school counselor research topics

School Counselor Resources

Evidence Based Interventions

Social justice, research briefs, the center for school counseling outcome research & evaluation provides occasional research briefs that summarize the exemplary outcome research completed in the field of school counseling., the center uses these briefs to make research widely available and highlight the implications of the research for school counseling leadership and practice. , to subscribe to our research brief distribution list, please visit our registration page  where you can also view research briefs from previous years., please feel free to copy and distribute the briefs., recent outcome research, cscore conducts an annual review of school counseling outcome research for the american counseling association (aca) conference. below are the yearly related research articles. to view the full presentations, see research & scholarship . .

Auslander, L. (2018). Building culturally and linguistically responsive classrooms: A case study in teacher and counselor                                        collaboration.  Journal of Ethnographic & Qualitative Research, 12(3) .     

          PDF

Johnston, A. D., Midgett, A., Doumas, D. M., & Moody, S. (2018). A mixed methods evaluation of the “aged-up” STAC bullying                              bystander intervention for high school students. The Professional Counselor, 8 (1), 73-87 .

            PDF

Mendez, J. J., & Bauman, S. (2018). From migrant farmworkers to first generation Latina/o students: Factors predicting college                          outcomes for students participating in the College Assistance Migrant Program. The Review of Higher Education, 42 (1), 173-                    208. 

2018  

Lemberger, M. E., Carbonneau, K. J., Selig, J. P., & Bowers, H. (2018). The role of social–emotional mediators on middle school                          students’ academic growth as fostered by an evidence‐based intervention. Journal of Counseling & Development, 96 (1), 27-                      40.

Luke, M., & Goodrich, K. M. (2017). Assessing an LGBTQ responsive training intervention for school counselor trainees. Journal of                    Child and Adolescent Counseling, 3 (2), 103-119.

Marine, S. B. (2017). Changing the frame: queering access to higher education for trans* students. International Journal of                                  Qualitative Studies in Education, 30 (3), 217-233. doi:10.1080/09518398.2016.1268279

Martinez, R. R., Baker, S. B., & Young, T. (2017). Promoting career and college readiness, aspirations, and self‐efficacy: Curriculum                    field test. The Career Development Quarterly, 65 (2), 173-188.

Mullen, P. R., & Crowe, A. (2017). Self‐stigma of mental illness and help seeking among school counselors. Journal of Counseling &                    Development, 95 (4), 401-411.

Sargent, K. S., Jouriles, E. N., Rosenfield, D., & McDonald, R. (2017). A high school-based evaluation of TakeCARE, a video                                    bystander program to prevent adolescent relationship violence. Journal of Youth and Adolescence, 46 (3), 633-643.                                      doi:10.1007/s10964-016-0622-z

Williams, J. M., Bryan, J., Morrison, S., & Scott, T. R. (2017). Protective factors and processes contributing to the academic success of                students living in poverty: Implications for counselors. Journal of Multicultural Counseling and Development, 45 (3), 183-200.

Winburn, A., Gilstrap, D., & Perryman, M. (2017). Treating the tiers: Play therapy responds to intervention in the schools.                                      International  Journal of Play Therapy, 26 (1), 1.

Castleman, B. L., & Page, L. C. (2015). Summer nudging: Can personalized text messages and peer mentor outreach increase college                    going among low-income high school graduates? Journal of Economic Behavior & Organization, 115 , 144-160.

Harrington, K., Griffith, C., Gray, K., & Greenspan, S. (2016). A grant project to initiate school counselors' development of a multi-                      tiered system of supports based on social-emotional data. Professional Counselor, 6 (3), 278-294.

Masia Warner, C., Colognori, D., Brice, C., Herzig, K., Mufson, L., Lynch, C., . . . Moceri, D. C. (2016). Can school counselors deliver                    cognitive‐behavioral treatment for social anxiety effectively? A randomized controlled trial. Journal of Child Psychology and                    Psychiatry, 57 (11), 1229-1238.

Robinson, K. J., & Roksa, J. (2016). Counselors, information, and high school college-going culture: Inequalities in the college                              application process. Research in Higher Education, 57 (7), 845-868.

Beidas, R. S., Stewart, R. E., Walsh, L., Lucas, S., Downey, M. M., Jackson, K., . . . Mandell, D. S. (2015). Free, brief, and validated:                      Standardized instruments for low-resource mental health settings. Cognitive and behavioral practice, 22 (1), 5-19.

Castleman, B. L., Page, L. C., & Schooley, K. (2014). The forgotten summer: Does the offer of college counseling after high school                          mitigate summer melt among college‐intending, low‐income high school graduates? Journal of Policy Analysis and                                    Management, 33 (2), 320-344.

Sibley, M. H., Altszuler, A. R., Ross, J. M., Sanchez, F., Pelham Jr, W. E., & Gnagy, E. M. (2014). A parent-teen collaborative treatment              model for academically impaired high school students with ADHD. Cognitive and behavioral practice, 21 (1), 32-42.

Belasco, A. S. (2013). Creating college opportunity: School counselors and their influence on postsecondary enrollment. Research in                    Higher Education, 54 (7), 781-804.

Lee, J. H., Nam, S. K., Kim, A. R., Kim, B., Lee, M. Y., & Lee, S. M. (2013). Resilience: A meta‐analytic approach. Journal of                                  Counseling & Development, 91 (3), 269-279.

Rupani, P., Haughey, N., & Cooper, M. (2012). The impact of school-based counselling on young people's capacity to study and learn.                   British Journal of Guidance & Counselling, 40 (5), 499-514.

Casillas, A., Robbins, S., Allen, J., Kuo, Y.-L., Hanson, M. A., & Schmeiser, C. (2012). Predicting early academic failure in high school                  from prior academic achievement, psychosocial characteristics, and behavior. Journal of Educational Psychology, 104 (2), 407.

Posthumus, J. A., Raaijmakers, M. A., Maassen, G. H., Van Engeland, H., & Matthys, W. (2012). Sustained effects of Incredible Years                  as a preventive intervention in preschool children with conduct problems. Journal of Abnormal Child Psychology, 40 (4), 487-                  500.

Webster-Stratton, C. H., Reid, M. J., & Beauchaine, T. (2011). Combining parent and child training for young children with ADHD.                       Journal of Clinical Child & Adolescent Psychology, 40 (2), 191-203.

Evidence-Based Intervention Resources

Dimmit, C., Carey, J., & Hatch, T. (2007).  Evidence-Based school counseling: Making a difference with data-driven                                           practices.  Thousand Oaks, CA: Corwin Press.

          Purchase

Knapp, s. e., jongsma jr, a. e., & dimmitt, c. l. (2014). the school counseling and school social work treatment planner, with dsm-           5 updates . new york: john wiley & sons., dimmitt, c., zyromski, b., griffith, c. (2019)  identifying evidence-based school counseling i nterventions.  presented at the                                  evidence-based school counseling conference, columbus, oh,           presentation, instruments, scars: school counselor rating activity scale.

The School Counselor Activity Rating Scale (SCARS) was developed to aid school counselors in the gathering of data about how school counselors actually spend their time and what job-related activities they would prefer to spend their time doing. Individual activities or the major interventions of a comprehensive developmental school counseling program (Counseling, Consultation, Curriculum, Coordination) may be examined. In addition, “other duties” commonly performed by school counselors may also be assessed. For information on instrument development and validity please see:

Scarborough, J. L. (2005). The School Counselor Activity Rating Scale: An instrument for gathering process data. Professional School Counseling, 8 ,3. 274-283.

The information obtained on the SCARS can be utilized in a variety of ways including:

As part of an overall program evaluation report

As a means to educate constituents about the role and functions of school counselors

As a method for educating school counselors-in-training about school counseling activities and how to approach differences between “ideal” and “reality”

To gather data in a research project designed to further understand variables related to school counselor practice or interventions designed to move school counselor practice to be more aligned with best practices

School counseling professionals have used SCARS as they:

Work to implement comprehensive school counseling programs in school districts

Conduct research examining teacher perceptions of school counselor effectiveness compared with school counselor performance

Attempt to advocate for adding a full-time school counseling position

Fulfill a request by the school administrator to conduct a task analysis

Conduct research examining the impact of supervision on school counselor self-efficacy and the school counselor’s work day

Prepare to speak to the school board about moving their high school program toward a comprehensive developmental school counseling program

Collect data to support the revision of a school guidance plan

You are welcome to use the School Counselor Activity Rating Scale. Simply print the 2-page PDF document and copy into a two-sided pamphlet for your convenience.  Download the SCARS by clicking here  – the SCARS is available as a two page PDF file, and is designed to be printed on both sides of a single page and folded in half.

Janna Scarborough developed the instrument, and she is interested in hearing about how you use the instrument and any results that you find. She can be contacted at  [email protected].

School Counseling Program Implementation Survey 

The School Counseling Program Implementation Survey was developed by Dave Elsner and John Carey to help schools conduct a quick audit of their program. With only 18 questions, the survey helps identify key areas of comprehensive school counseling program implementation. Initial reliability analyses on the instrument reveal that the survey has good psychometric properties.

SCPIS   – Word document containing the School Counseling Program Implementation Survey

Christopher Sink's List of Measurements &  Assessments

Christopher Sink, Ph.D., professor at Old Dominion University, maintains a website cataloging free, validated, social-emotional learning instruments. 

American School Counselor Association Readiness Survey

The  asca readiness survey   is a tool designed to help you assess your district’s readiness to implement the asca national model and to determine what you will need to achieve successful implementation., surveys for program evaluation and review, administrator                      ,     -  elementary            , ​    - middle                       ,      - high                                 ,     - k-8      , counselor     ,     - elementary,     - middle,     - high,     - k-8,     -  high  ,     - elementary spanish,     - middle spanish,     - high spanish,     - k-8 spanish.

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School Counseling Education

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School Counseling Topics and Theories

Shaping students’ lives, reforming current educational systems, and helping to create a better future for all. This is the reason for school counselors to exist in our schools.

However, as simple as our goals for students are to explain, the road to achievement is not nearly as transparent. School counselors need comprehensive knowledge of various concepts, theories, practices and methods in order to be able to create counseling strategies, evaluation procedures and assessments.

Featured Universities with School Counseling Programs

Grand canyon university.

M. Ed in School Counseling (leads to initial Licensure) Click here to contact Grand Canyon University and request information about their programs.

New York University (NYU)

NYU Steinhardt's accredited master of arts program in Counseling and Guidance: School and Bilingual School Counseling. Through this online program, you will gain the skills you need to become a professional Pre-K-12 school counselor, working with children and families in your community to foster academic achievement and success. Click here to contact New York University and request information about their programs.

Walden University

MS in School Counseling - General Program. Click here to contact Walden University and request information about their programs.

Liberty University

Master's in School Counseling Online (M.Ed.) Click here to contact Liberty University and request information about their programs.

University of Denver

Master of Arts in School Counseling. Click here to contact University of Denver and request information about their programs.

Campbellsville University

Online Master of Arts in Education in School Counseling Click here to contact Campbellsville University and request information about their programs.

The following are a list of practices, concepts and basic encompassing topics school counselors are familiar with:

• Human Growth and Development
• Individual Counseling
• Group Counseling
• Social & Cultural Issues in School Counseling
• Academic Achievement
• Evaluation of Student Progress
• Creating a Safe Space as a School Counselor
• Cyberbullying: The Role of a School Counselor
• How Internships Create Confident, Competent School Counselors
• Promoting Equity and Inclusion
• Professional Development for School Counselors
• Strategies for Effective School Counseling Program Evaluation
• What is School Counseling? Understanding School Counselor Duties

With the above mentioned conceptual and practical tools, school counselors are going to be paving the way toward a brighter future.

School counseling is one area where assessments and increasing accountability is helping to create a more progressive educational environment. When student psychology began to take a more prominent role in schools, school counselors and psychologists started to appear as education’s version of a research and development department. For any entity seeking advancement in their field, a comprehensive R&D program is absolutely essential.

You can learn more about acquiring these skills by contacting schools offering mental health counseling, school counseling and psychology degree programs.

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Ways to come up with a research topic idea:

1. Write down one or two specific topics of interest to you in your discipline (e.g. in P.T., Nursing, O.T., Athletic Training, Mental Health, etc.).

• In medicine, there may be discrepancies about the best practices for reducing X condition in a certain type of patients. (E.g. pneumonia in patients with Y disease or health condition).
• Obesity is a national problem, particularly among children of various ethnic/racial backgrounds. You may be interested in learning the best preventive interventions for a particular population to reduce the prevalence of obesity among children of that group.
• A particular type of musculoskeletal injury may be common in athletes in X sport. You are interested in the most effective rehabilitation methods for that type of injury, or a comparison of two methods.
• Are you interested in school social work? Examine the differing roles of a school social worker in rural and urban settings, or in primary vs. secondary schools.

2. If you have not been working in the health care field yet, perhaps there’s a disease or condition that interests you , through friends, family or personal experience. Or, is there a disease in your heredity and you are interested in the risk factors for that condition/disease and what primary prevention methods could be employed to reduce the risk of developing it? Or, you are interested in the best secondary or tertiary prevention for that condition?

3. Perhaps there is a particular health issue that interests you and that drew you to enter the profession for which you are studying.

4. There may be recent news articles about health issues that interest you, related to your hometown or in Florida. FloridaCharts from the Florida Dept. of Health provides an informative statistical picture of the health status of Floridians.

5. Browse the table of contents of the publication Nation's Health , found in the FGCU Library's eJournals for ideas.

6. Review topics covered in textbooks of other courses you are currently taking.

7. Is there a particular aspect or problem within health care management that interests you?

8. You can also combine interests : Is there a particular racial or ethnic group that you want to learn more about? What are some of the socio-economic challenges that they face in this country? Are there health disparities between them in their access to health services compared to mainstream America? 

9. Sometimes controversial issues can be interesting to explore. For instance, is medical marijuana a valid treatment for anxiety disorders? Are there legitimate reasons to consider the legalization of currently illegal narcotics?  What are the legal implications of cloning human beings?

Once you have jotted down a few topics, conduct a preliminary literature search in a database: either CINAHL or Proquest Health & Medical . Alternatively, look in the FGCU Library's catalog for a book on your subject. Look for research that has been done. Then begin to narrow your topic to be more specific: for example, to a particular condition among a certain population or setting. CHOOSE a topic that interests you! The best source for specific research topics? Recent research studies, because a good research article identifies at the end the implications or recommendations for future research on the topic.

Create a Concept Map

https://www.mindmapart.com/health-mind-map-jane-genovese/

You should know...

Students often are uncertain about choosing a research topic for assignments, and or how to come up with a topic for their a research proposal. Your backgrounds at this stage often differ from the typical experienced researcher.

On this page, find specific strategies to help you get started:

• The evolving process of picking your research topic  (fun, little video to watch)
• Ways to come up with a research topic idea
• Narrowing your topic
• How to choose a manageable topic (fantastic, short video to watch)

The evolving process of picking your research topic:

KEEP IN MIND: Research topics aren't set in stone and choosing a research topic isn't always a straightforward process. As you begin to look for articles on your initial topic, your research idea may evolve along a new path. That's okay! It's all part of the research process.

Watch this nifty (and helpful) little library video from NSCU on the process of picking your research topic:

How to choose a manageable research topic:

HIGHLY RECOMMENDED TO VIEW:  Okay, ignore the silly beginning, because this video is a great (and short!) overview on how to select a research topic that's manageable for your assignment. Nice tips on narrowing a huge topic by considering the angles of WHO, WHAT, WHERE, WHY, WHEN, or HOW.  Also, tips to keep from making a topic too narrow.  (See box on right "Narrowing your topic" for other examples.)

[Produced by John M. Pfau Library of California State University at San Bernandino.]

Narrowing your topic:

After you conduct a review on your topic, you should discover what is already known and what research questions remain regarding your topic.  Your research question will most likely derive from the recent literature. What remains to be known and studied about your issue? Which ' implications for future research ' were stated in the articles you found?

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Dissertations and Theses published by graduates of the Counselor Education Program

Listed below are theses and dissertations dating back to 1964. For instructions on locating theses and dissertations published by students in the Counselor Education Program, please link to  http://www.uflib.ufl.edu/jgs/diss.html . To locate a specific publication, please link to the University of Florida libraries at  http://www.uflib.ufl.edu/ .

Ali, S. (2019). The relationship of parental involvement and student-athlete career development. (Doctoral dissertation). University of Florida, Gainesville, Florida.

Cakmakci, H. (2019). Examining the relationship among bullying victimization, parental support, teachers’ unfair treatment, and belonging at school using structural equation modeling. (Doctoral dissertation). University of Florida, Gainesville, Florida.

Calhoun, A. (2019). Between social worlds: Exploring (mis)recognition in the lifeworlds of Black girls at school. (Doctoral dissertation). University of Florida, Gainesville, Florida.

Daniels, P. (2019). Connecting through play: The lived experience of formal caregivers for individuals with progressive dementia in a memory care community. (Doctoral dissertation). University of Florida, Gainesville, Florida.

Ghosh, D. (2019). Creativity in cross cultural supervision A grounded theory approach. (Doctoral dissertation). University of Florida, Gainesville, Florida.

Greenidge, T. (2019). The lived experiences of African American or Black college women’s self-esteem and the impact of racial socialization in racially charged events on a college campus. (Doctoral dissertation). University of Florida, Gainesville, Florida.

Houseknecht, A. (2019). Motivation, belonging, and support: Examining factors that affect persistence in counselor preparation programs. (Doctoral dissertation). University of Florida, Gainesville, Florida.

McGrath Fair, C. (2019). College freshman women’s perspective of campus sexual culture: A photo-elicitation study. (Doctoral dissertation). University of Florida, Gainesville, Florida.

Polanco Lopez, J. The impact of conformity to masculine norms on Dominican men’s perpetration of intimate violence: An exploratory study. (Doctoral dissertation). University of Florida, Gainesville, Florida.

Richardson, E. (2019). Examining gender differences in emotion regulation and influences on abstinence self-efficacy, commitment to sobriety and cravings during partial hospitalization treatment for substance use disorder. (Doctoral dissertation). University of Florida, Gainesville, Florida.

Henesy, R. (2018). LGBTQ+ affirmative intersectional counseling: Development and evaluation of a training workshop for counseling students . (Doctoral dissertation). University of Florida, Gainesville, Florida.

Jahn, S. (2018). Doctoral students’ advising experiences and mental health . (Doctoral dissertation). University of Florida, Gainesville, Florida.

Johnson, K. (2018). Exploring vicarious trauma and vicarious resilience in counselors-in-training . (Doctoral dissertation). University of Florida, Gainesville, Florida.

Lenes, E. (2018). Color-Conscious Multicultural Mindfulness (CCMM): An investigation of counseling students and pre-licensed counselors . (Doctoral dissertation). University of Florida, Gainesville, Florida.

Lutton, S. (2018). The intersection of trauma, the counseling relationship, and the medical model: Lived experiences of counselors . (Doctoral dissertation). University of Florida, Gainesville, Florida.

Oberheim, S. T. (2018). Content development and initial psychometric analysis of the Problematic Hypersexuality Scale (PHS). (Doctoral dissertation). University of Florida, Gainesville, Florida.

Prikhidko, A. (2018). Emotion regulation among mothers of toddlers in the context of intensive mothering . (Doctoral dissertation). University of Florida, Gainesville, Florida.

Su, Y. (2018). Addressing attention problems through mindfulness: The effectiveness of a school counseling group intervention . (Doctoral dissertation). University of Florida, Gainesville, Florida.

Vella, J. (2018). Exploring alternatives to the medical model of mental health care . (Doctoral dissertation). University of Florida, Gainesville, Florida.

Cheung, C. (2017). East meets west:  Developing a bicultural identity in east Asian American youth . (Doctoral dissertation). University of Florida, Gainesville, Florida.

Fields, K. G. (2017).  A phenomenological look at adoptive nesting to prepare for adoptive motherhood . (Doctoral dissertation). University of Florida, Gainesville, Florida.

Fields, K. M. (2017).  Examining the relationships among neighborhood, family, and individual child characteristics and adverse childhood experiences.  University of Florida, Gainesville, Florida.

Neely, J. (2017).  Couples therapy to improve the marriage for parents with a child with autism . University of Florida, Gainesville, Florida.

Anthony, C, Jr. (2016).  Black college student-athlete identity achievement status: An intersection of racial identity, athletic identity, and gender . (Doctoral dissertation). University of Florida, Gainesville, Florida.

Burtzlaff, P. (2016).  Clergy premarital counseling with lower socioeconomic couples . (Doctoral dissertation). University of Florida, Gainesville, Florida.

Dyce, C. (2016).  Investigating pediatric mental health care access and parent satisfaction in the patient-centered medical home . (Doctoral dissertation). University of Florida, Gainesville, Florida.

Jaramillo, A. (2016).  Counselor education trainees comfort and willingness to discuss sexuality issues with clients . (Doctoral dissertation). University of Florida, Gainesville, Florida.

Johnson, J. (2016).  Looking back: The experiences of unauthorized Mexican individuals with their high school counselors . University of Florida, Gainesville, Florida.

Logan, S. (2016).  Examining psychological hardiness and leadership practices and their relation to occupational satisfaction among counselor educators . University of Florida, Gainesville, Florida.

Studer-Brynes, E. (2016).  Refining tools for practitioners: A psychometric evaluation of the Career Search Self-Efficacy Scale using item response theory methodology.  University of Florida, Gainesville, Florida.

Wargovich, B. (2016).  Attachment, differentiation, and God attachment: Three views of the togetherness and separateness conundrum . University of Florida, Gainesville, Florida.

Allen, C. (2015).  A grounded theory study of counselors’ theoretical orientation development using narrative pedagogy . (Doctoral dissertation). University of Florida, Gainesville, Florida.

Chen, P. (2015).  Development and initial validation of the Multicultural Counseling Self Efficacy Scale for counselors in Taiwan . (Doctoral dissertation). University of Florida, Gainesville, Florida.

Griffin, L. (2015).  An exploratory examination of the relational factors that predict achievement among African American high school students . (Doctoral dissertation). University of Florida, Gainesville, Florida.

Isaac, N. (2015).  The traumatic impact of community violence exposure on primary school children in Trinidad and Tobago . (Doctoral dissertation). University of Florida, Gainesville, Florida.

Palmer, P. (2015).  Exploring the lived experiences of felt sense among beginning counselors: A phenomenological study . (Doctoral dissertation). University of Florida, Gainesville, Florida.

Rant, J. (2015).  Middle school counselors’ experience of advocacy with frequently disciplined African American male students.  University of Florida, Gainesville, Florida.

Shin, S. (2015).  A parenting stress model of Asian parents living in the U.S . University of Florida, Gainesville, Florida.

Theurer, J. (2015).  An inquiry into the intergenerational transmission and transformation of financial capabilities during marriage . University of Florida, Gainesville, Florida.

Watson, D. (2015).  Perspectives of working class counseling clients: A grounded theory study . University of Florida, Gainesville, Florida.

Yoon, E. (2015).  Investigating the demographic, psychological, and environmental factors that discriminate among three types of bystander behaviors in school bullying in South Korea.  University of Florida, Gainesville, Florida.

Babcock, S. (2014).  Counseling students experience of ambiguity.  (Master’s thesis). University of Florida, Gainesville, Florida.

Callahan-Willsie, J. (2014).  Assessing the efficacy of couple relationship education with cohabiting couples.  (Doctoral dissertation). University of Florida, Gainesville, Florida.

Diehl, E. (2014). Boundary ambiguity and the non-deployed parent:  A qualitative study. (Doctoral dissertation). University of Florida, Gainesville, Florida.

Henesy, R. (2014).  Exploring the strengths, resiliencies, and challenges of lesbian and bisexual females who experienced dating violence in a same-sex relationship during adolescence.  (Master’s thesis). University of Florida, Gainesville, Florida.

Lewis, D. (2014).  Influence of school counselors’ social justice advocacy and multicultural counseling competencies on counselor engagement in school-family-community collaboration.  (Doctoral dissertation). University of Florida, Gainesville, Florida.

McCarthy, S. (2014).  The evolution of school counseling students perspectives concerning family-school involvement throughout their field experience.  (Doctoral dissertation). University of Florida, Gainesville, Florida.

Page, K. (2014).  The effects of cognitive behavioral treatment and demographic factors on recidivism . (Doctoral dissertation). University of Florida, Gainesville, Florida.

Varney, M. (2014).  Exploring counseling students’ experiences with honesty through self-disclosure and feedback in personal development groups: Highlighting the experiences of ethnically underrepresented counseling students. (Master’s thesis).  University of Florida, Gainesville, Florida.

Byrd, K. (2013).  The relationship between media influence and identity development among low-income African American and White adolescent girls.  (Doctoral dissertation). University of Florida, Gainesville, Florida.

De Miranda, Y. (2013).  Family distress, body image, and eating concerns among male and female college students.  (Master’s thesis). University of Florida, Gainesville, Florida. Retrieved from:  http://ufdc.ufl.edu/UFE0045531/00001

Lopez, N. (2013).  Exploring the experiences of Latinos in mental health services. (Master’s thesis). University of Florida, Gainesville, Florida.

Mixon, K. (2013).  Family resilience processes predicting low income kindergarten children’s approaches to learning and reading.  (Doctoral dissertation). University of Florida, Gainesville, Florida.

Rivera, S. (2013).  Jail diversion and recidivism: Impact on community integration and treatment utilization. ( Doctoral dissertation). University of Florida, Gainesville, Florida. Retrieved from:  http://ufdc.ufl.edu/files/UFE0045266/00001/RIVERA_S.pdf

Thompson, E. (2013). Rethinking achievement gaps in K-12 schools: A Latent growth analysis of biological, social, and contextual determinants on student performance. (Doctoral dissertation). University of Florida, Gainesville, Florida.

