Dissertations / Theses: '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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Perkins, Gerra Wellman. "Stakeholders' Perceptions of the Value of Elementary School Counselor Roles." ScholarWorks@UNO, 2006. http://scholarworks.uno.edu/td/420.

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The purpose of the study was to examine the value and comparative value that stakeholders placed on elementary school counselors' roles. Participants in this study were elementary school counselors, elementary school principals, elementary school teachers, and counselor educators (N=353). All participants completed the School Counselor Role Survey that was designed to assess stakeholders' perceptions of the importance of the school counselor roles advocated by the Education Trust and ASCA. The instrument combined the domains of TSCI and the content areas of the National Standards. ANOVAs were computed to compare the overall and each subscale mean for each of the stakeholder groups. Significant differences were found between stakeholder groups on four of the five TSCI domains: Advocacy, Teaming and Collaboration, Counseling and Coordination, and Assessment and Use of Data. Significant differences were also found on two of the three content areas: Career and Personal/Social. Significant differences for the domains and content areas were found most often between counselor educators and principals and between counselor educators and teachers. All groups believed the TSCI domains to be Somewhat Important. The results for the content areas indicated that the academic role should be included in school counselor training, but not at the expense of the personal/social role. The results of this study indicate that all stakeholder groups view elementary school counselors as mental health professionals first and foremost. This has implications for school counselors, counselor educators, and professional leaders.

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Busch, Rebecca. "Wisconsin school counselor perceptions of school climate experiences of gay and lesbian youth." Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006buschre.pdf.

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Schayot, Libby Ann. "School Counselors' Perceptions of Their Academic Preparation in their Roles as Professional School Counselors." ScholarWorks@UNO, 2008. http://scholarworks.uno.edu/td/882.

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The focus of this study was perceptions of professional school counselors' (PSC) graduate preparation in their roles as school counselors. The relationships examined were PSCs' roles and the number of hours completed in the school counselors' graduate programs, PSCs' roles and the level of their professional identity, and PSCs' roles and the number of school counseling specialty courses completed in their school counseling graduate programs. The American School Counselor Association (ASCA, 2005) and the Council for Accreditation of Counseling and Related Educational Programs (CACREP, 2001) have established standards for school counselors to master in their programs. These standards were used to develop the 30 roles identified in this study. Graduate programs referred to the number of hours PSCs completed in their graduate school counseling programs. Professional identity was defined as the certifications and licensures, the memberships in professional organizations, and the number of professional conferences and workshops PSCs attend. Specialty courses included school counseling courses taken by PSCs in their school counseling graduate programs. PSCs perceived themselves to be somewhat prepared in their overall preparation in their roles as school counselors. Results of the correlations between PSCs' perceptions of their preparation in their roles and the number of hours completed in the school counseling graduate programs, the professional identity of PSCs, and the number of specialty coursed completed were statistically significant but not practically significant. PSCs perceived themselves to need additional preparation in serving students with learning differences, seeking funding sources, and using technology. The factor analysis supported the construct validity of the survey instrument. It validated the roles of PSCs as outlined by ASCA standards (2005) and CACREP standards (2001). The factors included (a) Factor 1, Tasks/Advocacy/Professional Identity, (b) Factor II, Personal/Social/Career, (c) Factor III, Academics, and (d) Factor IV, Cultural/Legal/Ethical Issues. In conclusion, PSCs need additional training in student learning differences, seeking funding sources for school counseling programs, and on-going training in technology. PSCs want the term "educator" to be included in their description of their professional identity. PSCs also want additional specialty courses added to their curricula. They believe that the focus should be on the specialty of school counseling rather than a mental health focus.

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Thompson, Rosemary A. "A comparison of counselor, principal and teacher perceptions of the role and function of the school counselor in Virginia public secondary school." W&M ScholarWorks, 1986. https://scholarworks.wm.edu/etd/1539618281.

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The Problem. The purpose of this study was to measure discrepancies between perceived "importance", "attainment" and "effectiveness" of school counselor role and function behaviors as viewed by principals, counselors, and teachers. It was hypothesized that counselors, teachers, and principals will differ significantly in their perceptions of what is important, attained and effective in counselor role and function.;Research Procedure. The subjects (N = 687) were principals, counselors and teachers randomly selected from Virginia public secondary schools. A 55-item Counselor Role Repertoire Needs Assessment Survey was developed to collect role and function data on eleven constructs of: Educational/Occupational Guidance, Counseling, Research, Staff Consultation, Parent Consultation, Placement, Referral, Pupil Appraisal, Program Development, Public Relations, and Professionalism.;Findings. There was a significant difference among principals, teachers, and counselors on their perceptions of perceived "importance" of all role constructs except Placement and Research; on the "attainment" of all role constructs except Research and Program Development; and on the "effectiveness" of counselor role and function of all constructs except Educational Occupational Guidance, Research, Parent Consultation, and Professionalism. Principals and counselors appeared to respond similarly on the attainment of Staff Consultation and Placement and on the importance of Professionalism and Public Relations. Teachers differed on these four constructs. Principals and counselors felt Staff Consultation and Placement was attained to a greater degree than teachers felt it was attained. Principals and counselors also gave more importance to Professionalism and Public Relations; teachers felt it was less important.;Conclusions. The findings of this study have implications that counselors continue to rely on the individual treatment model for counseling and the administrator role of sorting and allocating students through the secondary curriculum with an emphasis on educational and occupational guidance. Counselor caseload, function, role and responsibilities should be more clearly delineated and redistributed to provide a more therapeutic environment for developmental counseling. Suggestions for program enhancement and recommendations for further research is provided.

