a metropolitan university in the southeastern United States. It also sought to identify the nature of parental involvement in activities, academic achievement, choosing a major, and career choice in college students. The first two questions formulated the basis for quantitative research methods, and qualitative methods aided in exploring the third question. The Career Involvement and Influence Questionnaire (CIIQ) and the Career Development Inventory (CDI) provide the source of data collection for this study. The study yielded no significant relationship or differences among caregivers' (mothers, fathers, and other caregivers) involvement in career decisions (CIIQ) or future influences and level of career decidedness (CDI). The qualitative results provided clarity as to some of the commonalities and differences that existed among responses of the participants. Implications of the findings refer to counselor education, clinical practice, and future research.
Show less - Date Issued
- 2012
- Identifier
- CFE0004391, ucf:49367
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004391
- Title
- The Relationship Between Practicing School Counselors' Perceived Organizational Support And Their Service Delivery.
- Creator
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Geigel, Vincent, Lambie, Glenn, Van Horn, Stacy, Hopp, Carolyn, Blank, William, University of Central Florida
- Abstract / Description
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Role ambiguity in school counseling is common; therefore, school counselors deal with issues of role conflict, lack of advocacy, and the assignment of inappropriate duties. The American School Counselor Association (2012) National Model was developed to provide school counselors with a framework for the delivery of appropriate school counseling services to students; however, the National Model is not implemented in all school districts. School counselors' perceived organizational support (POS...
Show moreRole ambiguity in school counseling is common; therefore, school counselors deal with issues of role conflict, lack of advocacy, and the assignment of inappropriate duties. The American School Counselor Association (2012) National Model was developed to provide school counselors with a framework for the delivery of appropriate school counseling services to students; however, the National Model is not implemented in all school districts. School counselors' perceived organizational support (POS) was hypothesizes as possible variable mitigating the adoption of the ASCA National Model. This study examined the relationship between school counselors' in Central Florida perceived organizational support (as measured by the Survey of Perceived Organizational Support [SPOS]) and their school counseling service delivery (as measured by the School Counselor Activity Rating Scale [SCARS]). Descriptive statistics, multiple linear regression (MLR), and Pearson product-moment correlation (two-tailed) analysis were employed to investigate correlations. MLR analysis was applied to the outcome/dependent variable of POS (total mean SPOS score) and predictor/independent variables of school counseling services delivery (five mean SCARS subscale scores). Overall, the five mean SCARS subscale score predicted only 6.1% of the variance in the school counselors' mean SPOS scores. In addition, none of the five mean SCARS subscale scores had a statistically significant beta coefficient.Moreover, the results identified that school counselors at the elementary school level had higher POS, SCARS consultation, SCARS curriculum, and SCARS other scores than middle and high school counselors. Furthermore, the school counselors with more experience and not working at Title I schools had lower SCARS counseling scores. The school counselors reporting an older age and with a larger counselor-to-student ratio also had higher SCARS curriculum scores.
Show less - Date Issued
- 2013
- Identifier
- CFE0004999, ucf:49557
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004999
- Title
- The Influence of Components of Positive Psychology on Student Development.
- Creator
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Ha, Yo-Sang, Robinson, Edward, Van Horn, Stacy, Young, Mark, Lee, Ji-Eun, University of Central Florida
- Abstract / Description
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Considering a wide range of student's delinquencies and problems, preventive intervention in school is strongly required for healthy student development. American School counselor Association (ASCA) has focused on three areas, academic development, career development, and personal/social development to provide various skills and learning opportunities for the successful life of students. During the past 50 years, psychologists have concentrated on the disease treatment model. However, unlike...
Show moreConsidering a wide range of student's delinquencies and problems, preventive intervention in school is strongly required for healthy student development. American School counselor Association (ASCA) has focused on three areas, academic development, career development, and personal/social development to provide various skills and learning opportunities for the successful life of students. During the past 50 years, psychologists have concentrated on the disease treatment model. However, unlike this psychological trend, positive psychology has paid attention to prevent school violence and delinquency. Further, Positive psychologists have discovered not only to prevent problems but also to facilitate human strengths and virtues to live successful and happy life. Therefore, the purpose of this study was to investigate the causal relationship between components of positive psychology and student development. More specifically this research examined the influence of hope, optimism, and self-regulation on student's academic achievement, career development, and social development. This quantitative study included 507 6th grade elementary school students and their parents living in Seoul, South Korea. Four conceptual models were developed to investigate the best fit model to examine the causal relationship between hope, optimism, and self-regulation and student's academic achievement, career development, and social development. Structural Equation Modeling (SEM) was employed to analyze the data. Confirmatory Factor Analysis (CFA) was used to explore measurement model and Path Analysis was engaged in to discover structure model. The results of SEM analysis provided major findings. There was a causal relationship between hope and student's academic achievement, career development, and social development. However, it was not confirmed the causal relationship between optimism and student's academic achievement, career development, and social development and between self-regulation and student's academic achievement, career development, and social development. Further, a structural model on the causal relationship between hope, optimism, self-regulation and student's academic achievement, career development, and social development was not statistically significant. Implications and suggestions for future research are discussed.