Wolf, C. P. (2013). Factors of career meaning: An analysis of U.S. naval academy graduates. (Doctoral dissertation). University of Florida, Gainesville, Florida. Retrieved from:  http://ufdc.ufl.edu/UFE0045368/00001/pdf

Wolfgang, J. (2013). The longitudinal effect of traumatic stress and attachment difficulties on academic achievement for young children. (Doctoral dissertation). University of Florida, Gainesville, Florida.

Baggs, A. S. (2012).  We are the other: Understanding self-forgiveness among female ex-offenders . (Doctoral dissertation). University of Florida, Gainesville, Florida. Retrieved from:  http://ufdc.ufl.edu/UFE0044542/00001/pdf

Cavalleri, D. I. (2012).   Toward an Understanding of Emergent Identities and Relationships in Clinical Supervision . (Doctoral dissertation). University of Florida, Gainesville, Florida. Retrieved from:  http://ufdc.ufl.edu/UFE0044843/00001/pdf

Del Moro, R. R. (2012).  Cultivating self-awareness in counselors-in-training through group supervision . (Doctoral dissertation). University of Florida, Gainesville, Florida. Retrieved from:  http://ufdc.ufl.edu/UFE0044928/00001/pdf

Freedland, A. (2012).  The mediating effects of problematic Internet usage on social phobia and psychosocial well-being.  (Master’s thesis). University of Florida, Gainesville, Florida. Retrieved from:  http://ufdc.ufl.edu/UFE0044780/00001/pdf

Killingsworth, K. R. (2012).  Effects of the gulf oil spill in Escambia County, Florida . (Doctoral dissertation). University of Florida, Gainesville, Florida. Retrieved from:  http://ufdc.ufl.edu/UFE0044914/00001/pdf

Nash, S. C. (2012).  Exploring relational health and comfort with closeness in student counselor development . (Doctoral dissertation). University of Florida, Gainesville, Florida. Retrieved from:  http://ufdc.ufl.edu/UFE0044396/00001/pdf

Orrock, J. (2012).  Understanding the lived experiences of at-risk black males as it relates to their academic success . (Doctoral dissertation). University of Florida, Gainesville, Florida. Retrieved from:  http://ufdc.ufl.edu/UFE0044617/00001/pdf

Shah, B. (2012).  Acculturation, familial relationships, and adolescent well-being. (Master’s thesis). University of Florida, Gainesville, Florida. Retrieved from:  http://ufdc.ufl.edu/UFE0044182/00001/pdf

Thompson, I. A. (2012).  Perceived working conditions and personal resources predicting mental health counselor well-being . (Doctoral dissertation). University of Florida, Gainesville, Florida. Retrieved from:  http://ufdc.ufl.edu/UFE0044550/00001/pdf

Calderon, A. M. (2011).  Colombian child soldiers : case study of an adult survivor.  (Master’s thesis). University of Florida, Gainesville, Florida. Retrieved from:  http://etd.fcla.edu/UF/UFE0043882/CALDERON_A.pdf

Knowles, J. K. (2011).  Domestic violence: Florida licensed mental health professionals’ perceived level of competence. (Doctoral dissertation). University of Florida, Gainesville, Florida. Retrieved from:  http://etd.fcla.edu/UF/UFE0042809/knowles_j.pdf

Maxis, S. (2011). The relationship between school counselor self-efficacy and the rate of graduation for males at urban, predominantly African American, under-performing high schools. (Doctoral dissertation). University of Florida, Gainesville, Florida. Retrieved from:  http://etd.fcla.edu/UF/UFE0043182/maxis_s.pdf

McCue, M. C. (2011).  Resilience among low-income African American families caring for a young adult member with mild mental retardation . (Doctoral dissertation). University of Florida, Gainesville, Florida. Retrieved from:  http://etd.fcla.edu/UF/UFE0042761/mccue_m.pdf

Pereira, J. K. (2011).  The effect of a workshop on school counselor trainee’s child-centered play therapy knowledge, skills, and attitudes, and self-estimate of counseling abilities.  (Doctoral dissertation). University of Florida, Gainesville, Florida. Retrieved from:  http://etd.fcla.edu/UF/UFE0043531/PEREIRA_J.pdf

Socarras, K. (2011).  Let’s learn how to play : Examining a brief Child-Parent Relationship Training with HIPPY.  (Master’s thesis). University of Florida, Gainesville, Florida. Retrieved from:  http://etd.fcla.edu/UF/UFE0043835/SOCARRAS_K.pdf

Tate, K. A. (2011).  Development of the conceptualization of group dynamics inventory (CGDI). (Doctoral dissertation). University of Florida, Gainesville, Florida. Retrieved from:  http://etd.fcla.edu/UF/UFE0042676/tate_k.pdf

Vutsinas, S. M. (2011). Compassion fatigue and mental health disaster response education. (Master’s thesis). University of Florida, Gainesville, Florida. Retrieved from:  http://ufdc.ufl.edu/UFE0043497/00001

Spengler Brown, M. (2010).  Fitness,support,career,education,coping and attachment, and their relationship in mediating perceived stress, coping and perceived competence in first time mothers.  (Doctoral dissertation). University of Florida, Gainesville, Florida. Retrieved from:  http://etd.fcla.edu/UF/UFE0042046/brownspengler_m.pdf

Carr, N. M. (2010).  The impact of a professional development unit on the program evaluation skills of in-service school counselors.  (Doctoral dissertation). University of Florida, Gainesville, Florida. Retrieved from:  http://etd.fcla.edu/UF/UFE0042431/carr_n.pdf

Cintron, H. A. (2010).  Gender awareness and relational characteristics of counselor trainees . (Doctoral dissertation). University of Florida, Gainesville, Florida. Retrieved from:  http://etd.fcla.edu/UF/UFE0042379/cintron_h.pdf

Davis, E. (2010).  Elementary school counselors’ perceptions of the implementation of reality play therapy in student relationship building and problem-solving skills.  (Doctoral dissertation). University of Florida, Gainesville, Florida. Retrieved from:  http://etd.fcla.edu/UF/UFE0041871/davis_e.pdf

Figley, S. C. (2010).  The effects of attachment style and contextual activation of attachment security and attachment insecurity on partner empathy and distress responses to episodes of romantic partner distress.  (Doctoral dissertation). University of Florida, Gainesville, Florida. Retrieved from:  http://etd.fcla.edu/UF/UFE0042290/figley_s.pdf

Hanney, H. L. (2010).  Influence of personal resources on the individual well being of married females experiencing infertility . (Doctoral dissertation). University of Florida, Gainesville, Florida. Retrieved from:  http://etd.fcla.edu/UF/UFE0042400/hanney_h.pdf

Hollander, E. S. (2010).  Assessing teacher self-efficacy in implementing family centered practices: Development of the Working with Families Self-Efficacy Scales.  (Doctoral dissertation). University of Florida, Gainesville, Florida. Retrieved from:  http://etd.fcla.edu/UF/UFE0042499/hollander_e.pdf

Knape, E. O. (2010).  Predicting high school graduation for Latino males using expectancy value theory of motivation and tenth-grade reading achievement scores.  (Doctoral dissertation). University of Florida, Gainesville, Florida. Retrieved from:  http://etd.fcla.edu/UF/UFE0042369/knape_e.pdf

Majuta, A. R. (2010). The relationship between vicarious traumatization and quality of life and purpose in life of healthcare providers of cancer patients in Botswana. (Doctoral dissertation). University of Florida, Gainesville, Florida. Retrieved from:  http://etd.fcla.edu/UF/UFE0042423/majuta_a.pdf

Martin-Donald, K. A. (2010). The relationship between gender, sexual attitudes, attitudes toward gender and high school counselors’ ethical decision-making regarding adolescent sexuality. (Doctoral dissertation). University of Florida, Gainesville, Florida. Retrieved from:  http://etd.fcla.edu/UF/UFE0042031/martindonald_k.pdf

Nobles, W. (2010).  Understanding the presence of gerotranscendence among diverse racial and ethnic older adults in Florida . (Doctoral dissertation). University of Florida, Gainesville, Florida. Retrieved from:  http://etd.fcla.edu/UF/UFE0041821/nobles_w.pdf

Reid, L. M. (2010).  Validating the Parent Proficiencies Questionnaire (PPQ-AA) for use with African-American parents . (Master’s thesis). University of Florida, Gainesville, Florida. Retrieved from:  http://etd.fcla.edu/UF/UFE0041814/reid_l.pdf

Rompre, R. M. (2010).  Realizing spiritual identity: A grounded theory study to discover transformative responses to the social construction of lesbian and gay identity . (Doctoral dissertation). University of Florida, Gainesville, Florida. Retrieved from:  http://etd.fcla.edu/UF/UFE0041835/rompre_r.pdf

Scharett, M. (2010).  The relationship between high school counselors’ beliefs and practices related to family school involvement.  (Doctoral dissertation). University of Florida, Gainesville, Florida. Retrieved from:  http://etd.fcla.edu/UF/UFE0041548/scharett_m.pdf

Shure, L. A. (2010).  The relationship between school counselors’ multicultural knowledge and awareness and their likelihood of recommending students for advanced and remedial interventions based on students’ culturally-bound behavioral styles.  (Doctoral dissertation). University of Florida, Gainesville, Florida. Retrieved from:  http://etd.fcla.edu/UF/UFE0041913/shure_l.pdf

Wynn, R. D. (2010).  The intersection of ethno-cultural identity, sexual orientation and traumatic stress in adult African-American gay men.  (Doctoral dissertation). University of Florida, Gainesville, Florida. Retrieved from:  http://etd.fcla.edu/UF/UFE0042124/wynn_r.pdf

Yacco, S. (2010).   Investigating school counselors’ perceived role and self-efficacy in managing multiparty student conflict.  (Doctoral dissertation). University of Florida, Gainesville, Florida. Retrieved from:  http://etd.fcla.edu/UF/UFE0041840/yacco_s.pdf

Alford-Davidson, T. (2009).  High school counselors and career specialists’ perceptions of school practices that involve parents in students’ career planning.  (Doctoral dissertation). University of Florida, Gainesville, Florida. Retrieved from:  http://etd.fcla.edu/UF/UFE0024338/alford_t.pdf

Brubaker, M. D. (2009).  Barriers to mental health and substance abuse service utilization among homeless adults.  (Doctoral dissertation). University of Florida, Gainesville, Florida. Retrieved from:  http://etd.fcla.edu/UF/UFE0024804/brubaker_m.pdf

Cholewa, B. (2009).   Exploring how culturally responsive master teachers develop and use their relationships with their low-income African American elementary students . (Doctoral dissertation). University of Florida, Gainesville, Florida. Retrieved from:  http://etd.fcla.edu/UF/UFE0024799/cholewa_b.pdf

Goldberg, R. M. (2009).  Psychological warfare: The media and relational aggression among female college students.  (Doctoral dissertation). University of Florida, Gainesville, Florida. Retrieved from:  http://etd.fcla.edu/UF/UFE0024756/goldberg_r.pdf

Goodman, R. D. (2009).  Academic achievement and traumatic stress among primary school students. (Doctoral dissertation). University of Florida, Gainesville, Florida. Retrieved from:  http://etd.fcla.edu/UF/UFE0024332/goodman_r.pdf

Hope, K. J. (2009).  A reason to live: The protective influence of close friendships on college students.  (Doctoral dissertation). University of Florida, Gainesville, Florida. Retrieved from:  http://etd.fcla.edu/UF/UFE0024245/hope_k.pdf

Leibforth, B. N. (2009).   Effects of a training module on pre-service school counselors’ knowledge and self-efficacy beliefs about working with students in exceptional student education . (Doctoral dissertation). University of Florida, Gainesville, Florida. Retrieved from:  http://etd.fcla.edu/UF/UFE0024318/leibforth_t.pdf

McGinley, D. M. (2009).  Effects of career and marriage on newlywed individuals’ marital and career satisfaction . (Doctoral dissertation). University of Florida, Gainesville, Florida. Retrieved from:  http://etd.fcla.edu/UF/UFE0024181/mcginley_d.pdf

Munson, J. S. (2009).   Impact of client suicide on practitioner posttraumatic growth.  (Doctoral dissertation). University of Florida, Gainesville, Florida. Retrieved from:  http://etd.fcla.edu/UF/UFE0024136/munson_j.pdf

Porter, J. R. (2009). Children’s tendency to defend victims of school bullying: Gender, social identity, and normative pressure. (Doctoral dissertation). University of Florida, Gainesville, Florida. Retrieved from:  http://etd.fcla.edu/UF/UFE0024196/porter_j.pdf

Tannen, C. (2009).  Choosing to be present as counselors in training: A grounded theory . (Doctoral dissertation). University of Florida, Gainesville, Florida. Retrieved from:  http://etd.fcla.edu/UF/UFE0024132/tannen_c.pdf

Williams, C. (2009).  Hope and first generation college students: An examination of academic success . (Doctoral dissertation). University of Florida, Gainesville, Florida.

Williams, M. A. (2009).   Exploration of effect of diagnosis of high school girls with attention deficit disorder on their mothers and the mother-daughter relationship.  (Doctoral dissertation). University of Florida, Gainesville, Florida. Retrieved from:  http://etd.fcla.edu/UF/UFE0041047/williams_m.pdf

Aissen, K. (2008).  Personal factors influencing impaired professionals’ recovery from addiction. (Doctoral dissertation). University of Florida, Gainesville, Florida. Retrieved from:  http://etd.fcla.edu/UF/UFE0023846/aissen_k.pdf

Baker, T. D. (2008).  Use of an electronic interactive storybook in an intervention to change adolescents’ attitudes toward academic responsibility.  (Doctoral dissertation). University of Florida, Gainesville, Florida. Retrieved from:  http://etd.fcla.edu/UF/UFE0022412/baker_t.pdf

Baratelli, A. (2008).  Sociocultural influences on body image dissatisfaction in Venezuelan college-aged women.  (Doctoral dissertation). University of Florida, Gainesville, Florida. Retrieved from:  http://etd.fcla.edu/UF/UFE0021896/baratelli_a.pdf

Dallape, A. (2008).  Relational aggression among middle school girls.  (Doctoral dissertation). University of Florida, Gainesville, Florida. Retrieved from:  http://etd.fcla.edu/UF/UFE0021187/dallape_a.pdf

Jackson, D. (2008).  Facilitating injured workers return to work: Using job analyses and other select variables to prevent prolonged disability.  (Doctoral dissertation). University of Florida, Gainesville, Florida. Retrieved from:  http://etd.fcla.edu/UF/UFE0022368/jackson_d.pdf

Jasser, J. L. (2008).  Inauthentic self in relationship: The role of attitudes toward women and mother’s nurturance.  (Doctoral dissertation). University of Florida, Gainesville, Florida. Retrieved from:  http://etd.fcla.edu/UF/UFE0022573/jasser_j.pdf

Jungeun, L. (2008).  Stress and coping experiences of international students with language barriers during the acculturation process . (Doctoral dissertation). University of Florida, Gainesville, Florida. Retrieved from:  http://etd.fcla.edu/UF/UFE0024005/lee_j.pdf

Leibach, T. (2008).  Elementary school counselors’ attitudes about interventions related to counseling children retained in grade . (Doctoral dissertation). University of Florida, Gainesville, Florida. Retrieved from:  http://etd.fcla.edu/UF/UFE0022497/leibach_t.pdf

Leonard, L. G. (2008).   Trauma therapists’ quality of life : the impact of individual and workplace factors on compassion fatigue and compassion satisfaction.  (Doctoral dissertation). University of Florida, Gainesville, Florida. Retrieved from:  http://etd.fcla.edu/UF/UFE0021907/leonard_l.pdf

Podikunju-Hussain, S. (2008).  Extent of acculturation experiences among high school Muslim students in America.  (Doctoral dissertation). University of Florida, Gainesville, Florida. Retrieved from:  http://etd.fcla.edu/UF/UFE0022579/podikunju_s.pdf

Sawyer, S. A. (2008).  Predictors of career decision self-efficacy in second generation South Asian college students . (Doctoral dissertation). University of Florida, Gainesville, Florida. Retrieved from:  http://etd.fcla.edu/UF/UFE0023872/sawyer_s.pdf

Skinner, C. (2008).   Development of the School Achievement and Motivation Scales: An assessment tool used to differentiate reasons for student underachievement.  (Doctoral dissertation). University of Florida, Gainesville, Florida. Retrieved from:  http://etd.fcla.edu/UF/UFE0022542/skinner_c.pdf

Ward, S. A. (2008).  Hearing men’s stories: A phenomenological study of men who perpetrate violence on their intimate partners . (Doctoral dissertation). University of Florida, Gainesville, Florida. Retrieved from:  http://etd.fcla.edu/UF/UFE0022144/ward_s.pdf

West, R. (2008).  Predictors of successful completion of Family Treatment Drug Court programs: An archival investigation.  (Doctoral dissertation). University of Florida, Gainesville, Florida. Retrieved from:  http://etd.fcla.edu/UF/UFE0022556/west_r.pdf

Freytes-Cacho, I. M. (2007).  Predictors of attrition in Latino Alzheimer’s disease caregivers in the REACH trial: An archival investigation . (Doctoral dissertation). University of Florida, Gainesville, Florida. Retrieved from:  http://etd.fcla.edu/UF/UFE0019381/freytescacho_i.pdf

Geltner, J. A. (2007).  Curriculum components of classroom management training for school counselors: A Delphi study.  (Doctoral dissertation). University of Florida, Gainesville, Florida. Retrieved from:  http://etd.fcla.edu/UF/UFE0019666/adamsgeltner_j.pdf

Jenkins, P. L. (2007).  Delinquent girls and the relation of the parent-adolescent relationship and peer influence to quality of decision-making.  (Doctoral dissertation). University of Florida, Gainesville, Florida. Retrieved from:  http://etd.fcla.edu/UF/UFE0019160/jenkins_p.pdf

Tucker, C. (2007).   Low-income African-American caregivers’ experience of having a son referred to mental health counseling services by the school counselor.  (Doctoral dissertation). University of Florida, Gainesville, Florida. Retrieved from:  http://etd.fcla.edu/UF/UFE0021056/tucker_m.pdf

Xirau-Probert, P. M. (2007).  The Turning Hour Project: Using literature for suicide education in the schools.  (Doctoral dissertation). University of Florida, Gainesville, Florida. Retrieved from:  http://etd.fcla.edu/UF/UFE0018640/xirauprobert_p.pdf

Daley, L. P. (2006).  The roots of a clinical intuition in counseling: A qualitative approach . (Doctoral dissertation). University of Florida, Gainesville, Florida. Retrieved from:  http://ia700505.us.archive.org/9/items/rootsofclinicali00dale/rootsofclinicali00dale.pdf

Maley, A. T. (2006).  Exploring the attitudes, beliefs, preparation, and practices of African-American clergy in premarital counseling.  (Doctoral dissertation). University of Florida, Gainesville, Florida. Retrieved from:  http://etd.fcla.edu/UF/UFE0017500/manley_a.pdf

McCarthy, L. A. (2006).  Influences of couple conflict type, division of labor, and violated expectations on first-time parents’ individual and marital well-being.  (Doctoral dissertation). University of Florida, Gainesville, Florida. Retrieved from:  http://etd.fcla.edu/UF/UFE0013463/mccarthy_l.pdf

Scott, L. M. (2006).  Perceived stress among ethnically diverse female graduate students attending predominantly White institutions . (Doctoral dissertation). University of Florida, Gainesville, Florida. Retrieved from:  http://etd.fcla.edu/UF/UFE0017501/scott_l.pdf

Severy, L. E. (2006).  What’s my story? : Narrative intervention in career counseling.  (Doctoral dissertation). University of Florida, Gainesville, Florida. Retrieved from:  http://etd.fcla.edu/UF/UFE0013422/severy_l.pdf

Chata, C. C. (2005).  The role of professional school counselors as perceived by future school principals.  (Doctoral dissertation). University of Florida, Gainesville, Florida. Retrieved from:  http://etd.fcla.edu/UF/UFE0011471/chata_c.pdf

Farley, W. T. (2005).  Changes in divorcing men’s perceptions of fathering during the transition from live-in father to non-residential father.  (Doctoral dissertation). University of Florida, Gainesville, Florida. Retrieved from:  http://ufdc.ufl.edu/UF00102841

Fugate, K. J. (2005).  Relationship of empathy, cognitive development, and personal suicide behaviors to residence hall staff suicide counseling skill . (Doctoral dissertation). University of Florida, Gainesville, Florida. Retrieved from:  http://etd.fcla.edu/UF/UFE0013041/fugate_k.pdf

Jenkins, J. L. (2005).  A gendered perspective on the examination of relational health, stress and coping, and athlete satisfaction among female college athletes.  (Doctoral dissertation). University of Florida, Gainesville, Florida. Retrieved from:  http://etd.fcla.edu/UF/UFE0012701/jenkins_j.pdf

Lampinen, A. (2005).  Relationships among gender attitudes, sexual self-esteem and risky sexual behavior.  (Master’s thesis). University of Florida, Gainesville, Florida. Retrieved from:  http://etd.fcla.edu/UF/UFE0013339/lampinen_a.pdf

Lee, D. H. (2005).  Comorbid oppositional defiant or conduct disorder problems in children at high-risk for attention deficit hyperactivity disorder (ADHD): A comparison of emotional, psychosocial, and behavioral adjustment.  (Doctoral dissertation). University of Florida, Gainesville, Florida. Retrieved from:  http://etd.fcla.edu/UF/UFE0012580/lee_d.pdf

Leibert, T. W. (2005).  Relationship between client factors and symptom levels for clients in ongoing mental health treatment . (Doctoral dissertation). University of Florida, Gainesville, Florida. Retrieved from:  http://etd.fcla.edu/UF/UFE0011283/leibert_t.pdf

Malec, M. J. (2005).  Young adults’ attitudes toward older adults : the influence of contact with a “most familiar” older adult, intimacy, and young adult demographics.  (Doctoral dissertation). University of Florida, Gainesville, Florida. Retrieved from:  http://ufdc.ufl.edu/UF00103057

Murray Jr, T. L. (2005).  An empirical examination of Bowen natural systems theory as it applies to fibromyalgia syndrome . (Doctoral dissertation). University of Florida, Gainesville, Florida. Retrieved from:  http://etd.fcla.edu/UF/UFE0010075/murrayjr_t.pdf

Spicer, K. S. C. (2005).  Identifying power differentials in nonviolent heterosexual couples in counseling through discourse analysis.  (Doctoral dissertation). University of Florida, Gainesville, Florida. Retrieved from:  http://ufdc.ufl.edu/AA00002032

Sixbey, M. (2005).   Development of the Family Resilience Assessment Scale to identify family resilience constructs . (Doctoral dissertation). University of Florida, Gainesville, Florida.Retrieved from:  http://etd.fcla.edu/UF/UFE0012882/sixbey_m.pdf

Adams, C. M. (2004).  Effects of problem specificity, problem severity, and integrative complexity on marital satisfaction.  (Master’s thesis). University of Florida, Gainesville, Florida. Retrieved from:  http://etd.fcla.edu/UF/UFE0004570/adams_c.pdf

Arce, N. F. (2004).  Racial differences in the relational health and depressive symptoms of college women . (Doctoral dissertation). University of Florida, Gainesville, Florida. Retrieved from:  http://etd.fcla.edu/UF/UFE0005921/arce_n.pdf

Bracciale, M. T. (2004).  Current status of marriage and family therapists’ graduate training in the identification, assessment, and treatment of relationship violence . (Doctoral dissertation). University of Florida, Gainesville, Florida.

Bringman, N. M. (2004).  Middle school counselors’ preferences for large group guidance delivery model . (Doctoral dissertation). University of Florida, Gainesville, Florida.

Carter, C. S. (2004).  Effects of formal dance training and education on student performance, perceived wellness, and self-concept in high school students . (Doctoral dissertation). University of Florida, Gainesville, Florida. Retrieved from:  http://etd.fcla.edu/UF/UFE0006669/carter_c.pdf

Fallon, K. M. (2004).  Work-behavior analysis of counselor educators in CACREP-accredited programs . (Doctoral dissertation). University of Florida, Gainesville, Florida. Retrieved from:  http://etd.fcla.edu/UF/UFE0008328/fallon_k.pdf

Goodwin, L. K. (2004).  The efficacy of guided imagery to enhance approach coping, emotional expressiveness, and psychological well-being of women with breast cancer.  (Doctoral dissertation). University of Florida, Gainesville, Florida.

Keklik, I. (2004).  Relationships of attachment status and gender to personal meaning, depressiveness and trait-anxiety among college students . (Doctoral dissertation). University of Florida, Gainesville, Florida. Retrieved from:  http://etd.fcla.edu/UF/UFE0004244/keklik_i.pdf

Lee, S. M. (2004). A databased model to predict postsecondary educational attainment of low-socioeconomic-status students. (Doctoral dissertation). University of Florida, Gainesville, Florida. Retrieved from:  http://etd.fcla.edu/UF/UFE0004947/lee_s.pdf

Murphy, M. L. (2004). Crisis intervention training for students in school counselor preparation programs. (Doctoral dissertation). University of Florida, Gainesville, Florida. Retrieved from:  http://etd.fcla.edu/UF/UFE0006554/murphy_m.pdf

Murray, Christine E. (2004).  Empirical investigation of the relative importance of client characteristics and topics in premarital counseling  (Doctoral dissertation). University of Florida, Gainesville, Florida. Retrieved from:  http://etd.fcla.edu/UF/UFE0004601/murray_c.pdf

Puig, A. (2004).  The efficacy of art therapy to enhance emotional expression, spirituality, and psychological well-being of newly diagnosed stage I and stage II breast cancer patients.  (Doctoral dissertation). University of Florida, Gainesville, Florida.

