Document Type

Thesis

Degree Name

Master of Arts (MA)

Department

Psychology

Faculty/School

Faculty of Science

First Advisor

Isaac Prilleltensky

Advisor Role

Thesis Supervisor

Abstract

In this thesis, I describe the beginning stages of a process for improving the well-being of students in a secondary school community. In the first section I describe the social context of the PTOJCCI. Next, I outline the values and principles that served to inform the research and action. I then review the relevant literature on consultation in educational settings and examine various prevention programs that have been introduced into schools, focusing primarily on those programs/changes that increase social support. Following the review I present the research and action goals of the present project which were to examine change as it occurs at Galt Collegiate Institute (GCI) and to provide recommendations for proceeding with the development, implementation, and evaluation of a peer mentoring program for all students in the school community. To accomplish my objectives I organized one in-person interview and five focus groups to afford the GCI community an opportunity to relate their experiences with, and opinions about, change at GCI. Using a framework derived from the relevant literature on change in schools, I conducted a qualitative comparative analysis on the data collected from the various stakeholder groups. The findings and discussion are presented in the form of a grounded theory and a set of recommendations. The grounded theory is intended to inform change within schools in general, and GCI in particular. Typically, for new programs or changes to be successful, the school community must take ownership of the process and content of a change, and attention must be given to human issues (e. g., recognition for one's efforts) and proper implementation. The recommendations for proceeding with the mentorship program at GCI are organized according to six phases; design, planning, commencement/implementation, interim/implementation, closure/implementation, and planning anew. Prior to concluding, I identify some limitations of the study and relate some of my experiences .15 4 consultant in .1 school setting. Finally, I end by summarizing the main contributions of this work.

Convocation Year

1993

Convocation Season

Fall

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