4811 research outputs found
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School-Based Cognitive Behavioral Therapy: Using the C.A.T. Project Intervention with a Middle School Student
No full textThe purpose of this project was to investigate the effects of a school-based cognitive behavioral therapy (CBT) intervention on anxiety symptoms. The C.A.T. Project program was used with a female middle school student, who received individualized support twice weekly in the school environment. Self-reported direct behavior ratings (DBRs) were used to monitor the student’s progress, along with a screening measure for pre- and post-intervention data. Results indicated that the student\u27s baseline level of anxiety decreased throughout the intervention. These findings suggest that the C.A.T. Project program may be an effective intervention for adolescents experiencing problematic levels of anxiety. Further research is needed to increase confidence in the validity and reliability of results
The Impact of Literacy Small Group Instruction on Writing Growth in Kindergarten
No full textThe purpose of this study was to investigate the impact of literacy small group instruction on writing growth in a kindergarten classroom. The information gained from this research is essential in supporting educators in understanding and teaching early literacy skills. This study took place in a Midwest Minnesota elementary school with 16 kindergarten students being monitored for data purposes. The researcher modeled and taught literacy skills and concepts daily with four students using explicit literacy instruction over the course of four weeks. The research design was a qualitative study using observations collected through a dictated sentence at the beginning and end of the study. The data and results indicate a positive impact on student writing growth with the implementation of the literacy small group instruction. This study’s findings imply that implementing this literacy small group instruction positively affects students’ writing growth
The Effect of Visual Arts on At-Risk Students
Get PDFCreation through visual art is demonstrated by a variety of all ages. Visual art-based learning is known to build focus, reduce stress, provide a sense of accomplishment, and spark an increase in well-being. Many people have been known to benefit from the creation of art. With the COVID-19 pandemic back in 2020, educators across the country have noticed an increase of students who are considered at-risk. Many school districts have made it a priority to look at ways of improving these students’ behavior, participation, view on school, or overall well-being. This research study takes place at a rural Wisconsin high school and focuses on viewing the effect that visual arts have on students who are considered at-risk. Many different instruments such as student reflections, behavior tracking programs, attendance tracking programs, observations, and interviews were used though the data collection process. Perceived though the data collected and findings, it has been shown that visual arts can have an effect on students who are at-risk
Analysis of Self: A Deep Dive into Me
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Welcome to a whole lot about me. In this paper I utilize the six categories of Relevant Background Information, Assessments, Interviews with Significant Others, Theoretical conceptualization, Professional Identity, and Plan for Continued Development, to explore the depths of who I am. After exploring the topics of relationships, spirituality and more in my Background section, pondering the results of the Strong/MBTI and RHETI assessment tools, reflecting on the interviews of four people who know me very well, piecing together my current theoretical conceptualization and my current professional identity, and giving thought to how I will develop as a counselor and a man, I am glad to say I know myself on a deeper level now. I know that I am a man who is deeply affected by the world around me, who desires to care for others, and who looks at himself and his counseling practice through an existential, person centered, systems theories lens. I know that I am a man who is currently in his beginning stages of developing his professional identity, and who relies on the development of future relationships to pursue his future aspirations of being a healthy counselor who primarily serves the adolescent population. I am grateful for the opportunity the paper has given me to grow in self-understanding.