Upchurch, R. C. (2004).  Influence of therapists’ gender and professional and personal experience with infidelity on the promotion of disclosure of affairs in therapy . (Doctoral dissertation). University of Florida, Gainesville, Florida.

Villares, E. (2004). A career counseling unit for teenage girls. (Doctoral dissertation). University of Florida, Gainesville, Florida. Retrieved from:  http://etd.fcla.edu/UF/UFE0006624/villares_e.pdf

Webster, S. M. (2004).  Toward a lexicon for holistic health: An empirical analysis of theories of health, wellness, and spirituality . (Doctoral dissertation). University of Florida, Gainesville, Florida.

Burch-Ragan, K. M. (2003).  Case conceptualizations by mental health and marriage and family counselors . (Doctoral dissertation). University of Florida, Gainesville, Florida.

Downs, J. M. (2003).  Teachers’ attitudes and beliefs during the special education referral process . (Doctoral dissertation). University of Florida, Gainesville, Florida.

Hodgkins, C. C. (2003).  Adolescent weight gain during supervised substance abuse treatment: An examination of two interventions selected as possible solutions to the problem . (Doctoral dissertation). University of Florida, Gainesville, Florida.

Mileham, B. L. A. (2003).  Online infidelity in internet chat rooms: An ethnographic exploration. (Doctoral dissertation). University of Florida, Gainesville, Florida.

Rai, A. A. (2003).  Evaluation of an adventure-based counseling unit to improve the transition of at-risk middle school students.  (Doctoral dissertation). University of Florida, Gainesville, Florida.

Sheperis, S. F. (2003). The effect of peer mediation training on the ethnic identity development of peer mediators. (Doctoral dissertation). University of Florida, Gainesville, Florida.

Smylie, K. L. (2003).  The use of intentional prayer to influence Christian married couples’ perception of their relationship . (Doctoral dissertation). University of Florida, Gainesville, Florida.

Van Horn, S. M. (2003). A computer training intervention on schools counselors’ self-efficacy, skills, knowledge, and attitudes. (Doctoral dissertation). University of Florida, Gainesville, Florida.

Warring Blair, C. (2003).  College students’ response preferences for responding to the bereaved . (Doctoral dissertation). University of Florida, Gainesville, Florida.

Barolet, L. M. R. (2002).  Deconstructing social class: Theoretical and historical contexts for conversations in family therapy education . (Doctoral dissertation). University of Florida, Gainesville, Florida.

Boney, V. M. (2002).  Predictors of cognitive hardiness in young adult children of divorce . (Doctoral dissertation). University of Florida, Gainesville, Florida.

Burns, C. M. (2002).  Assessing staff nurses’ styles of involvement with the families of their patients . (Doctoral dissertation). University of Florida, Gainesville, Florida.

Connery, T. J. (2002).  Forgiveness: A correlational study between the spirit of forgiveness and physical health in senior citizens . (Doctoral dissertation). University of Florida, Gainesville, Florida.. 2002.

Cox, D. K. (2002).  An examination of the effects of pre-counseling treatment strategies on prospective client self-efficacy and readiness for change in counseling . (Doctoral dissertation). University of Florida, Gainesville, Florida.

Delk, M. A. (2002).  Study of the differences in and practice of advocacy among clinical social workers, marriage and family therapists, and mental health counselors.  (Doctoral dissertation). University of Florida, Gainesville, Florida.

Dias, C. J. (2002).  Veterinary students’ preferences for responding to clients who are having a difficult time coping with the illness, treatment, or death of a companion animal. (Doctoral dissertation). University of Florida, Gainesville, Florida.

Giunta, S. A. (2002).  Familial influences on the moral reasoning of adolescent first-time offenders . (Doctoral dissertation). University of Florida, Gainesville, Florida.

Gipple, D. E. (2002).  Coping and dissociation among female college students reporting childhood abuse experiences . (Doctoral dissertation). University of Florida, Gainesville, Florida.

Groble, M. L. B. (2002).  Process and outcome efficacy of Internet counseling . (Doctoral dissertation). University of Florida, Gainesville, Florida.

Sanabara, S. (2002).  Homophobia: A study of the relationships of religious attitudes and experiences, ethnicity, and gender to a homophobic belief system . (Doctoral dissertation). University of Florida, Gainesville, Florida.

Sarkis, S. A. M. (2002).  Self-regulation and inhibition in children with comorbid attention deficit hyperactivity disorder (ADHD): An evaluation of executive functions.  (Doctoral dissertation). University of Florida, Gainesville, Florida.

Sharef, S. K. (2002).  Effects of a cognitive processing model on career related gender role attitudes and problem-solving self-efficacy of adolescent females . (Doctoral dissertation). University of Florida, Gainesville, Florida.

Snipes, D. E. (2002).  Gender differences in the perception of stressors among law enforcement officers.  (Doctoral dissertation). University of Florida, Gainesville, Florida.

Villalba, J. A. (2002).  Using group counseling to improve the self-concepts, school attitudes and academic success of limited-English-proficient (LEP) Hispanic students in English-for-Speakers-of-Other-Languages/English-as-a-Second-Language (ESOL/ESL) programs . (Doctoral dissertation). University of Florida, Gainesville, Florida.

Goldman, L. G. (2002).  Relational health and disordered eating in black, latina, and white female college students . (Doctoral dissertation). University of Florida, Gainesville, Florida.

Huang, M.-K. (2002).  A comparison of three approaches to reduce marital problems and symptoms of depression . (Doctoral dissertation). University of Florida, Gainesville, Florida.

LeBaron, L. (2002).  Effect of a relational approach to parent education for incarcerated mothers in a work release center . (Doctoral dissertation). University of Florida, Gainesville, Florida.

Scharf-Locascio, A. D. (2002).  Adjustment of adults with traumatic brain injury: A qualitative inquiry . (Doctoral dissertation). University of Florida, Gainesville, Florida.

Sheperis, C. (2002).  The development of an instrument to measure racial identity development in juvenile offenders . (Doctoral dissertation). University of Florida, Gainesville, Florida.

Skye, D. L. (2002).  Arts-based guidance intervention for enhancement of empathy, locus of control, and prevention of violence . (Doctoral dissertation). University of Florida, Gainesville, Florida.

Thompson, D. W. (2002).  The development of a survey instrument to assess the counseling needs of intermediate elementary school students . (Doctoral dissertation). University of Florida, Gainesville, Florida.

Yunus, S. N. (2002).  A comparison of the guidance and counseling needs of three university populations . (Doctoral dissertation). University of Florida, Gainesville, Florida.

Stewart, L. N. (2000).  Crisis intervention training for nurses . (Doctoral dissertation). University of Florida, Gainesville, Florida.

Whittinghill, D. (2000).  Identification of the initial curriculum components for the preparation of graduate-level substance abuse counselors . (Doctoral dissertation). University of Florida, Gainesville, Florida.

Cluxton, J. C. (1999).  Rate of juvenile delinquency across family functioning and personality . (Doctoral dissertation). University of Florida, Gainesville, Florida.

Codd, R. T. (1999).  Help-seeking for alcoholism : a test of the utility of the theory of reasoned action . (Doctoral dissertation). University of Florida, Gainesville, Florida.

Gimbel, N. M. (1999).  Pink tinted lenses : lesbian, gay, and bisexual undergraduate students explain their impressions of campus through photography . (Doctoral dissertation). University of Florida, Gainesville, Florida.

Pace, C. (1999).  The influence of ritual use, institutional support, and conflict resolution style on lesbian couples’ relationship satisfaction . (Doctoral dissertation). University of Florida, Gainesville, Florida..

Pedersen, L. S. (1999).  An on-line career development guidance unit for sixth-grade students . (Doctoral dissertation). University of Florida, Gainesville, Florida.

Sands, T. (1999).  Resilient adolescent females: Investigating the relationships among gender role beliefs, coping skills, self-esteem, and academic achievement . (Doctoral dissertation). University of Florida, Gainesville, Florida.

Watson, J. A. (1999).  The impact of attending a college orientation class on retention, persistence, and time to degree completion of first time community college students . (Doctoral dissertation). University of Florida, Gainesville, Florida.

Webb, L. D. (1999).  A group counseling intervention for children with Attention-Deficit Hyperactivity Disorder . (Doctoral dissertation). University of Florida, Gainesville, Florida.

Alexander, P. N. (1998).  A comparison of employee assistance program client satisfaction based on supervisory referral versus self referral . (Doctoral dissertation). University of Florida, Gainesville, Florida.

Clark, M. A. (1998).  The effects of a cross cultural mentoring program and diversity training on preservice teachers’ attitudes and beliefs regarding diverse students . (Doctoral dissertation). University of Florida, Gainesville, Florida.

Dell, G. M. (1998).  Female mental health professionals’ feminist identity development, gender-role attitudes and coping styles . (Doctoral dissertation). University of Florida, Gainesville, Florida.

Flax, J. A. (1998).  A developmental unit featuring play media for disruptive fourth and fifth grade students . (Doctoral dissertation). University of Florida, Gainesville, Florida.

Hefty, D. L. (1998).  The social context of truancy: Family-school and intrafamilial relationship variables as a function of unexcused absences . (Doctoral dissertation). University of Florida, Gainesville, Florida.

Leeby, C. P. (1998).  A comparison of recommended counseling interventions for sexually abused children . (Doctoral dissertation). University of Florida, Gainesville, Florida..

Paris, P. R. (1998).  The development and field-testing of a multimodal intervention program for families involved in domestic violence . (Doctoral dissertation). University of Florida, Gainesville, Florida.

Wilson, J. (1998).  The impact of racial identity status on marital satisfaction in older African American couples . (Doctoral dissertation). University of Florida, Gainesville, Florida.

Estrada, D. (1997).  Gender socialization and perceptions of family functioning . (Doctoral dissertation). University of Florida, Gainesville, Florida.

Gallardo-Cooper, M. I. (1997).  A comparison of three different home-school meeting formats conducted by mental health professionals . (Doctoral dissertation). University of Florida, Gainesville, Florida.

Lee, S. (1997).  Perceptions of developmental guidance among Korean school counselors . (Doctoral dissertation). University of Florida, Gainesville, Florida.

Nunn, L. L. (1997).  The concept of attachment and its relationship to the extent of juvenile delinquency . (Doctoral dissertation). University of Florida, Gainesville, Florida.

Petersen, S. (1997).  The decisional processing model : medical decision making among cancer patients . (Doctoral dissertation). University of Florida, Gainesville, Florida.

Rulien, T. T. (1997).  Family paradigmatic preferences and childrearing practices of mothers differing by race and educational level . (Doctoral dissertation). University of Florida, Gainesville, Florida.

Schwartz, R. C. (1997).  The relationship among insight, illness, and psychosocial impairments in psychotic clients.  (Doctoral dissertation). University of Florida, Gainesville, Florida.

Semmes, L. S. (1997).  Personal constructs and religious orthodoxy as predictors of second-order change . (Doctoral dissertation). University of Florida, Gainesville, Florida.

Broughton, E. A. (1996).  The impact of informational methods among drinking college students applying the Health Belief Model . (Doctoral dissertation). University of Florida, Gainesville, Florida.

Chadik, C. A. (1996).  Child abuse risk factors for siblings of identified victims . (Doctoral dissertation). University of Florida, Gainesville, Florida.

Pai, H.-C. (1996).  Reentry difficulty, life satisfaction, and psychological well-being of Taiwanese students who have returned from the United States . (Doctoral dissertation). University of Florida, Gainesville, Florida.

Pate, S. M. (1996).  The differential impact of paradigmatic alignment and misalignment on post-divorce adjustment in divorced single-mother families . (Doctoral dissertation). University of Florida, Gainesville, Florida.

Pepper, B. (1996).  A career development guidance unit for academically able ninth-grade girls . (Doctoral dissertation). University of Florida, Gainesville, Florida..

Samson, A. W. (1996).  An experimental validation of the desired loving behaviors scale . (Doctoral dissertation). University of Florida, Gainesville, Florida.

Thomas, R. V. (1996).  Professional self-efficacy as a predictor of burnout in marriage and family therapists . (Doctoral dissertation). University of Florida, Gainesville, Florida.

Young, L. P. (1996).  The differential impact of parental death on adolescent stress as determined by individual and family coping resources . (Doctoral dissertation). University of Florida, Gainesville, Florida.

Anastasia, I. (1995).  The effects of socioeconomic influences and gender role on job-related personal entitlement and reward allocation patterns : a study of sex attributes . (Doctoral dissertation). University of Florida, Gainesville, Florida.

Bostic, J. D. Jr. (1995).  Knowledge, practices and opinions of college judicial affairs officers concerning student rights.  (Doctoral dissertation). University of Florida, Gainesville, Florida.

Boyd, I. S. (1995).  Role conflict and role ambiguity as predictors of burnout among hospice nurses and social workers . (Doctoral dissertation). University of Florida, Gainesville, Florida.

Camp, J. J. (1995).  An examination of Holland’s theory regarding an African-American sample compared with a white sample . (Doctoral dissertation). University of Florida, Gainesville, Florida.

Carroll, J. J. (1995).  Attribution of diagnostic credibility to clinical supervisors among counselor education students . (Doctoral dissertation). University of Florida, Gainesville, Florida.

Hernandez, C. A. (1995).  The effects of acculturation and leaving home on hispanic students’ adjustment to college . (Doctoral dissertation). University of Florida, Gainesville, Florida.

Jordan, C. W. (1995).  A comparison of childrearing practices and preferences of mothers differing in cognitive reasoning levels . (Doctoral dissertation). University of Florida, Gainesville, Florida.

Lewis, L. A. (1995).  Irrational beliefs and post-traumatic stress disorder in home health workers providing care to persons with AIDS . (Doctoral dissertation). University of Florida, Gainesville, Florida.

Raup, J. L. (1995).  Relationships among marital status, parenthood status, lifespan development and life satisfaction . (Doctoral dissertation). University of Florida, Gainesville, Florida.

Sabella, R. A. (1995).  The effectiveness of a developmental guidance unit and self-instruction module about sexual harassment among seventh grade students . (Doctoral dissertation). University of Florida, Gainesville, Florida.

Adams, Kathleen Naomi. Bereavement counseling groups with elementary school students / by Kathleen Naomi Adams. 1994.

Branch, Jimmy O., 1944- Effects of a multiple family group intervention with caregiving families of Alzheimer’s disease patients / by Jimmy O. Branch. 1994.

Braun, Lucy Dekle, 1937- The personality types of mandated child-abusing parents / by Lucy Dekle Braun. 1994.

Butkins, Peter A., 1945- Effectiveness of mental imagery for relapse prevention for recovering addicts / by Peter A. Butkins. 1994.

Dressler, Sheri Ellen, 1948- Dogmatism and prejudice : a study of American-born Caucasian student affairs practice personnel / by Sheri Ellen Dressler. 1994.

Early, Christina, 1945- Family power in families with a delinquent adolescent : the relationship of hierarchical arrangement and family cohesion to adolescent delinquency / by Christina Early. 1994.

Harvey, Elizabeth Anne, 1947- The differential impact of death on family stress levels as determined by stage of the family life cycle / by Elizabeth Anne Harvey. 1994.

Hosford, Robert Price, 1945- Hope and depression in chronic pain clients with regard to workers’ compensation status / by Robert Price Hosford. 1994.

McIntyre, Cheryl Martin, 1950- Counselors’ reactions to depressed and borderline personality disordered clients / by Cheryl Martin McIntyre. 1994.

Moore, Kathleen. Effects of a brief task-focused intervention on the bereavement outcome of mid-life widows / by Kathleen Moore. 1994.

Neyer, Megan, 1962- Identity development and career maturity patterns of elite resident athletes at the United States Olympic Training Center / by Megan Neyer. 1994.

Summers, Thomas Morgan. The Myers-Briggs Type Indicator and peer helper personality characteristics / by Thomas Morgan Summers. 1994.

Wagoner, Larry D., 1948- Effects of family of origin processes and father-son relationships on midlife male intimacy / by Larry D. Wagoner. 1994.

Downs, Ernest R., 1946- The resolution of infertility and the acceptance of adoptive reality / by Ernest R. Downs. 1993.

Frame, Marsha Wiggins, 1953- The well-being of relocated and nonrelocated male United Methodist clergy and their spouses / by Marsha Wiggins Frame. 1993.

Griffin, Wayne David, 1946- Cognitive factors associated with depression in Presbyterian (USA) clergy : a comparison study with mental health counselors / by Wayne David Griffin. 1993.

James, Delores Corinne Suzette. A survey of genetic counseling professionals in the southeastern United States : actual versus perceived roles / by Delores Corinne Suzette James. 1993.

Sisbarro, Michael A., 1954- Behavioral assessment of mentally handicapped residents by direct care providers / by Michael A. Sisbarro. 1993.

Slack, Valda L. Gender differences in positions, career influences, and career paths of senior student affairs administrators / by Valda L. Slack. 1993.

Cordill, Constance Russell. Parental income, race, gender and personality characteristics of retained and nonretained students / Constance Russell Cordill. 1992.

Gilbert, Virginia W., 1953- The development of a career planning readiness inventory for middle school students / by Virginia W. Gilbert. 1992.

Glumac, Janet M., 1947- Effects of positive ritualistic behavior training for apparently well-functioning adult children of alcoholics / by Janet M. Glumac. 1992.

Henn, Linda. Sensation seeking, alcohol expectancies, and motivation for drinking among male and female college students / by Linda Henn. 1992.

Hawkins, Debra G. Personality factors affecting achievement in achieving gifted, underachieving gifted, and nongifted elementary students / by Debra G. Hawkins. 1992.

James, Melvin William. The impact of a stress management program on African-American female single parents utilizing control focussed therapy / by Melvin William James. 1992.

Poe, Carolyn Sue. Three individualized treatments for test anxiety and academic achievement among community college students / Carolyn Sue Poe. 1992

Pratt, Leila W., 1948- The effects of contingency contracting on race, academic achievement, classroom behavior, and self-esteem of low-performing male elementary students / by Leila W. Pratt. 1992.

Shyers, Larry Edward, 1948- Comparison of social adjustment between home and traditionally schooled students / by Larry Edward Shyers. 1992.

Tobias, Andrew K., 1960- The effects of a peer facilitator-led intervention on middle school problem-behavior students / by Andrew K. Tobias. 1992.

Wallace, Sheri A. Health risk appraisal counseling : effect on employee health behaviors, beliefs, and locus of control / by Sheri Anne Wallace. 1992.

Cugno, Santas J., 1954- Noncustodial single fathers’ and married fathers’ perceptions of parental roles / by Santas J. Cugno. 1991.

Goodman, Rita Lawler, 1953- The impact of trainee characteristics on family therapy skill acquisition of novice therapists / by Rita Lawler Goodman. 1991.

Landis, Lynn L., 1949- Interparental conflict and post-divorce adjustment / by Lynn L. Landis. 1991.

Scherer, Coralie R. Role appraisal and social support influences on stress and life satisfaction of women in graduate and professional training / by Coralie R. Scherer. 1991.

Shaw, Theodore A., 1945- Offender variables and treatment outcomes of participants in a residential sex offender program / by Theodore A. Shaw. 1991.

Spooner, Shirley Ann Brown, 1950- DUI offenders’ perceptions of counselor empathy and helpfulness / by Shirley Ann Brown Spooner. 1991.

Stewart, Valerie Lee Babb. Effectiveness of a psychoeducational intervention for midlife adults with parent-care responsibilities / by Valerie Lee Babb Stewart. 1991.

Swinford-Diaz, Sandra. Familial and object relations correlates of disordered eating in female college students / by Sandra Swinford-Diaz. 1991.

Cunningham, Eleanor H., 1927- Personality adjustment and anxiety of nursing aides in nursing homes / by Eleanor H. Cunningham. 1990.

Davidson, Debra B. Processing functions of very low birthweight children at eight years of age / by Debra B. Davidson. 1990.

Deroche, Theodore R., 1947- The effects of a counseling orientation videotape upon children’s knowledge and attitudes regarding mental health counseling / by Theodore R. Deroche. 1990.

Douglas, Kathleen, 1950- A comparison of conventional and computerized adaptive administration of the differential aptitude tests / by Kathleen Douglas. 1990.

Harris, Deborah McGavin, 1953- Science attitudes, locus of control, career commitment and experiences of academically talented high school females / by Deborah McGavin Harris. 1990.

Hughes, Betty Sanders. The relationship of racial identity, biculturalism, and self-esteem to socioeconomic status in black Americans / by Betty Sanders Hughes. 1990.

Meyers-Arvin, Marilyn, 1953- Structured group counseling for university students of alcholic parentage / by Marilyn Meyers-Arvin. 1990.

Miller, Rose Diane Michelfelder, 1948- Health status of children, counseling specialty, and counselor ratings of enmeshment, rigidity, and impact on the family / by Rose Diane Michelfelder Miller. 1990.

Miller, Ollis R. Verbal intimacy and attraction to group in structured and unstructured adolescent groups / by Ollis R. Miller. 1990.

Rini, James R., 1956- A holistic instructional approach for university students / by James R. Rini. 1990.

Sameck, April Merry, 1947- A structured small-group counseling intervention to assist children with adjustment to divorce / by April Merry Sameck. 1990.

Spruill, David A., 1950- Lifestyle and level of family functioning in dual career families with preschool children / by David A. Spruill. 1990.

Brooke, Jo B. The development of an index to assess computer anxiety / by Jo B. Brooke. 1989.

Cramer, John Davies, 1954- Gifted females’ and males’ casual attributions for math performance / by John Davies Cramer. 1989.

Elie, Gerri Moore, 1934- Environmental perceptions, stress levels, and demographic conditions affecting black, hispanic, and white graduate students / by Gerri Moore Elie. 1989

Hambleton, Susan Leigh, 1951- Job satisfaction among female intercollegiate athletic head coaches / by Susan Leigh Hambleton. 1989.

Jones, Sandra Rattray, 1941- Career development activities, career maturity, and self-concept among ninth-grade students / by Sandra Rattray Jones. 1989.

Klein, Ruth Weinstein. Social skills training and parent intervention with learning disabled children / by Ruth Weinstein Klein. 1989.

McEachern, Adriana Garcia. Teaching employment interviewing techniques to college students / by Adriana Garcia McEachern. 1989.

McRee, R. Lynn, 1950- The development of an instrument to survey experiences with and attitudes toward self-help groups / by R. Lynn McRee. 1989.

Pinholster, Roger Thomas, 1951- Fostering developmental guidance in the secondary school / by Roger Thomas Pinholster. 1989.

Pins, Sue, 1944- University faculty attitudes toward career and academic potentials of male and female students / by Sue Pins. 1989.

Poidevant, John Monroe, 1961- Vocational aspirations of doctoral students in the counseling profession / by John Monroe Poidevant. 1989.

Boardman, Jean A. (Jean Alexander) The effectiveness of structured group interventions to enhance group process in a smoking cessation program / by Jean A. Boardman. 1988.

Boodhoo, Yvette R. Career maturity and locus of control orientation in Jamaican high school students / by Yvette R. Boodhoo. 1988.

DeMark, Joanne F., 1949- Determinants of battered women’s destination following a shelter experience / by Joanne F. DeMark. 1988.

Johnson, H. Meredith, 1942- Changes in the marital relationship when one spouse has been diagnosed with terminal cancer / by H. Meredith Johnson. 1988.

Kaminsky, Rosa Lee. Obstacles and advantages to hiring/retaining older workers : personnel decision-makers’ knowledge and perceptions of old age and older workers / by Rosa Lee Kaminsky. 1988.

Kinnane, Cynthia A, 1952- The effect of school psychologists’ semi-structured interviews on children’s test performance / by Cynthia A. Kinnane. 1988.

Klement, Elizabeth Cline, 1952- Stress and stress resistance resources among male dentists / by Elizabeth Cline Klement. 1988.

Lund, Jennifer Ann. Evaluative reactions of American born counselor trainees to speakers of network-, Chinese-, and Spanish-accented English speech and to written ethnic referents : an intercultural study / Jennifer Ann Lund. 1988.

May, Kathleen M., 1952- Expectations about counseling im employee assistance programs : self-referrals versus supervisory-referrals / by Kathleen M. May. 1988.

Pando, Ana M. Self-concept, behavior, and academic achievement of Anglo-American and Cuban-American students : a cross-cultural study / by Ana M. Pando. 1988.

Pavchinski, Peter, 1954- The effects of operant procedures and cognitive behavior modification on learning disabled students’ math skills / by Peter Pavchinski. 1988.

Scott, Sheila Day Leto. Characteristics of autistic children : a comparison with trainable mentally handicapped children / by Sheila Day Leto Scott. 1988.

Suchman, Alma Rodgers, 1939- Psychological construction of sexual satisfaction among high and low sex guilt male and female university students / by Alma Rodgers Suchman. 1988.

Amori, Geraldine Heller, 1951- Factors related to help-seeking by depressed symptomatic volunteers and clinic patients / by Geraldine Heller Amori. 1987.

Bertram, Burt Gordon. Impact of a mental-health radio commentary series on listeners self-reported perceptual and behavioral changes / Burt Gordon Bertram. 1987.

Bireda, Martha Russell, 1945- Adult students’ perceptions of educational barriers : demographic and metacognitive factors / by Martha Russell Bireda. 1987.

Carbonell Rodríguez, Ariela. Student services for older undergraduates : effects of two informational group interventions on expressed needs and perceptions of student services / by Ariela Carbonell Rodríguez. 1987.

