This study describes the experiences of doctoral students in education at Historically Black Colleges and Universities (HBCUs). The study focused only on the 14 HBCUs that offer doctoral degrees in education. Twelve of the 14 eligible institutions agreed to participate in the study. A total of 47 doctoral students who were in their third year of study or close to completion participated in the study. These doctoral students completed a survey that was utilized in a national study of doctoral students at predominately white institutions and Ivy League institutions conducted by Golde and Dore in 2001. The purpose of this study was to determine if doctoral students in education at HBCUs are receiving a quality education and if they are being adequately prepared for their careers. This study offers 368 findings from which the doctoral experience in education at HBCUs can be comprehensively evaluated. It was determined that doctoral students in education at HBCUs do receive a quality education and are being effectively prepared for their careers.

This study was designed to determine the effectiveness of culturally responsive child-centered play therapy when compared to a curriculum-based small group counseling intervention as a school-based intervention for Hispanic children experiencing behavioral problems that place them at risk for academic failure. Specifically, this study measured the effects of the experimental play therapy treatment, compared to Kids' Connection, on reducing Externalizing and Internalizing behavior problems of elementary school-age Hispanic children. Twenty-nine volunteer Hispanic children were randomized to the experimental group (n=15) or the comparison group (n=14). Subjects participated in a weekly 30 minute intervention for a period of 15 weeks. Pre- and posttest data were collected from parent and teachers using the Behavior Assessment Scale for Children (BASC). A two factor mixed repeated measures analysis of variance was computed for each hypothesis, to determine the statistical and practical significance of the difference in the pretest to posttest behavior scores of children in the two groups. According to parents' reports, the children receiving play therapy showed statistically significant decreases in externalizing behaviors problems, specifically conduct problems, and moderate improvements in their internalizing behavior problems, specifically anxiety. Teacher BASC results showed no statistical significance and negligible-to- small practical significance between the two groups …

This study identified and described the experiences of twelve African American men that influenced the choice to participate in postsecondary education. This qualitative study used a phenomenology framework to determine 1) the formation of predisposition in the college choice process, 2) the messages received about college from influential people, and 3) perception and interpretation of the importance of a college degree. The overall theme arising from the data is that the college choice process was complicated and inconsistent; however, ten of the twelve participants completed some type of postsecondary training. Deficient messages about postsecondary education manifested as low parental support for college attendance, low academic expectations, withholding of important information from school officials and little or no exposure to postsecondary institution campuses or students. Influential people for the participants ranged from parents to themselves, and from a combination of characteristics from different people, to peers, to no one. The informants did not consistently identify their role model as the one who influenced them to attend college. The perception of the value of a college degree varied among the participants. Some described the degree as a requirement for success; others felt that strengthening family and achieving financial independence was more important.

This study investigated the effectiveness of a child-centered self-reflective play therapy supervision model with master's level counselor education graduate students. Specifically, this research determined if the self-reflective play therapy supervision model facilitated significant change in the master's level play therapists': (a) child-centered attitude; (b) knowledge of child-centered play therapy; and (c) confidence in applying play therapy skills. This study also measured change in the skills of: (d) tracking behavior, (e) reflecting content, (f) reflecting feelings, (g) facilitating decision-making and self-responsibility, (h) facilitating esteem-building and encouragement, (i) encouraging the child to lead, (j) setting limits, (k) ability to be congruent, (l) quality of non-verbal responses and (m) quality of verbal responses. The experimental group students (N=15) utilized a 15 week self-reflective play therapy supervision model. This model consisted of a manual that reviewed the rationale and utilization of six therapeutic responses of child-centered play therapy, self-assessment forms that were completed after reviewing weekly play therapy session videos and weekly group supervision. The control group (N=15) received supervision during the 15 weeks but did not use the manual or the self-assessment forms. Prior to working with their first client and again at the end of the semester practicum, the play therapy supervisees …

This study seeks to determine the effectiveness of the Challenging Athletes Minds for Personal Success (CHAMPS)/Life Skills program at the University of North Texas, as perceived by the student athletes who participate or participated in this program. The study attempts to measure the extent to which the student athletes feel that the program had value; if they received helpful information to support them through their college career to career transition; if the student athletes felt that the program provided them with skills to encourage better self-esteem; and if they believed that the CHAMPS/Life Skills program provided them with leadership and character education. The study, conducted in the Fall of 2003, had 163 respondents. An instrument was developed to determine student athletes' perceptions of the effectiveness of the CHAMPS/Life Skills program at UNT. The instrument consisted of 30 questions using a Likert-type scale. A Mann-Whitney U, a non-parametric t-Test, was utilized to analyze the data. This type of t-Test was used because it is specifically designed to compare the means of the same variable with two different groups and account for non-homogeneous groups. The lack of homogeneity was very likely influenced by the unequal group sizes. Generally, all aspects of the …

