With an increasingly technological and competitive world economy, more jobs require employees to have achieved the advanced skills and knowledge gained only through postsecondary education. The data regarding the supply and demand between the workforce and higher education present a challenge for community college technical programs. These are the programs charged training the new workforce. An effort to increase the persistence and three-year graduation rate for technical students is one of Tarrant County College District's initiatives to prepare students for the workforce. Therefore, the purpose of this study was to determine factors that contribute to the three-year graduation rates of students enrolled in technical programs at the Northwest Campus of the Tarrant County College District. A quantitative survey approach was selected for this study targeting 191 technical students. The results of this study showed that females, who had established a degree plan and declared a major during the first two semesters at the urban community college campus under study, graduated in three years. The graduation rates for males in this study were lower than for females. Also, technical students who were 18 to 35 years old were more likely to graduate. Students who did not complete a degree plan in …

This study examined the effectiveness of child centered play therapy (CCPT) with academically at-risk 1st graders. In this quasi-experimental design, twenty-one 1st grade students were assigned to the experimental group and 20 students were assigned to the no treatment control group. The children in the experimental group received two 30 minute play therapy sessions per week for the duration of eight weeks. Three hypotheses were analyzed. A two-factor repeated measures analysis of variances (SPANOVA) were performed on each dependent variable to determine if the experimental group performed differently from the control group across time according to the pretest and posttest results of the Young Child's Achievement Test (YCAT), the Pictorial Scale of Perceived Competence and Social Acceptance for Young Children (PSPCSAYC), and the Student-Teacher Relationship Scale (STRS). Additionally, partial η2 was calculated to determine practical significance. One hypothesis was retained at the .05 level of significance. Findings indicated that academically at-risk 1st graders who participated in CCPT scored statistically significant higher on academic achievement. Specifically, children assigned to the experimental group demonstrated a statistically significant increase in Early Achievement Composite (p = .03) when compared to children assigned to the no treatment control group. No statistical significant results were found …

This study describes and implements a necessary preliminary strategic planning procedure, the Internal Environmental Scanning (IES), and discusses its relevance to strategic planning and university-sponsored lifelong learning program model selection. Employing a qualitative research methodology, a proposed lifelong learning-centric IES process based on Bryson's (2004) strategic planning model was tested at a large public university in the American Southwest with the intention of both refining the IES process for general use in the field as well as providing a set of useable reference documents for strategic planners at that university. The prototype lifelong learning IES process as tested proved to be highly effective in identifying and categorizing previously unrecognized lifelong learning programming and organizational structures and, was reasonably efficient in process execution. Lessons learned from the application of the prototype lifelong learning IES procedure led to the development of a revised scanning procedure. This revised procedure is considered more reliable and can be accomplished by a single investigator in as little as 35 production hours, providing a detailed snapshot of the total university lifelong learning system and a point of departure for the larger strategic planning effort.

This descriptive and correlational study examined the applicability of major U.S. college choice factors to Philippine high school seniors. A sample of 226 students from a private school in Manila completed the College Choice Survey for High School Seniors. Cronbach's alpha for the survey composite index was 0.933. The purposes of this nonexperimental, quantitative study were (1) to describe the relative importance of major college choice factors (as identified in U.S. research) to Philippine high school seniors, and (2) to determine whether there were statistically significant differences in the importance ascribed to these factors, according to students' demographic attributes. For all statistical analyses, SPSS 16.0 software was used. To address the first purpose, the mean and standard deviation were calculated for each college choice factor addressed in the survey. To address the second purpose, ANOVAs, Mann-Whitney U tests, and Kruskal-Wallis tests were run, in order to study the relationship between each of the major college choice factors and students' demographic attributes. This study found that all of the major U.S. college choice factors were important, to some degree, in the Philippine context. Other factors were added based on pilot studies. This study also found that some of the U.S.-literature-generated demographic …

There is a dearth of research available on child services in the community mental health setting in the fields of psychology and counseling. The purpose of this study was to conduct an experimental evaluation of university-based play therapy clinical services with children aged 3 to 10 years old and to explore dimensions of the effectiveness of child-centered play therapy (CCPT) with children. This study examined real-life clinical services to the largest number of child participants in decades of mental health research, especially in the field of play therapy. Archival data from cases of 364 children served through a university-based play therapy clinic in the southwestern United States was examined. The effectiveness of child-centered play therapy (CCPT) was measures by a decrease in a child's behavioral problems perceived by a parent/guardian measured by scores of the Internalizing Problems, Externalizing Problems and Total Problems on the Child Behavioral Checklist (CBCL) and a reduction of parent-child relationship stress manifested in the Child Domain, Parent Domain and Total Stress Score on the Parenting Stress Index (PSI). Data from pretest and posttest was gathered for use in the analysis. Independent samples t-test, repeated measures analysis of variance, and ordinary least squares regression, including effect sizes, …

