- Bullying and Victimization
- Achievement Gap
- Emotional Problems that Keep Students from Achieving
- Advanced Placement Courses
- School Safety and Climate
- Whole Schools that accommodate cognitive and emotional needs of students
- Findings related to empirically based interventions to improve cognitions and emotions of students
- Effectiveness of No Child Left Behind
- English Language Learners
EED/SED 374 - Human Growth & Development. Objectives: Learn the different theories and research related to the stages of human development, emphasizing those related to children and adolescents.
EED/SED 597 - Human Growth & Development Across the Lifespan. Objectives: Learn the different theories and research related to the stages of human development throughout the lifespan.
SED 394W – Classroom Management in Schools. Objectives: Apply behavioral and cognitive behavioral strategies for managing classroom behavior of children and adolescents. This was a writing enhanced course.
CNE 592 – Cross Cultural Issues in Counseling. Objectives: Diagnose using culturally-bound symptoms and apply culturally sensitive counseling techniques and interventions.
PSY 595 – Psychometric Assessment II. Objectives: Administer, score, and interpret the WISC-III, WPPSI, K-BIT, WJR-R, WIAT-III, and adaptive scales.
CNE 663 – Assessment in Guidance & Counseling. Objectives: Learn statistical concepts and psychometric properties and use those concepts in selecting tests that are reliable and valid. Conduct interviews and administer, score, and interpret rating scales, personality tests, achievement tests, intelligence tests, criterion-related tests, and standardized tests. Apply assessment to counseling situations.
ASC/CNE 579 – Methods of Research. Objectives: Learn how to write a research paper using APA style and use at least one of the research designs. Additionally, learn to use SPSS to analyze descriptive and inferential statistics.
ASC/CNE 579 (Via interactive television) – Methods of Research. Objectives: Learn to write a research paper using APA style and use at least one of the research designs. Additionally, learn to use SPSS to analyze descriptive and inferential statistics. This course was transmitted to four different sites.
CNE 591 – Children & Adolescent Counseling. Objectives: Identify mental health disorders affecting children and youth and use DSM-IV-TM criteria for diagnoses. Prepare treatment plans using interventions from a variety of theoretical orientations and list medications that are suitable to children and adolescents for particular disorders.
CNE 533 – Introduction to Counseling & Guidance. Objectives: Apply knowledge of counseling theories to presentations, discussion of research, and written papers.
CNE 585 – Pre-Practicum Techniques of Counseling. Objectives: Learn a variety of basic counseling skills including how to: (a) reflect content and feelings, (b) use appropriate probes, (c) summarize, (d) make interpretations, and (e) use family systems techniques.
CNE 676 – Supervised Practicum. Objectives: Receive supervision while counseling “live” clients in a clinical setting. Students conduct assessments; make diagnoses; develop treatment plans; write progress notes; and provide play, individual, couples, and family therapy while adhering to an ethical code of standards. Presentation of client progress was on a weekly basis.
CNE 636 – Field Practicum I. Objectives: Receive supervision while counseling in diverse field settings (school, mental health agencies, state schools, and penal institutions). Present client information (diagnosis, treatment plans, theoretical orientations, assessment, ethical and legal issues) in seminars.
EDL 733 – Societal Factors Affecting Education. Objectives: Explore the psychological, social, economic, political, and cultural factors affecting education.
CNE 762 – Methods of Research. Objectives: Write a proposal for the dissertation related to counselor education. EDL 762 – Methods of Research. Objectives: Write a proposal for the dissertation related to educational leadership.
EDL 761 – Accountability and Measurement of Contemporary Education. Objectives: Use data to make formative and summative evaluations of a project.
CNE 732 – Advanced Appraisal Techniques. Objectives: Apply assessment information from cognitions, mental status, and personality, to a report. Assessments used are MMPI-2, BASC-2, WISC-IV, WAIS-III, and others. A case study integrating the assessment information with a DSM-IV-TR diagnosis is required.
ASC 660 – Psychology of Learning (On-Line Course). Objectives: Apply cognitive, psychosocial learning, behavioral, information processing, constructive theories to assessment and development of strategies for managing classrooms.
EDL 787 – Workshop in Statistics . Objectives: Apply statistical analyses (t-tests, Chi-Square, correlation, and ANOVA) to counselor educator and educational leadership data sets.
EDL 787(B) – Workshop in Multivariate Statistics. Objectives: Apply multivariate statistical analyses using SPSS (Multiple Regression, MANOVA, and Factor Analysis) to counselor educator and educational leadership data sets.
Reed, D., Robles-Piña, R. A., & Butler, C. (2006). In the event of an absence: An exploratory study of perceptions of high school students regarding truancy and related delinquent behaviors. Texas Council of Principal Educators’ Journal 2(1), 10-17.
Reed, D., Combs, J., Harris, A. J., Hines, M. T., Johnson, S., Parker, C. H., & Robles-Piña, R. A., (2006). Gender equity for at-risk students. Journal of Education and Human Development, 1(1),1-13/ http://www.scientificjournals.org/current_issue.htm.
