Improving postsecondary transitions for students in rural Alaska: applying solution focused brief therapy in the school setting
AuthorElliott, Jill M.
Study and teaching (Secondary)
High school seniors
High school juniors
High school students
Alaska Native students
Counseling in secondary education
MetadataShow full item record
AbstractSuccessful postsecondary transitions present several challenges for adolescents, and statistics show that Alaska Native youth experience additional adverse conditions and risks compared to their peers in the dominant culture. An effective intervention plan may assist rural Alaskan students in obtaining desirable education and increase opportunities for achieving personal and professional goals. This project is focused on answering the following research questions: What research has been done to show that SFBT groups could be effective in rural school settings to aid in postsecondary transitions? What components are necessary to include in an effective transition support plan for rural Alaskan students? A literature review was conducted to gain insight as to the aspects of Alaska Native culture that influence counseling outcomes, information regarding current postsecondary transition programs that are available, and the key facets of career development interventions for adolescents. This research guided the creation of a small group counseling curriculum that is grounded in the tenets of Solution Focused Brief Therapy and Family Systems Theory. The activities and discussion that are incorporated into the project target high schools in rural Alaska, and are designed to increase awareness, enhance self-efficacy, and embrace family, community and culture as vital supports in the career development process of adolescents.
DescriptionMaster's Project (M.Ed.) University of Alaska Fairbanks, 2015
Showing items related by title, author, creator and subject.
Implementation of middle school best practice in a K-8 school: a case study of the planning year for Barnette Magnet School in Fairbanks, AlaskaSmith-Thomas, Colleen; Lipka, Jerry; Rickard, Anthony; Reyes, Maria Elena; Monahan, John (2006-12)This study used a case study design to investigate the planning year for Barnette Magnet School, which opened in the fall of 2005. The conversion to a K-8 school is met with some difficulty by school districts across the nation because, while there are many benefits to keeping these 7th and 8th grade adolescents in their neighborhood elementary school where supportive relationships have already been developed, the fact remains that they have different social, emotional and academic needs than either elementary or high school students. This case study seeks to examine the current research into best educational practice for this age group and to what extent the planning of the magnet school aligned with this research. The data revealed that the Magnet School, by implementing an innovative school-wide structure based on exploratory curriculum and dynamic interactions between school and community, generally did align its plans to what is considered best practice for adolescents. Several areas of weakness are identified and described.
Bullying in middle school: the role of school counselors and teachers in preventing bullyingPalmer, Paula Nicole; Topkok, Sean; Barnhardt, Ray; Roehl, Roy (2017-05)Research suggests that bullying is a problem in schools throughout the nation. Children spend the vast majority of their life attending school. School counselors and teachers are in a unique position to identify, prevent and educate students about bullying. The purpose of this project was to examine the role of school counselors and teachers in the Fairbanks North Star Borough School District (FNSBSD) in preventing bullying in their schools. The participants of this study were 8 school counselors and teachers from four middle schools in the FNSBSD. Data for this research was collected using an anonymous online survey utilizing www.SurveyMonkey.com. The results of the survey indicated that bullying is an issue in the four middle schools selected for the study in FNSBSD. Of the four major types of bullying discussed in my research (cyber, relation, physical, and verbal), there was a consensus among the participants that cyber and relational bullying were the most prevalent and problematic in their schools. Recommendations for future research include expanding on this study to include a larger sample of schools and participants, suggestions for strengthening staff training and implementing school based youth courts in FNSBSD schools as part of the bully intervention and prevention program.
A Description Of The Relationship Between Process Management And The Quality Schools Model In Three Rural Alaska School DistrictsAtwater, Stephen G.; Madsen, Eric; Monahan, John; Allen, Jim; Porter, David (2008)This study, conducted as part of a cohort of four, included three districts that follow the Quality Schools Model of educational reform. It used a mixed methods research paradigm to describe how one particular reform evaluation criterion, process management, is believed to be important and to be in practice as a part of the Quality Schools Model (QSM). Process management is the pertinent techniques and tools applied to a process to implement and improve process effectiveness. In this study, I sought to answer four research questions that are fully described in Chapter 3. Three of these questions explored stakeholders' perceptions about the importance of process management in contrast to their perceptions about the extent to which process management was actually in practice in the studied districts. The results of the analysis of the responses showed that there were few significant differences among the respondents. However, stakeholders' perception about the extent to which process management was actually in practice varied significantly with their job classification, but did not vary significantly with either their level of educational work experience or their years of experience with the QSM. Question four of this research was common to the cohort and explored the interrelationship of the seven Malcom Baldrige in Education Criteria in the three districts. The Malcom Baldrige in Education Criteria are a method to evaluate the quality of a school district. The cohort used structural equation modeling (SEM) to answer this question. The data supported a model that shows general agreement with the hypothesized model that is included with the Baldrige literature. While this research was specific to the QSM, others who are pursuing systemic educational reform should consider the implications. They are: holistic educational reform is dependent on well established processes; leadership does not have a direct influence on results; a school district's shared vision must be comprehensive to allow optimum learning conditions through the effective establishment of coproduction; and Total Quality Management practices should be included as a way to ensure staff does its best.