Keywords: Relationships, identity, developmen
A Training for Counselors to Work with Dual Diagnosis of Post Traumatic Stress Disorder and Intellectual Developmental Disorder
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Individuals with intellectual developmental disorder (IDD), also called intellectual disability, have received little attention when it comes to counseling research. Though there has been a push for increasing amounts of multicultural counseling within the field in recent years, this demographic has not been examined with very much scrutiny. This is especially true when considering individuals who have a diagnosis of IDD alongside a diagnosis of post traumatic stress disorder (PTSD), despite a high prevalence of co-occurring disorders of IDD and PTSD. The purpose of the proceeding literature is to provide a training program that can be utilized by counseling professionals to learn the terms and skills necessary to provide adequate care to this niche demographic. A literature review will cover three key points. First, to consider the effective treatment modalities that are available when working with this specific population. Eye Movement Desensitization and Reprocessing and adapted versions of Cognitive Behavioral Therapy have been shown to be the most efficacious. Second, to consider the current state of assessment when working with this specific population; and finally, to consider the role of the counselor-client relationship when working with this demographic. This will then be followed by a training module that is based around the information developed within the literature review to highlight important areas of training alongside gaps in current research. This training will include an introduction to EMDR and CBT, adaptations for working with this population, best treatment approaches, the importance of the therapeutic relationship, and a case study. Finally, there will be an exit evaluation to both encourage trainees to reflect on what they have learned alongside areas in which this training could be improved (Cooney et. al., 2018; Khan, et. al., 2021; Birk et. al., 2019; Karatzias et. al., 2019; Smith et. al., 2021; Fernando and Medicott, 2009).
Keywords: IDD, PTSD, Counselor Trainin
An Analysis of How Teaching Through Invention and Consolidation Phases Affects High School Students’ Understanding of Algebraic Concepts and Beliefs About Mathematics
Get PDFThis quantitative study used a pretest and posttest quasi-experimental design to investigate how students’ understanding of algebraic concepts compared when they were taught using invention and consolidation phases or traditional direct instruction. It also explored how students’ beliefs and attitudes toward mathematics were affected by learning through invention and consolidation phases through a survey with a Likert scale. The study took place during the 2022-2023 academic year in the Intermediate Algebra II course at a mid-size public high school in Minnesota. The researcher had two sections of the course and taught one through direct instruction and the other through invention and consolidation phases. The study consisted of four rounds on four different algebra topics. The direct instruction group learned the concepts and procedures first and then solved problems. The invention and consolidation group worked to solve problems first by exploring ideas and applying problem-solving strategies and then consolidated their learning through direct instruction. Mann-Whitney U tests and independent sample t-tests were used to compare the mean scores on the pretest and posttest, the amount of growth made from the pretest to posttest, and students’ attitudes and beliefs about mathematics. The results show that students learning through invention and consolidation phases either scored higher on the posttest or made more growth than students learning through direct instruction on three out of the four topics with some statistically significant differences on questions assessing conceptual understanding. Students also slightly improved their beliefs and attitudes around mathematics, but the differences were not statistically significant
A Quantitative Study Exploring Predictor Variables Of Minnesota School-Based Agriculture Education Teachers\u27 Desire To Deliver Agricultural Mechanics Courses
Get PDFMinnesota School-Based Agricultural Education (SBAE) leaders have observed a resistance among SBAE teachers to accept positions that include numerous agricultural mechanics preps. This study proposes to identify the factors that predict an individual\u27s desire to (or not to) deliver agricultural mechanics courses. All Minnesota SBAE teachers were surveyed in the fall of 2022 using a researcher-designed instrument which was tested for validity and reliability. A 76.69% response rate (N = 250) was achieved for the emailed survey. Demographic and inferential statistics were calculated for the observed responses with a multinomial logistic regression as the focal test to measure the proposed predictor variables and test the overall hypotheses. The results of the regression model were significant, χ2 (33) = 302.79, p \u3c .001, suggesting that age, years of experience, gender, department structure, type of teacher training, agricultural mechanics teaching recency, agricultural mechanics experience, past experience, current conditions, self-efficacy, and support had a significant effect on the odds of observing a SBAE teacher selecting a different categorical desire to teach agricultural mechanics. McFadden\u27s R-squared was calculated to examine the model fit; a resulting 0.50 indicated an excellent fit. Specifically, six predictor variables were found to be statistically significant at the p \u3c .05 level. SBAE leaders and those providing professional development should make an effort to target agricultural mechanics pedagogical support and encouragement to young, female, inexperienced, and/or far-removed individuals in poor laboratory settings, and/or possessing low self-efficacy