This study examines occupational aspiration and choice of traditional first-time college students utilizing longitudinal data from the Cooperative Institutional Research Program (CIRP). Focus is given to beliefs about the importance of family and money in relation to selection of an occupation that is classified as sex-typed. Change from one occupational category to another is also considered. The dissonance between students' beliefs about the importance of family and money as associated with their sex-typed occupational choice is explored. Understanding students' occupational plans that subsequently determine future prestige, wealth, and status is vital to higher educational professionals who facilitate students in their career selection and major. Therefore, environmental factors of satisfaction with career counseling and academic advising are examined. The U.S. Census Equal Employment Opportunity (EEO) data is applied in the classification of sex-typed occupations. Race and ethnicity is investigated to determine if the same gender patterns exist among cultural groups with regards to their occupational selection. The results indicate that students' occupational aspirations were influenced by their belief regarding the importance of family or money. In addition, their beliefs regarding family and money changed after four years of college with family increasing in importance. Strong beliefs that were, either concordant or …

This study investigated decision making factors used by child caregivers to identify suspected child abuse and neglect and collected data on caregiver training in the recognition and reporting of suspected child abuse and neglect. Data was collected in July 1999 in fourteen north Texas childcare programs. One hundred twenty three teaching and administrative staff completed a survey based on Jacobson, A., Glass, J. and Ruggiere, P. (1998). Five teachers and five administrators chosen for convenience were read eleven vignettes describing possibly abusive situations to decide whether they were reportable or non-reportable, and to indicate factors used to make their decisions. Administrators (50%) and teachers (13.3%) reported being unfamiliar with child abuse and neglect definitions and reporting laws. Two thirds (66.7%) of the administrators and 39.8% of the teachers had received specific training in recognizing and reporting child abuse and neglect. Administrators were more likely than teachers to report suspected child abuse and neglect. Teachers often reported to program administrators rather than state designated authorities. All subjects relied on information about children, but administrators also used information about parents, with teachers more likely to make excuses for parental actions. With 110 reporting opportunities, training was cited as a factor only twice …

This study had two primary purposes. The first goal was to bring the 1993/1996 Katsinas-Lacey two-year college classification system into the 21st century using data from the 2000 United States Census and the National Center for Education Statistics' Integrated Postsecondary Educational Data System (IPEDS) surveys for the 2000-2001 and 2001-2002 academic years. The second goal was to create a descriptive portrait of the universe of two-year, publicly controlled institutions that primarily offer the associate's degree mapped against the updated classification system and to describe and discern similarities and differences within this particular population by class and subclass in terms of multiple measurable characteristics for which IPEDS data were available. The study, based upon classification theory utilized in social science and management sciences - particularly the work of Bailey and McKelvey - assessed the efficacy of a number of other recent proposed community college classification systems, the original Katsinas-Lacey system and the revised version of Katsinas-Lacey created through the current research. It found both the original Katsinas-Lacey system and the revised version to meet the criteria for a well-made classification model. The study includes directories of all colleges and universities in the United States that offer the associate's degree with geographic, …

This study identified tenure policies and practices among Council for Christian Colleges & Universities (CCCU) member schools. A survey of CCCU member schools was conducted; 65 usable questionnaires were received. A response rate of 69% was achieved. Schools also provided portions of their faculty handbooks addressing tenure. The purpose of the study was to determine (a) what CCCU schools grant tenure, (b) why they grant tenure, (c) specific tenure policies and practices, (d) what CCCU schools do not grant tenure, (e) why they do not grant tenure, (f) retention policies used in place of tenure, and (g) how CCCU schools' tenure policies compare with the American Association of University Professors (AAUP) guidelines. The data suggests that (a) the majority of CCCU schools (68%) grant tenure, (b) these schools represent nearly all religious affiliations within the CCCU, and (c) they are large in relation to CCCU schools that do not grant tenure. The predominant reasons given for granting tenure are protection of academic freedom, mutual commitment by institution and faculty, and recruiting / retaining quality faculty. The schools grant tenure based on teaching, scholarship, service, and the integration of faith and learning. Tenure success rates seem high. Thirty-two percent of the …