Show less - Date Issued
- 2012
- Identifier
- CFE0004380, ucf:49381
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004380
- Title
- Predicting Undergraduate Retention in STEM Majors Based on Demographics, Math Ability, and Career Development Factors.
- Creator
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Belser, Christopher, Shillingford-Butler, Ann, Van Horn, Stacy, Taylor, Dalena, Daire, Andrew, Witta, Eleanor, University of Central Florida
- Abstract / Description
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Science, technology, engineering, and math (STEM) fields are currently facing a crisis with respect to filling jobs with qualified workers (NSF, 2013; NAS, 2011). While advancements in these industries have translated into job growth, post-secondary declaration and retention rates within STEM majors lag behind industry needs (Carnevale et al., 2011; Chen, 2013; Koenig et al., 2012). Although researchers previously investigated demographic variables and math-related variables in the context of...
Show moreScience, technology, engineering, and math (STEM) fields are currently facing a crisis with respect to filling jobs with qualified workers (NSF, 2013; NAS, 2011). While advancements in these industries have translated into job growth, post-secondary declaration and retention rates within STEM majors lag behind industry needs (Carnevale et al., 2011; Chen, 2013; Koenig et al., 2012). Although researchers previously investigated demographic variables and math-related variables in the context of STEM retention (Beasley (&) Fischer, 2012; CollegeBoard, 2012; Cundiff et al., 2013; Gayles (&) Ampaw, 2014; Le et al., 2014; Nosek (&) Smyth, 2011; Riegle-Crumb (&) King, 2010), the need exists for additional research examining the impact of career-related variables (Belser et al., 2017; Folsom et al., 2004; Parks et al., 2012; Reardon et al., 2015). Additionally, prior STEM retention research primarily focused on students with declared STEM majors, as opposed to undeclared students considering STEM majors. In the present study, the researcher sought to determine the degree to which demographic variables (gender and ethnicity), math ability variables (SAT Math scores and Math Placement Test--Algebra scores), and career development related variables (initial major, STEM course participation, and Career Thoughts Inventory [CTI] change scores) could predict undergraduate retention in STEM for participants in a STEM recruitment and retention program. Using binary logistic regression, the researcher found that initially having a declared STEM major was the best predictor of STEM retention. Higher scores on math variables consistently predicted higher odds of STEM success, and the data revealed higher odds of STEM retention for ethnic minority students. Gender only showed to be a significant predictor of STEM attrition with the undecided students with first-to-third year retention. Finally, larger decreases in CTI scores predicted increased odds of STEM retention. Implications from the findings relate to a variety of professionals from higher education, counseling, and research. The findings provide guidance and new perspectives on variables associated with better rates of STEM retention, and as such, inform STEM initiatives targeting undergraduate STEM recruitment and retention.
Show less - Date Issued
- 2017
- Identifier
- CFE0006565, ucf:51326
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006565
- Title
- The relationship among post-traumatic growth, religious commitment, and optimism in adult Liberian former refugees and internally displaced persons traumatized by war-related events.
- Creator
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Acquaye, Hannah, Jones, Dayle, Robinson, Edward, Van Horn, Stacy, Sivo, Stephen, University of Central Florida
- Abstract / Description
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One of the myriad consequences of war is displacement and refugee-ism. People become refugees when they no longer feel safe in their country of origin. Before, during, and after the journey towards safety, refugees and internally displaced persons (IDPs) endure several challenging circumstances which stretch their normal abilities to cope. In their efforts to cope, these people report several mental health challenges like sleeplessness, hypervigilance, anxiety, and depression. The reported...
