Theses and Dissertations

Date of Award

2026

Document Type

Dissertation

Degree Name

Doctor of Education (Ded)

Department

Abraham S. Fischler College of Education and School of Criminal Justice

Advisor

Hardwick Smith Johnson, Jr.

Committee Member

Judith Galician

Committee Member

Kimberly Durham

Keywords

academic achievement, academic performance, adolescence, adolescent development, adolescent mental health, anxiety, behavioral characteristics, behavioral intervention, behavioral outcomes, behavioral problems, bullying, cognitive behavioral therapy, community mental health services, depression, dialectical behavioral therapy, disruptive behavior, emotional regulation, family support, identity development, marginalized adolescents, marginalized families, mental health, mental health counseling, mental health services, mindfulness-based stress reduction, parental involvement, peer pressure, positive self-image, qualitative research, racial profiling, school administrators, school counseling, school mental health, self-confidence, self-image, self-respect, semi-structured interviews, social-emotional development, student behavior, student support services, substance abuse, therapeutic intervention, therapist perspectives, therapy modalities, youth mental health, academic outcomes, behavioral improvement, counseling interventions, emotional behaviors, mental health agencies, school-community partnerships, student well-being, adolescent counseling, educational outcomes, school adjustment, resilience, social support, counselor roles, qualitative interviews, behavioral health, emotional support, school-based services, mental health treatment, adolescent experiences, student mental health, family engagement, culturally responsive support, school success, psychological well-being, therapeutic outcomes, counselor perceptions, at-risk youth, mental health resources, behavioral management, academic improvement, social-emotional learning, youth development, mental health advocacy, intervention effectiveness, school climate, student resilience, community counseling, adolescent behavior problems, emotional wellness, educational equity, psychosocial support, student engagement, school support systems, youth services, mental health intervention, behavioral health services

Abstract

The problem to be addressed in the research study was that students who are marginalized and racially profiled exhibit behavioral problems in school and lack the resources to understand and manage their emotional behaviors. The purpose of the study was to determine how mental health counselors in schools and in the community can assist marginalized families with adequate mental health services. The study sought an understanding of the underlying causes of disruptive behaviors and miscommunication between students and administrators. Overall, the study revealed that mental health has an impact and plays a critical role in the day-to-day experiences of marginalized adolescents in school.

The researcher used qualitative methods to answer two research questions: 1. What is the academic performance of students experiencing mental health issues following therapeutic intervention? and 2. What are the behavioral characteristics of students experiencing mental health issues following therapeutic intervention? Data were collected through semi-structured interviews with therapists who treated students who reported and experienced disruptive behaviors in the school system. The study targeted a mental health agency in southwestern United States with therapists having over 5 years of experience in the counseling profession. The researcher asked the participants to review the survey responses for accuracy and transparency.

Findings indicated that adolescents with behavioral and academic performance concerns improved with therapeutic intervention. The findings revealed several factors, including a sense of identity, minimal parental involvement, peer pressure, bullying, anxiety, depression, and substance abuse, played a role in students’ behavioral and academic performance. Therapists reported utilization of cognitive behavioral therapy and mindfulness based stress reduction helped adolescents build a positive self-image, improve confidence, and gain self-respect, which resulted in improved behavioral and academic performance within school as reported by student clients. Dialectical behavioral therapy also improved academic and behavioral outcomes for adolescents. Therapists reported the combination of therapy modalities helped students form a better self-image, which led to meaningful improvements in their everyday life.

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