Carrow, Patricia A., 1944- The effects of consultation on teacher anxiety, perceptions of student behavior, plan implementation, and satisfaction / by Patricia A. Carrow. 1987.

Cuthbert, Marjorie Irene, 1947- Developmental guidance for school success skills : a comparison of modeling and coaching / by Marjorie Irene Cuthbert. 1987.

Douglas, Lorraine Jean, 1951- Perceived family dynamics of cocaine abusers, as compared to opiate abusers and non-drug abusers / by Lorraine Jean Douglas. 1987.

Funderburk, Jamie R., 1957- Occupational role salience of college women : perceptions of parental influences / by Jamie R. Funderburk. 1987.

Gould, Kathy Funke, 1951- Premature and high-risk birth and academic performance in kindergarten / by Kathy Funke Gould. 1987.

Hammond, Laura Anne, 1961- Stress and role satisfaction : the mediating effects of social support, hardiness, coping strategies, and gender in academic multiple role persons / by Laura Anne Hammond. 1987.

Huckeba, James Robert, 1951- A comparison of behavioral and emotional characteristics of educational alternative program students and emotionally handicapped program students / by James Robert Huckeba Jr. 1987.

Konik, Marta Padron. Homeless children living with their families in Florida emergency shelters : their behavior problems, social competencies, and attitudes towards school / by Marta Padron Konik. 1987.

Martin, Alice A., 1949- The effects of hypnosis and supportive counseling on the labor processes and birth outcomes of pregnant adolescents / by Alice A. Martin. 1987.

Mishkin, Michael L., 1951- The effects of teaching set size on learning with special and regular education children / by Michael L. Mishkin. 1987.

Morgan, Georgiene B.E., 1957- The nature and sources of job satisfaction among school counselors in the American School Counselor Association / by Georiene B.E. Morgan. 1987.

Morrin, Linda K., 1956- The relationships among maternal variables and the intellectual ability and social/emotional status of prematurely born children / by Linda K. Morrin. 1987.

Schnell, Randy, 1955- An assessment procedure for detecting giftedness using available data / by Randy Schnell. 1987.

Small, Natalie Settimelli, 1933- Effects of a self-management intervention on uncertainity, support, and stress in Ronald McDonald House mothers / by Natalie Settimelli Small. 1987.

Stiles, Claire Ann. Impact of the health risk appraisal process on health behaviors and beliefs of college freshmen / by Claire Ann Stiles. 1987.

Thomas, Dorothy W. Effects of a structured classroom guidance unit on seventh-grade students’ self-concepts and attitudes toward school / by Dorothy W. Thomas. 1987.

Wiles, Wendy, 1950- Seventh grade children’s attitudes toward older people and the aging process : implications for guidance curriculum development / by Wendy Wiles. 1987.

Ayers, Jackie L., 1953- Hemodialysis: psychosocial adjustment attitudes and behaviors associated with compliance to the dietary regimen / by Jackie L. Ayers. 1986.

Bobby, Carol L. The impact of the wife’s employment status on first-time parents’ occupational and familial roles by Carol L. Bobby. 1986.

Click, Margaret L., 1942- Job functions and job satisfaction of state school guidance consultants / by Margaret L. Click. 1986.

Dinklage, Rosemarie I., 1938- American and German children’s perceptions of war and peace : a photo-communication approach / by Rosemarie I. Dinklage. 1986.

Doty, Leilani. Life satisfaction determinants in older persons / by Leilani Doty. 1986.

Dovell, Beth. Differences between geographically mobile and nonmobile fifth-grade students on academic, social, and emotional demensions / by Beth Dovell. 1986.

Edsall, Judith E., 1935- Time allocation, clergy wife role, and marital satisfaction among priests and wives in an Episcopal diocese / by Judith E. Edsall. 1986.

Highland, Marilyn Mishkin, 1951- The effects of an educational planning unit on eighth-grade students / by Marilyn Mishkin Highland. 1986.

Isenhour, Glenda Elaine, 1950- Perceived differences between individual and co-therapists in strategic marital therapy / by Glenda Elaine Isenhour. 1986.

Meers, Betty White. Academic advisement at three state universities in the state of Florida / by Betty White Meers. 1986.

Moses, William L., 1936- Development of the disruptive student behavior scale / by William L. Moses. 1986.

Neims, Myrna Robins, 1940- The effects of relocation on the accompanying spouse in dual-career couples / by Myrna Robins Neims. 1986.

Renuart, Janet Andree, 1945- Underachieving children : an analysis of psychometric characteristics of emotionally handicapped, learning disabled, and non-referred underachieving children / by Janet Andree Renuart. 1986.

Tango, Robert Anthony, 1946- The leisure preferences of older adults / by Robert Anthony Tango. 1986.

Trifiletti, Richard M. Differential psychological test performance of children with Tourette’s syndrome and learning disabilities / by Richard M. Trifiletti. 1986.

Vermillion Joan Marie, 1953- A comparison of employee and supervisor perceptions of the use of exposure and the solicitation of feedback within a large state agency / by Joan Marie Vermillion. 1986.

Walsh, Claire Park, 1937- The self-concept and sex-role orientation of adult female incest victims in therapy / by Claire Park Walsh. 1986.

Wortley, Dave. Evaluation of a dual career couples guidance program / by Dave Wortley. 1986.

Zettler, Zelma Ivey. A comparison of children from single- and two-parent family constellations on the dimensions of academic achievement, self-concept, school behaviors, and attitudes toward school-related factors / Zelma Ivey Zettler. 1986.

Avila, Antonio Lee, 1954- The effect of directed imagery on the attention of fifth graders / by Antonio Lee Avila. 1985.

Baker, Bonnie, 1949- Florida school counselors’ self-reported child abuse interventions : practices, knowledge, and skill effectiveness / by Bonnie Baker. 1985.

Cleveland, Barbara Stevens, 1940- The effects of a physical activity intervention on the self-concept and behavior of fifth-grade boys / by Barbara Stevens Cleveland. 1985.

Faust, Sandra K., 1947- Knowledge of rape, self-esteem, and gender : bases of blame for friends of rape victims / by Sandra K. Faust. 1985.

Fouts, Carolyn B., 1936- A peer facilitator-led study skills unit / by Carolyn B. Fouts. 1985.

Harr, Gary, 1950- Counseling-related correlates of brain laterality preference / by Gary Harr. 1985.

Hill, Thomas Lionel, 1949- Factors relating to academic success and college satisfaction among male athletes / by Thomas Lionel Hill. 1985.

Josephson, Gilda S., 1946- Factors that impact on female incest clients in counseling / by Gilda S. Josephson. 1985.

Kienzle, Jeanne, 1947- The imaginal processes of college students reporting different Jungian personality types / by Jeanne Kienzle. 1985.

Leeson, Teresita Baytan. Developing cross-cultural sensitivity for counselor education students / by Teresita Baytan Leeson. 1985.

Mendenhall, Anne. Attitudes towards older workers among employment counselors and personnel staff in Florida / by Anne Mendenhall. 1985.

Wilson, Judy Katrina, 1944- The psychological functioning, self-concept, and locus of control of battered women in a spouse abuse shelter / by Judy Katrina Wilson. 1985.

Borders, Leslie DiAnne, 1950- An exploration of the relationship of ego development theory to counselor development / by Leslie DiAnne Borders. 1984.

Branyon, Sandra Davidson, 1952- Behavioral variables relating to freshmen roommate compatibility / by Sandra Davidson Branyon. 1984.

Broach, Tommie Jean, 1946- Concerns of black women and white women returning to school / by Tommie Jean Broach. 1984.

Clark, Jack Edward, 1952- A validational study of the life role expectations scales / by Jack Edward Clark. 1984.

Dixon, R. Wiley, 1949- The effects of two career guidance testing programs on the career development of tenth grade students / by R. Wiley Dixon. 1984.

Fabrick, Lewis A. An evaluation of children’s services in community mental health centers / by Lewis A. Fabrick, II. 1984.

Guess, Annie Louise. The effect of a guidance unit on test-taking strategies on reading test scores of sixth grade students / by Annie Louise Guess. 1984.

Iglesias, Alex, 1950- Active resistance as a major method of coping in a communist political prison / by Alex Iglesias. 1984.

Inclan, Albert F. Cross-cultural analysis of language in the assessment of personality variables / by Albert F. Inclan. 1984.

Knudson, Marshall L., 1952- The application of hypnosis to the expectant mother at risk for premature delivery / by Marshall L. Knudson. 1984.

Lutwack, Patricia A. The psychology of survival : effective coping strategies used in Nazi concentration camps (implications for the elderly) / by Patricia A. Lutwack. 1984.

Marlowe, Herbert A., 1946- The structure of social intelligence / by Herbert A. Marlow, Jr. 1984.

Messenger-Ward, Charlene Marie, 1956- Knowledge of confidentiality and perception of group trust : the effects of counselors’ explanations, students’ role playing, and subjects’ sex and race / by Charlene Marie Messenger-Ward. 1984.

Mingo, Gwenuel Wilfred. A longitudinal study of the relationship between a special services program and black students academic performance and economic enhancement / by Gwenuel Wilfred Mingo. 1984.

Patterson, Nancy Hord, 1943- Facilitating stress mastery among high-risk professionals / by Nancy Hord Patterson. 1984.

Reiss, John Gilbert, 1949- The relationship between psychosocial factors and response to medical treatment in chronically ill adolescent patients / by John Gilbert Reiss. 1984.

Salimi, Lamieh. Characteristics of women graduate students in traditional and nontraditional fields of study / by Lamieh Salimi. 1984.

Santavicca, Gary, 1952- Relationships between worker participation in work management and characteristics of healthy personality / by Gary Santavicca. 1984.

Shapiro, Marilyn Makover. Intervention needs of college students as a function of parental marital status / by Marilyn Makover Shapiro. 1984.

Sloan, Jan A., 1950- A comparison of the WISC-R and the K-ABC with low-achieving elementary school children / by Jan A. Sloan. 1984.

Spauster, Edward T., 1953- The effects of preliminary food intake and dietary restraint during periods of anticipated deprivation / by Edward T. Spauster. 1984.

Woodward, James H. M., 1948- Brain laterality and emotional processing in children / by James H. M. Woodward. 1984.

Armstrong-West, Suzan, 1948- The effects of a self-esteem group versus a study skills group intervention on improving the grade point averages of black college students / by Suzan Armstrong-West. 1983.

Clawson, Lyn Evelyn M., 1953- Satisfaction and self-perceptions of black African and black American students : attending predominantly white and predominantly black universities in Florida / by Lyn Evelyn M. Clawson. 1983.

Deutsch, Paul Michael, 1949- Career maturity, work values, and life satisfaction among the industrial injured / by Paul Michael Deutsch. 1983.

Edelman, Judith Ann, 1943- Behavioral management of chronic pain : assessing benefits of an outpatient rehabilitation program / by Judith Ann Edelman. 1983.

Fauquet, Thomas W. (Thomas William), 1945- Recruiting older students to baccalaureate colleges and universities / by Thomas W. Fauquet. 1983.

Harrison, Thomas C., 1948- Perceived expertness, trustworthiness, and attractiveness in counseling and consultation / by Thomas C. Harrison, Jr. 1983.

Hersh, Mindy S., 1955- Individual differences in counselors’ causal attributions for performance outcomes : sex, sex role identities and levels of self-esteem / by Mindy S. Hersh. 1983.

Hopper, May Habboush. Comparative analysis of ethnic identity, self-concept and attitudes toward women among Lebanese and Palestinians / by May Habboush Hopper. 1983.

Johnson, Susan Lynette. The effect of three training methods on the teaching preparation of counselor-teachers in a resident environmental education program microform / by Susan Lynette Johnson. 1982.

Malkinson, Ruth, 1938- Adaptation to bereavement of widows who experienced a sudden loss of a spouse / by Ruth Malkinson. 1983.

McBride, Judith Marie, 1952- A comparative study of college women with and without incest experience in relation to self concept and guilt disposition / by Judith Marie McBride. 1983.

Nazario, Andres. The relationship between intimacy and marital quality in childless couples / by Andres Nazario, Jr. 1983.

Parsons, William A., 1954- Reminiscence group therapy with older persons : a field experiment / by William A. Parsons, Jr. 1983.

Peddle, Mark J. Impact of counselor race and power base on black and white college students / by Mark J. Peddle, III. 1983.

Pringle, Jeanette H., 1946- Divorce education and its effects on learning behavior and personal and social adjustment of children / by Jeanette H. Pringle. 1983.

Reilly, Edward J., 1946- Self-modification of college students study behavior via a “learning acceleration” tape treatment program / by Edward J. Reilly. 1983.

Rivera, Diana L. B. (Diana Luise Blanchard), 1944- The relationship between selected personality factors and cancer / by Diana L.B. Rivera. 1983.

Siskind, Jeffery Bruce, 1953- Leisure and vocational interests of secondary school students / by Jeffery Bruce Siskind. 1983.

Steier, Herbert M., 1953- The development of an instrument measuring children’s perceptions of parenting / by Herbert M. Steier. 1983.

Tenenbaum, Henry A. (Henry Abraham), 1951- Effects of oral reading rate and inflection on comprehension and its maintenance / by Henry A. Tenenbaum. 1983.

Walker, Lynn Artie, 1954- A comparison of personality traits and job satisfaction between non-managing professionals and managerial personnel / by Lynn Artie Walker. 1983.

Williams, David Charles. Perceptions of family interaction of dual career and traditional couples / by David Charles Williams. 1983.

Bowman, Robert P. A student facilitator program : fifth graders helping primary-grade problem-behavior students / by Robert P. Bowman. 1982.

Cohen, Eileen M. Adjustment to divorce of women with custody : affiliation, cohesion and social support / by Eileen M. Cohen. 1982.

Creamer, David Andrew. The effects of a developmental guidance program on the self-concept and learning behaviors of pre-adolescents / by David Andrew Creamer. 1982.

Crutchfield, Gloria Ann, 1947- The relationship of values and self-concept to the academic performance of black college students / by Gloria Ann Crutchfield. 1982.

Fabrick, Finnette W. Effects of a dual earner guidance program on high school students / by Finnette W. Fabrick. 1982.

Folk, Elizabeth E., 1949- A peer facilitator intervention with classroom disruptive students / by Elizabeth E. Folk. 1982.

Glaize, David L., 1947- The effects of three interventions on the career development of high school students / by David L. Glaize. 1982.

Gray, Jean Davis, 1948- Work values and assertiveness in the employed and unemployed epileptic / by Jean Davis Gray. 1982.

Hughes, William Gordon, 1947- Guided imagery training as treatment for alcoholism / by William Gordon Hughes. 1982.

James, Lainée Maisie, 1945- Sex-roles and self-complexity as related to the marital adjustment of blacks and whites / by Lainée Maisie James. 1982.

Kennedy, William Cottrell, 1946- Student services for adults in southeastern community and junior colleges : perceptions of chief student affairs officers / by William Cottrell Kennedy II. 1982.

Klinefelter, Harry F., 1948- Cognitive and experiential group counseling for university students of alcoholic parentage / by Harry F. Klinefelter, III. 1982.

Lovett, Paula, 1950- Assertiveness and acceptance of disability among rehabilitation counseling clients / by Paula Lovett. 1982.

Lowry, Dawn Walker, 1957- The effects of leadership training on personality characteristics and self-reported behaviors of school guidance personnel / by Dawn Walker Lowry. 1982.

Parker, M. Elizabeth Mobley, 1946- Effects of human relations groups on fourth grade children’s self-esteem and communication skills / by M. Elizabeth Mobley Parker. 1982.

Pinder, Flora Ann. Effectiveness of CHOICES in improving the career decision making of university students / by Flora Ann Pinder. 1982.

Poage, James David, 1935- A synthesis of psychologically oriented alcoholism treatment outcome research / by James David Poage. 1982.

Provost, Judith A. Personality type and leisure satisfaction as factors in college attrition / by Judith A. Provost. 1982.

Reading, Janet, 1954- The interaction of psychosocial factors on the parenthood choice of preprofessional women / by Janet Reading. 1982.

Richmond, Jayne Elise. Life value choices in career decision making as a function of role salience, age, and sex among community college students / by Jayne Elise Richmond. 1982.

Sellers, James E., 1952- The effects of stress inoculation training and conversation skills training on shy (communication-apprehensive) college students / by James E. Sellers. 1982.

Sisco, Frankie Hembree, 1943- Sex differences in the performance of deaf children on the WISC-R performance scale / by Frankie Hembree Sisco. 1982.

Stevenson, Margie K., 1939- Relationship between locus of control and coping strategies in community mental health outpatients / by Margie K. Stevenson. 1982.

Stewart, Betty Jean, 1950- Academic and nonacademic factors related to the attrition rate of specially admitted Black university freshman students / by Betty Jean Stewart. 1982.

Thornbrough, Michael Dean, 1949- Family adaptability and cohesion and their influence on children’s self-concept, compassionate behavior, and academic achievement / by Michael Dean Thornbrough. 1982.

Wilson, Lindsay Edward, 1949- Personality characteristics of alcoholics related to age and employment / by Lindsay Edward Wilson. 1982.

Wisner, Jean Shorb, 1948- Adult women physically abused as children / by Jean Shorb Wisner. 1982.

Biggers, Trisha A. (Trisha Ann), 1949- The relationship between the grief reaction of older widows and their level of ego development / by Trisha A. Biggers. 1981.

Clawson-Marsh, Lynda M. (Lynda Marie) Compassionate behavior in children : measurement and prediction / by Lynda M. Clawson-Marsh. 1981.

Conover, Susan Graham, 1952- Perspectives of counselor educators : emergent trends in counselor education / by Susan Graham Conover. 1981.

Corley, Dan Alan, 1950- Generic professional and technical knowledge, skills, and abilities needed by mental health counselors / by Dan Alan Corley. 1981.

Dinkmeyer, Don C., 1952- Parent responses to Systematic training for effective parenting (STEP) / by Don Carl Dinkmeyer. 1981.

Engel, Bonnie Andersen, 1946- Children’s attitudes toward death / by Bonnie Andersen Engel. 1981.

Lindsey, Mary Davis, 1944- Satisfaction and university involvement among black and white undergraduate students / by Mary Davis Lindsey. 1981.

McAnaney, Michael W. (Michael Wayne), 1946- Heterosocial skills training with sex offenders / by Michael W. McAnaney. 1981.

Ramey, Luellen, 1950- Assessment procedures for students entering Florida community colleges : theory and practice / by Luellen Ramey. 1981.

Rooks, Deborah G. (Deborah Gail), 1955- The impact of a freshman seminar program on students’ perceptions of the university environment / by Deborah G. Rooks. 1981.

Sanford, John Anderson, 1948- Mental health of the unemployed : an analysis of a CETA program / by John Anderson Sanford. 1981.

Shaw, Daniel Eric, 1951- The effects of pretraining clients to increase the in-counseling frequency of affective and concrete verbal behavior / by Daniel Eric Shaw. 1981.

Stein, Steven Jeffrey, 1953- Client’s perception of counselor trustworthiness, expertness, and attractiveness as a function of counselor race and dialect / by Steven Jeffrey Stein. 1981.

Wagner, William G. (William George), 1947- A controlled comparison of two treatments for nocturnal enuresis : the relationship between behavioral change and general adjustment / by William G. Wagner. 1981.

Young, A. Stuart (Alex Stuart) Self-actualization and marital adjustment in married dual-career couples / by A. Stuart Young. 1981.

Blankenship, Edward S. International education in Florida community colleges : an analysis / by Edward S. Blankenship. 1980.

Burt, Marilyn Andrews, 1947- Counselor response time utilization within the counseling session as a correlate of counselor effectiveness and personality / by Marilyn Andrews Burt. 1980.

Danford, Richard Dix, 1945- A comparison of experiential and didactic group counseling techniques/activities for improving the vocational and personal development of Black evening students / by Richard D. Danford, Jr. 1980.

Ferguson, Lyn Elaine, 1947- The effects of client sex, counselor sex, and type of client problem on high school counselor facilitative responsiveness and desire to continue a counseling relationship / by Lyn Elaine Ferguson. 1980.

Grimes, C. Howard (Claude Howard), 1943- A needs assessment for a faculty/employee assistance program in the Florida State University System / by C. Howard Grimes. 1980.

Johnson, Richard P. Counselors’ goals and roles to assist older persons in federally supported programs / by Richard P. Johnson. 1980.

Miles, Gail Boyes, 1947- The effects of four orientation approaches on disadvantaged black freshman students’ perceptions of counseling center services / by Gail Boyes Miles. 1980.

Mulkerne, Donald J. D. Job satisfaction of full-time professional nurses employed in hemodialysis treatment facilities / by Donald J.D. Mulkerne, Jr. 1980.

Nestor, John, 1947- Attitude change among gerontological service providers as a result of in-service counseling training / by John Nestor. 1980.

Oshinsky, Judy C. (Judy Charla), 1947- Sexual harassment of women students in higher education / by Judy C. Oshinsky. 1980.

Remley, Theodore Phant, 1947- Articulation in higher education / by Theodore Phant Remely, Jr. 1980.

Sanderson, P. Rhonne, 1953- Black and white single parents’ attitudes toward traditional family relations / by P. Rhonne Sanderson. 1980.

Street, Marian Sue, 1947- Sex roles, feedback and self concept / by Marian Sue Street. 1980.

Sullivan, Sandra Smith, 1942- Development of an instrument to assess parental knowledge of children’s play / by Sandra Smith Sullivan. 1980.

Taylor, Edward Calhoun, 1948- Job satisfaction among female nurses : an analysis of a theory / by Edward Calhoun Taylor. 1980.

Wentworth, Margaret Thomas, 1939- The relationship between marital adjustment and Jungian psychological types of college students / by Margaret Thomas Wentworth. 1980.

Alves, Kleide Marcia Barbosa. On the job performance of counselor education graduates microform / by Kleide Marcia Barbosa Alves. 1979.

Cherry, Saint Elmo, 1943- The effects of cognitive style upon changes in career maturity following exposure to a system of interactive guidance and information / by Saint Elmo Cherry. 1979.

Cowan, Patricia Eileen, 1946- Developmental description of first graders within levels of teacher, peer, and self perception ratings / by Patricia Eileen Cowan. 1979.

Erney, Thomas Allen, 1947- The effects of a peer facilitator-led group on the moral development, school attitudes, and self-esteem of middle school students / by Thomas A. Erney. 1979.

Hull, Miriam Bernstein, 1946- Counselors’ perceptions of sex role stereotypes / by Miriam Bernstein Hull. 1979.

Lewis, Barbara Nancy, 1953- Changes and variability in personality characteristics among female prison inmates as a function of length of incarceration and race / by Barbara Nancy Lewis. 1979.

Mardus, Craig B. Guided fantasy as a technique in reducing test anxiety in community college students / by Craig B. Mardus. 1979.

Medzerian, George Joseph, 1949- Relationships between self-concept and illicit narcotic use among addicts in chemotherapeutic treatment / by George J. Medzerian, Jr. 1979.

Moni, Linda Sapp, 1947- The effects of different modes of presentation of a career guidance unit on tenth grade students / by Linda S. Moni. 1979.

Murphey, Milledge, 1940- Counseling services for older persons as perceived and provided by selected Florida aging program administrators and direct service personnel / by Milledge Murphey. 1979.

Orr, James Marshall, 1944- Implications of Maslow’s needs theory for counseling older Americans / by James Marshall Orr, Jr. 1979.

Reed, Carolyn Janice Breeding. Professional women today : the relationship of their sex-role identities to anxiety, depression, hostility, and selected demographic variables / by Carolyn B. Reed. 1979.

Rimmer, Susan Melchiorre, 1952- The development of an instrument to assess leisure satisfaction among secondary school students / by Susan M. Rimmer. 1979.

Rucker, Barbara Bourne. A comparison of the factor structures of three aspects of the sex roles of women and men / by Barbara Bourne Rucker. 1979.

Rudner, Rebecca Ann, 1947- The effects of jogging and assertiveness training on self variables and assertiveness in women / by Rebecca Ann Rudner. 1979.

Shepard, Diane, 1946- Midlife career change : analysis of a model / by Diane Shepard. 1979.

Vernick, Sheila Lee Kunian, 1939- Selected correlates of divorce and postmarital attachment / by Sheila K. Vernick. 1979.

Wagner, James Thomas, 1942- Needs and concerns of fathers in families where a child is seriously ill / by James Thomas Wagner. 1979.

Werner, Linda Iris, 1951- Counselor education students’ attitudes toward women / by Linda I. Werner. 1979.

Aanstad, Judy Ann, 1946- Women in transition : A study of demographic and personality factors related to life-style choices / by Judy Ann Aanstad. 1978.

Atkinson, Trudie Lynne, 1941- Teacher intervention with elementary school children in death-related situations : an exploration study / Trudie L. Atkinson. 1978.

Bain, Donald Leland, 1934- Locus of control in kindergarten children in relation to parental attitudes / by Donald Leland Bain. 1978.

Combs, Jeanne Marie. Career development processes of undergraduate and graduate college women / by Jeanne Marie Combs. 1978.

Duncan, Maria Valdes, 1948- A comparison of non-resident and resident human services personnel training programs / by Maria Valdes Duncan. 1978.

Gonzalez, Gerardo M. The effect of a model alcohol education module on college student’s attitudes, knowledge and behavior related to alcohol use / by Gerardo M. Gonzalez. 1978.

House, Karen Lea, 1943- A comparison in effectiveness of camp counselors who have participated in a counselor-in-training program with camp counselors who have not / by Karen Lea House. 1976.

