Man's Search for Meaning: An Introduction to Logotherapy.

Social Learning and Clinical Psychology.

What makes a leader

Once in a while, a book comes along that captures the ideas of a diverse group of people, giving them a common ground for future thinking and planning. Joy Dryfoos' Adolescents at Risk synthesizes research in four seemingly separate spheres of adolescent behavior: delinquency, substance abuse, adolescent pregnancy, and school failure. The strength of the book is the author's refreshing ability to gather information from a variety of sources and create something new that could become the foundation of a rational, practical approach to the alarming state of adolescent health and welfare in America. By first establishing the separate threads of research on each of the four behaviors and then addressing their overlap as the basis of prevention programs, she weaves the final picture of a national strategy to improve programs set up to reach adolescents. The volume is beautifully organized to enable the reader to quickly review an enormous

Adolescents at Risk: Prevalence and Prevention

Introduction The doctoral degree is considered the pinnacle of education, and it is pursued by nearly 100,000 students in the U.S. (Carnegie Classification, n.d.). Doctoral students are among the best and brightest students, having championed the highly competitive selection process (Ali & Kohun, 2006; Gilliam & Kitronis, 2006). However, 50% of doctoral students will not finish their degree (Walker, Golde, Jones, Bueschel, & Hutchings, 2008), and 40,000 drop out every year (Ali & Kohun, 2007). In fact, many leave their programs in the first year (Esping, 2010; Lovitts, 2001). Doctoral student attrition is a silent epidemic in the U.S. (Ali & Kohun, 2007; Lovitts, 2001). Through empirical investigation, researchers have found that doctoral student attrition is linked to two main factors, stress (Lovitts, 2001) and feelings of social isolation (Ali & Kohun, 2006; Hawlery, 2003; Lewis, Ginsberg, Davies, & Smith, 2004). First, with regard to stress, doctoral students typically " ... face enormous demands upon their time, energy, intelligence, endurance, patience, and organizational skills" (Committee on the College Student, 2000, p. 1); all of which heighten their stress level. Greater stress is experienced when it involves multiple and persistent stressors, rather than a single event (Cohen & Wills, 1985). Doctoral students are significantly more stressed than the general public, and they report that their stress is mainly attributed to their graduate programs (Cahir & Morris, 1991). The stressors of doctoral study include relative poverty, anxiety, sleeplessness, academic demands, fear of failure, examinations, and time constraints (Bowman & Bowman, 1990; Esping, 2010). Additionally, doctoral students also find themselves having to manage the socialization into their new roles, building and maintaining new relationships, and creating their professional identity (Golde, 1998; Lee, 2009; Weidman, Twale, & Stein, 2001). Because of these demands placed on doctoral students, their stress levels persist, and even increase, as they progress through their programs (Cahir & Morris, 1991). The second factor linked to doctoral student attrition is the feeling of social isolation, which refers to the absence of meaningful social connections (Hortulanus, Machielse, & Meeuwesen, 2006; Lovitts, 2001). The social connections that are important for doctoral students include those with fellow students, faculty members, and their superiors (Ali & Kohun, 2007). Feelings of social isolation stem from confusion about program expectations and miscommunication (or a lack of communication) with their peers and faculty (Ali & Kohun, 2006; Lovitts, 2001). Social isolation is often exacerbated by being in a new, unfamiliar, and stressful environment, all of which are traits common to doctoral programs (Ali & Kohun, 2007; Lovitts, 2001). Literature Review Social Support A construct termed social support can offer doctoral students a sense of refuge by reducing both stress and feelings of social isolation (Ali & Kohun, 2006; Hadjioannou, Shelton, Fu, & Dhanarattigannon, 2007). Social support typically stems from people to whom one is socially tied (e.g., family members and friends) and is defined as what they "say and do regarding stressful events" (Lakey & Orehek, 2011, p. 482). A social support network is comprised of several individuals within one's environment who influence one's perceptions of his or her environment and might include family members, friends, and co-workers (Kelly, 2005). Social support can take various forms, including emotional support (attempts to alleviate negative affect), professional support (mentoring and guidance), and practical support (money or help with task completion) (Heller & Rook, 1997; House, 1981; Nelson & Brice, 2008; Rosenholtz, 1989; Schaefer, Coyne, & Lazarus, 1981; Singh & Billingsley, 1998). …