Show moreOne of the myriad consequences of war is displacement and refugee-ism. People become refugees when they no longer feel safe in their country of origin. Before, during, and after the journey towards safety, refugees and internally displaced persons (IDPs) endure several challenging circumstances which stretch their normal abilities to cope. In their efforts to cope, these people report several mental health challenges like sleeplessness, hypervigilance, anxiety, and depression. The reported mental health challenges are normal in this population; however, when they persist, they result in posttraumatic stress disorder. Surprisingly, some also report obtaining psychological growth due to their challenging circumstances. To examine the interplay of posttraumatic stress disorder and psychological growth in this population, the study was grounded on the cognitive theory of trauma and the broaden-and-build theory of positive emotions. Thus, the relationship among posttraumatic growth, religious commitment, and optimism within adult Liberian former refugees and IDPs traumatized by war-related events became the focus of the investigation. The grounding theories provided four hypotheses that explored the relationship among the constructs, as well as seven exploratory research questions that identified differences among participants. Through purposeful and snowball sampling methods, five hundred participants were selected as the sample; 444 returned the study package. Participants were adult Liberian former refugees and IDPs who could read and understand English at the 8th grade level, and who lived in Monrovia. Participants completed six instruments (-) the Posttraumatic Growth Inventory, the Religious Commitment Inventory, the Revised Life Orientation Test, the War Trauma Screening Index, the Posttraumatic Stress Disorder Checklist for DSM-5, and demographic questionnaire. Results of the study indicated that there was a statistically significant correlation between impact of war-related events and posttraumatic stress disorder, with alterations in arousal and reactivity obtaining the strongest correlation. However, the presence of posttraumatic stress disorder for the Liberian sample could be attributed to the recent reaction to the Ebola virus which re-traumatized adult Liberian former refugees and IDPs. Furthermore, there was a statistically significant relationship between all factors of posttraumatic stress disorder and all factors of posttraumatic growth. The relationship between factors of religious commitment and factors of posttraumatic stress disorder was statistically significant for some posttraumatic stress disorder factors and not significant for others. Similarly, relationship between optimism and posttraumatic stress disorder was statistically significant for some and not significant for others. Finally, a structural equation model was conducted to identify latent variables affecting the relationship. Results indicated, as per the hypothesized model, that war events predicted trauma, which in turn predicted posttraumatic growth. However, even though religiousness and optimism could each predict posttraumatic growth, optimism, more than religiousness provided errors that co-varied with errors of trauma, indicating that with the presence of optimism, a person could move from trauma towards growth. Review of related literature situated the current study in the mental health discourse, especially in providing a voice for mental health on the African continent. Detailed methodology was provided, as were results of findings. Finally, summary, conclusions, and recommendations were provided for both mental health workers, counselor educators, and researchers.
Show less - Date Issued
- 2016
- Identifier
- CFE0006241, ucf:51077
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006241
- Title
- Multicultural Counseling Competence of School Counselors: Relationship to Multicultural Behaviors and Perceived School Climate.
- Creator
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Greene, Jennifer, Hagedorn, W. Bryce, Van Horn, Stacy, Taylor, Dalena, Hopp, Carolyn, University of Central Florida
- Abstract / Description
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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
- Title
- The Influence of a Career Planning STEM Explorations Course on Vocational Maturity, Career Decidedness and Career Thoughts for Undergraduate Students.
- Creator
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Prescod, Diandra, Daire, Andrew, Van Horn, Stacy, Butler, Sylvester, Young, Cynthia, University of Central Florida
- Abstract / Description
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According to the National Academy of Sciences (NAS), innovation that accompanies careers in science, technology engineering, and math (STEM) create a driving force in the economy and the creation of jobs, yet many positions remain open due to the lack of qualified individuals to fill them (NAS, 2011). Continuing research and innovation proves to be important, yet not enough students graduate with STEM degrees and enter into STEM careers. Career planning courses for undergraduate students...
Show moreAccording to the National Academy of Sciences (NAS), innovation that accompanies careers in science, technology engineering, and math (STEM) create a driving force in the economy and the creation of jobs, yet many positions remain open due to the lack of qualified individuals to fill them (NAS, 2011). Continuing research and innovation proves to be important, yet not enough students graduate with STEM degrees and enter into STEM careers. Career planning courses for undergraduate students increase student confidence about their abilities to make career decisions (Grier-Reed (&) Skaar, 2010: Scott (&) Ciani 2008). Vocational maturity and career decision making skills also improve as a result of these courses (Reese (&) Miller, 2006; Scott (&) Ciani, 2008). Although research provides evidence of the impact of career planning courses that are specific to certain disciplines (Heffner, Macera (&) Cohen, 2006), the need for research exists on examining the role career planning courses have in STEM recruitment and retention. This study aimed to investigate the influence of career development intervention in STEM recruitment and retention efforts by examining career decidedness, career thoughts and vocational maturity. Furthermore, the influence of the class was examined by using demographics such as gender, ethnicity, SAT scores, and algebra math placements scores. The Career Development Inventory (CDI) and Career Thoughts Inventory (CTI) provided measures of career thoughts, career decidedness and vocational maturity for this study. The results provided clarity as to the influence of the career planning course. Vocational maturity and career decidedness increase by the end of the career planning course and negative career thoughts decreased. Implications of the findings include counselor education, career development, practice and future research. In a time when billions of dollars are spent on STEM initiative, the current study provided an economically viable career development STEM initiative. The research reveals millions are dollars invested into updating lab equipment, purchasing new materials for students, and training teachers. The current study utilized a career planning course allowing students to explore their likes, dislikes, and abilities and how the aforementioned are connected to career interests. This study also provides insight into how the STEM effort can more specifically recruit students who will excel in STEM disciplines. ?
