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Psychosocial risk factors for noncompletion from a residential vocational academic training program
Descriptive
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Text
TitleInfo
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Title
Psychosocial risk factors for noncompletion from a residential vocational academic training program
SubTitle
PartName
PartNumber
NonSort
Identifier
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ETD_2435
Identifier
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http://hdl.rutgers.edu/1782.2/rucore10001800001.ETD.000052196
Language
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eng
Genre
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theses
Subject
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(authority = RUETD)
Topic
School Psychology
Subject
(ID = SBJ-2);
(authority = ETD-LCSH)
Topic
Dropout behavior, Prediction of
Subject
(ID = SBJ-3);
(authority = ETD-LCSH)
Topic
Dropouts--Psychological aspects
Abstract
The present study aimed to identify psychosocial risk factors for non-completion from a residential vocational and academic training program (RVATP) specifically in young women. The sample studied included 76 female residents aged 16 to 25. Their intake surveys were coded and analyzed. Frequency data indicated that a majority of participants who reported having anger issues, symptoms of anxiety, a history of physical abuse and a history of sexual abuse were prematurely terminated from the RVATP without completing. Correlation analyses and chi-square tests revealed significant associations between the independent variables anxiety symptoms, history of sexual abuse, anger issues, experimentation with substances and the dependent variable, completion status. Regression analyses indicated that anger issues were a significant predictor of noncompletion in participants. There is much research demonstrating the link between poverty status and school dropout. There is a dearth of literature focused specifically on the educational and vocational attainment of females at poverty level. In 1964, under the Economic Opportunity Act, the United States government set up residential vocational and academic training programs (RVATPs). RVATPs are often considered last resorts for students who have failed to obtain their high school diploma due to disciplinary expulsion or dropout from traditional school settings. Based on the present study, young women who endorse anxiety symptoms, anger issues, experimentation with substances, and a history of sexual abuse upon entry to the RVATP are at a greater risk for noncompletion than those who do not endorse such factors. Recommendations include giving these at-risk students priority in being assigned to an RVATP therapist and/or support group, referring students to the smoking cessation group more frequently, and changing RVATP policies that group young at-risk women away from their prosocial peers. School psychologists should be familiar with the research concerning school dropout and what factors specifically place a student at risk.
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electronic resource
Extent
v, 87 p.
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application/pdf
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Note
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Psy.D.
Note
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Includes bibliographical references (p. 67-75)
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by Corey Anne Grassl
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Grassl
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Corey Anne
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1982-
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author
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Corey Anne Grassl
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Schneider
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Kenneth
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chair
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Advisory Committee
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Kenneth Schneider
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Mun
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Eun Young
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Advisory Committee
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Eun Young Mun
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Rutgers University
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Graduate School of Applied and Professional Psychology
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school
OriginInfo
DateCreated
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2010
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2010-01
Place
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xx
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Rutgers University Electronic Theses and Dissertations
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ETD
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Graduate School of Applied and Professional Psychology Electronic Theses and Dissertations
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rucore10001800001
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NjNbRU
Identifier
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doi:10.7282/T37W6CBJ
Genre
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ETD doctoral
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Rights
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The author owns the copyright to this work.
Copyright
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Copyright protected
Notice
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Availability
Status
Open
Reason
Permission or license
Note
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Name
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Grassl
GivenName
Corey
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Permission or license
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Place
DateTime
2010-01-12 14:40:25
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Copyright holder
Name
Corey Grassl
Affiliation
Rutgers University. Graduate School of Applied and Professional Psychology
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Author Agreement License
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I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
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ETD
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application/pdf
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application/x-tar
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1290240
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