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Navigating the Doctoral Experience: The Role of Social Support in Successful Degree Completion

This study was conducted with 11 Latina/o college students in order to provide insight into how these students develop a sense of resilience. Five factors from J. H. McMillan and D. F. Reed's (1994) concept of resiliency appeared to play an important role in these students' high academic achievement: high educational goals, support and encouragement from parents, intrinsic motivation, internal locus of control, and high self-efficacy. Recommendations for future research are offered, and implications for practice are presented.

A Qualitative Study of Resilient Latina/o College Students.

Introduction Recent statistics illustrate that more women than men are enrolled in higher education institutions (U.S. Department of Education, 2009). Historically, more men had always been enrolled in universities. Beginning in 1980, women began to outnumber men in universities (U.S. Department of Education, 2009). What does this upsurge of women in education indicate? What helps women become academically resilient? Do resilient women need a supportive environment, community support, and/or school support in order to achieve academic success? Despite the academic progress of women in the U.S., fewer women complete professional and doctoral degrees, as compared to men (U.S. Bureau of the Census, 2009a, 2009b). While women have higher graduation rates than men at most levels of education, the trend ends at the master's degree. After the master's degree, there is a one and half percent difference between genders in completion of doctoral degrees, with men in the lead (U.S. Bureau of the Census, 2009a, 2009b). Approximately 672,000 fewer women than men complete a doctoral degree (U.S. Bureau of the Census, 2009a, 2009b). Further investigations into the demographics of the women who complete doctoral degrees indicate that minority women represent a very small percentage. For example, Latina women represent only 4% of total women obtaining a doctoral degree (U.S. Bureau of the Census, 2009a, 2009c). Thus, women, especially minority women, have greater obstacles to doctoral educational attainment (Gardner, 2008). An exploration of women's history in education reveals that women have had to fight for their right to attain doctoral degrees in all fields (Weiler, 1989). Other studies have highlighted women's caretaker responsibilities, financial constraints, and lack of guidance as obstacles to obtaining advanced degrees (Eitel & Martin, 2009; Heenan, 2002). "In regard to socialization, academic structures, conventions, and traditions are typically not designed to allow [graduate/doctoral] students with children, whose schedules and responsibilities are often demanding, much flexibility" (Gardner, 2008, pp. 133-134). Thus, challenges for women to complete their doctoral requirements abound. As Curtis (2005) noted, "legal, formal, and visible hurdles have been largely, though not entirely, removed, leaving in their stead more subtle structural disadvantages: forms of bias and discrimination that could almost be characterized as unconscious or unintended" (p. 1). While women have had greater access to education, there still seem to be obstacles that hinder their educational success. So, what experiences and/or characteristics help women succeed or persevere in higher education? The researchers conducted a focus group of women enrolled in a doctoral counseling program in order to determine the factors, experiences, and/or characteristics pertinent to their entry and exit-level doctoral success. One way to understand what has led to these women's success is to utilize the resiliency theoretical framework. Therefore, the resiliency construct was utilized to analyze the data. While there has been extensive research on resiliency, few studies have focused on the factors, life events, or personal characteristics that have led women to become successful in doctoral programs (Gardner, 2008). Why is this type of research important? Statistics indicate that women, especially ethnic minorities, are less likely to obtain a professional/doctoral degree despite higher enrollment (U.S. Bureau of the Census, 2009a, 2009c; U.S. Department of Education, 2009). This indicates that women are at greater risk for graduate school/doctoral program attrition. In fact, a study on Ph.D. attrition rates by the Council of Graduate Schools (CGS) (2008) found that the attrition rate for women enrolled in Ph.D. programs is higher than men. So, in spite of the advancement of women in education, they are less likely to reach the ivory tower. …

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The Road to Doctoral Success and Beyond

One-hundred nineteen Latina/o college students provided perceptions of presence of meaning in life, search for meaning in life, daily spiritual experiences, and subjective happiness. Perceptions of...