This study investigated the effects of interactive lessons and learning style on student learning outcomes in self-defense education classes. The study utilized an experimental design that incorporated four self-defense education classes at the University of North Texas (UNT) during the fall semester 2007 (N = 87). A pre-test was administered during the first week of class to determine prior knowledge of the participants. The Visual Auditory Reading/Kinesthetic Inventory (VARK) was used to assess the learning styles of the students and was completed after the pre-test of knowledge was administered. The treatment group received the interactive lesson and the control received a paper review. The difference between the pre and posttest was used as a measure of improvement of the student's learning outcomes. A 2 (treatment/control) by 2 (pretest/posttest) ANOVA with repeated measures was conducted to examine the differential improvement in knowledge across the intervention. Based on the 2-way ANOVA there was a significant difference between the treatment group and the control group based on their learning outcomes. A repeated measures ANOVA was conducted to determine if there was a significant difference between the groups based on the pre and post test scores. Based on the results of a one week …

The purpose of this study was to explore the various animal assisted interventions mental health professionals incorporate in the therapeutic treatment process, as well as the various therapeutic purposes intended with each technique. Participants were recruited from animal assisted therapy related databases. Participants included professionals who practiced in the mental health field. Thirty one participants qualified for the study. A survey was developed based on information found reviewing literature related to animal assisted therapy. Nineteen animal assisted therapy techniques and ten therapeutic intentions were identified from a review of the literature. Participants were asked to rate on a Likert scale how often they incorporated each technique in their treatment process. Additionally, participants were asked to identify which therapeutic purposes they intended with each technique. Results indicated participants incorporated a variety of animal assisted techniques for various therapeutic intentions. Results indicated seven animal assisted techniques were incorporated by more than 50% of the participants. Building rapport in the therapeutic relationship was the most common therapeutic intention reported with a variety of animal assisted techniques.

The purpose of this study was to investigate student preferences for content, timing, and method of informed consent within counselor education programs. Participants included 115 students enrolled in counseling internship courses at six counseling programs accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP). Participants completed the Informed Consent Preferences Questionnaire (ICPQ), an instrument designed specifically for this study through systematic instrumentation development. Descriptive statistics highlighted participants' moderate to high ratings of perceived importance for an array of suggested content pieces for student informed consent. Participants varied among themselves and between items in relation to preferred timing of informed consent, and they consistently reported a desire for student informed consent to be facilitated through a combination of both oral and written methods. Results of exploratory factor analysis revealed a simple eight-factor structure within the ICPQ and suggested strong internal reliability. Correlations for participant scale scores for the eight factors revealed a variety of small to medium correlations. Results from t-test and one-way analysis of variances (ANOVA) indicated that participant preferences did not vary according to demographic variables. Finally, participants' qualitative responses revealed high levels of support for student informed consent. Findings of this study may aid …

The purpose of this study was to determine the extent to which academically successful first-generation college students, compared to academically successful non-first-generation college students, used academic support programs provided by UNT and to measure their perception of the benefits of these programs. Differences were examined using information gathered from a Graduate Student Survey administered to students graduating in fall 2006 from the University of North Texas. Analysis of the data from the survey indicated that there was no statistical significance between the use and perception of benefit of academic support programs between the two groups. Overall, students that used academic support programs provided by the university believed they benefited from the programs they utilized. Both groups indicated that they believed the Math Lab provided the most benefit. The Graduating Student Survey also examined input, environment and output factors of academically successful first-generation and academically successful non-first-generation students. Again, both groups indicated similar responses to the questions asked. First-generation college students in this study were successful in graduating from the University of North Texas and utilized some of the resources provided by the university to do so.