This study examined the impact of child teacher relationship training (CTRT) on teachers' and aides' use of relationship- building skills in the classroom and the correlation between teachers' and aides' demonstration of relationship- building skills and the effect on student behavior. CTRT was modeled after Landreth and Bratton's (2006) 10-session filial therapy model titled child parent relationship therapy (CPRT) which is based on the principles and procedures of child -centered play therapy. The CPRT manual was adapted slightly for use with teachers and aides for this project. In this quasi-experimental design, 12 teacher aide dyads (n = 24) were assigned to the experimental (n = 12) or active control groups (n = 12). Children who scored in the Borderline/Clinical range on at least one scale of the Child Behavior Checklist-Caregiver/Teacher Report Form (C-TRF) at pretest qualified for the study (N = 32). During the first phase of treatment, teachers and aides participated in the equivalent of 10 training/supervision sessions consistent with the principles and procedures of CPRT. During CTRT Phase II, teachers and aides participated in 10 weeks of coaching/modeling to facilitate the use of CTRT skills in the classroom environment and continued to participate in weekly 1-hour group training/supervision …

Grandparent-Grandchild Attachment as a Predictor of Psychological Adjustment among Youth from Divorced Families

The purpose of this study was to identify the relationship between attachment and emotion understanding in preschoolers. Data was collected from 16 preschool children and their mothers recruited from a private learning center in a downtown metropolitan area. Attachment was measured by use of the Attachment Q-sort, 3.0 (Waters, 1995), while emotion understanding was assessed through use of Denham's (1986) affective perspective-taking task and interviews of children concerning naturally occurring emotions and emotion causes (Fabes et al., 1991). Results included a significant correlation (p < .05) between secure attachment and preschooler's ability to decipher the cause of another's emotion; however, a significant correlation was not found between secure attachment and preschooler's perspective-taking ability or ability to name other's emotions. Thus, conclusions about the impact of attachment upon emotion understanding were mixed, and more research on the subject was implicated.

Power and effect size analysis are important methods in the psychological sciences. It is well known that classical statistical tests are not robust with respect to power and type II error. However, relatively little attention has been paid in the psychological literature to the effect that non-normality and outliers have on the power of a given statistical test (Wilcox, 1998). Robust measures of location exist that provide much more powerful tests of statistical hypotheses, but their usefulness in power estimation for sample size selection, with real data, is largely unknown. Furthermore, practical approaches to power planning (Cohen, 1988) usually focus on normal theory settings and in general do not make available nonparametric approaches to power and effect size estimation. Beran (1986) proved that it is possible to nonparametrically estimate power for a given statistical test using bootstrap methods (Efron, 1993). However, this method is not widely known or utilized in data analysis settings. This research study examined the practical importance of combining robust measures of location with nonparametric power analysis. Simulation and analysis of real world data sets are used. The present study found that: 1) bootstrap confidence intervals using Mestimators gave shorter confidence intervals than the normal theory counterpart …

The primary focus of this study was to discover the depth of involvement with fundraising by student affairs professionals in Texas. It sought to determine the predominance of chief student affairs officers trained in development and the types of training that they received. Cooperation between student affairs divisions and development offices was also studied and whether there was a correlation between a cooperative relationship and the number of successful fundraising goals. This study includes a review of related literature on student affairs fundraising, a description of the methodology, results of the survey, conclusions, implications, and recommendations that may assist in future decision-making concerning future involvement in fundraising. The surveys were mailed to 149 four-year (public and private) institutions and two-year public institutions in Texas. The senior staff members of both the student affairs office and development office were asked to complete a survey. There was a 60.7% return rate consisting of responses from 72 development offices and 95 student affairs offices for a total of 167 usable responses. The study found that 59% of the student affairs officers had some formal training and/or on the job training. Involvement in fundraising was reported by 62.1% of the chief student affairs officers. …

This study was designed to investigate the effectiveness of a filial therapy training model with high school students enrolled in a Peer Assistance Leadership (PAL) program. Specifically, this study was designed to determine the effectiveness of filial therapy in: (1) increasing observed empathic behavior with children, (2) increasing acceptance toward children, (3) increasing the ability to allow children self-direction, and (4) increasing the level of involvement with children. Additionally, this study was designed to determine the effectiveness of filial therapy in facilitating healthy parenting attitudes of nonparenting adolescents. A research question was presented to determine if a relationship exists between empathy, acceptance, involvement and allowing children self-direction and other factors considered to be healthy parenting attitudes. An Analysis of Covariance on post-test scores revealed significant findings in the high school students ability to demonstrate empathy towards children, allowing the child self direction, communication of acceptance, and involvement as measured by the Measurement of Empathy in Adult-Child Interactions (MEACI). An Analysis of Covariance on post-test scores revealed no significant changes in parenting attitudes as measured by Adult- Adolescent Parenting Inventory (AAPI-2). A Bivariate Correlation revealed a statistically significant correlation between the Empathy, Acceptance, Allowing the Child Self-Direction and Involvement scales on …