Understanding Latina/o Students’ Meaning in Life, Spirituality, and Subjective Happiness:

School counselors are in a unique position to help at-risk students. Research indicates that teaching resiliency skills and emotional intelligence is a promising venture (Bernard, 1997; Chavkin & Gonzalez, 2000; Henderson & Milstein, 2002). Seventy identified atrisk seventh and eighth grade students enrolled in the Teen Leadership Program (Flippen Group, 2001) served as the population for this study. Initial analysis of the data did not reveal a difference between treatment and control groups. However, nonparametric tests indicate that the experimental group had a significant difference in office referrals. Findings and recommendations for future research are further elaborated in this study. Self-Reported Resilient 3 Self-Reported Resilient Behaviors of Seventh and Eighth Grade Students Enrolled in an Emotional Intelligence Based Program School counselors have an ethical responsibility to promote the highest level of personal/social and academic development in all school students (ASCA, 2004). “All students” includes at-risk youth, perhaps the most vulnerable population. Since school counselors work with large student populations, upwards of 1:500 (Greene & Greene, 2004) – a far cry from the American School Counseling Association recommended maximum ratio of 1:250 (ASCA, 1999), the most effective way to serve all students is through a comprehensive guidance program. School climate, academic scores, attendance rates, and behavioral disruptions are all positively impacted when a comprehensive school guidance counseling program is successfully implemented (Brigman & Campbell, 2003; Lapan, Gysbers, & Petroski, 2001). Additionally, Green and Keys (2001) assert that developing student self-awareness is crucial when implementing school counseling programs. Since school counselors’ strengths lie in their knowledge, leadership, advocacy, and counseling skills, it is reasonable to hypothesize that school counselors would be effective in promoting programs that address students’ personal and social development. Programs that promote positive relationships among students, their peers, and their teachers have been shown to help improve academic achievement (Ray, Lambie, & Curry, 2007). Paone and Lepkowski’s (2007) research supports the school counselor’s need to target and promote personal and social development in students. Furthermore, Ray et al. state, “Professional school counselors (PSCs) can support school personnel in promoting educational climates conducive to optimal Self-Reported Resilient 4 student academic and social development” (p. 2), and emphasize the need for research involving “strategies that effectively support students’ educational engagement . . . and improving student peer relationship building techniques” (p. 14). The current study assessed the effects of one such program on students’ self-perceptions and objective behavioral outcomes. Due to burgeoning numbers of at-risk youth at both national and state levels, increased dropout rates, and low graduation rates, school programs designed to reduce student dropout rates and to increase resiliency tendencies of at-risk students will benefit the school and society. Christenson and Thurlow (2004) stated, “For society, the costs of dropouts are staggering, estimated in the billions of dollars in lost revenues, welfare programs, unemployment programs, underemployment, and crime prevention and prosecution” (p. 36). Due to the implications these dropouts have on our nation, it is imperative that researchers, policymakers, and educators collaborate and create effective interventions (Buckley, Storino, & Saarni, 2003; Christenson & Thurlow; Wells, 1990). Legislation such as, No Child Left Behind (2002) is an example of a policy whose primary purpose is to close the achievement gap between minority students (i.e., those with a higher propensity to be identified as at-risk) and White students. Thus, the pressure on educators to effectively identify and mediate outcomes typically experienced by at-risk individuals is great. Currently, educators including school counselors are faced with more responsibility and accountability than ever. To meet these challenges, many programs have been developed to serve students, particularly those identified as at-risk. Self-Reported Resilient 5 Since the term at-risk is considered to be multidimensional and broad in scope, a consensus about its definition is lacking. However, the most visible and identifiable group of at-risk students are those who drop out of high school (Nowicki, Duke, Sisney, Stricker, & Tyler, 2004). Therefore, this study focuses on the term at-risk from an educational stand point. Some states (e.g., Texas; TEA, 2003b) have defined at-risk students as those who are likely to drop out of school because they meet at least one of a number of criteria (e.g., the student was not advanced from one grade level to the next for one or more school years; the student did not perform satisfactorily on a state assessment instrument; the student has been placed in an alternative education program, detention facility, substance abuse treatment facility, emergency