Show less - Date Issued
- 2014
- Identifier
- CFE0005232, ucf:50592
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005232
- Title
- The Contribution of School Counselors' Self-Efficacy and Professional Quality of Life to their Programmatic Service Delivery.
- Creator
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Mullen, Patrick, Lambie, Glenn, Robinson, Edward, Van Horn, Stacy, Conley, Abigail, University of Central Florida
- Abstract / Description
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The purpose of this investigation was to examine the directional relationship between practicing school counselors' level of professional quality of life and self-efficacy to their programmatic service delivery activities. This investigation tested the theoretical model that practicing school counselors' level of professional quality of life (as measured by the Professional Quality of Life Scale [ProQOLs; Stamm, 2010]) and their self-efficacy (as measured by the School Counselor Self-Efficacy...
Show moreThe purpose of this investigation was to examine the directional relationship between practicing school counselors' level of professional quality of life and self-efficacy to their programmatic service delivery activities. This investigation tested the theoretical model that practicing school counselors' level of professional quality of life (as measured by the Professional Quality of Life Scale [ProQOLs; Stamm, 2010]) and their self-efficacy (as measured by the School Counselor Self-Efficacy Scale [SCSEs; Bodenhorn (&) Skaggs, 2005]) contributes to their service delivery activity (as measured by the School Counselor Activity Rating Scale [SCARS; Scarborough, 2005]). Specifically, this study examined the hypothesized directional relationship that school counselors who have higher ProQOL scores (e.g., less burnout and compassion fatigue and higher compassion satisfaction) and higher self-efficacy scores (e.g., more confident about counseling skills) have increased levels of programmatic service delivery facilitation (e.g., they provide high levels of school counseling activities for students and stakeholders). In addition, this investigation examined the relationship between practicing school counselors' demographic factors and the constructs of professional quality of life, self-efficacy, and programmatic service delivery. Furthermore, the investigation examined the difference in response rate and school counselors' total mean score (as measured by the ProQOLs, SCSEs, and SCARS) based upon the: (a) sampling method (e.g., email web-based, paper-pencil mail-out survey, face-to-face survey administration), (b) token incentive type (e.g., monetary [$1.00, $2.00, or no incentive] or non-monetary [$1.00 donation to the American Red Cross or no donation]), and (c) sampling population (e.g., ASCA dataset or Common Core Dataset)?A review of the literature is presented, which provides conceptual theory and empirical research to support the constructs and their hypothesized relationship. A descriptive, correlational research design was employed to investigate the research hypothesis and exploratory research questions. The data was collected through diverse survey methodologies (e.g., email web-based, paper-pencil mail-out survey, face-to-face survey administration). The research hypothesis was tested through the utilization of structural equation modeling (SEM). In addition, multiple linear regression, spearmen rho correlation, Mann-Whitney U tests, Kruscal-Wallis H tests, and Chi Square tests of independence were used to analyze the data for the exploratory questions. The results of the investigation are presented and compared to current literature and prior research. Additionally, the limitations of the study are discussed and recommendations for future research are presented. Last, implications from this investigation are discussed in regards to practicing school counselors, school counselor educators, and school counseling researchers.The sample size for this investigation was 690 with 577 used for the data analysis after data cleaning. The results of the SEM analyses identified that practicing school counselors' professional quality of life contributed to their programmatic service delivery (1.21% of the variance explained). In addition, the results identified that practicing school counselors' self-efficacy contributed to their programmatic service delivery (34.81% of the variance explained). Furthermore, the analysis indicated that the covariance between professional quality of life and self-efficacy accounted for 26% of the shared variance between these two constructs of interest.Implications of the findings from the study include (a) school counselors' self-efficacy contributes to their programmatic service delivery (large effect size), (b) school counselors' professional quality of life and self-efficacy contribute to one another (medium to large effect size), and (c) school counselors' professional quality of life contributes to their service delivery (small effect size). Additionally, this study provides implications in regards to: (a) the psychometric properties of the ProQOLs, SCSEs, and SCARS with a national sample of practicing school counselors and (b) research methodology related to differences in school counselors' response rates and total mean score on the ProQOLs, SCSEs, and SCARS based upon the sampling method, incentive type, and sampling population.
Show less - Date Issued
- 2014
- Identifier
- CFE0005218, ucf:50627
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005218