Robles-Piña, R. A. (2006). Hispanic academic achievement theory: An ethnographic study of urban students participating in a high school advanced diploma program. Retrieved 9-7-06 from PoliMemos University of Texas at San Antonio (UTSA) Educational and Leadership and Policy Studies Web site:http://www.utsa.edu/PoliMemos/whatweknow_references.htm
Reed, D., Robles-Piña, R. A., & Butler, C. (2005). High school students’ perceptions regarding truancy and related delinquent behaviors: Impact on students with special disabilities. Journal of At-Risk Issues: Special Issues in Special Education, 12-22.
Robles-Piña, R. A., De France, E., Cox, D., & Woodward, A. (2005). Depression in urban Hispanic adolescents, International Journal and Consortium on School Disaffection 3(2),8-14.
Campbell-Bishop, C. & Robles-Piña, R. A. (2004). Moral development: A historical perspective. Research in Educational Leadership Electronic Journal of the Center for Research and Doctoral Studies in Educational Leadership (3), 30-35.
Jodry, E.O., Robles-Piña, R. A., & Nichter, M. (2004). Hispanic academic advancement theory: An ethnographic study of urban students participating in a high school advanced diploma program. The High School Journal, 88(2), 23-31.
Robles-Piña, R. A., Nichter, M. & Campbell-Bishop, C. (2004). Assessment of counselors’ and teachers’ perceptions about bullying in schools. The Journal of At-Risk Issues, Vol.10(1), 11-19.
Campbell-Bishop, C. & Robles-Piña, R. A. (2003). Child lures prevention program: Development of a program specific assessment instrument and evaluation of program effectiveness. Research in Educational Leadership Electronic Journal of the Center for Research and Doctoral Studies in Educational Leadership (2). Retrieved from http://www.shsu.edu/~edu_elc/journal/research%20online/researchex/html
Sauer, H. & Robles-Piña, R. A. (2003) Magazines: What adolescent girls are reading and the way they shape body image. Advancing Women in Leadership (14.) Retrieved from http://www.advancingwomen.com/awl/awl/html
Robles-Piña, R. A. & Cox, D. (2003, Spring). Families, Cultures, and Change: What you need to know. The Family Psychologist 19(3). Invited article.
Robles-Piña, R.A. (Summer, 2003). Spanish Translation: Degree of adaptation: Information for the assessment and treatment of ethnic minority children and families. The Family Psychologist 19(3) at http://www.apa.org/divisions/div43. Invited article.
Robles-Piña, R. A. (Summer, 2003). Degree of adaptation: Information for the assessment and treatment of ethnic minority children and families. The Family Psychologist 19(3). Invited article.
Guthman, L. Robles-Piña, R. A. (Summer, 2002). Demographic and educational influences on the self-esteem of adolescents from divorced and intact families in rural areas. Professional Issues in Counseling. Retrieved January, 23, 2003, from http://www.shsu.edu/~piic/summer2002/indexsummer02.html
Robles-Piña, R. A. (Spring, 2002). A survey of school counselor’s multicultural counseling competencies. Texas Counseling Association Journal, 30(2), 45-55.
Robles-Piña, R. A. & McPherson, R. (2001). The relationship between educational and demographic variables and supervisor’s multicultural counseling competencies. The Clinical Supervisor Journal 20(2), 67-79.
Robles-Piña, R. A. (2001, Spring). Preparing school counselors to work with children: Responding to multicultural competencies. The Counseling Interviewer, 33(1), 38-43.
Robles-Piña, R. A. (2001, August). Factors that influence the decision-making processes about language minority and monolingual English students on pre-referral intervention teams. International Journal of School Psychology and Special Education 1, 1-17. Retrieved September 26, 2001, from http://www.orgs.tamu-commerce.edu/ijspse/Factors%20that%20infulence.html
Robles-Piña, R. A. (2001). Preparando consejeros para los niños: Preparing the counselors for the children model: An ethical perspective. Professional Issues in Counseling, 1-13. Retrieved August 27, 2001, from http://www.shsu.edu/~piic/summer2001/indexsummer01.html
Ochoa, S. H., Robles-Piña, R.A., Garcia, S. B., & Breunig, N. (1999). School psychologists’ perceptions related to referral of language minority students. Multiple Voices for Ethnically Diverse Exceptional Learners, 3 (1), 1-12.
Ochoa, S. H., Powell, P. M., Robles-Piña, R.A. (1996). School psychologists’ assessment practices with bilingual and limited-English-proficient students. Journal of Psychoeducational Assessment 14, 250-275.
Robles-Piña, R. A. (2003, Spring). The effects of the Child Lures Prevention Program on Fourth Graders. National Institute for Victim Studies, 3, 1.
Robles-Piña, R. A. (2001, Winter). Training bilingual school counselors in action research. Newsletter of the Research and Evaluation Special Interest Group, National Association for Bilingual Education.