Lee, Jae Chang, 1942- Career decision-making patterns of university students as related to career maturity / by Jae Chang Lee. 1978.

Little, Gertrude Gies, 1947- The impact of assertive training on the anxiety and symptomization of women referred by physicians / by Gertrude Gies Little. 1978.

Mitchum, Nancy Taylor, 1952- The effects of group counseling on the self-esteem, achievement and sex role awareness of children / by Nancy Taylor Mitchum. 1978.

Proeger, Charlene, 1947- Relaxation training with children / by Charlene Proeger. 1978

Rozelle, George Robert, 1950- Experiential and cognitive small group approaches to alcohol education for college students / by George R. Rozelle. 1978.

Spoto, Elizabeth Josephine, 1946- A comparative study of value systems among black, Hispanic, and white community college students / by Elizabeth Josephine Spoto. 1978.

Wheeler, Paul Thomas, 1949- Counselor readiness to respond to accountability demands : the counselor and program evaluation / by Paul T. Wheeler. 1978.

Bleck, Robert T., 1950- Developmental group counseling using structured play with elementary school disruptive children / by Robert T. Bleck. 1977.

Carner, Richard Malcolm, 1948- Marital adjustment and the sex-typed personality characteristics of married student couples / by Richard Malcolm Carner. 1977.

Crane, Beverly Brown. Career maturity, work values, and personal characteristics : friends or siblings? / By Beverly Brown Crane. 1977.

Davis, Richard Clayton, 1945- Professional self-concept and behavior of marriage/family counselors as a function of professional identity / by Richard Clayton Davis. 1977.

DiNuzzo, Theresa Maria, 1951- Effects of a group career counseling model on vocational maturity and personal growth of female undergraduates over age 25 / by Theresa Maria DiNuzzo. 1977.

Ganikos, Mary Lee, 1949- The expressed counseling needs and perceptions of counseling of older adult students in selected Florida community colleges / by Mary L. Ganikos. 1977.

Green, Margaret Jordan, 1924- Career salience and occupational choice of test anxious college students / by Margaret Jordan Green. 1977.

Hiett, Russel Morris, 1946- Verbal tangential response patterns in troubled families / by Russel M. Hiett. 1977.

Holbrook, Raymond Lawrence, 1945- The services provided to students in residence halls as a function of the organizational structure of housing / by Raymond Holbrook. 1977.

Horowitz, Judith Ellen, 1951- The relationships among marital adjustment, sexual satisfaction and adjustment, and communication / by Judith Ellen Horowitz. 1977.

Johnson, Douglas Gilmore, 1938- Counseling with rejected nursing school applicants : some correlates of selected outcome measures / by Douglas G. Johnson. 1977.

Kirby, Alan Ferguson, 1951- An analysis of the effects of instruction on college student’s time management / by Alan F. Kirby. 1977.

Klopfer, Carol Lee, 1945- The effects of information on counseling expectancies and willingness : a study of high school youth / by Carol Lee Klopfer. 1977.

Lazarus, Philip James, 1948- An experimental treatment program on the amelioration of shyness in children / by Philip James Lazarus. 1977.

Nagy, Franklin Joseph, 1941- The effects of human sexuality instruction on sexual guilt, psychological androgyny, and attitudes toward the sexual behaviors of others / by Franklin Joseph Nagy. 1977.

Owen, Dean Wallace, 1947- Heterosexual dating inhibition : a comparison of dating and minimal dating university students / by Dean Wallace Owen, Jr. 1977.

Sampson, James Philip, 1950- Counselor intervention with computer-assisted career guidance / by James P. Sampson, Jr. 1977.

Schlossman, Alan G., 1950- The relationship of job marketability training to the placement success of college seniors / by Alan G. Schlossman. 1977.

Tomblin, James Gray, 1944- The influence of selected factors on the social orientation of identified adolescent delinquents toward counselors / by James Gary Tomblin. 1977.

Vada, Alejo Vicente, 1946- The relationship of locus of control to manipulative attitudes and behavior of imprisoned sociopaths / by Alejo Vicente Vada. 1977.

Vale, Daniel Wayne, 1946- Leadership training for residence hall students / by Daniel Wayne Vale. 1977.

Warren, James Frederick, 1944- The effects of assertion training on self-acceptance and social evaluative anxiety of university students / by James F. Warren. 1977.

Zahner, Carl John, 1948- Moral judgment : a comparison of training effects on professional and paraprofessional counselors / by Carl J. Zahner. 1977.

Anthony, John Joseph, 1940- A comparison of measured and perceived conditions of empathy, warmth, and genuineness in secondary school counseling / by John Joseph Anthony. 1971.

Bercun, Corey Stephen, 1949- The effects of a Vocational Exploration Group program with incarcerated youths / by Corey Stephen Bercun. 1976.

Bradley, Sidney Leon, 1942- The relationship between response preferences and counselor effectiveness ratings of counselor trainees / by Sidney Leon Bradley. 1976.

Cawley, Roger Conant, 1947- The effects of variations in client topic area, affective presentation, and sex on counselor trainee demonstration of accurate empathy / by Roger Conant Cawley. 1976.

Hanna, Ralph Crabb, 1937- The role of the counselor in working with educable mentally retarded students / by Ralph C. Hanna, Jr. 1976.

Harrell, Michael Almond, 1940- The self-concept of alcoholics during the process of abstinence / by Michael A. Harrell. 1976.

Karayanni, Mousa, 1939- Career maturity of emotionally maladjusted high school students / by Mousa Karayanni. 1976.

Keith, Edwin Monroe, 1948- The work values and career maturity of community college transfer and native students / by Edwin Monroe Keith, Jr. 1976.

Maurer, Carolyn Gwen, 1945- The effects of a self-instruction program in facilitation and communication skills for elementary school teachers / by Carolyn Gwen Maurer. 1976.

Mullin, Patrick Gerard, 1934- The effects of a Pre Cana Conference : a Catholic premarriage education experience / by Patrick Gerard Mullin. 1976.

Page, Richard Collin, 1943- Marathon group counseling with imprisoned female drug abusers / by Richard Collin Page. 1976.

Pyle, K. Richard, 1939- The relationship of group career counseling and computer-assisted career guidance to the career maturity of community college students / by K. Richard Pyle. 1976.

Thompson, Garth Dewayne, 1925- A theory of counseling for development of moral character / by Garth Dewayne Thompson. 1976.

Voss, Phyllis MacKenzie Gierlotka. The long-term effects of a drop-out prevention program for junior and senior high school students / by Phyllis MacKenzie Gierlotka Voss. 1976.

Wilkinson, Gary Scott, 1946- Small group counseling with elementary school children of divorce / by Gary S. Wilkinson. 1976.

Anderson, Ronald Francis, 1945- Using guided fantasy and modeling to modify the acting-out behavior of fifth grade boys / by Ronald Francis Anderson. 1975.

Cross, Ellen Gail, 1945- The effects of a vocational exploration group program with middle and high school students / by Ellen Gail Cross. 1975.

Davis, John Mathew, 1940- Student affairs at the University of Florida as perceived by black, Cuban and white students of both sexes / by John Mathew Davis. 1975.

Deitz, George Lee, 1942- Paraprofessional helper candidates’ perceptual organization and their level of interpersonal functioning / by George Lee Deitz. 1975.

Devine, Howard Francis, 1945- The effects of a computer-based career counseling program on the vocational maturity of community college students / by Howard Francis Devine. 1975.

Gumaer, Jim. Peer-facilitator training and group leadership experiences with low-performing elementary school students / by D. James Gumaer. 1975.

Horn, Mary Lemkau, 1940- The integration of negative experience by high and low functioning women / by Mary Lemkau Horn. 1975.

Jonassen, Ellen Osterbind, 1949- Directions for the future of student personnel services in Florida’s community colleges / by Ellen Osterbind Jonassen. 1975.

Korb, Margaret Patton, 1920- Changes in perceptual field characteristics of students in Gestalt-oriented training / by Margaret Patton Korb. 1975.

Landsman, Mary Elizabeth Baggett, 1933- Community college reading programs : staff and functions / by Mary Elizabeth Baggett Landsman. 1975.

Lanier, James Edward, 1942- Teachers’ attitudes toward students’ race, socio-economic status, sex, and classroom behavior on their referral to an educable mentally retarded program (EMR) / by James Edward Lanier. 1975.

Mercer, Roy Calvin, 1934- Methodological problems in tape rating of client process levels: the influence of therapist statements on rater judgments of client self-exploration Roy Calvin Mercer, Jr. 1975.

Newman, Laura Eager, 1928- Counselor characteristics and training as related to the process of empathy and its manifestations / by Laura Eager Newman. 1975.

Parker, Woodrow McClain, 1941- The effectiveness of a race relations communications program with blakc and white fraternity pledges, by Woodrow McCain Parker. 1975.

Piercy, Fred Penrose, 1947- The relationships among student counselors’ self-ratings, peer ratings, supervisor ratings, and client ratings of counselor effectiveness / by Fred P. Piercy. 1975.

Radtke, David Michael. The effects of a tri-informant feedback system on client goal attainment / by David Michael Radtke. 1975.

Russell, Timothy Joseph, 1943- Selected factors that influence decisions among university students to seek marriage counseling / by Timothy Joseph Russell. 1975.

Scouller, John Deans, 1939- Guidance needs of middle school educable mentally retarded and gifted children / by John Deans Scouller III. 1975.

Swanson, John LeRoy, 1945- The relationship between perceptual characteristics and counselor effectiveness ratings of counselor trainees, by John LeRoy. 1975.

Smith, Annie Delories, 1944- The impact of desegregation on the Florida Statewide Twelfth Grade Achievement Test scores of black and white students in a rural and an urban Florida county / by Annie Delories Smith. 1975.

Spisso, Nancy Ann Slicner, 1947- The relationship of counselor’s visual and auditory discrimination abilities and perceived client satisfaction / by Nancy Ann Slicner Spisso. 1975.

Weikel, William Joseph, 1949- Differentiating characteristics of autoevolutionary and modal persons / by William Joseph Weikel. 1975.

Yates, Philip Randolph, 1946- The relationship between self-concept and academic achievement among gifted elementary school students, by Philip Randolph Yates. 1975.

Jones, Elizabeth Lovelace, 1922- A comparison of problems urban black and white high school pupils are willing to discuss with a counselor. 1974.

Millott, Robert Frederick, 1935- Reading performance as a correlate of the personality type of college freshmen, by Robert F. Millott. 1974.

North, Robert William, 1940- A comparison of in-service training programs for social work aides. 1974.

Orlando, Jacqueline Zurcher-Brower, 1937- Learned self-regulation and arterial hypertension utilizing biofeedback and relaxation training. 1974.

Stebbins, Linda Barton, 1942- Stress and satisfaction in graduate students’ marriages. 1974.

Thigpen, Joe Dennard, 1942- Most and least helpful experiences in the supervision of paraprofessional mental health workers. 1974.

Yates, Lauren Elaine Lucas, 1949- A comparison of the effects of individual nondirective play therapy and structured teacher guidance upon second grade students of low sociometric status : an experimetnal study, by Lauren E. Lucas Yates. 1974.

Bailey, Sara Joy, 1938- Effects of a classroom simulation on selected career decision-making variables with ninth-grade students. 1973.

Eisele, John Howard, 1932- A survey of the reported probable behavior of school counselors regarding the disclosure of confidential information. 1973.

Hasterok, Judith Ban, 1930- A procedure for and the effects of becoming aware of anger by Judith B. Hasterok. 1973.

Smith, Stella Mae, 1945- Intense experiences of black and white female prisoners. 1973.

Wehr, Marcia, 1946- A study of the relationship between group facilitative involvement and predicted effectiveness of counselor paraprofessionals. 1973.

Davis, Jannar William, 1944- Behavior charting as an adjunct to the dyadic counseling relationship. 1972.

Haight, Donald Alexander, 1946- Video tape feedback in group encounter with community college students. 1972.

Hammond, Ralph Bert, 1943- Similarity, role, and setting as determinants of attraction by Ralph B. Hammond. 1972.

Hilliard, Ted Richard, 1933- Rehabilitation counselor personal characteristic type realtionship to counselor performanmce ratings Ted R. Hilliard. 1972.

Landau, Marcia Goodman, 1940- Comparisons of the perceptions of social interactions of clinic and non-clinic children. 1972.

Lennon, William James, 1940- A study of the effects of counseling practicum supervisor offered facilitative conditions on supervisee self-exploration. 1972.

Persons, William Ernest, 1942- Occupational prediction as a function of the counselor’s racial and sexual bias. 1972.

Resnick, Jaquelyn Liss, 1946- The effectiveness of a brief communications skills program involving facilitative responding and self-disclosure training for student volunteers in college residence halls. 1972.

Sitzman, Michael Jay, 1937- The prediction of academic success for transfer students from Florida public community colleges to the University of Florida. 1972.

Stormer, Jane Elizabeth Yaple, 1941- Critical factors of more helping and less helping behavior of paraprofessionals in the residence hall setting. 1972.

Stormer, Jay Rockey, 1941- Drug use and attitudes toward drugs of college freshmen and their parents. 1972.

Dowling, Jean Boyd, 1923- An evaluative analysis of the year-long work. 1971.

Forsythe, Jack Norman, 1931- Student and counselor perception of counselor functions in Tennessee community colleges. 1971.

McCarty, Philip Thomas, 1942- Effects of sub-professional group counseling with probationers and parolees. 1971.

Penry, Irene Frees, 1939- Conceptual systems and self-exploration. 1971.

Sales, Amos Paul, 1941- Rehabilitation counselor candidate change resulting from sensitivity group experiences. 1971.

Swander, Karen Keck, 1943- An analogue study of the effects of therapists’ level of functioning on co-therapists’ level of functioning and activity level within a multiple therapy situation. 1971.

Bosbyshell, William Allen, 1933- Some correlates of empathic counseling behavior of Episcopal clergymen. 1970.

Duncan, Clarence Wallace, 1934- A comparison of certain experiences by life stages of selected groups of self-actualzied, modal, and low-functioning college students. 1970.

Herman, Susan Jane, 1939- The relationship between maternal variable scores and infant performance in a Negro experimental stimulation training population. 1970.

Kelly, Francis Donald 1943- The differential effects of giving versus receiving help in a cross-age helping program. 1970.

Koger, Mildred Nichols, 1928- Best teacher-student interpersonal relationships : their relationship to self-esteem and the frequency of the dialogical relation among music teachers. 1970.

Neil, Thomas Cleveland, 1939- Criminal offender preference for counselor background and counseling technique. 1970.

Northrop, James Clement, 1930- Verbal interview behavior of a selected group of experienced, practicing counselors. 1970.

Paré, Donald David, 1928- Accurate Empathy Scale : relative or absolute? 1970.

Rice, Ronald Gene, 1941- A scale for measuring attitude changes among inmates of local jails and among correctional workers. 1970.

Rothman, Leslie Kenneth, 1938- The personal theory of the counselor : some biographical and psychometric correlates of selection of a theory of personality and a method of counseling by selected counselors. 1970.

Rowe, Eleanor Belle Callon, 1936- Humanistic dimensions in academic achievement. 1970.

Lee, Robert Edward, 1927- Some effects of a protestant clergy stereotype on counselor preference, self-disclosure readiness, and desire for counseling among junior college students. 1969.

Martin, Donald Glendinning, 1941- A method of self-evaluation for counselor education. 1968.

Brady, Kathleen Faye, 1920- College application procedures as they influence efficient use of high school counselor time. 1967.

Schoch, Eugene Walter, 1927- The effect of a summer counselor education experience on in-service counselors’ concepts of and behavior in the counseling relationship. 1965.

Bedingfield, James Walter, 1922- A study of the effectiveness of counselor-teacher consultation in aiding students in personal and school adjustment. 1964.

Professional School Counseling Journal

The flagship journal of the school counseling profession, Professional School Counseling is a rigorous peer-reviewed journal that publishes high-quality manuscripts on theory, research and best practices for the profession. The fully digital publication also explores techniques, materials and ideas to assist school counselors and related practitioners at all levels in their professional development. The journal helps strengthen the bonds among school counselors and helsp maintain a shared awareness of the roles, problems and progress of school counseling across various settings and levels. Searchable by keyword and published continuously throughout the year, Professional School Counseling is the journal of record for the field.

Journal Access Log in with your ASCA username and password (above) and then click on the Member Access box to the right to gain full access. Nonmembers may purchase a subscription for $132/year. Issues prior to 2005 are available on JSTOR.

Manuscript Submissions Professional School Counseling journal welcomes original manuscripts on school counseling research, practice, theory and contemporary issues in the field. Review the author guidelines to submit a manuscript. 

Journal Reviewers Professional School Counseling  journal is always looking for qualified editorial review board members. Both school counseling faculty and practicing K-12 school counselors are invited to apply. Prospective reviewers should have a solid background in school counseling and have published articles in a refereed publication. Reviewers must be members of ASCA. To apply, send your CV and letter of interest to publication manager Angie Hickman , CAE. 

Applications for the first cohort are closed. Congratulations to the new PSC Emerging Scholars:

• Maritza Cha , doctoral candidate, Claremont Graduate University
• Renee Fensom, Ph.D. , graduate director of professional school counseling, Buena Vista University
• Loidaly González-Rosario, Ph.D. , assistant professor, Western Carolina University, Biltmore Park
• Ashley D. Holmes , doctoral candidate, University of Georgia
• Sarah Kirk , doctoral candidate, Capella University
• Betsy Perez , doctoral candidate, Old Dominion University
• Jhamarcus Pharoah , doctoral candidate, University of Georgia
• Nadiya Rosen , doctoral candidate, Florida Atlantic University
• Christina Tillery , doctoral candidate, Virginia Commonwealth University
• Katherine Wood , doctoral candidate, University of Georgia

Special Issues On occasion, Professional School Counseling publishes a special issue focused on a single topic area. If you are interested in developing a special issue for the journal and would like to serve as guest editor for that issue, read the special issue guidelines . Please note, special issue editors must be either associate or full professors and have a demonstrated background of publications in peer-reviewed journals.

CEU Quizzes ASCA offers members and journal subscribers the opportunity to earn CEUs for reading journal articles and taking a short online exam about the content. Each article is worth approximately 0.1 CEUs. See the list of available exams under Specialist Trainings and Exams in the online store .

288 Counseling Essay Topics & Sample Papers on Counseling Topics

Welcome to our list of best counseling research topics and essay ideas! Here, we’ve collected plenty of current issues to write about. It doesn’t matter if you’re a college student or a psychology professional: you will definitely find suitable counseling topics for your project here!

🔝 Top 10 Counseling Research Topics for 2024

🏆 best counseling topic ideas & essay examples, 👍 good counseling topics for essays, 🥇 most interesting counseling topics to write about, 📌 simple & easy counseling essay topics, 🔎 school counseling research topics, 💡 research topics for counseling students, ❓ research questions about counseling.

