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Relevant bibliographies by topics / School counselor perceptions

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Academic literature on the topic 'School counselor perceptions'

Author: Grafiati

Published: 4 June 2021

Last updated: 12 February 2022

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Journal articles on the topic "School counselor perceptions"

1

Monteiro-Leitner, Julieta, Kimberly K. Asner-Self, Cheryl Milde, Dennis W. Leitner, and Doris Skelton. "The Role of the Rural School Counselor: Counselor, Counselor-in-Training, and Principal Perceptions." Professional School Counseling 9, no. 3 (January 2006): 2156759X0500900. http://dx.doi.org/10.1177/2156759x0500900307.

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The American School Counselor Association developed a comprehensive set of school counseling guidelines to enhance the school counselor's role within schools in the United States. This study looks at counselors’ and principals’ perceptions of the school counselor's role in a Midwestern, regional rural educational environment. Results suggest that the perceptions of school counselors, counselors-in-training, and principals are, for the most part, similar. Differences occur in relation to addressing student (i.e., special education program versus student guidance) and administrative (i.e., clerical, secretarial, disciplinary duties) needs given limited personnel and economic resources. Limitations are discussed and suggestions for future research and advocacy are presented.

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Benigno, Stephen. "Counselor Perceptions: Let Us Do Our Job!" Journal of Education and Learning 6, no. 4 (July 5, 2017): 175. http://dx.doi.org/10.5539/jel.v6n4p175.

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Elementary and Middle school administrators continually struggle with developing instructional programs that will address the academic and human developmental levels of the students in their care. Addressing the human development and the academic issues related to the elementary and middle school student is only a small percentage of the attention required for that student. Many students at the elementary and middle school levels encounter issues related to social and emotional development that are often overwhelming and many times detrimental to the academic development of those students. School administrators address those issues by utilizing the existing infrastructure of the schools. One of the key components of the school infrastructure is the school counselor. In some situations, school counselors are being required to perform duties outside the realm of their perceived responsibilities. This study was conducted to ascertain school counselor perceptions with respect to job performance, expectations, satisfaction and responsibility. The results of the study indicated that the counselors involved in the study believed that they are being required to perform duties outside the realm of their responsibilities and that the performance of these duties has an impact on their effectiveness as school counselors.

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Cholewa, Blair, Emily Goodman-Scott, Antoinette Thomas, and Jennifer Cook. "Teachers' Perceptions and Experiences Consulting with School Counselors: A Qualitative Study." Professional School Counseling 20, no. 1 (January 2016): 1096–2409. http://dx.doi.org/10.5330/1096-2409-20.1.77.

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School counselor-teacher consultation is an efficient strategy for school counselors to indirectly serve students on their caseload. Teachers' perceptions are crucial in examining this consultation process. This qualitative study examined elementary school teachers' perceptions and experiences of school counselor-teacher consultation. The researchers identified three themes: (a) school counselors prioritizing relationships, (b) school counselors taking initiative, and (c) school counselors' specialization. The researchers discuss implications for school counseling practice, including strategies for facilitating consultation with teachers.

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Bryan, Julia A., and Dana Griffin. "A Multidimensional Study of School-Family-Community Partnership Involvement: School, School Counselor, and Training Factors." Professional School Counseling 14, no. 1 (October 2010): 2156759X1001400. http://dx.doi.org/10.1177/2156759x1001400108.

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A multidimensional study examines both the dimensions of school counselors’ involvement in school-family-community partnerships and the factors related to their involvement in partnerships. The School Counselor Involvement in Partnerships Survey was revised and its factor structure examined. Principal factor analyses revealed three dimensions of partnership involvement. A national sample of 217 school counselors was drawn from the Common Core of Data, and hierarchical regression analyses indicated that collaborative school climate, school principal expectations, school counselor self-efficacy about partnerships, role perceptions, time constraints, and hours of partnership-related training were associated with school counselor overall involvement in partnerships. Implications for school counselor practice, training, and research are discussed.

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Lawrence, Ashley, and Carolyn Stone. "Principals’ Perceptions of Transformed School Counselors." NASSP Bulletin 103, no. 2 (June 2019): 139–57. http://dx.doi.org/10.1177/0192636519853029.