This study assessed the impact of the Texas Counselors' Network (TCN) on students of counselors who attended TCN workshops. TCN is a professional organization created in 1996 for the professional development of counselors. TCN impacts primary and secondary school students by providing counselors with selected skills to assist them in helping students. In theory, TCN thus impacts these students by improving overall skills of participating counselors. This study assessed the progress of students before and after implementation of TCN. Students' progress was considered in four areas: Texas Accountability Assessment Scores (TAAS), attendance rates, dropout rates, and high school student enrollment in technical programs. The current study compared student performance in the above four areas during a two to three year period prior to the establishment of TCN, with the initial six years of TCN existence. This study examined data attained through the Texas Educational Agency (TEA) Website using their Academic Excellence Indicator System (AEIS) for four regional TCN groups. The study used a paired t-test to compare the performance of students before versus after counselor participation in network workshops. The findings indicated that overall, counselor participation in TCN could have a significant effect on student performance. In fact, eight tests …

The purpose of this study was to investigate the extent of Prince George's Community College faculty knowledge of the legal issues, Section 504 of the Rehabilitation Act of 1973, The Americans With Disabilities Act of 1990, and recent court decisions, related to the provision of classroom accommodations for students with disabilities at the postsecondary level. The focus of the study was to determine if a difference existed between the knowledge of full-time and part-time faculty. Part-time faculty comprise over 50 % of the instructional staffs at most community colleges and are considered an integral part of their institutions, yet they are offered little opportunity for professional development. The variables of gender, department affiliation, teaching at more than one institution, number of years of teaching experience, number of students taught with a disability, and number of individuals known with a disability also were reviewed. Data were collected through a questionnaire distributed to 158 faculty members at the college. Twenty-nine packets were returned as undeliverable. Of the 129 deliverable packets, 57 were returned for a response rate of 44.2%. Results from the analysis of data indicated that faculty have very limited knowledge of the legal issues concerning students with disabilities. Only 26.9% …

The study focused on the academic programs offered for telecommunications technicians provided by 16 two-year and four-year higher education institutions and the ways in which the programs compared to the established telecommunications technicians' skill standards. Six specific research questions concerned the training programs for telecommunications technicians. The first verified the validity of the information in Peterson's 2000: 2 Year Colleges and Peterson's 2000: 4 Year Colleges identifying the institutions offering a communication equipment technology major. The second question focused on the institutions that included telecommunications as part of the curriculum. The third identified the importance of the skill standards to the 2-year and 4-year training programs, and the fourth identified the job functions that were included in or excluded from the training. The fifth question identified the job tasks that were included in or excluded from the training. The final question determined whether the 2-year or the 4-year telecommunications technicians' training program was more closely aligned with the skill standards. In order to accomplish the objectives of this research, a survey methodology was selected. The survey instrument was developed to compare the importance of the telecommunications technicians' skill standards to the 2-year and the 4-year training programs. The skill standards …

This study explored the relationship between the personality construct of hardiness and public speaking anxiety. Although hardiness has been widely explored in a variety of anxiety-arousing life events, its relationship with communication anxiety had not been previously studied. Therefore, hardiness, public speaking trait anxiety, and public speaking state anxiety were measured in a course requiring an oral presentation assignment. One hundred fifty students enrolled in a basic speech communication course participated in the study. A statistically significant correlation was revealed between hardiness and trait communication anxiety. Students higher in hardiness reported lower trait communication apprehension in three contexts: 1) meeting, 2) interpersonal, and 3) group. Overall, students did not differ on measures of hardiness and a fourth communication context: public speaking anxiety. Likewise, on measures of hardiness and state public speaking anxiety, students did not differ.