• Cultural Competence in Counseling
• Importance of Empathy in Counseling
• CBT Techniques and Their Effectiveness
• Use of Social Media in Counseling
• How Counselors Support LGBTQ+ Clients
• Best Practices for Effective Group Therapy
• Mindfulness and Meditation in Counseling
• Confidentiality and Boundaries in Counseling
• Solution-Focused Brief Therapy in Counseling
• Strategies for Working with Clients with Trauma
• Psychological Science: Counseling Essay (Theory of Counseling) Another important aspect is the counseling process; this depends on the individual counselor and client and the urgency of the issue in question.
• Transcription of Counseling Session The purpose of this paper is to present the analysis of the verbatim transcription of a session with the client along with discussing the theoretical framework and providing reflection.
• Managing Resistance in Correctional Counseling In the setting of corrective counseling, the client’s resistance to treatment may look different and manifest itself in a range of resistance, from passivity and ignorance to open confrontation with the counselor.
• Importance of Counseling Skills Essay As earlier mentioned, counseling is a vocational process that requires a lot of passion and application of certain skills by a counselor, in order to achieve success. Therefore, I foresee struggle to master the skill […]
• Comparison of Codes of Ethics: The American Counseling Association and the American Psychological Association Both the Psychologist and the counselor abide to the same codes of conduct with regard to terminating their services to a client.
• The Significance of Lifespan Development in the Practice of Counseling Psychology The physical aspect of lifespan development is one of the important ones: it is related to the growth and development of the body and changes in the body and the brain.
• Mental Health Counseling Admission Essay The decision to apply for the clinical counseling in mental health program was mainly influenced by an internship that I had at the Carter Center of Mental Health.
• Psychoanalytic Therapy Approach in Group Counseling This system of interpretation and therapeutic treatment of psychological disorders is also known as the “talk therapy” as it is based on the intercourse of the Analysand and the Analyst who listens to the patient’s […]
• Counseling Practice in Organization This presents itself as prime situation where a counselor is needed in order to get to the heart of the matter, identify what the employee truly wants to do and create some form of action […]
• Accountability and Outcome in the Counseling Profession A client involvement in the therapy process will determine the therapy outcome in addition to quality of the treatment choice. For a counselor, it is crucial to approach this process with honesty and responsibility in […]
• Psychology, Theology, and Spirituality in Christian Counseling The author adds that the counselor needs spiritual maturity in a bid to get the client to the same level of maturity.
• Counseling: Strengths and Weaknesses Directive counseling presupposes a counselor’s choice of topic, the interpretation of a client’s responses, and recommendations that aim to impact a client’s decision-making.
• Counseling Session Transcription: Kenry Lambert Case The investigation of the given cases presupposes the creation of the specific theoretical framework that can be applied to the case to help the student to eliminate undesired behaviors and achieve success in socialization.
• Counseling Assessment Reliability and Validity In order to determine the level of content validity, one has to examine whether the scale is developed appropriately in that he/she has to examine items such as the level of reading necessary to understand […]
• Ethics in Group Counseling According to Crespi, it is important for the counselor and learners to learn the legal principles that guide the process of counseling by governing the standards to be observed by the counselor and the client.
• Theory of Counseling: Solution Focused Therapy It is usually designed to aid the client to picture him/herself in a realistic future that is different to the present and past and when the problem the client is experiencing is non-existent.
• Therapy and Mental Health Counseling The scholars emphasize that, unlike medications, therapy is a journey that requires awareness and acceptance of the change to heal from stress and trauma.
• Bender Visual-Motor Gestalt Test II in Counseling The reliability of the given test refers to the fact that graphic movements are marked by the highest degree of regulation, and the violations of the mechanisms of spatial analysis and synthesis are primarily reflected […]
• Mental Health Counseling Licensure and Certification in Florida The purpose of this paper is to analyze and compare the requirements and provisions for mental health counseling licensure and certification in Florida and discuss their impact on the public.
• Group Counseling Session in Personal Reflection The opening was consistent with the group’s purpose, and my use of tone and volume was appropriate for the setting; however, I think that I showed little evidence of self-reflection or self-correction.
• Cultural Bias in Counseling Practices Among other factors, cultural biases result from the fact that most of the counseling practices were created in the context of the dominant Euro-American culture.
• Biblical Concepts for Christian Counseling It is important to underline the issue that the Bible is the background for Christian counseling, while the counseling itself is an integral part of Word ministry.
• Jay E. Adams: A Theology of Christian Counseling Due to the fact that man is dependent on his creator, it can, therefore, be concluded that there is significant need for the use of theology in counseling.
• Counseling Interview in Family and Relationship Therapy My choice of questions for the interviewees on matters related to life, relationship and family will be designed as linear and systematic questions to aid in formulating an assessment.
• Career Guidance and Counseling Additionally, significant contributions in career guidance and counseling have helped develop career guidance and counseling. Davis introduced guidance and counseling in public schools in 1907.
• Personal Theory of Counseling Many scholars have come up with various theories that try to explain the nature of human behavior and the factors that cause the differences in the same.
• The Problems of Adolescents: The Importance of Counseling The result is that, many young people are involving themselves in activities that are meant to send a statement of independence and freedom to their parents and the society as a whole.
• Counseling Ethics in Tarasoff vs. Regents Case Therefore, the ethical dilemma of the issue is that under the new rule, it has become therapists’ responsibility to decide how serious their patients’ threats are and whether it is necessary to inform potential victims […]
• Counseling Intervention Ethical Concerns In order not to bring more harm to the issue, counseling specialists should properly weigh possible outcomes and the consequences of the intervention.
• Guiding and Counseling Practices in England and Nigeria Guidance and counseling based on a cognitive approach are brief in structure and nature and center on solving the root problems of the young people.
• Counseling on Euthanasia and End-of-Life Decision The immediate dynamic killing is a clinical demonstration coordinated to the hardship of life, while a doctor helped self-destruction is a demonstration of the doctor where he gives the patient a medicament for taking life.
• Active Listening Skill Essene in Counseling To facilitate the establishment of a trustful relationship with a client, a counselor should implement active listening techniques and develop the right attitude to the work process and people with whom he or she interacts.
• Theories and Applications of Counseling and Psychotherapy Counseling is a kind of psychological assistance aimed to overcome the problems of a mental and emotional nature.
• Pastoral Counseling in the Military In turn, the standards of the Christian Church will help me to remain patient and understanding of the needs of soldiers so that they could progress in their spiritual development.
• The Use of Cognitive-Behavioral Therapy in Rehabilitation Counseling In this regard, cognitive-behavioral programs provide for clarification of the characteristics of the patient’s psychological state and assistance in their awareness, a brief appeal to the origins of the formation of the patient’s psychological problems, […]
• About Counseling Cross-Culturally To reflect the relevance and objectivity of the author, it is possible to provide one of the examples from the study.
• Burnout and Staff Turnover: Substance Abuse Counseling The counselor explains the rules and procedures to the patient, monitors the patient’s performance, and participates in the use of sanctions to obtain patient compliance.
• Marci: Analysis of a Counseling Situation Therefore, it will be reasonable to assume that the case in point is the exact representation of what is defined in the DSM-V as a dual diagnosis, with the elements of a “substance-related diagnosis” and […]
• Spiritual Discernment and Vocational Counseling Spiritual discernment is the ultimate secret weapon that can be used by Christians who are interested in drawing closer to the Lord as they progress in life as it guides them to make the most […]
• The Practice of Counseling in the US and Indian Culture Owing the varied nature of the constituents of this culture, there is a large and continually expanding evolution of the Indian culture especially as regards religion, beliefs and societal values that is quite influential to […]
• The Importance of Premarital Counseling Before Marriage It is thus essential for couples contemplating to enter into a binding contract to go through premarital counseling program in order to get skills and knowledge on how to maintain their marriage.
• The American Counseling Association: Code of Ethics The relations between the consultant and the client are based on trust, the foundation of which is the preservation of confidential information and privacy – they are discussed in the second section.
• An Orientation to Group Counseling Counseling groups help address psychological issues without causing massive changes to one’s personality. Psychotherapy groups allow focusing on a certain psychological concern.
• Features of Assessment During the Counseling Process Also, it interprets the primary presenting concern, which is the change in the behavior of the client and the consequences of this change, and personal details of the client.
• Counseling Profession in Special Education The relationships involved in the counseling profession depend on the unique needs of the individual seeking intervention. Special education counseling specializes in the aspect of psychotherapy in the school setting with an emphasis on facilitating […]
• Counseling and Education Session in Type II Diabetes Patients will be educated about the glycemic index and its effect on their blood sugar Patients will learn to count their carbohydrates. Patients will set up their goal and the timeframe to achieve it.
• Five Moral Principles of ACA vs. Seven Virtues of Christian Counseling It is clear, however, that the ACA principles advocate a higher degree of autonomy while Christian counseling suggests that the counselor should suffer from the client, not just feel for them.
• Counseling Session With a Seventh-Grade Student The counselor is trying to analyze the student’s behavior without scolding and criticizing her. The professional is aware of the fact that her family environment is stressful and makes an effort to change it.
• Professional School Counseling: Interview Reflection This means that the school counselors utilize the statistics to illustrate the effect of the school counseling program on the overall enhancements and student success.
• Counseling Ethical Codes and Diversity Issues The guidelines in the code of conduct are vague and generalized, which further encourages counselors and practitioners to use their criteria in assessing culturally diverse clients.
• Counseling Ethics in 5-Step Decision-Making Model The failure to meet various needs of clients and the inability to perform according to the level of professional expertise interferes with the course of assessment and treatment.
• Psychological Counseling Using Behavioral Theory Counseling theories have played a great role in increasing understanding of the behavioral patterns of people, and the importance of counseling in treating psychological problems of people.
• Multicultural Counseling and the Orthodox Jew The incompatibility of Western mental health care and the needs of the Orthodox Jews arise because of the differences in these cultures.
• ‘Psychology, Theology and Spirituality in Christian Counseling’ by Mark McMinn Psychologists’ work is to guide people into unraveling the reality of life by pushing them to discover the self in a bid to get to the bottom of their own troubles.
• Counseling Techniques Used to Help an Unemployed Client Being unemployed forces you to make rapid and unexpected changes to your lifestyle; thereby affecting not only you but also the people close to you. In the meantime you can use volunteership as a way […]
• A Major Challenge to Counseling the Culturally Diverse McCoy argues that this might be caused by unfamiliarity on how to express their emotions and how to reveal their problems to a person they are not sure of the reaction; in this case, the […]
• Prayer in Christian Counseling One of the goals of counseling is to provoke the client to view situation in a different light and scriptures are a rich source that can be used to provoke the client to adopt a […]
• Premarital Counseling Premarital counseling explores and emphasizes on the importance of communication and conflict resolution in marriage. Nevertheless, premarital counseling rebuts all the misconceptions surrounding communication and conflict resolution in marriage and outlines amicable ways of handling […]
• Mentoring and Counseling The counselor together with the client use the experiences of the client that took place in the past and taking place in the present to address challenges that are present and those that might happen […]
• Counseling and Teaching: Comparative Discussion Hence, in this scenario, an individual can become dissatisfied with the results of the working relationship and cooperation due to the inconsistencies and a lack of proper comprehension of differentiating roles of teachers from counsellors.
• Eye Contact, Active Listening, and Nonverbal Empathy in Counseling Process The reason for it is that it helps to understand people better and be able to establish strong and meaningful connections.
• Marfan Syndrome in Genetic Counseling The two generation hierarchies above and one generation hierarchy below the Anne’s generation was pooled and presented in the chart as below: Firstly, the typical clinical symptoms attributed to MFS were sorted from the description […]
• Clinical and Counseling Psychology as Career Fields The subject matters of the common clinical psychology are the common factors of the psychology of the patient and of the health care professional; the psychological peculiarities of the patient and the doctor; the influence […]
• Modern Psychological Counseling Application of the latest psychological research to the development of psychosocial assistance, notably service-recipient-facing treatments and methods of implementation, is a feature of modern psychotherapy.
• Intercultural Counseling: Cultural Competence in Therapy With African Americans As a result, the researchers came to the conclusion that cultural competency is an effective tool counselors can apply as it correlates with positive well-being outcomes and overall satisfaction with the assistance.
• Power and Privilege in Intercultural Counseling The book looks at the concept of power and its role in change and considers the politics of change, analyzing the different forces that can block or promote it.
• Challenges and Approaches to Family Counseling The main aim is to address issues affecting the health and functioning of the family, such as communication. However, a counselor should assess the danger posed to other family members and address it immediately.
• Social Justice in Counseling Psychology The other barrier which is likely to arise in the process of integrating social justice in the workplace is legal and ethical issues.
• Clinical and Counseling Psychology It is essential to evaluate the many cultural-clinical psychology distinctions that might result in cultural change since psychology encompasses a variety of topics, including psychological diseases, cognitive growth, and psychological maturity.
• Self-Care Strategies or Interventions for Counseling Professionals The purpose of the project is not only to describe counseling obligations and challenges but identify the strategies and prove the possibility of their implementation today.
• Psychological Counseling and Psychotherapy First of all, counselors need to be trained to develop an awareness of the existence and characteristics of cultural differences in understanding, communication, values, and lifestyles of people of different groups.
• Counseling Program Reducing Cognitive Distortions The focus of this project will be on the use of group counseling based on the utilization of the positive psychology approach. As a result, this population is prone to the development of anxiety and […]
• Counseling for Family Conflicts Resolution Family conflicts are considered in the project, and it is expected that the intervention will lead to a decreased incidence of the given phenomenon.
• Cultural Diversity in Counseling Counseling is a challenging profession that requires one to be able to relate and appeal to people from different backgrounds. This approach would help evoke an understanding of how belonging to a specific culture changes […]
• Code of Ethics in Clinical Mental Health Counseling For instance, the ACA’s ethical values involve upholding human development by using the multicultural method to support the potential, worth, and dignity of people in their cultural and social settings.
• Cultural Differences in Counseling Therefore, I think that being sensitive and responsive to cultural differences in people requires a little interest in the topic and a willingness to examine their personality on the subject of cultural assumptions.
• Sexual Orientation in Counseling As a result, LGB individuals should receive treatment that takes into account their co-occurring mental health needs and provides continuity of care within drug and alcohol rehab.
• Drawing a Care-Seeker Through Phase One in Pastoral Counseling My traits will help me inspire a guy to independently search for the meaning and value that he lost with his mother and sister.
• Cooper Mental Health Counseling Advertising The goal of the campaign will be to attract the maximum number of clients to the psychological counseling clinic. The call to action in the case of this advertising campaign will be a call to […]
• Premarital Counseling Discussion One of the critical aspects of preventing a crisis that can lead to a divorce is ensuring good communication between a couple.
• Genetic Counseling, Its Role, and Candidates In such cases, the benefits of such testing can be better explained to enable other family members to be tested and determine any other possible genetic problems.
• Parenting Counseling in the New York City Community Overall, Cap4Kids has developed a wide range of resources and opportunities for children and their parents, thus, addressing the parenting issues that New York City community members are likely to experience presently.
• Strength-Based Approach to Counseling: Pros and Cons These people cannot rely on their strengths, as they need other people to care for them, which is against the central principles of the strength-based approach. Additionally, I will use the strength-based approach to those […]
• Researching of Rape Counseling On the other hand, the male victim assaulted by a stranger in the washroom will not have a fear of pregnancy, and there will be no need to take contraceptives.
• The Reasons for Genetic Counseling According to Abacan, “genetic counseling is the process of helping people understand and adapt to the medical, psychological and familial implications of genetic contributions to disease”.
• Mental Health Counseling Settings One advantage of a private practice is that decision-making is free from the influence of government agencies, charities, and other groups. However, a government agency setting is likely to have countless bureaucracies that would hinder […]
• Humanistic Approach to Career Counseling A professional counselor can be helpful in choosing the right path to a job and when it is frustrating and disappointing. Faith: Well, it is a good day, and I decided to visit you.
• Counseling Suffering Clients Therapists should pay attention to the characteristics of the restructuring of the spiritual worldview: a person can either discard his religious beliefs and plunge into a crisis, get hung up on it, or assert his […]
• Counseling of a Client With Heroin Addiction Although he has a son, he does not maintain any relationship with him, and his son does not try to communicate with Dante. First, the client did not address this aspect and was unwilling to […]
• Mental Health Counseling and Ethical Standards Relevant codes contribute to following the necessary rules to communicate and interact with clients and meeting the standards of professional collaboration.
• A Loss of a Family Member and Counseling He was disturbed by his friends’ lack of empathy and was bitter and angry about the loss of his mother. The patient demonstrates normal cognition in view of the fact that he is oriented in […]
• Group Counseling With Adolescents The study emphasizes that the response of the leader and group members to individual change talk plays a special role in such sessions.
• A Career in Counseling Psychology Therefore, the work of a counselor in psychology seems to be one of the most appealing options from the perspective of professional growth.
• Chapter 24 of “Affirmative Counseling With LGBTQI+ People” by Ginicola et al. The overarching purposes of behavior therapy implemented in a trauma-informed approach is to rebuild a sense of control and empowerment in trauma survivors.
• Psychodynamic Theoretical Approach to Counseling and Psychotherapy The basis of all assumptions of the psychodynamic theory is rooted in the notion of all behavioral issues originating from the unconscious part of the mind.
• Career Counseling for People With Disabilities To sufficiently research, the issue of career counseling for individuals with disabilities in the academic press, a list of journals that offer such information was developed.
• Stages and Skills of Counseling Counseling is a collaboration between the client and the counselor to discuss and solve the existing mental problems. I believe that parts of counseling in which I am adept are establishing relationships and defining the […]
• Counseling on Bone Marrow Transplantation History and Process The National Marrow Donor Program is a not-for-profit association that works the Be The Match Registry of volunteer hematopoietic cell donors and umbilical rope blood units in the United States.
• Adolescent’s Counseling About Health Amy is the representative of late adolescence, and she understands that her everyday choices and habits affect her health and are necessary to be managed consciously.
• Genetic Counseling – Tay Sachs Disease In this case, there is a 25% likelihood of passing the gene to their children. This would be effective in preventing further passing down of the disease to their offspring.
• Genetic Counseling Analysis To take a detailed family history, I would start with gathering the information about the consumers. Finally, I would ask about the members of the family who have already passed away and clarify the cause […]
• Developing Multicultural Counseling Competencies They then have to know the available tools for this evaluation, to create and more importantly, to be certain about the constancy and validity of the grading of these tools.
• HIV Counseling and Testing: Lifetime Treatment Program Some of the possible intervention that can be adopted by the clinicians in order to improve adherence include the encouragement of the patients to be in contact with people of their age who will encourage […]
• Notion of Counseling: Personality Assessment Techniques Projective tests, on the contrary, are conducted by specialists in order to guide the examinees through the process with questions that help identify the features of one’s personality that are invisible to the patient.
• The Counseling Dynamics Between a White Client and a Counselor of Color Another barrier is in perceiving the counselor of color as a super minority therapist, which means that a White client might think that the professional is specialized in working for a specific group.
• Counseling Process: Trustworthiness and Expertness Multicultural interactions in the given field can be observed through a wide range of dimensions, where both counselor’s and client’s ethnic background can shape the dynamics of the overall interaction.
• Systemic Oppression & Traditional Counseling Ethics My response in the past would be in favor of the law because I was not fully aware of the cultural aspects of counseling.
• School Counseling: A Challenge, an Opportunity That’s why I chose to pursue this career I feel it is a great opportunity to aid the young, and being a part of this process is equally challenging and rewarding.
• Case Conceptualization: Counseling Adolescents There is a possibility that other psychological problems may be the cause of her behavioral changes, but based on her age, it is more likely that teenage problems are setting in.
• School Counseling Specialization It calls for the specialist to analyze all of the aspects of the client’s life and develop interventions based on the issues identified in each of them.
• Ethics in the Counseling Profession: Personal Case Empathetic- this is one of the strengths when it comes to counseling skills Genuine- I realized that I am in a position to tell the affected person the truth even if it is not that […]
• Counseling Theories in the Management of Alcoholics The amount of alcohol he needs to get drunk has been increasing over the years and he spends much of his income on alcohol.
• The American Counseling Association and the American Psychological Association Websites The intention of this research is to diffuse the result of Information Communication Technologies and the internet mostly for the coming age’s competitiveness of the two counseling websites. This adds to the links that are […]
• Methods Used by Psychoeducational Groups for Counseling Therapy The main group objectives include the following points: Applying results of the literature review to the design of counseling sessions. Integrate different theories and methods into the structure of counseling sessions.
• Concept Problem of School Counseling What is the role of the professional school counselor in your school? The role of school’s professional counselors is to indulge in sophistically sounding but utterly meaningless rhetoric, in regards to the sheer importance of […]
• Developmental School Counseling and Pupil Services The Data collected from the instruments will be used to develop a system for determining patterns and the trends within the school environment.
• Client Experiences of Counseling and Treatment Interventions To illustrate the use of qualitative research designs and methods of analysis, a study of family members’ views of family therapy is briefly described. A small fee was paid to the families in recognition of […]
• Intentional Interviewing and Counseling The reason for her being in counseling is that her life has deteriorated to the point of being in a state of crisis.
• Personal Values and Counseling Sessions However, non-verbal clues may reveal the personal values of the counselor to the patient. Counselors should pay special attention to trying to avoid the impact of their personal values on the counseling process and advice […]
• International Students’ Attitude and Counseling Service For instance the students from Vietnam students are reluctant to seek counseling help due to the stigma associated with mental problems.
• Work-Based Counseling in Companies The employees need to be frequently monitored and their issues solved for the organization to be productive. The employer should be in a position to understand that the employees are not machines that need to […]
• Self Disclosure in the Counseling Process The component parts of the organization are in many ways subordinate to the primary goals, even though on a day-to-day basis there may be enormous competition among individual organizational members and among structural subunits of […]
• Achieving Success in a Counseling Session I have experienced that the most favored solutions pertain to situations where the client is open to resourcefulness and motivation, which further depends on the competence level of the counselor or therapist and whether there […]
• A Critical Review of the Counseling Modalities The advantage of this therapy is that the relationship between the clients and the counseling is friendly and intimate and that it is more eclectic than other approaches of therapy.
• Ethical Issues of Counseling: Abortion and Divorce Personal values and beliefs, world views, and attitudes of both a counselor and a client have a great impact on the therapeutic relationship and effective treatment.
• Postmodern Psychology and Counseling It is a way of self-actualization and self-realization of the person. The internal biological human nature is a specific characteristic of the mankind.
• Personality Assessment in Counseling The origin of personality traits is investigated, as well as their role in biological and social processes and the consequences they have for a person’s health.
• Certification in Substance Abuse Counseling Therefore, the presence of tolerance to alcohol is clear from the interview. In summary, the assessment generated substantial evidence that the client has a problematic pattern of alcohol use leading to clinically significant impairment or […]
• Mental Health and Grief Counseling Issues One of the objectives of grief counseling is getting an individual to the last and most important stage of the process where someone accepts the reality of the loss they experienced. This would play a […]
• Counseling Model Review and Analysis The rational emotive behavior theory plays a dominant role in the foundation of the basic philosophy of the model because it prioritizes the dysfunctional feelings and behaviors as the core of therapy.
• School Counseling Group Functions Analysis By articulating the issues during the individual sessions or group meetings, the counselor will be able to single out the particular problems of each child and will make corrections in the plan to meet the […]
• Job Loss and Career Counseling Strategies Key components of the assignment the introduction, the discussion on the subjects’ stages of career development, the identification of job loss consequences, recommendations for appropriate assessment and counseling strategies, and considerations of client advocacy.
• Group Counseling: Change in Relationships The specified analysis is possible due to the use of the Thinking, Feeling, and Behaving Model, which allows one to explore the affective and emotional domain of the participants.
• Effective Group Work Counseling for Academic Success Also, behavioral changes can be evaluated to check the impact of group counseling on students’ self-perception and their position in a class, which is crucial for adolescents.
• Cognitive Behavioral Therapy and Professional Counseling The main duty of a counselor is to offer services to deal with specific issues affecting a patient and enhancing individual growth.
• Positive Outcomes in Breastfeeding Women Who Receive Counseling Admittedly, if a nurse handles postpartum women in his or her daily practice, it is imperative that he or she possesses scientific and technical knowledge of the challenges and particularities of breastfeeding.
• Ethical Principles and Concepts in Counseling The notions of privacy, confidentiality, and privilege are central to the process of counseling and have to be adhered to so that rapport could be established between a patient and a counselor.
• Counseling and Professional Ethics in California Professional ethics is a system of moral standards and moral principles inherent in a certain professional community, which performs the functions of regulating the interaction of specialists in the professional environment, determining the individual’s attitude […]
• Empirically Supported Relationships in Counseling In counseling, this variable is essential since it helps to reduce the power distance between therapists and their clients. There is a strong link between the background diversity of clients and the attainment of better […]
• School Counseling & Problem Conceptualization The ultimatum that the parents of the student present to Janeen may further affect her mental health. The possible reaction of the student’s parents to her gender concerns is unknown.
• Support Group Counseling Session Under Observation The focus for the session was substance withdrawal to help the clients realize the importance and the process of abandoning the behavior.
• Certification in Clinical or Counseling Psychology The main drawback of pursuing a doctorate degree is the time required for one to complete the education and obtain it.
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IvyPanda. (2024, February 26). 288 Counseling Essay Topics & Sample Papers on Counseling Topics. https://ivypanda.com/essays/topic/counseling-essay-topics/

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Thesis Topics in School Counseling

Dr. nesa sasser.

College students can select from a myriad of options when choosing school counseling research topics. The role of school counselors has expanded to include input in school leadership, parent and community advocacy, guidance for special groups and also to prepare students to be college and career ready. School counselors can be creative and try nontraditional counseling approaches to reach all students in order to be preventive and responsive to the needs of students from all backgrounds.

Explore this article

• School Counseling Thesis Topics
• Topics on Special Groups
• Topics on College/Career
• Community Support Topics

1 School Counseling Thesis Topics

School counseling thesis topics may discuss the roles in which school administrators use counselors as part of the leadership team. Leadership roles have moved counselors from being sounding boards to being a part of comprehensive counseling program that incorporate the diverse needs of students. Deficiencies in counseling roles can be a lack of counseling training on assessing tracking, collecting and disseminating data to students. Thesis topics may expand salient research on how these processes are more efficient. Students may choose to research topics on how school counselors are valuable assets in parent and teacher conferences. Further topics may also include research on how counselors develop the master schedule or teacher schedule of courses.

2 Topics on Special Groups

School counselors are trained to serve all students from a variety of backgrounds. Some students are far more advanced as talented or gifted while others are deemed to be at-risk and may need remedial courses to keep up with mainstream students. Demographic constraints such as being learning disabled, residing in areas with high violence or low income may hinder the learning of students and are intriguing aspects of study. Consulting the American Counseling Association website is one option for students to choose from a list of topics or interest networks posted on the site. As school counseling research topics examples, students might explore topics on how counselors serving students with bereavement issues or provide brief counseling where students and counselors employ quick solutions to problems. Exploring related mental health research topics is another option that deals with student issues during school that can include suicide or domestic issues at home.

3 Topics on College/Career

School counselors are preparing students for college and career readiness. Students might choose to explore school counseling research topics on how schools have redesigned their curriculum to include college and career tracks for students pursuing vocational schools instead of college. Students can then write on the steps involved in altering curriculum to accommodate these features. Counselors use a tracking system that matches student interests with career choices that is similar to how college bound students may decide on college majors. Preparing students to be college and career ready starts in grades as early as kindergarten by getting students exposed to various careers. By the time these students get to high school, they are more knowledgeable of viable career or college choices.

4 Community Support Topics

Community partners serve as mentors with roles that might include providing funding for before and after school programs. They might also speak to large students groups on various topics ranging from developing career goals to being successful in school. Counselors also serve as community advocates that assist with parent teacher conferences and also help with students who are special-needs. Topics that include these interests could be engaging choices as well.

• 1 Counseling Today, Thinking Creatively: Expressive arts for counseling youth in the schools
• 2 FGCU Library: Mental Health & School Counseling Choosing a Research Topic

About the Author

Dr. Nesa Sasser has served as teacher, school counselor, principal, and college professor. She earned a BBA in accounting from Texas A&M University; an MS in counseling; and an Ed.D. in educational leadership both from Texas A&M Univeristy-Commerce. Her dissertation related to Teacher Quality and Alternative Certification in Texas.

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Counseling focused on the whole student

A 2024 Student Voice survey  by Inside Higher Ed, conducted by Generation Lab, found that students’ top stressor wasn’t anything happening in the classroom or directly related to the college experience, but rather the pressures of balancing school with other priorities. Almost half of respondents (48 percent) say managing responsibilities such as work or family is a top stressor, and adult learners and students at two-year institutions are even more likely to say that is true (60 percent and 54 percent, respectively). In seeking to support students’ mental health, holistic systems at the college level can address all of students’ lived experiences and how they intersect. At Seattle Central College, an open-access institution that’s part of Seattle Colleges, students can visit the counseling center to discuss mental health issues, academic stressors or their career goals because of the office’s centralized counseling offerings. 

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What Numbers Should High School Counselors Keep in Their Contact List?

New counselors should prioritize relationships and compile a robust list of contacts to reach out to when they need assistance.

While at the YMCA on a Sunday, I met a young woman who was a recent college graduate. She was extremely excited to be a new teacher in the fall. I gave her a few tips for new educators and continued with my day. As I left, I started to think about how I had a Rolodex on my desk many years ago. I could easily flip through to find important contacts.

9 Types of Contacts that New Counselors Need

1. People you meet at networking events: I attended my first conference when I was an admissions counselor. It was inspiring to meet so many higher education and K–12 educators. At an evening reception, I watched a veteran admissions counselor work the room. She had a stack of business cards in her hand and smiled with confidence as she introduced herself to people at the event. She collected cards from people and followed up within a few days. Building your tribe is important. You need people.

2. Mental health professionals: Ask people in your network for the best referrals for social workers, grief counselors, and mental health professionals. You’ll need to be able to share resources with families, and some therapists in your community may not be taking new clients. In my area, there are times when it can take three to six months or more for families to find a specializing counselor. Create a database if your school doesn’t already have one. Other resources include Psychology Today and the school resource officer. 

3. Free training workshops, both online and in person: Attend free workshops in your area for suicide prevention, mental health, and special education, and learn as much as you can about trauma. For grief counseling, I have Lisa Good’s contact information. She is an expert from Urban Grief who helps students and families process trauma. Cook Barrett , a gang prevention coordinator in Albany, New York, became a valuable resource many years ago. He is knowledgeable and dynamic and speaks to districts across the country. 

I believe every educator should understand adverse childhood experiences (ACES) and know how to help students. I’ve attended numerous free ACES trainings, one of which featured Dr. Nadine Burke Harris . The American School Counselor Association (ASCA) site offers free templates and videos for counselors. Last year, I applied for a grant and attended the ASCA conference for free. I use tools and resources from that conference weekly.

Here are some additional free lessons and counselor resources: 

• Southern Poverty Law Center: Learning for Justice | Classroom Resources
• Savvy School Counselor
• Counselor Keri
• Overcoming Obstacles

4. College admissions counselors: I’ve spent quality time building my network. You’ll attend many professional development workshops and lectures. Keep track of people you meet who could be a great speaker for a parent night, workshop, or classroom visit. These are also great people to call when you have questions in the future. I attend local college fairs and meet college representatives who are interested in visiting our school. I’ve met authors and entrepreneurs who love to present to K–12 students. 

When college admissions counselors are recruiting in your area, they may have time to come visit your school if you contact them early. Many college representatives are creating their fall recruitment schedules right now (in the summer). The director of admissions from Siena College, Katie Szalda, and associate director of admissions from University at Albany, Marcia Hoyte, have been partners with us to assist with our application boot camp for first-gen students in August. We have also contacted admissions counselors who have conducted mock admissions interviews with our students.

5. Professionals who can help students with post–high school planning: At a local conference for educators, health care professionals, and trade programs, I met a member of our local plumbers and steamfitters union. He came to our high school to present to students about trade programs. We also have military representatives visit our school during the day to answer questions for students.

Finally, one of the local high schools in my area networked with many groups to offer a trade fair for students. Our school was invited to attend because I contacted the coordinator.