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This study investigated the relationship between the Transformed School Counseling (TSC) initiative counselor educator programs, the perceptions of school principals hiring TSC-prepared school counselors, and factors affecting principal’s hiring practices. Results indicated that principal’s value TSC candidates because they: (a) have effective principal-counselor relationships that positively affect students, (b) exemplify leadership qualities, (c) align their work with the mission of the school, (d) have strong communication skills, and (e) do not require additional training.

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Carlson, Laurie A., and Nathalie L. Kees. "Mental Health Services in Public Schools: A Preliminary Study of School Counselor Perceptions." Professional School Counseling 16, no. 2_suppl (October 2012): 2156759X1201600. http://dx.doi.org/10.1177/2156759x12016002s03.

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This descriptive survey research study (N = 120) examined the self-reported comfort level of school counselors in addressing the mental health needs of their students and school counselor perceptions regarding working relationships with school-based therapists. Survey results indicated that school counselors are generally confident in their counseling skills and comfortable addressing common issues brought to them by their students. However, these same school counselors indicated that they experience some discomfort in working with students living with DSM diagnoses and that specific courses within counselor training programs may have a mitigating effect on this discomfort. Results also revealed that school counselors are willing to lead and work with cross-disciplinary teams and school-based therapists to better meet the mental health needs of their students.

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Carlson, Laurie A., and Nathalie L. Kees. "Mental Health Services in Public Schools: A Preliminary Study of School Counselor Perceptions." Professional School Counseling 16, no. 4 (January 2013): 2156759X1501604. http://dx.doi.org/10.1177/2156759x150160401.

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This descriptive survey research study (N = 120) examined the self-reported comfort level of school counselors in addressing the mental health needs of their students and school counselor perceptions regarding working relationships with school-based therapists. Survey results indicated that school counselors are generally confident in their counseling skills and comfortable addressing common issues brought to them by their students. However, these same school counselors indicated that they experience some discomfort in working with students living with DSM diagnoses and that specific courses within counselor training programs may have a mitigating effect on this discomfort. Results also revealed that school counselors are willing to lead and work with cross-disciplinary teams and school-based therapists to better meet the mental health needs of their students.

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Bryan, Julia, and Cheryl Holcomb-McCoy. "An Examination of School Counselor Involvement in School-Family-Community Partnerships." Professional School Counseling 10, no. 5 (June 2007): 2156759X0701000. http://dx.doi.org/10.1177/2156759x0701000501.

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The study in this article investigated school counselor involvement in school-family-community partnerships and factors that influence such involvement. Participants were 235 members of the American School Counselor Association. Factor analyses of responses to the survey designed specifically for this study defined a set of factors that were used to examine variations in school counselor involvement in partnerships. Regression analyses revealed that (a) collaborative school climate, (b) school counselor role perceptions, (c) school counselor confidence in ability to build partnerships, and (d) school counselor attitudes about partnerships were significantly related to the counselors’ involvement in school-family-community partnerships. Implications for school counselor training, practice, and research are discussed.

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Bryan, Julia A., Anita Young, Dana Griffin, and Cheryl Holcomb-McCoy. "Leadership Practices Linked to Involvement in School–Family–Community Partnerships." Professional School Counseling 21, no. 1 (January 2017): 2156759X1876189. http://dx.doi.org/10.1177/2156759x18761897.

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Using the School Counselor Leadership Survey and the School Counselor Involvement in Partnerships Survey, this study of 546 school counselors explored which of the 5 school counselor leadership dimensions were associated with involvement in school–family–community partnerships. A hierarchical multiple linear regression analysis revealed that the leadership dimension that predicted counselor partnership involvement was systemic collaboration along with self-efficacy and role perceptions about partnerships, collaborative climate, and principal expectations. The authors discuss practice and training implications for school counselors.

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Zyromski, Brett, Tyler D. Hudson, Emily Baker, and Darcy Haag Granello. "Guidance Counselors or School Counselors: How the Name of the Profession Influences Perceptions of Competence." Professional School Counseling 22, no. 1 (January 2018): 2156759X1985565. http://dx.doi.org/10.1177/2156759x19855654.