Robles-Piña, R. A., was one of the authors that assisted in developing the curriculum guide, The McKay Foundation (2004). Curriculum Guide: A safer tomorrow begins with us today Conroe, TX.: McKay Publishing. Assisted in developing this bilingual (English/Spanish) Curriculum Guide to be used in elementary schools. The guide includes units on Self-esteem (Auto-Estima), Internet Safety (Seguridad en el Internet), When a Stranger Isn’t So Strange (Cuando Un Extraño no es tan Extraño), No Bullying Allowed (Intimidación No Permitida), Stranger Beware Cuidado – Un Extraño), and Don’t Invade My Space No Invadas mi Espcaio). This curriculum is currently used in Houston ISD and Conroe ISD.
Robles-Piña, R. A., Reed, D., & Polnick, B. (2006). Best practices about bullying: What counselors and teachers know and what principals should know. In F. L. Dembowski & L. K. LeMasters (Eds.), Unbridled spirit: Best practices in Educational Administration. Lancaster, Pennsylvania, DEStech Publications, Inc.
Robles-Piña, R. A. & Butler, C. (2005). Trajectory from bullying to school violence: A gender perspective. In J. Koch & B. J. Irby (Eds.), Gender and schooling in the early years. Greenwich, Connecticut: Information Age Publishing.
Robles-Piña. R. A. (1996). Factors that influence the decision-making process about language minority and monolingual English speaking children on pre-referral committees. Unpublished doctoral dissertation, Texas A&M University, College Station, TX.
Doctoral Dissertations and Master’s Theses(Completed)
“Use of the Hy-Success Instrument for Investigating Support in Hispanic Urban Students in Advanced Placement Courses.” Raúl Hinojosa. Co-chair. Status: Completed, August, 2006.
“Parental Involvement in Alternative Discipline Schools.” Sabrina Norman. Chair. Status: Completed, August, 2005.
“Client Perceptions of Multicultural Counseling Competence and its Impact on Effective Treatment: An Exploration of White Counselors – African American Client Dyads”. Nicole Bailey. Committee member. Status: Completed, 2006.
“Characteristics of Full Service Schools.” Franci McDonalds Roberts. Committee Member. Status: Completed, 2005.
“Male and Female Superintendent’s Leadership Styles.” Rosa Hernández. Committee member. Status: Completed, May, 2003.
“Synergistic Leadership: An International Case Study.” Teresa V. Schlosberg. Committee member. Status: Completed, April, 2003.
“Hispanic Academic Advancement Theory: An Ethnographic Study of Students Participating in an Urban Texas High School Advanced Diploma Program.” Liz Jodry. Committee member. Status: Completed, December, 2001.
“Examining the Relationship Among the Four Factors of the Synergistic Leadership Theory: A Gender Inclusive Theory.” Leslie Holtkamp. Committee member. Status: Completed, May 2001.
Dissertations (In Progress)
“The Rate of Cyber-bullying in Middle Schools.” Jenny Tracey. Chair.
“Migrant Students as Bullies and Victims.” Josie Treviño. Chair.
“The School Climate, School Leadership, Bulling Program, and Learned Helplessness Predictors of Bullying Incidents in Middle School.” Laura Hodges. Chair.
“A Comparison of Oral Language and Reading Development in Spanish Speaking Elementary Students in Structured English Immersion and Bilingual Instruction.” Ann Daniels. Chair.
“Increasing Student Achievement for At-Risk Elementary Students: An Analysis of Public School Reform Changes.” Francine Martin. Chair. Status: In progress.
“Participation of Hispanic Students in Freshman Seminar Community College Courses: Improvement in Retention.” Lizetta Fredricks. Chair. Status: Proposal.
“Use of a Writing Instrument to Predict Community College Students Writing Abilities in Freshman Courses.” Mandy Shrank. Co-Chair.
“The role of counselors in working with deaf students.” Gabriel Lomas. Co-Chair.
“The Effect of Leadership Training on Girl Scout Leaders Ability to Guide Hispanic Girl Scout’s Career Aspirations. Marilyn Butler. Committee member.
“ An Analysis of Student’s Attachment Style when Receiving Pet Therapy.” Kathy McDonald. Committee member.
“Analysis of Two Vision Screening Methods in Identifying Hispanic Students with Visual Problems Related to Reading Difficulties.” Maria Cruz Wiley. Committee member.
“The Essential Components of Coach Training for Mental Health Professionals: A Delphi Study.” Marlene Moriarity. Committee member.
“Reading Programs that Improve the Literacy Rates of Hispanic Students.” Kim Strozzier. Committee member.
“A Survey of Hybrid Courses for Community College Students.” Diana Castillo. Committee member.
“Predictors of Behavioral and Cognitive Change of Sex Offenders.” Frani Scates. Chair.
“The Effect of Different Counseling Techniques on Discipline Referrals of Middle School Students.” Amaris Mohler. Committee member.
“Preliminary Validation of the Emotional Distress Scale.” Tara Lynn Tomicic. Committee member.