6. Local stores (for gift certificates and free goods): Check with your local grocery stores, restaurants, and department stores to see if they will donate to your school events. Local businesses have been very generous over the years to donate $25 gift cards to us when needed. One of our student clubs, African, Latinx, Asian, Native American & Allies (ALANA), coordinates our AAPI Food Fest Fundraiser and was excited to receive more than 18 donations from local businesses and restaurants. 

Each year, the owner of Allie B’s Cozy Kitchen comes to our school to cook with our culinary class . She also assisted us in the past with Black History Month by cooking with the kitchen staff and sharing her enthusiasm for food with students. 

You can also create a list of local restaurants for your visitors and special guests. We’ve received gift cards from local stores to purchase water, snacks, and granola bars for college representatives at the high school. 

7. Parents and parent groups: Parents and guardians are a wonderful resource. Build your Rolodex with parents who offer to present to students, provide job opportunities, and have internships. Our local parent organizations have donated to fundraisers, provided grants, and served as mentors for students.

8. Supervisors, department chairs, and administrators: I keep all our department supervisors’ numbers handy. I recently had a student in my office who was having a difficult time making decisions about courses for the next year. I texted the science supervisor, and she was in my office in five minutes. This has happened frequently, and I am thankful for their responsiveness in helping students. I also stop by their offices to consult with them about different issues and just to say hello. It’s all about relationships!

9. Internship opportunities and jobs: Check in with your graduates, local businesses, and chamber of commerce for job opportunities and internships, and consider facilitating a dynamic, interactive, and informative career fair. Many years ago, more than 75 organizations from our local area attended our career fair, including the military, colleges, the local fire department, and a diverse group of businesses (everything from vets to lawyers, plumbers, and architects). For years, a member of the local chamber of commerce came to the high school to help us plan the program. 

Although you probably use Microsoft Excel and Google Docs more than a Rolodex these days, keep adding valuable resources to your contact list over time. Good luck this year—it will be an adventure!

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“We Are the Heartbeat of the School”: How School Counselors Supported Student Mental Health During the COVID-19 Pandemic

Emily r. alexander.

1 School of Education, Harvard University, Cambridge, MA, USA

Mandy Savitz-Romer

Tara p. nicola, heather t. rowan-kenyon.

2 Lynch School of Education and Human Development, Boston College, Chestnut Hill, MA, USA

Stephanie Carroll

The COVID-19 pandemic and the shift to online learning exacerbated the mental health needs of children and adolescents, especially among minoritized students who were disproportionately impacted by the virus. Although the pandemic has increased the demand for counseling, research finds that school counselors are often hindered by organizational constraints. Using organizational role theory, this study examined school counselors’ perceptions of their role delivering mental health supports during the pandemic. Findings indicate that school counselors reported an increased need for counseling, but faced multiple barriers to supporting students, leaving those who most needed the support particularly vulnerable.

The global COVID-19 pandemic upended students’ lives, creating new challenges for schools as they attempted to deliver instruction to students and address their diverse needs. Students experienced social isolation, parental unemployment, food insecurity, fear of illness, and grief over deaths from the virus, which affected both their academic achievement and well-being ( Hamilton & Gross, 2021 ). Concerns for students’ mental health mounted with evidence that rates of youth anxiety and depression soared during the pandemic ( Singh et al., 2020 ). When schools closed or resorted to hybrid learning models in 2020, many students were also distanced from the stability and support their schools provided, compounding their mental health issues ( YouthTruth, 2021 ). These impacts deepened preexisting racial disparities in learning and educational opportunity ( Office for Civil Rights [OCR], 2021 ).

School counselors are uniquely positioned to promote social/emotional wellness beyond the academic core due to their training and professional standards ( Gysbers & Henderson, 2012 ). The American School Counselor Association ( ASCA, 2020 ) states that school counselors are “qualified to provide instruction, appraisal and advice and short-term counseling to students and referral services to students and families” (para. 6). Specifically, school counselors are trained to address students’ mental health concerns through implementation of data-driven, comprehensive school counseling programs that promote social/emotional wellness via preventative and developmental supports ( ASCA, 2019 ; Goodman-Scott et al., 2020 ).

Emergent research examining school counselors’ professional experiences carrying out their responsibilities during COVID-19 suggests that the absence of in-person, face-to-face interaction with students and an increase in noncounseling duties created significant obstacles to delivering school-based support (e.g., ASCA, 2021 ; Savitz-Romer et al., 2021 ; Strear et al., 2021 ). Our article extends this extant research, using a mixed-methods design to examine school counselors’ experiences supporting students’ social/emotional wellness during a time of remote and hybrid learning. We use the terms mental health, well-being, and social/emotional wellness interchangeably to reflect their synonymous use in the school counseling field, the academic literature, and by our study participants.

Literature Review

The mental health needs of school-aged children are a prominent concern for schools and mental health professionals ( Lambie et al., 2019 ). Anxiety, depression, and suicidal ideation and attempts among youth have become increasingly prevalent over the past decade, with an estimated 20% of children and adolescents meeting the diagnostic criteria for a mental or behavioral disorder ( Centers for Disease Control and Prevention (CDC), 2019 ). The COVID-19 pandemic has exacerbated these mental health issues, particularly among students of color ( OCR, 2021 ). Not only did minoritized youth experience disproportionate impacts of challenges brought on by the pandemic, but they also had to face the racial reckoning unfolding in the United States during 2020 ( Flanagan et al., 2021 ; OCR, 2021 ).

Despite their growing mental health needs, students had limited access to school-based mental health services in the months following the pandemic’s onset. Most students who access mental healthcare do so at school ( Freeman & Kendziora, 2017 ); historically marginalized students in particular tend to rely on schools for mental health support ( Ali et al., 2019 ). However, the shift to remote learning created challenges to providing school-based mental health services ( OCR, 2021 ). In fact, a nationally representative survey of school districts found that high-poverty and rural districts—those which serve many low-income students and students of color—especially struggled to provide social/emotional support to their students during COVID-19 ( Vinson & Naftzger, 2021 ).

The pandemic particularly impacted the work of school counselors—school-based mental health professionals who provide social/emotional support to students. Counselors are an integral part of schools’ student support systems, working alongside psychologists, social workers, and nurses to offer direct and indirect group and individual services to students ( ASCA, 2021 ; Gysbers & Henderson, 2012 ). Guided by a set of Multicultural and Social Justice Counseling Competencies, school counselors address educational disparities through their roles as leaders, advocates, and culturally responsive clinicians ( Singh et al., 2020 ).

Although school counselors are trained to deliver social/emotional programming, significant changes to the professional role of the school counselor have led to confusion among education leaders about what counselors can and should do ( Levy & Lemberger-Truelove, 2021 ). The ASCA National Model ( ASCA, 2019 ) explicitly states that school counselors work across three domains: academic, college and career readiness, and social/emotional. School and district leaders are often unaware of what this means in practice and lack understanding of the benefits of implementing comprehensive school counseling programs; as a result, they fail to utilize school counselors as mental health professionals ( Benigno, 2017 ; DeKruyf et al., 2013 ). School counselors—especially those from under-resourced urban and rural schools—frequently report having neither the time nor support to provide counseling services, with their days instead consumed by administrative tasks and other noncounseling duties that draw time away from implementing comprehensive school counseling programs ( Chandler et al., 2018 ; Hilts et al., 2019 ). As such, school counselors’ specialized education, training, and expertise in social/emotional counseling may be underutilized ( Blake, 2020 ).

School counselors, especially in low-income districts or rural settings, may be the only counseling professionals available in a school ( Whitaker et al., 2019 ); thus, they are often called upon as critical resources during times of crisis ( Pincus et al., 2020 ). New research suggests that school counselors encountered challenges supporting students during the pandemic due to organizational constraints. For example, school policies restricting virtual counseling and limited face-to-face interactions made it difficult for counselors to identify and address students’ mental health concerns ( ASCA, 2021 ; Savitz-Romer et al., 2021 ). Thus, school counselors’ experiences during the pandemic were in many ways similar to those prior to its onset. Role confusion and lack of administrative support persisted. School counselors reported spending less time delivering individual and group counseling than they did previously, in part due to school policies that made it difficult to connect with students, such as those prohibiting video conferencing during counseling sessions ( Savitz-Romer et al., 2021 ). The assignment of noncounseling duties also increased in the remote format, with school counselors spending a substantial amount of their time managing attendance, distributing technology, and supporting families ( ASCA, 2021 ). Although these findings provide valuable insight into school counselors’ professional experiences generally during the pandemic, little is known about their role addressing students’ wellness concerns specifically.

This study extends early research on school counselors’ experiences during COVID-19 by examining their enactment of a key element of the ASCA National Model: supporting students’ social/emotional development ( ASCA, 2019 ). We used role theory to understand the highly specialized role of the school counselor as it pertains to administering mental health support within the school context during the pandemic.

Theoretical Framework

Role theory, situated within the organizational theory literature, is a widely used framework for conceptualizing the expectations of actors within a larger organization ( Bidwell, 2001 ). Role theory explains an individual’s role and behavior within an organization and posits that role stress is a major contributing factor to an individual’s performance and efficacy. Role stress is composed of three constructs: role conflict, ambiguity, and overload ( Bidwell, 2001 ; Turner, 2001 ). Individuals experience role conflict when they are subjected to multiple opposing expectations for their role, while role ambiguity occurs when individuals receive unclear or inconsistent expectations regarding their role responsibilities ( Biddle, 1986 ). Role overload occurs when one has limited time and resources to meet work demands ( Biddle, 1986 ). Understanding role stress is critical due to its effects on job performance, satisfaction, and burnout.

Role Theory and School Counseling

Role theory is useful when examining the experiences of school counselors and explaining the dilemmas they face in fulfilling their roles. Scholars investigating role stress have consistently found that school counselors report significant levels of role ambiguity, conflict, and overload ( Blake, 2020 ; Cervoni & DeLucia-Waack, 2011 ; Coll & Freeman, 1997 ). Role ambiguity is prevalent in part because of widespread confusion as to what the role encompasses, including the degree to which counselors are mental healthcare professionals ( Levy & Lemberger-Truelove, 2021 ; Lewis et al., 2020 ). Unclear job descriptions, differing expectations among school stakeholders, and the presence of other school-based mental health professionals (i.e., social workers, psychologists) exacerbate role ambiguity ( DeKruyf et al., 2013 ).

Role conflict and overload may also be attributed to the assignment of noncounseling duties falling outside of the scope of ASCA’s (2019) definition of the school counselor role. Studies show that counselors are often given administrative responsibilities, including scheduling, administering standardized tests, and lunchroom duty ( Benigno, 2017 ; Chandler et al., 2018 ). Several scholars have found that performing noncounseling duties is significantly associated with high levels of exhaustion and burnout ( Holman et al., 2019 ), and takes time away from the job counselors are trained to do—counsel students. Our study draws on organizational role theory to identify how the COVID-19 pandemic shaped the role of the school counselor in their ability to respond to rising student mental health needs.

Purpose and Rationale

Although evidence shows that school counselors positively influence students’ social/emotional well-being ( Whiston & Quinby, 2009 ), studies have yet to document whether counselors were able to enact this support during the pandemic. This study aims to fill that gap in the literature using a mixed-methods approach to capture school counselors’ lived experiences and perspectives during this unique period. We addressed the following research question: What were school counselors’ experiences providing social/emotional support to students during the COVID-19 pandemic?

This project is part of a larger study embracing a pragmatic epistemological approach ( Johnson & Onwuegbuzie, 2004 ) to broadly explore how school counselors enacted their roles during the pandemic. The larger study utilized survey and focus group data through a sequential explanatory, mixed-methods design outlined in Figure 1 (see Savitz-Romer et al., 2021 , for more information). The present study focuses exclusively on qualitative data collected from open-ended survey responses and focus group transcripts.

Explanatory sequential design components used in this study.

Data Collection Procedures and Participants

Our study draws on data from the COVID-19 National Survey of School Counselors (NSSC; N = 1060). Any counselor working in a U.S. public school was eligible to participate. We primarily recruited school counselors via national and state professional organization email lists and social media. We also purchased contact details for 3000 urban and rural school counselors, and invited them to participate to ensure their voices were adequately reflected. Participants represented a range of school contexts, with the sample evenly split by urbanicity (see Table 1 ).

Overview of Survey and Focus Group Samples.

The 80-question online survey, administered during May and June 2020, solicited information from school counselors about their experiences adapting to remote schooling at the onset of the pandemic. The survey included six open-ended response questions about the challenges school counselors faced and how schools, districts, and states could better support them. This study analyzed four of those questions, which focused on school counselors’ perceptions of students’ mental health and experiences enacting the social/emotional component of their role. Questions included, “What are challenges you faced fulfilling the responsibilities of your role during the pandemic?” and “What are three effective things that your school, district, or state education agency did to support counselors during the coronavirus outbreak?”

Focus Groups

Focus groups allowed the research team to delve beyond the numbers in the survey data, gaining deeper insight into the lived experiences of school counselors ( Savin-Baden & Howell Major, 2013 ). Focus group participants consisted of a subsample of school counselors who completed the survey and agreed to be contacted about further research opportunities ( n = 232). We invited survey participants to attend 90-minute, online focus groups during February and March 2021. The demographics of focus group participants ( n = 47) were generally similar to the larger sample of survey-takers (see Table 1 ). To ensure we asked relevant questions, we organized our focus groups by grade levels served. Four elementary/middle school focus groups, six high school focus groups, and one pilot focus group across grade levels were completed. These focus groups facilitated deeper exploration of key themes arising from the survey data, including school counselors’ experiences supporting student mental health. Sample questions included, “What has your role been in providing mental health support to students?” and “What factors have complicated or facilitated you in your ability to deliver these services?”

Data Analysis

We used thematic coding and subcoding to analyze the survey and focus group data ( Saldaña, 2013 ). The text responses from the NSSC and the theoretical framework guided the formation of an initial codebook, developed after three team members open-coded 100 responses in Dedoose. Each transcript was coded by two team members, using the established codebook. The research team met regularly to discuss and refine codes and make meaning of salient themes.

Trustworthiness and Reflexivity

We utilized several strategies to attain trustworthiness. First, the sequential mixed-methods study design facilitated triangulation of the data ( Creswell, 2015 ). By comparing the thematic consistency across the survey responses and the focus group transcripts, we gained confidence in the validity of our findings. Second, at least two team members coded each piece of data and met frequently with the research team to discuss and refine codes. Finally, we used memos to critically reflect on how our positionalities may have affected participants and the information gleaned from them, as well as our interpretations of the data.

A team of five researchers conducted this study, each bringing a distinct lens to the work. Authors 1, 3, and 5 are current or former graduate students interested in promoting school counseling research, while Author 4 is a higher education faculty member whose work focuses on college access and student success. Author 2 is a counselor educator and a former school counselor. Authors 2 and 4 have extensive experience conducting mixed-methods research and have closely mentored the graduate students involved in this research. All team members identify as White, cis-gendered women. Our use of memo writing allowed us to remain cognizant of these identities and our varied backgrounds and experiences with school counseling.

Limitations

The findings from this study should be interpreted with recognition of their limitations. First, our survey-takers are broadly representative of the school counseling profession, but survey participants are not necessarily representative of all counselors nationally. Similarly, the limited number of focus groups conducted, and the fact that we recruited participants from the survey sample, impacts the generalizability of findings. Second, our findings largely highlight the experiences of White and female school counselors, and thus do not necessarily reflect those of male counselors and counselors of color. Third, this study is cross-sectional and solicited information from participants during spring 2020 and fall/winter 2021. Given the rapidly shifting nature of the pandemic, our findings pertain to specific time points in the pandemic and may not accurately reflect the state of schools today.

We first discuss school counselors’ perceptions of the state of student mental health during the COVID-19 pandemic, and then describe their experiences delivering services in remote and hybrid learning contexts.

School Counselors Perceived High Need for Mental Health Support

The school counselors in our study overwhelmingly expressed concern for the mental health of their students. As demands for counseling increased during the pandemic, school counselors saw their role as essential to supporting students, especially given limited access to many local mental health providers.

Increased Worry about Students’ Well-Being

Counselors underscored the deterioration of students’ mental health during the pandemic, largely due to the social isolation, anxiety, depression, grief, and trauma brought on by COVID-19. One focus group participant shared her concern: “I think the social/emotional welfare can kind of keep you awake at night because you know there’s kids that are struggling that you don’t know how to reach out and support.” Other counselors in communities with high infection rates described their heartbreaking experiences consoling students who lost family members to the virus. One survey participant wrote, “Unlike before the outbreak, when a few of my students would have major life traumas happening, since the outbreak many of my students have major life traumas happening, and this has been terribly difficult to keep up with.”

Participants reported that many of the students they counseled experienced a form of “distance learning loneliness,” brought on by “feelings of isolation, disconnect with school and . . . with other people in general.” School counselors emphasized that low engagement and lack of motivation were common across their schools. Some participants explained that students who had been making progress in counseling before the pandemic regressed. One focus group participant shared, “We’ve had a number of students who last year were doing well and probably would have progressed out of therapy, [but] this year are now just going backward day after day.”

Heightened Demand for Mental Health Counseling

School counselors observed increases in both the number of counseling referrals from teachers and those that they themselves made for students to access outside mental health resources. Several participants noted changes in the content of referrals, with marked increases in those focused on coping with grief and loss. Participants reported that local mental health providers were inundated with requests during the pandemic, with one focus group participant explaining that in her community, it was “difficult for parents and families to get in quickly if they need to see some of the local agencies, especially those who take Medicaid or state insurance.”

One of the most notable consequences of the increased demand for counseling was an uptick in counselors’ time devoted to social/emotional support. Participants emphasized that although they are trained to provide short-term mental health counseling, they tended to engage in longer-term counseling to ensure students had access to support in a timely manner. This was especially true in cases where students were left on long waitlists for appointments with local social service agencies. According to one participant: “I think normally the students that we might have referred out, I’m more likely to see for a little bit because I know it’s going to be a little bit of a wait and we can provide some support.” An elementary school counselor shared a similar experience, stating, “I have had a few kiddos that I’ve had 30-minute sessions with all year. And normally that would not be what I think a school counselor would do.” Other counselors in our study emphasized that meeting consistently with students was one way of supporting those who may not have a “mental health qualifying problem” to get a referral.

School Counselors Struggled to Remotely Deliver Counseling Services

The second major theme reflects the obstacles school counselors faced in trying to provide mental health support to their students. School counselors shared that they saw themselves as “the heartbeat of the school,” offering critical resources to meet increased needs during the pandemic and the return to in-person learning. Participants reported that the rapid transition to remote and hybrid learning strained their efforts, a byproduct of both the nature of being virtual and of school-level organizational constraints. Here, three central subthemes emerged: limited access to students, difficulty forming meaningful connections with students and confidentiality issues.

Limited Access to Students

School counselors expressed frustration with school administrators who overemphasized an academic focus despite warnings about emerging mental health needs. Participants experienced this protection of instructional time as reducing their access to students. One school counselor remarked, “It hasn’t been written policy, but admin has made it explicit that I’m not allowed to take up class time.” Counselors reported barriers to accessing classrooms for the delivery of preventative, social/emotional programming, and explicit restriction from making appointments for individual or group counseling during instructional time. Even with the return to hybrid models of schooling, participants recounted stories of teachers who were reluctant to relinquish any in-person time with students. Counseling work continued to be relegated to remote connections.

Among our sample, we did have a few outlier cases in which counselors found that remote schooling allowed for increased access to classrooms. One school counselor described, “Teachers have been really generous about letting me go in and do little bits and pieces of my mental health first aid in their classes, just to kind of remind kids about potential symptoms and triggers.” However, with instructional time carefully safeguarded and prioritized in most cases, many participants reported not having sufficient time and space to carry out classroom lessons.

Participants found that endless administrative duties that fall outside of their role created another barrier to accessing students. Tasks such as temperature checks and extra lunch duties resulted in school counselors spending a significant amount of time not performing counseling duties. One elementary counselor shared, “My role has changed from being a counselor to being just the secretary . . . attendance takes the vast majority of my time.” School counselors were especially frustrated by administrative requests that indicated a lack of understanding of the counselor role. One high school counselor lamented:

You know, if you look at it in the sense of when a doctor goes to school to be a neurologist or to be a cardiologist, when they come out of school and they go into their practice, do they all of a sudden become a foot surgeon or become a pediatrician? No. . . . It's confusing to me that I feel like I learned something and then somebody is trying to tell me to do something totally opposite.

As this participant highlighted, organizational barriers prevented school counselors from interacting with students, a requisite for their work.

Lack of Meaningful Connections

A common thread across stories about limited access included school counselors’ difficulty forming meaningful connections with students. Participants believed that these connections were essential for all students, especially those who did not have previous relationships with counselors. As one high school counselor noted in a focus group:

We have our freshmen who never stepped foot on campus. . . . And then our sophomores, they’ve only had, what, seven or so months with those few teachers? And they haven’t had the opportunity to connect with us as a counselor to know who to come to with some of those concerns.

Many participants similarly lamented the challenges of relationship building with students in a remote environment. One survey participant recalled their experience at the onset of the pandemic, noting that it was “tough to deal with student needs when we can’t be with them. We are relationship driven, and face-to-face makes our jobs easier.” This lack of connection in a physical school building and inability to check in with students casually throughout the day inhibited school counselors from identifying those students who most needed support.

Scheduling difficulties and student disengagement in a remote environment further compounded counselors’ attempts at relationship building. Focus group participants shared that scheduling was difficult because students did not “always respond, and then 50% of the time they don’t show up because they forget or whatever it might be. They’re just tired.” Similarly, one high school counselor lamented:

When you are a school counselor and you have students that are readily available, meaning they're in the classroom, down the hall or in the cafeteria, you can easily have conversations with them. But they're not in the building and you can't easily get a kid who doesn't show up on Zoom, doesn't answer the phone, doesn't respond to a text, doesn’t respond to an email, doesn't respond to you calling the parent. They've, you know, I guess the word is “ghosted” you.

Even when school counselors managed to connect remotely with students, they recalled difficulty overcoming the “virtual barrier” between themselves and their students and felt the quality of the connection was not the same. As one survey participant said, “You can’t give a hug over the phone.”

Confidentiality Challenges

School counselors’ inability to have confidential conversations was another barrier to their connecting deeply with students and supporting their mental health. When schools moved online, counselors were reliant on parents to connect them with students for counseling sessions. One survey respondent wrote:

My district made it a requirement for me to get parent consent before reaching out to the student. This made my job very difficult because the parents with mental health stigma did not allow for me to talk to the student.

Other participants described some parents’ behaviors as overly involved in counseling sessions, thereby straining confidentiality. Survey and focus group participants reported instances in which parents listened offscreen and answered questions meant for students. Counselors sensed a palpable discomfort among their students when privacy was limited, and family members were “never out of earshot” during counseling sessions.

Some school counselors were able to address sensitive topics via texting or the chat features of video conferencing services, but others felt uncomfortable having sensitive conversations. One participant detailed a suicide assessment she completed over video conference without knowing that the student’s “mom was right there. He was being supervised with what he said because she doesn’t want him discussing those issues.” Multiple counselors described the challenge of filing an abuse or neglect complaint, with one focus group participant sharing:

When a student discloses something that is, like, potentially something that could be filed on a 51A, you have that conversation with the kid. . . . There's no conversation I can have with this kid right now. He wrote what he wrote and if I'm going off of what he's saying is accurate; I can't just call him up and talk about it because he's right there with the parent that he's talking about. So that was terrible.

As mandated reporters, school counselors rely on trust and confidentiality that they nurture in their relationships with students. Remote schooling made these facets of their job more difficult.

Confidentiality issues continued to surface in hybrid schooling as school counselors found themselves relegated to remote connections. Participants described the challenges of finding private spaces within the school, with one school counselor sharing in a focus group:

I see some of my students in my office, but then others, I'm supposed to see while they’re in school, but we're both on a computer. And . . . where are they going to go? And I had to be really clear that they actually need some place that they're going to talk to me. And I lucked out, I think, because I pushed really hard to get them a space where they could shut the door. But I do have some colleagues who are seeing kids sitting outside their classroom just with headphones on.

Counselors thus felt they were struggling to maintain confidentiality during virtual counseling sessions.

The findings from this study provide a valuable description of school counselors’ professional experiences delivering social/emotional support to students during the pandemic. Findings emerged around two primary themes: school counselors’ perceptions of increased mental health needs among students and the unique barriers they faced in attempting to address those needs. School counselors were concerned for their students’ well-being and perceived increased demand for both counseling services and mental health referrals, especially in light of the dual pandemics that were disproportionately impacting students of color. However, school counselors felt constrained in their ability to effectively support students due to consequences of remote schooling and organizational structures that impeded their work.

Applying organizational role theory to these findings, we found evidence that school counselors experienced role stress when trying to execute the social/emotional facets of their role. First, school counselors perceived high demand for counseling services yet had limited time and resources to meet these demands—an exacerbated form of role overload. An increase in noncounseling duties and novel challenges to virtual counseling (e.g., policies that protected instructional time at the expense of individual counseling) restricted school counselors from delivering social/emotional support. Finally, school counselors’ experiences revealed heightened role ambiguity and conflict as they encountered a lack of alignment between what they believed was needed to support students’ mental health and administrators’ expectations. The assignment of noncounseling duties only further increased role stress. These findings align with previous research on role stress and its negative effects on the counseling profession ( Blake, 2020 ; Cervoni & DeLucia-Waack, 2011 ; Coll & Freeman, 1997 ). Drivers of role stress are deleterious because they can compromise the quantity and quality of the social/emotional support counselors are trained to provide.