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School counselors ( n = 276) were given a measure of school counseling competencies and standards. About half the participants completed a version of the survey that used the term “Guidance Counselor” ( n = 131) and half completed a version of the survey that used the term “School Counselor.” Participants who completed the surveys that used the term “Guidance Counselor” were statistically significantly less likely to believe that school counselors were able to perform the 25 tasks on the survey.

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Dissertations / Theses on the topic "School counselor perceptions"

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Mettille, Jennifer A. "Faculty perceptions of the role of a school counselor." Menomonie, WI : University of Wisconsin--Stout, 2005. http://www.uwstout.edu/lib/thesis/2005/2005mettillej.pdf.

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Skutley, Katherine E. "Teacher perceptions of the role of a school counselor." Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006skutleyk.pdf.

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Zimmer, Jodi. "Parents' perceptions of the role of the school counselor at the high school level." Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008zimmerj.pdf.

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Kircher, Robert L. "Counselor educators' perceptions of the preparation of school counselors for advocacy." Diss., Manhattan, Kan. : Kansas State University, 2007. http://hdl.handle.net/2097/270.

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Roberts, Wendy. "Perceptions on the importance of prior teaching experience for school counselor candidates." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009robertsw.pdf.

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Rose, Caitlin Joanna. "Perceptions of School Principals on the School Counselor Role." Diss., Virginia Tech, 2019. http://hdl.handle.net/10919/88384.

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Throughout the past century, many changes in the conceptualization of the school counselor have occurred. Although most states endorse a national model developed through the American School Counseling Association (ASCA), not all school and district personnel have changed their views of the school counselor role to the most current conceptualization. The focus of this study was to gather current information on principal perceptions of appropriate and inappropriate school counselor activities based on the ASCA model. Differences were examined in principal perceptions at the elementary and secondary levels, and between appropriate and inappropriate activities to see if principals ranked appropriate activities more highly. Differences were also examined in schools with Recognized ASCA Model Program (RAMP) designation and schools without RAMP designation. Results showed differences in perception between elementary and secondary principals, with secondary principals rating all counseling activities significantly higher than elementary school principals, although there were similarities in ratings between groups. Appropriate activities were rated significantly higher than inappropriate activities by principals overall as well as the elementary principal group and secondary principal group. There were no significant differences overall in RAMP versus non-RAMP school principal perceptions. Discussion includes reviewing specific activities where perceptions differed; how these results fit with previous research; and implications for policy and practice, future research, and higher education.
Doctor of Philosophy
Throughout the past century, many changes in the conceptualization of the role of the school counselor have occurred. Although most states endorse a national model developed through the American School Counseling Association (ASCA), not all school and district personnel have changed their views of the school counselor role to the most current conceptualization. The focus of this study was to gather current information on principal perceptions of appropriate and inappropriate school counselor activities based on the ASCA model. Differences were examined in principal perceptions at the elementary and secondary levels, and between appropriate and inappropriate activities to see if principals ranked appropriate activities more highly. Differences were also examined in schools with Recognized ASCA Model Program (RAMP) designation and schools without RAMP designation. Results showed differences in perception between elementary and secondary principals, with secondary principals rating all counseling activities significantly higher than elementary school principals, although there were similarities in ratings between groups. Appropriate activities were rated significantly higher than inappropriate activities by principals overall as well as the elementary principal group and secondary principal group. There were no significant differences overall in RAMP versus non-RAMP school principal perceptions. Discussion includes reviewing specific activities where perceptions differed; how these results fit with previous research; and implications for policy and practice, future research, and higher education.

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Zabel, Carol. "Parents' perceptions of the role and function of school counselors a literature review /." Menomonie, WI : University of Wisconsin--Stout, 2007. http://www.uwstout.edu/lib/thesis/2007/2007zabelc.pdf.

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Scott, Emily Goodman. "School Counselors\' Perceptions of their Academic Preparedness for Job Activities and Actual Job Activities." Diss., Virginia Tech, 2013. http://hdl.handle.net/10919/20371.

