WorldCat Identities

Villares, Elizabeth

Works: 5 works in 12 publications in 1 language and 89 library holdings
Genres: Academic theses 
Roles: Author
Publication Timeline
Most widely held works by Elizabeth Villares
Evidence-based school counseling : a student success approach by Greg Brigman( )

7 editions published between 2017 and 2018 in English and held by 84 WorldCat member libraries worldwide

"Evidence-Based School Counseling presents a unique method for training graduate students to become effective school counselors that is presented in a "Tell, Show, Do, Coach" approach to instruction and reflective of ASCA, CACREP, and CAEP standards. This method is based on three interrelated components: (a) the ASCA National Model, especially its Mindsets & Behaviors for Student Success and its related student competencies, (b) the extensive research base associated with social/emotional learning (SEL), non-cognitive factors and college/career readiness, and (c) evidence-based programs tied to this research base and suited to school counselor implementation. The text highlights how the new ASCA Mindsets & Behaviors for Student Success have been modeled after this research base and provides resources for school counselors to find evidence-based programs and interventions connected to this research. Evidence-Based School Counseling provides extensive practice and coaching so students can arrive at practicum and internship feeling confident, and they can hit the ground running as they start their careers."--Provided by publisher
A career counseling unit for teenage girls by Elizabeth Villares( )

2 editions published in 2004 in English and held by 2 WorldCat member libraries worldwide

ABSTRACT: The purpose of this study was to determine the effectiveness of a theory-based career counseling unit, delivered through small group counseling and designed to promote academically able ninth grade participants' self-esteem, career self-efficacy, and locus of control. Participants included 62 students from four high schools in Alachua County, Florida, who were randomly assigned to experimental and control groups. Three separate analyses of variance were conducted, one for each of the three variables self-esteem, career self-efficacy and locus of control, related to the hypotheses. Differences between the experimental and control groups and school setting were examined. All hypotheses were tested at the .05 level of significance
Results of a Randomized Controlled Trial of Student Success Skills by Linda Webb( Book )

1 edition published in 2014 in English and held by 1 WorldCat member library worldwide

Numerous authors have reviewed research to determine which skills are considered fundamental to successful academic and social outcomes for students (Hattie, Briggs, & Purdie, 1996; Masten & Coatworth, 1998; Wang, Haertel, & Walberg, 1994; Zins, Weissberg, Wang, & Walberg, 2004). These skills include: (1) cognitive and meta-cognitive skills such as goal setting, progress monitoring, organization and memory skills; (2) social skills such as interpersonal, social problem-solving, listening, and team-work skills; and (3) self-management skills such as managing attention, motivation, and anger. If students are taught these fundamental cognitive, social, and self-management skills in a caring, supportive, and encouraging environment where they feel safe to take risks as they try new strategies, their confidence in their abilities increases, as does their effort in the classroom, eventually leading to improved academic outcomes. The Student Success Skills (SSS) classroom-based intervention was developed to systematically teach students fundamental social, emotional, and learning skills. The purpose of the project described here was to allow for rigorous research to evaluate both the proximal and distal outcomes resulting from classroom level student participation in SSS when facilitated by school counselors and reinforced by classroom teachers. Participants were 4,321 fifth grade students in 235 classrooms in 60 schools across two school districts (15 treatment and 15 control in each district). The study employed a hierarchical design, often referred to as a cluster-randomized design, where schools (i.e., clusters) were randomly assigned to either treatment or control conditions. Therefore, the unit of randomization was the school. Hierarchical Liner Modeling (HLM) results suggest that Student Success Skills (SSS) has a beneficial effect on student academic-related behavior. Specifically, these results suggest that participation in the SSS program resulted in lower levels of test anxiety, higher levels of engagement in classroom work, higher levels of appropriate assertion in classroom interactions, and higher levels of cooperation. In addition, participation in Student Success Skills prevented a rise in disruptive behavior over the school year that was observed in Control students. These results indicate that SSS enhanced students' ability to perform under pressure, increased students' motivated engagement in school-work, enhanced classroom social skills, and decreased students' disruptive behavior. Data analysis tables are appended
Development of an Instrument to Measure Student Use of Academic Success Skills( )

1 edition published in 2014 in English and held by 1 WorldCat member library worldwide

This article describes the development of the Student Engagement in School Success Skills instrument including item development and exploratory factor analysis. The instrument was developed to measure student use of the skills and strategies identified as most critical for long-term school success that are typically taught by school counselors
Psychometric Properties and Confirmatory Factor Analysis of the Student Engagement in School Success Skills( )

1 edition published in 2015 in English and held by 1 WorldCat member library worldwide

This article describes the confirmatory factor analysis of the Student Engagement in School Success Skills (SESSS) instrument. The results of this study confirm that the SESSS has potential to be a useful self-report measure of elementary students' use of strategies and skills associated with enhanced academic learning and achievement
Audience Level
Audience Level
  Kids General Special  
Audience level: 0.53 (from 0.52 for Evidence-b ... to 0.88 for Developmen ...)

English (12)