Implications

These findings reveal practical implications for school counselors and educational leaders as they transition to a postpandemic era of schooling. First, education leaders must recognize school counselor expertise in promoting students’ social/emotional development, especially considering the collective trauma and grief brought on by the pandemic. Students of color and those who experience conditions related to poverty were disproportionately impacted by the dual pandemics and will heavily rely on schools for support. School leaders would be wise to leverage school counselors as partners in articulating counselors’ roles and expectations for helping students and the school community recover from disruption. Recovery plans should elevate social/emotional counseling responsibilities, structure time in the schedule for students to access support, and prioritize counseling duties that fall within the scope of the school counselor role. School leaders might pay specific attention to the role overload that counselors experience by relieving them of administrative tasks that were added during the pandemic. This can help alleviate role stress so that school counselors can focus on the support they are trained to provide. Moreover, since school counselors struggled to maintain confidentiality while providing virtual counseling, school and district leaders need to protect counselors’ time and the spaces that enable them to hold confidential conversations with students.

Second, school counselors recognized that social service providers that support families on medical assistance were especially overwhelmed with referrals for long-term support, and low-income students relied on school counselors for mental health services more than ever. Thus, school counselors’ ability to identify and support students’ mental health needs is especially critical for marginalized students who may not have access to non–school-based, clinical support. Therefore, administrators should utilize school counselors as mental health professionals, and counselors must continue to advocate for this aspect of their role. This includes clarifying school counselors’ role as mental healthcare providers, ensuring they have adequate time to address students’ increased mental health needs, and supporting preventative social/emotional programming. In light of rapid changes in school delivery models and student needs, school counselors need ongoing access to professional development to guide adaptations to their in-person practices.

Finally, with more students seeking support from school counselors, counselors will need to scale social/emotional support. Although individual counseling will remain important, many counselors found such support to be unsustainable given increased demand for these services during the pandemic. School counselors might employ multi-tiered systems of support that target student programming at different levels of need and utilize distributive counseling that leverages teachers and other educators as screeners and information providers.

Several recommendations for future research also emerged from this study. First, further scholarship on school counselors’ professional experiences during the COVID-19 pandemic is needed. Although this study put a spotlight on how counselors enacted their social/emotional counseling roles, researchers could profile innovative practices and role adjustments that occurred during this unique time, especially in schools that serve high proportions of minoritized youth. Likewise, large-scale survey and qualitative studies will be necessary to understand the long-term impact of the pandemic on student mental health and school counselors’ work in this domain. These studies should examine how marginalized students disproportionately bear such long-term, mental health impacts of the pandemic. Studies might also explore what virtual practices were most effective and, therefore, should be carried forward into a postpandemic era or applied in continued online learning environments.

The COVID-19 pandemic brought unprecedented disruptions, professional obstacles, and personal challenges to all educators, including school counselors. Our findings indicate that counselors were hindered in supporting student mental health when their services were most needed. The pandemic has highlighted the myriad organizational constraints that undermine students’ access to meaningful school counseling and the unique challenges of virtual counseling. Moving forward, school counselors must be better positioned to support the whole student and respond to students’ postpandemic needs, whether in person or virtually.

Author Biographies

Emily Alexander , Ed.M. is a program manager in the Office of Evaluation, Research, and Accountability for the School District of Philadelphia. She received her master’s in education in Prevention Science and Practice at the Harvard University Graduate School of Education in Cambridge, MA. Email: ude.dravrah.esg@rednaxelae .

Mandy Savitz-Romer , PhD, is the Nancy Pforzheimer Aronson Senior Lecturer in Human Development and Education and Faculty Director of the Certificate of Advanced Study in Counseling program with the Graduate School of Education at Harvard University.

Tara P. Nicola is a doctoral student in the Culture, Institutions, and Society concentration at the Harvard University Graduate School of Education.

Heather T. Rowan-Kenyon , PhD, is a professor with the Lynch School of Education and Human Development at Boston College in Boston, MA.

Stephanie Carroll is a doctoral student at the Lynch School of Education and Human Development at Boston College.

Declaration of Conflicting Interests: The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

Funding: The author(s) received no financial support for the research, authorship, and/or publication of this article.

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New climate and sustainability research efforts will focus on eight ‘Solution Areas’

The Stanford Doerr School of Sustainability will establish new research initiatives under topics including climate, water, energy, food, nature, and cities.

The Stanford Doerr School of Sustainability has selected eight interconnected Solution Areas to focus its research efforts over the next decade. This new research plan amplifies the school’s ability to translate Stanford research into large-scale solutions and inform key decision makers in policy and business.

Selected based on extensive faculty input and assessment of where Stanford can make the most meaningful impact, the eight areas are: climate; water; energy; food; risk, resilience, and adaptation; nature; cities; and platforms and tools for monitoring and decision making. 

“Solution Areas identify and leverage the critical junctions between the most pressing global sustainability challenges and the areas where Stanford has the talent and expertise to find solutions,” said Dean Arun Majumdar. “This collaborative all-campus approach expands and strengthens our commitment to using all the power we have – the knowledge, the education, the talent, the innovation, the resources, the influence – to build a thriving planet for future generations.” 

‘Integrative Projects’ and ‘Flagship Destinations’

In each Solution Area, the school plans to build two types of research initiatives. One type, called Integrative Projects, will be managed by the school’s institutes, including the Stanford Woods Institute for the Environment , the Precourt Institute for Energy , and a planned Sustainable Societies Institute. 

Integrative Projects will be organized around decade-long research themes and dedicated to creating solutions through interdisciplinary collaboration, engagement with partners beyond Stanford, identifying significant knowledge gaps, and understanding systems.

According to Chris Field , the Perry L. McCarty Director of the Stanford Woods Institute for the Environment and a professor in the Stanford Doerr School of Sustainability and the School of Humanities and Sciences , the new commitment to these areas “will provide both resources and coordination that expand Stanford faculty’s capacity to deliver sustainability solutions at scale.” 

A second type of research initiative, called Flagship Destinations, is managed by Stanford’s Sustainability Accelerator . Flagship Destinations are targets for the pace and scale of work to address challenges facing Earth, climate, and society. For example, the school’s first Flagship Destination, announced in 2023 , calls for enabling the removal of billions of tons of planet-warming gases annually from Earth’s atmosphere by the middle of this century. By working backward from sustainability targets in consultation with faculty and external experts, this initiative seeks to rapidly translate Stanford research into policy and technology solutions. Additional Flagship Destinations will be announced later this week.

Whereas Integrative Projects are designed to produce knowledge and evidence that can eventually lead to solutions, Flagship Destination projects are intended to help verify and demonstrate that well-studied solutions can succeed at large scale so they can be launched out of Stanford and implemented for the benefit of humanity and our planet. Scalable solutions nurtured and launched through these projects could take the form of policy frameworks, open-source platforms, nonprofit organizations, new for-profit companies, and ongoing collaborations all committed to addressing pressing sustainability challenges.

“By working together in these Solution Areas across disciplines and with collaborators beyond the university, we maximize our ability to have positive impacts on the timeframe and scale needed for the planet and humanity,” said Scott Fendorf , senior associate dean for integrative initiatives and the Terry Huffington Professor in the Stanford Doerr School of Sustainability. 

Workshops will be held with faculty and external experts to develop research strategies for each Solution Area on a rolling basis. Strategy workshops, opportunities to provide input on future Integrative Projects, and requests for proposals (open to all Stanford faculty) will be announced in the coming months.

Related message from leadership: Read a letter to faculty about the new Solution Areas from Dean Majumdar with Precourt Institute for Energy director William Chueh; Stanford Woods Institute for the Environment director Chris Field; Accelerator faculty director Yi Cui and executive director Charlotte Pera; and Integrative Initiatives associate dean Jenna Davis and senior associate dean Scott Fendorf.

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Stanford’s Sustainability Accelerator adds new targets

The Sustainability Accelerator in the Stanford Doerr School of Sustainability will support work in new areas including energy, climate adaptation, industry, and more.

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What to know about Sheboygan high school sex ed curriculum changes

Topics taught at the high school level will span contraception, pregnancy and healthy relationships..

SHEBOYGAN – High school students at Sheboygan Area School District schools will see changes to the human growth and development curriculum this upcoming year.  

The SASD Board of Education approved changes from the Human Growth and Development Citizens’ Advisory Committee, tasked with reviewing the existing curriculum and identifying areas to update, earlier this summer. The new curriculum received unanimous approval from the committee, composed of community members, like teachers, parents, clergy and high school students.  

The committee determined last year a 2007 textbook in use was outdated, and the school district needed to bring its curriculum up to date with state and national standards. Doing away with a textbook format, the committee designed its own curriculum, using educational standards as a guide.  

Eric Spielman, coordinator of instructional services for SASD and member of the committee, said the biggest change is the format and new resources included.  

Superintendent Jake Konrath said the goal was to create a transparent curriculum for parents to review and determine if they’d like their children to partake.  

“It really puts parents in a position of control,” Konrath said. 

The curriculum is taught over a 10-day unit once during a student’s high school career. Parents can review the curriculum during registration, available in a slideshow , and decide to opt out their children for individual lessons or the entire program.  

When asked about specific content changes, neither Spielman nor Konrath could provide any examples.  

When does school start?: When is the first day of school in Sheboygan County? Here's a list.

High school curriculum topics include gender identity, contraception

• Hormones and human sexual response cycle 
• Male and female reproductive systems 
• Differences in biological sex, sexual orientation, and gender identity and expression 
• Differences in sexual orientation, sexual behavior and sexual identity 
• Contraceptive methods and abstinence 
• Laws related to reproductive and sexual health care services and family planning (pregnancy, adoption, abortion and parenting)
• Pregnancy signs, development stages and prenatal practices  
• Sexually transmitted diseases, HIV and related laws  
• Healthy relationships 
• Behaviors and laws related to personal safety (bullying, dating violence, sexual harassment and related violence) 

Middle school students learn about reproductive systems, adolescence

The “health/life readiness” curriculum is for sixth- to eighth-grade students at Farnsworth, Urban and Horace Mann middle schools. Some content is taught only in seventh and eighth grade.  

Curriculum is pulled from a Human Sexuality textbook and several videos. Parents can request alternate lessons if they don’t want them to participate in the standard curriculum by contacting their student’s health teacher.  

• Changes in adolescence (physical, social, cognitive and emotional) 
• Differences in gender identity, gender expression and sexual orientation 
• Sexual intercourse and human reproduction 
• Pregnancy, abstinence, contraception  
• STDs and HIV (transmission, symptoms and impacts) 
• Healthy relationships, dating violence, sexual harassment and related violence  
• Effects of communicating with technology and social media  

Health education begins in elementary school with puberty  

Early topics of human growth and development are covered in fourth and fifth grade, focusing on puberty, menstruation and fertilization. Students will watch “Always Changing and Growing Up” videos, two for girls only, two for boys only, and one for girls and boys watched separately.  

Curriculum addendums drew mixed public opinion

Community members who attended several board meetings during the 2022-2023 school year had mixed views on the committee’s proposal for addendums to the curriculum related to HPV and Hepatitis B vaccine information (high school), IUDs (high school) as contraception and gender identity, gender expression and sexual orientation terminology.  

Gender and sexuality terminology is present in middle and high school curriculum, but it appears vaccine and IUD information is only covered at the high school level.

Human Growth and Development committee will meet next month

Spielman said the committee will meet in September to discuss plans for the upcoming school year. The committee doesn’t intend to return to a textbook in the future, he said.  

Have a story tip? Contact Alex Garner at 224-374-2332 or [email protected] . Follow her on X (formerly Twitter) at @alexx_garner .

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Massive biomolecular shifts occur in our 40s and 60s, Stanford Medicine researchers find

Time marches on predictably, but biological aging is anything but constant, according to a new Stanford Medicine study.

August 14, 2024 - By Rachel Tompa

We undergo two periods of rapid change, averaging around age 44 and age 60, according to a Stanford Medicine study. Ratana21 /Shutterstock.com

If it’s ever felt like everything in your body is breaking down at once, that might not be your imagination. A new Stanford Medicine study shows that many of our molecules and microorganisms dramatically rise or fall in number during our 40s and 60s.

Researchers assessed many thousands of different molecules in people from age 25 to 75, as well as their microbiomes — the bacteria, viruses and fungi that live inside us and on our skin — and found that the abundance of most molecules and microbes do not shift in a gradual, chronological fashion. Rather, we undergo two periods of rapid change during our life span, averaging around age 44 and age 60. A paper describing these findings was published in the journal Nature Aging Aug. 14.

“We’re not just changing gradually over time; there are some really dramatic changes,” said Michael Snyder , PhD, professor of genetics and the study’s senior author. “It turns out the mid-40s is a time of dramatic change, as is the early 60s. And that’s true no matter what class of molecules you look at.”

Xiaotao Shen, PhD, a former Stanford Medicine postdoctoral scholar, was the first author of the study. Shen is now an assistant professor at Nanyang Technological University Singapore.

These big changes likely impact our health — the number of molecules related to cardiovascular disease showed significant changes at both time points, and those related to immune function changed in people in their early 60s.

Abrupt changes in number

Snyder, the Stanford W. Ascherman, MD, FACS Professor in Genetics, and his colleagues were inspired to look at the rate of molecular and microbial shifts by the observation that the risk of developing many age-linked diseases does not rise incrementally along with years. For example, risks for Alzheimer’s disease and cardiovascular disease rise sharply in older age, compared with a gradual increase in risk for those under 60.

The researchers used data from 108 people they’ve been following to better understand the biology of aging. Past insights from this same group of study volunteers include the discovery of four distinct “ ageotypes ,” showing that people’s kidneys, livers, metabolism and immune system age at different rates in different people.

Michael Snyder

The new study analyzed participants who donated blood and other biological samples every few months over the span of several years; the scientists tracked many different kinds of molecules in these samples, including RNA, proteins and metabolites, as well as shifts in the participants’ microbiomes. The researchers tracked age-related changes in more than 135,000 different molecules and microbes, for a total of nearly 250 billion distinct data points.

They found that thousands of molecules and microbes undergo shifts in their abundance, either increasing or decreasing — around 81% of all the molecules they studied showed non-linear fluctuations in number, meaning that they changed more at certain ages than other times. When they looked for clusters of molecules with the largest changes in amount, they found these transformations occurred the most in two time periods: when people were in their mid-40s, and when they were in their early 60s.

Although much research has focused on how different molecules increase or decrease as we age and how biological age may differ from chronological age, very few have looked at the rate of biological aging. That so many dramatic changes happen in the early 60s is perhaps not surprising, Snyder said, as many age-related disease risks and other age-related phenomena are known to increase at that point in life.

The large cluster of changes in the mid-40s was somewhat surprising to the scientists. At first, they assumed that menopause or perimenopause was driving large changes in the women in their study, skewing the whole group. But when they broke out the study group by sex, they found the shift was happening in men in their mid-40s, too.

“This suggests that while menopause or perimenopause may contribute to the changes observed in women in their mid-40s, there are likely other, more significant factors influencing these changes in both men and women. Identifying and studying these factors should be a priority for future research,” Shen said.

Changes may influence health and disease risk

In people in their 40s, significant changes were seen in the number of molecules related to alcohol, caffeine and lipid metabolism; cardiovascular disease; and skin and muscle. In those in their 60s, changes were related to carbohydrate and caffeine metabolism, immune regulation, kidney function, cardiovascular disease, and skin and muscle.

It’s possible some of these changes could be tied to lifestyle or behavioral factors that cluster at these age groups, rather than being driven by biological factors, Snyder said. For example, dysfunction in alcohol metabolism could result from an uptick in alcohol consumption in people’s mid-40s, often a stressful period of life.

The team plans to explore the drivers of these clusters of change. But whatever their causes, the existence of these clusters points to the need for people to pay attention to their health, especially in their 40s and 60s, the researchers said. That could look like increasing exercise to protect your heart and maintain muscle mass at both ages or decreasing alcohol consumption in your 40s as your ability to metabolize alcohol slows.

“I’m a big believer that we should try to adjust our lifestyles while we’re still healthy,” Snyder said.

The study was funded by the National Institutes of Health (grants U54DK102556, R01 DK110186-03, R01HG008164, NIH S10OD020141, UL1 TR001085 and P30DK116074) and the Stanford Data Science Initiative.

• Rachel Tompa Rachel Tompa is a freelance science writer.

About Stanford Medicine

Stanford Medicine is an integrated academic health system comprising the Stanford School of Medicine and adult and pediatric health care delivery systems. Together, they harness the full potential of biomedicine through collaborative research, education and clinical care for patients. For more information, please visit med.stanford.edu .

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How to cite ChatGPT

Use discount code STYLEBLOG15 for 15% off APA Style print products with free shipping in the United States.

We, the APA Style team, are not robots. We can all pass a CAPTCHA test , and we know our roles in a Turing test . And, like so many nonrobot human beings this year, we’ve spent a fair amount of time reading, learning, and thinking about issues related to large language models, artificial intelligence (AI), AI-generated text, and specifically ChatGPT . We’ve also been gathering opinions and feedback about the use and citation of ChatGPT. Thank you to everyone who has contributed and shared ideas, opinions, research, and feedback.

In this post, I discuss situations where students and researchers use ChatGPT to create text and to facilitate their research, not to write the full text of their paper or manuscript. We know instructors have differing opinions about how or even whether students should use ChatGPT, and we’ll be continuing to collect feedback about instructor and student questions. As always, defer to instructor guidelines when writing student papers. For more about guidelines and policies about student and author use of ChatGPT, see the last section of this post.

Quoting or reproducing the text created by ChatGPT in your paper

If you’ve used ChatGPT or other AI tools in your research, describe how you used the tool in your Method section or in a comparable section of your paper. For literature reviews or other types of essays or response or reaction papers, you might describe how you used the tool in your introduction. In your text, provide the prompt you used and then any portion of the relevant text that was generated in response.

Unfortunately, the results of a ChatGPT “chat” are not retrievable by other readers, and although nonretrievable data or quotations in APA Style papers are usually cited as personal communications , with ChatGPT-generated text there is no person communicating. Quoting ChatGPT’s text from a chat session is therefore more like sharing an algorithm’s output; thus, credit the author of the algorithm with a reference list entry and the corresponding in-text citation.

When prompted with “Is the left brain right brain divide real or a metaphor?” the ChatGPT-generated text indicated that although the two brain hemispheres are somewhat specialized, “the notation that people can be characterized as ‘left-brained’ or ‘right-brained’ is considered to be an oversimplification and a popular myth” (OpenAI, 2023).

OpenAI. (2023). ChatGPT (Mar 14 version) [Large language model]. https://chat.openai.com/chat

You may also put the full text of long responses from ChatGPT in an appendix of your paper or in online supplemental materials, so readers have access to the exact text that was generated. It is particularly important to document the exact text created because ChatGPT will generate a unique response in each chat session, even if given the same prompt. If you create appendices or supplemental materials, remember that each should be called out at least once in the body of your APA Style paper.

When given a follow-up prompt of “What is a more accurate representation?” the ChatGPT-generated text indicated that “different brain regions work together to support various cognitive processes” and “the functional specialization of different regions can change in response to experience and environmental factors” (OpenAI, 2023; see Appendix A for the full transcript).

Creating a reference to ChatGPT or other AI models and software

The in-text citations and references above are adapted from the reference template for software in Section 10.10 of the Publication Manual (American Psychological Association, 2020, Chapter 10). Although here we focus on ChatGPT, because these guidelines are based on the software template, they can be adapted to note the use of other large language models (e.g., Bard), algorithms, and similar software.

The reference and in-text citations for ChatGPT are formatted as follows:

• Parenthetical citation: (OpenAI, 2023)
• Narrative citation: OpenAI (2023)

Let’s break that reference down and look at the four elements (author, date, title, and source):

Author: The author of the model is OpenAI.

Date: The date is the year of the version you used. Following the template in Section 10.10, you need to include only the year, not the exact date. The version number provides the specific date information a reader might need.

Title: The name of the model is “ChatGPT,” so that serves as the title and is italicized in your reference, as shown in the template. Although OpenAI labels unique iterations (i.e., ChatGPT-3, ChatGPT-4), they are using “ChatGPT” as the general name of the model, with updates identified with version numbers.

The version number is included after the title in parentheses. The format for the version number in ChatGPT references includes the date because that is how OpenAI is labeling the versions. Different large language models or software might use different version numbering; use the version number in the format the author or publisher provides, which may be a numbering system (e.g., Version 2.0) or other methods.

Bracketed text is used in references for additional descriptions when they are needed to help a reader understand what’s being cited. References for a number of common sources, such as journal articles and books, do not include bracketed descriptions, but things outside of the typical peer-reviewed system often do. In the case of a reference for ChatGPT, provide the descriptor “Large language model” in square brackets. OpenAI describes ChatGPT-4 as a “large multimodal model,” so that description may be provided instead if you are using ChatGPT-4. Later versions and software or models from other companies may need different descriptions, based on how the publishers describe the model. The goal of the bracketed text is to briefly describe the kind of model to your reader.

Source: When the publisher name and the author name are the same, do not repeat the publisher name in the source element of the reference, and move directly to the URL. This is the case for ChatGPT. The URL for ChatGPT is https://chat.openai.com/chat . For other models or products for which you may create a reference, use the URL that links as directly as possible to the source (i.e., the page where you can access the model, not the publisher’s homepage).

Other questions about citing ChatGPT

You may have noticed the confidence with which ChatGPT described the ideas of brain lateralization and how the brain operates, without citing any sources. I asked for a list of sources to support those claims and ChatGPT provided five references—four of which I was able to find online. The fifth does not seem to be a real article; the digital object identifier given for that reference belongs to a different article, and I was not able to find any article with the authors, date, title, and source details that ChatGPT provided. Authors using ChatGPT or similar AI tools for research should consider making this scrutiny of the primary sources a standard process. If the sources are real, accurate, and relevant, it may be better to read those original sources to learn from that research and paraphrase or quote from those articles, as applicable, than to use the model’s interpretation of them.

We’ve also received a number of other questions about ChatGPT. Should students be allowed to use it? What guidelines should instructors create for students using AI? Does using AI-generated text constitute plagiarism? Should authors who use ChatGPT credit ChatGPT or OpenAI in their byline? What are the copyright implications ?

On these questions, researchers, editors, instructors, and others are actively debating and creating parameters and guidelines. Many of you have sent us feedback, and we encourage you to continue to do so in the comments below. We will also study the policies and procedures being established by instructors, publishers, and academic institutions, with a goal of creating guidelines that reflect the many real-world applications of AI-generated text.

For questions about manuscript byline credit, plagiarism, and related ChatGPT and AI topics, the APA Style team is seeking the recommendations of APA Journals editors. APA Style guidelines based on those recommendations will be posted on this blog and on the APA Style site later this year.

Update: APA Journals has published policies on the use of generative AI in scholarly materials .

We, the APA Style team humans, appreciate your patience as we navigate these unique challenges and new ways of thinking about how authors, researchers, and students learn, write, and work with new technologies.

American Psychological Association. (2020). Publication manual of the American Psychological Association (7th ed.). https://doi.org/10.1037/0000165-000

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Scientists make breakthrough in studying deadly ventilator pneumonia

Scientists at The University of Warwick have made a breakthrough which could help find new treatments for a deadly infection that can affect up to 40% of hospital patients using mechanical ventilators.

Ventilator-associated pneumonia (VAP) is a common infection in patients using ventilators, particularly for those with existing respiratory conditions like Covid-19.

VAP is transmitted by germs that stick to the breathing tubes, which are often resistant to antibiotics. Up to 40% of ventilated patients in intensive care wards will develop VAP, with 10% of those patients dying as a result.

In a recent study, published in Microbiology, researchers recreated hospital conditions to improve understanding of the infection.

They used the same type of tubes that go into patients' airways and created a special mucus to simulate the conditions inside a human body. Bacteria and fungi formed a slimy layer called a biofilm on these tubes.

Dr Dean Walsh, Research Fellow, University of Warwick, said: "Our study found that the biofilms in our model were different and more complex than those usually grown in standard lab conditions, making them more realistic.

"The biofilms formed in this new model were very tough to get rid of, even with strong antibiotics, much like what happens in real patients.

"Significantly, when we combined antibiotics with enzymes that break down the biofilm's protective slime layer, the biofilms were more successfully removed than with antibiotics alone. With the enzymes, we could halve the concentration of antibiotics needed to kill the biofilms. So, that suggests we can use our model to identify new VAP treatments that attack the slime layer."

Dr Freya Harrison, School of Life Sciences, University of Warwick, added: "VAP is a killer, and there are currently no cost-effective ways of making the tubes harder for microbes to colonise. Our new model can help scientists develop better therapies and design special tubes that prevent biofilms, which could improve the health of patients on ventilators."

This project was part of an international research program in antimicrobial resistance that brings together colleagues at the University of Warwick with those at Monash University in Melbourne and is supported by the Monash-Warwick Alliance.

Professor Ana Traven, co-Director of the Monash-Warwick Alliance programme in emerging superbug threats, and co-author of the study, added: "It is exciting that we could join forces with our colleagues at Warwick for this important study. Many promising new anti-infectives fail because experiments done in the laboratory do not recapitulate very well the more complex infections that occur in patients. As such, the development of laboratory models that mimic disease, such as was done in this study, is important for accelerating the discovery of credible antimicrobial therapies that have a higher chance of clinical success."

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Story Source:

Materials provided by Microbiology Society . Note: Content may be edited for style and length.

Journal Reference :

• Dean Walsh, Chris Parmenter, Saskia E. Bakker, Trevor Lithgow, Ana Traven, Freya Harrison. A new model of endotracheal tube biofilm identifies combinations of matrix-degrading enzymes and antimicrobials able to eradicate biofilms of pathogens that cause ventilator-associated pneumonia . Microbiology , 2024; 170 (8) DOI: 10.1099/mic.0.001480

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