國立虎尾科技大學 |

School Counselors' Role in Reducing Aggression in Children in Alternative Education Programs.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	School Counselors' Role in Reducing Aggression in Children in Alternative Education Programs./
Author:	Sanders-Burnett, Deirdra.
Description:	1 online resource (189 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-10(E), Section: A.
Contained By:	Dissertation Abstracts International79-10A(E).
Subject:	School counseling. -
Online resource:	click for full text (PQDT)
ISBN:	9780355982596

School Counselors' Role in Reducing Aggression in Children in Alternative Education Programs.
Sanders-Burnett, Deirdra.

School Counselors' Role in Reducing Aggression in Children in Alternative Education Programs. - 1 online resource (189 pages)

Source: Dissertation Abstracts International, Volume: 79-10(E), Section: A.

Thesis (Ph.D.)--University of South Florida, 2018.

Includes bibliographical references

Despite efforts to reduce the occurrence of physical aggression in traditional school environments, some students persist in engaging in physical aggression and are assigned to alternative education programs as an alternative to expulsion. However, relatively little is known about the types of services that school counselors provide to help these students. This case study investigated the services that school counselors provide to the young children attending disciplinary alternative education programs in a public-school district in central Florida. The participants consist of two school counselors who provided services to the students assigned to the alternative disciplinary programs and two district-level administrators of the alternative programs.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355982596Subjects--Topical Terms:

1181607
School counseling.
Index Terms--Genre/Form:

554714
Electronic books.

School Counselors' Role in Reducing Aggression in Children in Alternative Education Programs.
LDR:03653ntm a2200361Ki 4500 001 920282
005 20181203093936.5
006 m o u
007 cr mn||||a|a||
008 190606s2018 xx obm 000 0 eng d
020 $a 9780355982596
035 $a (MiAaPQ)AAI10785681
035 $a (MiAaPQ)usf:14687
035 $a AAI10785681
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Sanders-Burnett, Deirdra. $3 1195028
245 1 0 $a School Counselors' Role in Reducing Aggression in Children in Alternative Education Programs.
264 0 $c 2018
300 $a 1 online resource (189 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertation Abstracts International, Volume: 79-10(E), Section: A.
500 $a Advisers: Cynthia Topdemir; Herbert Exum.
502 $a Thesis (Ph.D.)--University of South Florida, 2018.
504 $a Includes bibliographical references
520 $a Despite efforts to reduce the occurrence of physical aggression in traditional school environments, some students persist in engaging in physical aggression and are assigned to alternative education programs as an alternative to expulsion. However, relatively little is known about the types of services that school counselors provide to help these students. This case study investigated the services that school counselors provide to the young children attending disciplinary alternative education programs in a public-school district in central Florida. The participants consist of two school counselors who provided services to the students assigned to the alternative disciplinary programs and two district-level administrators of the alternative programs.
520 $a The school counselors provided responsive services to meet the immediate needs of the students in the alternative programs. These included individual counseling, multi-tiered systems of support and crisis intervention. The counselors also provided interventions to teach students appropriate social skills, decision-making skills, responsibility, and self-regulation. In addition, the school counselors provided indirect services to students by collaborating with parents and stakeholders which include teachers, social workers, administrators, and community agencies. This case study includes multiple sources of data: (a) face-to-face semi-structured interviews, (b) observations, (c), artifacts, (d) documents, (e) field notes, and (e) member checks. Nine descriptive categories emerged from the data analysis: (a) Reasons assigned, (b) Process of placement, (c) Counselors' experience, (d) Services and interventions, (e) Assessments, (f) Theoretical orientation, (g) Barriers to providing services, (h) Counselors' perceptions regarding outcomes, and (i) Counselors' recommendations for future practice. Surprisingly, the case study's findings reveal that the school counselors believed that the services they provide do not meet the students' needs.
520 $a This case study contributes to the body of knowledge about this under-researched population of counselors and under-served population of students by examining the unique experience of school counselors providing services to students who engage in physical aggression. Implications for further research, policy, and practice are presented.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a School counseling. $3 1181607
650 4 $a Educational psychology. $3 555103
655 7 $a Electronic books. $2 local $3 554714
690 $a 0519
690 $a 0525
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a University of South Florida. $b Curriculum and Instruction. $3 1148487
773 0 $t Dissertation Abstracts International $g 79-10A(E).
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10785681 $z click for full text (PQDT)