Browsing by Author "Dr. Stanley Baker, Committee Member"

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Cybersupervision of Entry Level Practicum Supervisees: The Effect on Acquisition of Counselor Competence and Confidence
(2006-12-01) Chapman, Russell Alan; Dr. Stanley Baker, Committee Member; Dr. Helen Lupton-Smith, Committee Member; Dr. Edwin Gerler, Committee Co-Chair; Dr. Sylvia Nassar-McMilan, Committee Co-Chair
The purpose of this dissertation paper is to propose and implement a research study in Cybersupervision (Watson, 2003). This research experiment is a N=1 case study design, replicated 5 times, to investigate counselor self-efficacy and skill competence in an online/distance learning practicum course. Cybersupervision, or electronically mediated counseling supervision and practice, is of growing interest to the profession. The research in this area is minimal, but does provide positive findings which indicate effective counselor training and supervision practices. This study's purpose is not only to add to the research in this area, but also to show that counselor self-efficacy (CSE) can increase as counselor skill acquisition increases through the use of online counselor supervision (Cybersupervision). This researcher found the participants in this study increased both CSE and skill acquisition in all five experiments, and in 4 of 5 experiments the results were significant and conclusive.
Noncognitive Variables Predicting Academic Success and Persistence for African-American Freshmen Attending Historically Black Colleges and Universities versus African-American Freshmen Attending Predominantly White Institutions
(2005-04-05) Stretch, LoriAnn Sykes; Dr. Raymond Ting, Committee Chair; Dr. Ann Schulte, Committee Member; Dr. Stanley Baker, Committee Member; Dr. Ed Gerler, Committee Member
Limited research is available when attempting to determine what, if any, differences exist in predicting academic success and persistence for African-American students attending a historically Black college or university (HBCU) versus a predominantly White institution (PWI). Tracey and Sedlacek's (1984) noncognitive variables have accurately predicted academic success and persistence for African-American students. However, in this study, the majority of the noncognitive variables as measured by the NCQ did not differ significantly between the PWI (n=58) and the HBCU (n=538). The interaction term of Positive Self-Concept and institution type did differ for academic success and was more significant at the PWI than the HBCU. Similarly, Knowledge Acquired in a Field and Successful Leadership Positions differed for college persistence between the two institution types and was more significant at the PWI than the HBCU. Although the majority of noncognitive variables did not assist in determining the second semester GPA or enrollment status of African-American students at either a PWI or a HBCU, past research has clearly demonstrated that the significance of noncognitive variables differs from semester to semester. Therefore, a more comprehensive longitudinal study examining multiple PWIs and HBCUs is needed to fully understand what, if any, differences there are in the way noncognitive or psychosocial variables predict academic success and persistence at a PWI versus a HBCU.
Youth Gangs: Lived Experiences in an Emergent Area
(2008-11-11) Robertson, Heather Jean; Dr. Pamela Martin, Committee Member; Dr. Sylvia Nassar-McMillan, Committee Member; Dr. Stanley Baker, Committee Member; Dr. Edwin Gerler, Committee Chair
ROBERTSON, HEATHER JEAN. Youth Gangs: Lived Experiences in an Emergent Area. (Under the direction of Edwin R. Gerler). This qualitative research study sought to gain an understanding of youth gang members who live in area where gangs are beginning to emerge. Four gang involved youth males, ages 18-23, two black and two Latino, were interviewed, made a neighborhood map, and were part of a photovoice project. The four main goals this study hoped to discover were who the most influential people were in the youthâ€™s life and if they had anything to do with the youth becoming gang involved; if where the youth lived had anything to do with them becoming gang involved; how these youth were different than other gang involved youth who do not seek intervention programs; and finally what part of the intervention program they are involved in is helping them the most and what do they think would help other gang involved youth most in the future. This research study utilized a phenomenological approach to accomplish its research goals. This study utilized the coding and thematic analysis method presented in Creswell (2007). Data analysis using the triangulation process combined the interview, map and photography data to discover the following themes: education; high risk lifestyle; language and language issues; life goals and dreams; living environment; monetary influences; negative issues, emotional repercussions, and coping mechanisms; positive human influences; pride and socially acceptable behaviors; role of women; and role of structured program intervention.