The Thai government has strongly advocated for the learner-centered education for the past decade. Success For Life Thailand (SFLT), a brain-research-based early childhood education program blended with the theories of the developmentally appropriate practices and child-centered philosophies, has been implemented in Thailand for over 8 years. The purposes of the present study were to: (a) describe the current statuses of the Thai early childhood educators' learner-centered beliefs and practices, (b) identify if the SFLT training workshop affects teachers' learner-centered beliefs and practices, and (c) examine if other variables, along with familiarity with the SFLT program, predict teachers' learner-centered beliefs and practices. Ninety-three preschool and kindergarten teachers participated in the study. Among them, 17 were SFLT trainees in 1999 and 2000 (i.e., the previously trained group), 43 were trained in Year 2006 (the currently trained group), and the others were comparable to the currently trained group by matching the key personal and school variables. The Teachers Beliefs and Practices Survey: 3-5 Year Olds (Burts et al., 2000) and the Learner-Centered Education: the Assessment of Learner- Centered (ALCP) for K-3 (McCombs, 2001) were used to collect data on the various domains of the learner-centered beliefs and practices. Findings reveal that: (a) Thai …

The purpose of this study was to determine the core skills/methods and practicum experiences play therapy experts and professors believe to be essential in the education of the beginning play therapist in the specific areas of theory and history, terms, organizations, authors who have contributed to the field, methods, skills, training in special populations, practicum experience, and advanced skills. Two questionnaires were used to obtain opinions from play therapy experts and play therapy instructors. The first questionnaire was sent to twelve play therapy experts to obtain their opinions on the core curriculum and experiences necessary for training a play therapist in an introductory play therapy class, practicum experience, and advanced play therapy training. Frequencies and means were obtained and used to delete and add items for Questionnaire II. Questionnaire II was sent to 180 play therapy professors. Fifty play therapy professors returned the instrument. The ratings on Questionnaire II given by the professors were used to provide curriculum guidelines for developing a play therapy program. This program includes an introduction to play therapy course, play therapy practicum experiences, and advanced skills and advanced practicum experiences.

This study was design to determine the efficacy of intensive individual play therapy as a method of intervention for children diagnosed with insulin-dependent diabetes mellitus. The purpose of this study was designed to study the effectiveness of an intensive play therapy intervention in: a) reducing symptoms of childhood depression in children with IDDM; b) reducing symptoms of anxiety in children with IDDM; c) reducing the overall behavior difficulties in children with IDDM; d) increasing healthy adjustment in children with IDDM; e) increasing diabetic's children's adherence to their diabetic regime; and f) impacting these emotional and behavioral symptoms over time. The 15 children in the experimental group received 12, daily play therapy sessions while attending a summer camp for children with diabetes. The control group, consisting of 15 children who attended the diabetic summer camp, received no play therapy. Children and parents in both groups completed pretest, post-test and three-month follow-up data, consisting of: the Children's Depression Inventory, the Revised Children's Manifest Anxiety Scale, the Filial Problems Checklist and the Diabetes Adaptation Scale. Analysis of covariance revealed that the children in the experimental group significantly improved their adaptation to their diabetes following intensive play therapy as reflected by the Diabetes Adaptation …

This study was designed to determine the effectiveness of a filial/play therapy training model with high school juniors and seniors enrolled in a Peer Assistance and Leadership program (PALs). Filial/play therapy is an intervention that focuses on strengthening and enhancing adult-child relationships. The high students are trained to be a therapeutic change agent for primary school children identified as having adjustment difficulties by utilizing basic child-centered play therapy skills in weekly play sessions with young children. Specifically, this study is designed to determine the effectiveness of filial therapy in increasing: 1) the high school students' observed empathic behavior with young children, 2) the high school students' observed attitude of acceptance toward young children, 3) the high school students' observed ability to allow self-direction in young children, and 4) the high school students' observed level of involvement with young children. The experimental group, consisting of 16 volunteer high school students enrolled in a PALs class for high school credit, received a total of 24 weeks of filial/play therapy didactic training, application, and supervision for the playtimes they conducted with pre-kindergarten/kindergarten students identified with adjustment difficulties. The comparison group consisted of 15 volunteer high school students enrolled in a PALs class for …

Differences in self-reported depression, anxiety, self-esteem, and coping were evaluated in two groups of pediatric oncology patients: newly diagnosed (less than six months post-diagnosis) (n=5) and patients on cancer treatment for seven months or longer (n=5). Participants (6 males, 4 females, ages 7-17 years) completed the Children's Depression Inventory (CDI), the State-Trait Anxiety Inventory for Children (STAIC), and the Culture-Free Self-Esteem Inventory (CFSEI-2); nine of the ten participants discussed in a semi-structured interview their personal experiences and feelings about having cancer. Although the newly diagnosed group had a higher mean score on the CDI than the 7 months or greater group, the difference was not significant (p = .054). The newly diagnosed group also had higher mean state and trait anxiety scores on the STAIC, indicating higher anxiety levels, and a slightly lower CFSEI-2 mean score, indicating slightly lower self-esteem than the 7 months or greater group, but differences were not at a statistically significant level (p>.05).