The purpose of this study was to examine if there is an association between effective supervision and communication competence in divisions of student affairs at Christian higher education institutions. The investigation examined chief student affairs officers (CSAOs) and their direct reports at 45 institutions across the United States using the Synergistic Supervision Scale and the Communication Competence Questionnaire. A positive significant association was found between the direct report's evaluation of the CSAO's level of synergistic supervision and the direct report's evaluation of the CSAO's level of communication competence. The findings of this study will advance the supervision and communication competence literature while informing practice for student affairs professionals. This study provides a foundation of research in the context specific field of student affairs where there has been a dearth of literature regarding effective supervision. This study can be used as a platform for future research to further the understanding of characteristics that define effective supervision.

College counselors today face increasing challenges, with fewer resources than in the past. Little has been known as to whether college counselors take advantage of resources and benefits available through involvement in professional organizations in these increasingly challenging professional times. College counseling center professionals in one state in the Southwest were surveyed regarding their professional organization involvement (N = 152). Participants were selected by targeting specific 4-year institutions with undergraduate populations and specific counseling professionals who work in college counseling centers within these schools. Most college counselors surveyed were involved in professional organizations, and involved in a variety of ways within these organizations. Many professional organizations catering to college counselors were identified. Specific motivations for involvement and hindrances to involvement were identified. In addition, no significant difference was found among the involvement of professional counselors versus psychologists.

This study used a single case design to explore the relationship between individual child-centered play therapy on children with developmental delays by examining its effectiveness in: 1) increasing measured developmental age; 2) reducing problematic behaviors related to developmental delays; and 3) increasing developmentally appropriate behaviors. Three participants were assessed weekly with both developmental and behavioral measures during the three phases of the study: baseline, intervention, and follow up. Additionally, parents of the participants completed behavioral measures at pretest, midpoint, and posttest administrations. The participant's weekly standard scores were graphed and results were examined separately using visual analyses. Changes between phases: non-intervention baseline, intervention, and non-intervention follow-up were examined; specifically, the level, trend, and variability of the data across the phases were examined. Each of the three participants served as their own control group in this single case analysis and their results, and all three of the participants demonstrated improvement on the developmental measures after receiving the play therapy intervention. Results from this single case analysis suggest the need for further replication, use and reporting of single case interventions and designs, to promote the efficacy of counseling interventions and to potentially enhance the literature and research base for evidence based interventions.

Although professional counselors have distinguished themselves among helping professionals through a focus and foundational framework in normal human growth and development over the life-span, a majority of programs neglect to incorporate training opportunities enabling students to translate developmental theory to clinical practice. In this mixed-method study, the researcher explored the effects of a human developmental counseling application curriculum and examined cognitive complexity levels among counselor trainees. Qualitative results support gains in both the integration and application of developmental content while quantitative results offer partial support for cognitive complexity gains among trainees. This study identifies a curricular training experience in which counselor trainees' integration and application human developmental theory as well as cognitive complexity, are notably enhanced.

The study was conducted during November and December 2006, and the participants were Taiwanese aboriginal students at five-year junior colleges in Taiwan. Five hundred students from twenty junior colleges were recruited, and completed data for 226 students were analyzed. The data were collected by scoring the responses on six instruments which measured Taiwanese aboriginal junior college students' potential social capital, racial identity development, academic outcome (expected grade) and their psychological adjustment (stress, social support, self-esteem, and academic engagement). The instruments were designed to gather information on the following: (a) potential social capital scale; (b) multigroup ethnic identity measure; (c) racial identity attitude scale; (d) perceived stress scales; (e) self-esteem scale; (f) social support scale; (g) academic engagement scale; (h) academic outcome (expected grade). This quantitative design used SPSS 12 to analyze the data. Independent t-tests, Pearson correlation coefficient, regression model, ANOVA, ANCOVA were applied in the study. Results from this study indicate racial identity affects academic outcome with the covariate of psychological adjustment. This finding contradicts previous research that racial identity cannot affect students' psychological adjustment and academic achievement in higher education. For social capital, the study provides encouraging evidence that social capital is directly, significantly correlated with academic outcomes …

This study examined the effectiveness of training low income Black American parents in child parent relationship therapy (CPRT). In response to the cultural values and challenges faced by low income Black American parents, the CPRT manual was adapted slightly for use with parents for this study. In this quasi-experimental design, 14 parents were assigned to the experimental group and 13 parents were assigned to the no treatment control group. Six hypotheses were analyzed. Different analyses were conducted based on the hypotheses. A two-factor repeated measures analysis of variance and analysis of covariance were conducted to determine if the CPRT treatment and the no treatment control group performed differently across time according to pretest and posttest results of the Child Behavior Checklist - Parent Version (CBCL) and the Parenting Stress Index (PSI). Additionally, partial η2 was calculated to determine practical significance. Five hypotheses were retained at the .025 level of significance. Findings indicated that parents who participated in the CPRT training reported a statistically significant decrease in parent-child relationship stress. Specifically, parents assigned to the experimental group demonstrated a statistically significant decrease in Child Domain (p < .001), Parent Domain (p < .001), and Total Stress (p < .001) of the …