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The school counseling field has evolved over the years and increasingly clarified school counselors' job roles and activities (Burnham & Jackson, 2000; Cervoni & DeLucia-Waack, 2011; Shillingford & Lambie, 2010; Trolley, 2011); however, school counselors\' job roles and activities remain inconsistently understood and practiced (Burnham & Jackson; Cervoni & DeLucia-Waack; Gysbers & Henderson, 2012; Hatch & Chen-Hayes, 2008; Herr & Erford, 2011; Lambie & Williamson, 2004; Perera-Diltz & Mason, 2008; Rayle & Adams, 2008; Scarborough & Culbreth, 2008; Shillingford & Lambie; Studer, Diambra, Breckner & Heidel, 2011; Trolley). School counselors are highly trained in academic preparation programs to perform school counseling job activities in schools (American School Counselor Association [ASCA], 2008). At the same time, the job expectations taught in academic preparation programs can differ from the actual school counseling job (Allen et al., 2002; Bodenhorn, 2006; Brott & Myers, 1999; Chambers, Zyromski, Asner-Self, and Kimemia, 2010; Culbreth, Scarborough, Banks-Johnson, & Solomon, 2005; Holcomb-McCoy, 2001; Kolodinsky, Draves, Schroder, Lindsey, & Zlatev, 2009; Milsom, 2002; Mustaine, Pappalardo & Wyrick, 1996; National Office for School Counselor Advocacy [NOSCA], 2011, 2012a; Pérusse & Goodnough, 2005; Sisson & Bullis, 1992; Steen, Bauman, & Smith, 2008; Trolley). As a result, several researchers recommended collecting data on school counselors' perceptions of the effectiveness of academic preparation to perform work related practices (Kolodinsky et al.; Pérusse & Goodnough; Pérusse, Goodnough, & Noël, 2001; Sisson & Bullis; Trolley). In this dissertation study the author gathered information on and examined discrepancies between school counselors\' reported academic preparation and actual job activities. The author will describe an overview of the problem in Chapter One, an in-depth literature review will be conducted in Chapter Two, the methodology will be described in Chapter Three, the results of the study will be outlined in Chapter Four, and lastly, Chapter Five will include a discussion of the results of the study, including implications and recommendations.
Ph. D.

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Kuhn, Laura A. "Student perceptions of school counselor roles and functions." College Park, Md. : University of Maryland, 2004. http://hdl.handle.net/1903/1843.

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Thesis (M.A.) -- University of Maryland, College Park, 2004.
Thesis research directed by: Counseling and Personnel Services. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.

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Stower, Catherine J. "Post-Secondary Perceptions of the Secondary School Counselor and Their Functions at the High School Level." Diss., Virginia Tech, 2003. http://hdl.handle.net/10919/27160.

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The purpose of this study was to investigate post-secondary students' perceptions of the role and functions of their high school counselor. One hundred seventy-three students currently attending a community college in a suburban area of a large metropolitan city participated in this study. The participants were asked to complete a survey developed by the researcher. Five research questions (listed below) guided this study. 1) Do post-secondary students perceive that high school counselors are performing the functions outlined by the American School Counselor Association (see Appendix B and C), and are there gender and ethnic differences? 2) How are perceptions of services rated as "very" important by post-secondary students, and are there gender and ethnic differences? 3) How are perceptions of services rated as "often" performed by post-secondary students, and are there gender and ethnic differences? 4) What are post-secondary student's perceptions of the importance with which specific counseling functions are performed as compared to perceptions of frequency? 5) What is the level of unmet need for counseling services perceived as "very" important by post-secondary students? The results indicated that only two percent of high school counselors performed all functions identified on the questionnaire, however the majority of participants indicated counselors performed nearly one-third of the functions. The functions were noted as academic, career, or personal/social domain. The most important function and the most often performed function rated by participants was discussing graduation requirements and the least important as well as the least performed function was identified as assistance with relationship issues. In general, there was not a significant difference between gender and ethnicity. The percentage of participants who indicated a function was "very" important, however was "seldom" or "never" performed was above 50% for most functions.
Ph. D.

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Books on the topic "School counselor perceptions"

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O'Connell, James W. Counselor role: An investigation of the current perceptions and ideal expectations of middle/junior high school teachers, principals, and counselors. 1987.

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Allgood, Eleanor. Implicit theories about practice become explicit: Case studies of school counsellor's experiences. 1990.

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Book chapters on the topic "School counselor perceptions"

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Cannaday, Jessica. "Certification and Endorsement in Gifted and Talented Education." In Curriculum Development for Gifted Education Programs, 1–18. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3041-1.ch001.