shelter, psychiatric hospital, halfway house, or foster group home during the preceding or current school year; or the student has been expelled during the preceding or current school year). It is important to note that a student’s vulnerability to dropping out of school has been linked to factors such as culture, language, and socioeconomic status (Nowicki et al.). Periods of adjustment are shown to have a strong relationship with the risk of dropping out of school (e.g., middle school to high school). Students usually drop out between the ages of 15 and 17 and often during critical transition points (U.S. Department of Education, 2004). Chapman and Sawyer (2001) also acknowledge this school transition period as critical. Henderson (1991) found that the sooner students can be identified as being at-risk, the higher the likelihood intervention strategies will be effective. Thus, it is critical to implement prevention efforts at the middle school or junior Self-Reported Resilient 6 high level before students begin transitioning to high school (Chapman & Sawyer; U.S. Department of Education). Research investigating school dropouts reveals that schools which promote strong relationships between students and faculty are successful in reducing the dropout rate (Aviles, Guerrero, Howarth, & Thomas, 1999; Davis & Dupper, 2004). Similarly, Henderson (1991) found that alternative schools that add a humanistic approach to their teaching demonstrate improved attendance and grades. Aviles et al. also notes that schools in which counselors actively advocate for their at-risk students often correlates with decreases in student drop out rates. The literature addressing at-risk students and programs designed to help these students is robust. However, many of these studies are simply descriptive in nature. Although current research is helpful in identifying the programs implemented to help atrisk students, it does little to determine whether they are effective. Therefore, studies addressing the efficacy of these programs are crucial, necessary, and beneficial for educators, students, and this line of research. While a vast majority of at-risk students are exposed to several risk factors and are therefore in danger of academic failure, some within this group manage to beat the odds. Those students who exhibit or develop characteristics that allow them to overcome challenging obstacles are defined as having high resiliency. Often, it is people in the lives of these youth who facilitate the student’s eventual positive outcomes. Thomsen (2002) reports, “The research on resilient people often reveals that a school experience or staff person had made the most significant difference in a young person’s life” (p. x). Additionally, research on resilience indicates Self-Reported Resilient 7 that resilient students have good social skills, positive self-esteem, a positive sense of the future, support from mentors or peers, and perform well in school (Grayson, 2001). Research on resilience also maintains the idea that the construct of resilience can increase due to teaching certain life/social skills (Bosworth & Earthman, 2002; Werner & Smith, 1992). “Children are inherently vulnerable, but also they are strong in a determination to survive and grow” (Radke-Yarrow, Sherman, Mayfield, & Stilwell, 1990, p. 97). Nelson and Low (2003) and Wolin and Wolin (1993) also affirm that resilient behaviors can be learned and then practiced until they become internal strengths. In other words, students who are resilient exhibit certain characteristics or qualities that enable them to overcome difficult or devastating circumstances, and students who are not resilient can be taught skills that will enhance their resiliency. Therefore, it is likely of great benefit to implement programs with empirically supported positive outcomes in schools. School counselors and teachers, for example, may be optimally positioned to incorporate programs that enhance students’ resiliency skills into the curriculum, thereby promoting student success. The current study investigates the impact of one such program, the Teen Leadership Program (Flippen & Associates, 2001), on the development of student’s resiliency skills. Much of the research on at-risk students focuses on the negative causal factors of low achievement (Dryfoos, 1990; Goodman, 1999; TEA, 2003c; U.S. Department of Education, 2004). However, a developing line of research on the resiliency characteristics of at-risk students focuses on positive sources of achievement. Studies on at-risk youth reveal that those who are successful despite exposure to risk factors Self-Reported Resilient 8 have an internal locus of control, healthy internal attributions, and take personal responsibility for their actions (McMillan & Reed, 1995). Bosworth and Earthman (2002) point ou

https://files.eric.ed.gov/fulltext/EJ894798.pdf

Veronica Castro

Papers

A Qualitative Study of Resilient Latina/o College Students.

The Road to Doctoral Success and Beyond

Understanding Latina/o Students’ Meaning in Life, Spirituality, and Subjective Happiness:

Self-Reported Resilient Behaviors of Seventh and Eighth Grade Students Enrolled in an Emotional Intelligence Based Program.