This quasi-experimental study examined the effects of child-parent relationship therapy (CPRT) with low income first generation immigrant Hispanic parents. Forty-eight parents were randomly assigned by school site to the experimental group (n=24) and to the no treatment control group (n=24). A two factor (Time x Group) repeated measures analysis of variance was performed to examine the effects of group membership (experimental, control) and time (pretest, posttest) on each of the six hypotheses. Dependent variables for the Spanish version of the Child Behavior Checklist (CBCL) included Externalizing Problems, Internalizing Problems, and Total Problems. Dependent variables for the Spanish version of the Parenting Stress Index (PSI) included Child Domain, Parent Domain, and Total Stress. Results indicated that from pre-test to post-test, parents who participated in the CPRT treatment group reported a statistically significant improvement on their children's behaviors at the alpha .025 level (Internalizing Problems p< .001; Externalizing Problems p< .001; Total Problems p<.001) when compared to children whose parents did not participate in CPRT. Partial eta squared (ηp2) further indicated that the effects of CPRT treatment on the experimental group compared to the control group from pre-test to post-test was large (ηp2 = .56; ηp2 = .59; and ηp2 = .68, …

This study represents qualitative, historical research. The study documented the origins, milestones, and development of the Southern Bible Institute in Dallas, Texas. This study provided data leading to a better understanding of the impact of segregation on the African American religious community in Dallas, Texas. Data from this study also shows how African Americans responded to segregation in the area of theological higher education through the establishment of the Southern Bible Institute. The research methodology was heavily dependent on oral data from various sources and pertinent data were extrapolated from oral history interviews and historical, internal and external institutional documents. Analysis was based on accuracy, consistency and authenticity. Triangulation was the method used to determine the accuracy and authenticity of the oral interviews. The data were also analyzed for extrapolating factors that lend themselves to inclusion on an institutional assessment. Based on the factors extrapolated from the data and from a strengths, weaknesses, opportunities, and threats (SWOT) analysis, an internal institutional assessment checklist was created to assist the leadership in evaluating various aspects of the school. It was concluded that the future seems bright for the Southern Bible Institute, but it is recommended that the administration leverage off identified strengths …

This study analyzes the satisfaction of doctoral students in the joint doctoral program in Christian higher education between Dallas Theological Seminary (DTS) and the University of North Texas (UNT). The study focuses on the 18 students who have been identified as advanced participants in or graduates from the joint program from its inception in 1997 through its 10-year mark in 2007. Fourteen of the 18 eligible students agreed to participate in this study for a 77.8 % response rate. The doctoral students completed a survey that was created using a study of Garrett in 2006 of doctoral students at Historically Black Colleges and Universities and of McLaughlin in 2002 of graduate students in Christian education at DTS. The purpose of this study was to determine to what extent the joint doctoral program in higher education between both institutions meets the expectations of the students and prepares them for the range of careers that they then pursue. The study offers a number of findings surrounding the five research questions and offers several conclusions and recommendations for further research. The study concluded that the surveyed participants were immensely satisfied with their education experience thus assuming that the joint program does meet expectations …

This qualitative study described and examined the characteristics, components and theoretical design of the Student African-American Brother (SAAB). The SAAB is a national program that seeks to increase the academic and social integration of African-American males in higher education to increase their potential to graduate with an undergraduate degree. The SAAB's academic and social integration strategies were compared to Bean and Bennett's conceptual model of black student attrition to determine the congruency between the organization's strategies and the theoretical framework. The methodology was case study. Thirty semi-structured interviews were held with past and current members of the organization to gain a broader knowledge of the SAAB strategies and interventions used to promote their academic and social integration. The research revealed the SAAB applies a three dimensional approach which consists of providing a supportive environment, supporting academic goals, and encouraging campus and community involvement. This approach increases the students' understanding of the organization and structure of the higher education setting to yield successful matriculation through a four year college or university.