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Although endorsement and certification in gifted was a prevalent topic in the 1970s and 1980s, certification and endorsement needs for gifted and talented education (GATE) teachers has not been discussed extensively in the recent literature. This chapter provides an updated look at endorsement and certification through a review of teacher, parent, student, school counselor, and mental health professional perceptions regarding training needs in gifted education. Thematically, identification and characteristics of the gifted, differentiation for gifted learners, and the social and emotional needs of the gifted are discussed, and recommendations are made regarding pre-service coursework.

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Akella, Devi. "Situating Foucault in Teenage Pregnancy Prevention Measures." In Research Anthology on Navigating School Counseling in the 21st Century, 510–25. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-8963-2.ch027.

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In spite of declining teen birth rates, teenage pregnancy in USA remains the highest amongst the industrialized nations in the world. There appears to be a correlation between teenage pregnancy and the culture of the teenagers within the African-American population. African American teenagers may be influenced by the cultural norms of their community resulting in a cycle of teenage pregnancies over the generations. It is essential to break this cycle by influencing the behavior and perceptions of the teenagers towards early motherhood and pregnancies. Using empirical data from in-depth interviews conducted with school nurses and school counselors and Foucault's disciplinary strategies, this chapter suggests mentoring as a suitable teenage pregnancy preventive measure which might be effective in guiding and shaping the decisions and choices of African American teenagers in their lives.

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Akella, Devi. "Situating Foucault in Teenage Pregnancy Prevention Measures." In Socio-Cultural Influences on Teenage Pregnancy and Contemporary Prevention Measures, 234–48. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-6108-8.ch013.

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In spite of declining teen birth rates, teenage pregnancy in USA remains the highest amongst the industrialized nations in the world. There appears to be a correlation between teenage pregnancy and the culture of the teenagers within the African-American population. African American teenagers may be influenced by the cultural norms of their community resulting in a cycle of teenage pregnancies over the generations. It is essential to break this cycle by influencing the behavior and perceptions of the teenagers towards early motherhood and pregnancies. Using empirical data from in-depth interviews conducted with school nurses and school counselors and Foucault's disciplinary strategies, this chapter suggests mentoring as a suitable teenage pregnancy preventive measure which might be effective in guiding and shaping the decisions and choices of African American teenagers in their lives.

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Henold, Mary J. "Killing Vocations over Wheaties and Milk." In The Laywoman Project, 17–28. University of North Carolina Press, 2020. http://dx.doi.org/10.5149/northcarolina/9781469654492.003.0002.

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The turn of the 1960s marked a time of extreme demographic challenges for the American Catholic church. While the number of vocations to religious life was rising, the church itself was experiencing massive growth due to the baby boom of the post-war years. There simply were not enough women religious (nuns) to staff the growing number of Catholic schools required to educate the youth of the church. In response, Catholic periodicals signaled what they called a “vocation crisis” starting as early as 1958. An analysis of the articles produced at the height of the crisis in the first half of the 1960s reveals, not only the church’s fears at this unique moment, but also its perception of Catholic laywomen. Laywomen were most frequently blamed for causing the crisis by holding back their daughters from religious life. They were counseled to sacrifice everything for the church in order to achieve sanctity, and criticized for their failure to do so. The literature of the vocation crisis reveals common assumptions about laywomen’s vocation and its importance in the early 1960s.

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Conference papers on the topic "School counselor perceptions"

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Mugiarso, Heru, Mungin Eddy Wibowo, Sugiyo, and Edy Purwanto. "Junior High School Counselors’ Perceptions Toward Multicultural Competence." In International Conference on Science and Education and Technology (ISET 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200620.043.

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Nasution, Nani. "Correlation Between Perception to the Personal Quality of Counselor with the Utilization of School Counseling Programs among State Senior High School Student in Medan." In Proceedings of the 2nd International Conference of Science Education in Industrial Revolution 4.0, ICONSEIR, December 17th,2019, Medan, North Sumatra, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.17-12-2019.2296040.

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Reports on the topic "School counselor perceptions"

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Morton, Florence. Student Perceptions of the Teacher-Counselor Role at the Albina Youth Opportunity School. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1719.

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