Education Masters Theses

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Browsing Education Masters Theses by browse.metadata.program "Counselor Education and Supervision"

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    Effects of Therapy Canines on Therapeutic Alliance: A Pilot Study on Client Perceptions
    (North Dakota State University, 2015) Grueneich, Brea Rachelle
    While Animal Assisted Therapy is a more recent phenomena (Chandler, 2005, p. 5), AAT is quickly becoming an empirically supported treatment for a variety of mental health disorders (Perry, Rubinstein, & Austin, 2012). This study explored how client perceptions of their counselors change when a therapy canine is present in session. There is little research regarding client viewpoints on counselors who partner with therapy canines. Nine participants responded to a quantitative survey that was analyzed through non-parametric means. As was predicted, participants indicated more positive views of their counselors when a therapy canine was included in session. Findings suggest client perceptions of AAT reflected previously made claims by clinicians in the literature.
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    In It Together: A Qualitative Case-Study of Student Experiences of Connectedness
    (North Dakota State University, 2017) Eider, Adrienne Maria
    Having a sense of connectedness to school may help students thrive, increasing their capacity for engagement and protective factors. A qualitative case study design was used to explore the research question: How do students at Anywhere High School experience connectedness at school? Two focus groups with juniors and seniors were conducted. Four themes emerged from a thematic data analysis. Connectedness has the power to create positive relationships while disconnectedness has the power to destroy them. Student involvement in activities, even simply attending school-related activities, fosters connectedness. Connectedness does not remain static—students’ sense of connectedness changes with the growth and development of their identity. Further, students desire connection to adults and peers at school and a place to display vulnerability. Directions for future research, as well as recommendations, are discussed.
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    School Reintegration for Students with Chronic Illnesses: A School Counseling Perspective
    (North Dakota State University, 2015) Hotchkiss, Jessica Michelle
    The purpose of this study was to assess the level of perceived preparedness and the education/training needs of school counselors when working with students returning to school following hospitalization for chronic illnesses. Participants for this survey were recruited through the NDSCA listserv. Screening questions were used to select participants who (1) were credentialed school counselors in the state of North Dakota, and (2) were currently practicing school counselors. Results from the electronic survey indicated that most school counselors perceived that their graduate program did not prepare them to work with students with chronic illnesses, and that they were not aware of available trainings on chronic illness. Participants identified past trainings they had taken, but indicated nothing specific to chronic illness or strategies to use with students returning to school following hospitalization. Limitations, recommendations for future research, discussion and implications for school counselors and counselor educators were addressed as well.
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    Student Success Skills: The Effects of a School Counselor Led Intervention on Student Achievement and Social-Emotional Outcomes
    (North Dakota State University, 2017) Harmelink, Katherine Ann
    The cost of academic failure is unacceptable and represents an immense hurdle in the education system today. Given the known negative outcomes associated with academic failure, new methods for prevention and intervention are needed (CASEL, 2015; Ohrt, Webster, & De La Garza, 2014; Weissberg et al., 2015). The Student Success Skills (SSS) curriculum presents as an intervention to address academic, behavioral, and social-emotional factors that mediate success in the education system (Brigman & Webb, 2010). The purpose of the present study was to examine the effects of the SSS curriculum among 9 – 12th grade students placed in MTSS study halls in the upper Midwest. To assess the efficacy of SSS, the variables of self-efficacy, social support, grades, and attendance were analyzed as markers of student success. Results showed increases in grades, while attendance, social support, and self-efficacy results were mixed. Limitations, future directions, and implications for school counselors are discussed.
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    Tattoo Subculture: Creating a Personal Identity in the Context of Social Stigma
    (North Dakota State University, 2013) Tabassum, Naomi Joy
    Tattooing is a growing and diversifying practice in the United States (Roberts, 2012), yet mainstream society maintains negative stigmas (Bell, 1999). Nevertheless, individuals attach personal meaning to tattooing (Atkinson, 2002; Kosut, 2000). There is little literature on the tattooed individual’s experience of social stigmatization and its impact on identity construction. This study employed a phenomenological approach to address this gap in the literature. The researcher used a semi-structured protocol to interview seven tattooed individuals (five men, two women; age range 25 - 38 years). Data analysis extracted three main themes: “identity project,” “cultural context,” and “tattoo timeline.” Findings suggest stigmas associated with tattoos remain embedded in the cultural context, most significantly within career. This finding has implications for career counseling. However, participants intentionally defined themselves outside negative stereotypes, and described a sense of community within the tattoo subculture.