This study identified the types of sexist language that appear in ESL textbooks by Thai authors. The study analyzed the ESL textbooks by Thai authors sold at the Chulalongkorn University bookstore during spring 2007. It was a qualitative case analysis of fifteen ESL textbooks covering the beginning, intermediate, and advanced levels of ESL instruction. The study used feminist criticism to discover what gender roles are sanctioned as appropriate in ESL textbooks by Thai authors and if the language used supports or challenges patriarchy. The results of this study show that sexist language is present in the textbooks and that the textbooks contain content that promotes sexist assumptions concerning gender roles. As a whole, the language and examples used in ESL textbooks by Thai authors support patriarchy.

Experts in traumatology have postulated traumatized children play differently than non-traumatized children. These differences are called posttraumatic play and include the behaviors of intense play, repetitive play, play disruption, avoidant play and negative affect. The purpose of this study is the continued development of the Trauma Play Scale through the addition of a normative sample. The Trauma Play Scale is an observation-based instrument designed to distinguish the play behaviors of children in play therapy with a history of interpersonal trauma when compared to non-traumatized children. The present study compares two samples of children. One group (n=6) currently in play therapy with a history of interpersonal trauma and another group (n=7) considered normally developing (cognitively, emotionally, socially, and physically) by their parents with no known history of interpersonal trauma. Trained raters blind to the trauma history of the children rated a series of eight consecutive video-recorded play therapy sessions for each participant. One-way analysis of variance statistics, including effect sizes were compute to determine the discriminant validity of the Trauma Play Scale. Traumatized children scored significantly higher on the Trauma Play Scale than non-traumatized children on all domains of the scale as well as the overall Average Trauma Play Scale score. …

There is a need to understand the relationship between, the traditional 16-week versus an 8-week, and college-level mathematics success rates. This study applied chi-square (χ2) and analysis of variance to compare and contrast which course length of time, 8-weeks or 16-weeks, for college algebra resulted in a higher proportion of students successfully completing the course. In addition, success rates among ethnicities, gender, and age groups were also examined. The population sample for this study was 231 students enrolled in college algebra from fall 2004 through fall 2007. Data was analyzed on four sections of the traditional 16-week courses and four sections of 8-week courses. Success was defined as earning a grade of A, B, or C in the course. The study found that overall there was no significant difference in success rates for the 8-week and 16-week college algebra courses. However, significant differences were found in success rates among Asian, Pacific Islander students enrolled in the 8-week and 16-week courses. No significant differences in success rates were found for White, Non-Hispanic; African-American, and Hispanic, Mexican American students. There was a significant difference in the number of A's, B's, C's, D's and F's among White, Non-Hispanic students, but there was no …

The purpose of this quantitative study was first to investigate the comparative incidence of electromagnetic aftereffects (EMEs) during the past year among near-death experiencers (NDErs), people who experienced a close brush with death without an NDE (CBrs), and people who reported never having experienced a close brush with death (LCErs). The second purpose was to investigate a possible change in EME incidence among the three groups before and after a critical life event. The third purpose was to investigate the relationship between the reported overall depth and specific components of the subjective experiences of people who have had a close brush with death -- NDErs and CBrs -- and their reported incidence of EMEs. I used the Near-Death Experience Scale (Greyson, 1983), and developed the Close Brush with Death Question form, Life Changing Event Question form, and Electromagnetic Effects Questionnaire for this study. The final sample included 36 NDErs, 20 CBrs, and 46 LCErs. The results of this study firmly supported more reported problems with EM devices experienced by NDErs compared to CBrs or LCErs. Especially with respect to EM devices such as lights and cell phones, as well as the emotional state of individuals affecting EM devices, this study …

The general purpose of the study was to compile current descriptive information for recent graduates from career school sector institutions that reveals the significant factors which contributed to their program completion. The research project focused upon career school program completers. The scope of the study was directed to recent program completers at two career schools in Texas which offer a cross-section of programs designed to provide students specific skills for immediate employment. Based upon an extensive review of literature and the input of a focus group of experienced career school administrators and faculty members, seven variables were determined to be worthy of a focused study of their possible contributions to career school program completion. The variables were ability to accept responsibility for completion, academic preparedness, family or friends support system, self-esteem, life skills preparedness, sense of being goal-oriented, and sense of connectedness to the school. It was determined that each of the seven variables existed prominently in the majority of these recent graduates. The researcher concludes that there is a tremendous need for continued study that is focused on career school sector students. The paper offers the suggestion of a specific retention program that can be employed by career school …