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Olson, Rebecca. "Elementary school staff perceptions of guidance counselor roles and guidance program needs." Online version, 2004. http://www.uwstout.edu/lib/thesis/2004/2004olsonr.pdf.

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Lane, Jessica J. "Parental perceptions and the counselor role in kindergarten transition practices." Diss., Kansas State University, 2012. http://hdl.handle.net/2097/13758.

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Doctor of Philosophy
Department of Special Education, Counseling, and Student Affairs
Judy Hughey
Successful transition practices are essential in moving students forward into new facets of learning and life. Noteworthy is the transition into kindergarten, as students experience a new environment, with new academic, social, and behavioral expectations. Research has reviewed teacher and student perceptions on this topic, but has traditionally overlooked the parent stakeholder. Specifically assessing kindergarten transition from parents’ vantage point provides a varied and necessary perspective that is often underutilized in effective school transitioning programs. Therefore, this study surveyed parents of children transitioning into kindergarten to identify their experiences and involvement in transition programming. Specifically to: (a) assess the concerns of parent stakeholders upon transitioning their children into formal schools (b) assess the perceptions of parent stakeholders in regards to their children’s transition into kindergarten, (c) assess the areas in which parent participants would like more information about the transition process, and (d) explore environmental variables and demographics that may impact student transitional success. The study utilized a retrospective pretest survey design to examine the experiences and perceptions of parents whose children were enrolled in full-day kindergarten in two school districts of comparable size in Northeast Kansas. A sample size of 91 participants was generated, as a parent or guardian of every student enrolled in kindergarten for the 2010-2011 school year in the surveyed schools was selected and solicited as participants for this retrospective pretest study. The final study population included 68 participants (n = 68) amongst the two respective schools, for an overall response rate of 74.7%. Survey mean results indicated that no particular item in academic, behavioral, or social domains were considered a great concern for parents transitioning their child into kindergarten. However, items that received the highest rating for concern prior to kindergarten were in the areas of academic success in comparison to peers, and adjusting to new routines and surroundings. Parents also rated adjusting to new routines and surroundings as the area with the least amount of transitional success. Seventy-three percent of participants agreed or strongly agreed to feeling engaged in the transitional process. Also, a significant difference in parents’ perceived need for both social and behavioral support emerged between first and second born children as they transition into formal schooling indicating parents of firstborn would like more information and support. Finally, results also showed that significance emerged between parents’ desire for counselor services and their concern as to the child’s level of behavioral success upon entering kindergarten.

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McDermott, Catherine G. "Professional School Counselors and Relational Aggression: Training, Perceptions, Barriers, and Interventions." ScholarWorks@UNO, 2014. http://scholarworks.uno.edu/td/1824.

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Relational aggression (RA) is a type of bullying in which the relationship is used as the agent of harm (Crick & Grotpeter, 1995). RA behaviors are intended to impair or ruin reputations, friendships, and feelings of inclusion in a peer group (Putallaz et al., 2007). Professional School Counselors (PSCs) are charged to be social justice advocates for students; RA is a social justice issue because the effects of RA bullying, victimization, and bullying/victimization lead to poor academic achievement. Recent literature suggests that PSCs do not perceive the effects of RA to be as serious as the effects of physical and verbal bullying; however, training can increase RA sensitivity and willingness to intervene (Jacobsen & Bauman, 2007). No studies have explored PSC training, PSC perceptions regarding RA, PSC perceived barriers to RA intervention, and PSC intervention strategies. The purpose of this study was to examine PSC training for RA, PSC perceptions of RA as an issue with serious consequences for students, PSC perceived barriers to RA care, and the interventions PSCs currently use for RA. This study also examined if sex differences, grade level with which PSC worked, and school type in which PSC worked existed in PSC perceptions of RA as an issue with serious consequences for students. A substantial amount of PSCs surveyed strongly agreed (24.5%), agreed (39.8%) and somewhat agreed (26.8%; a cumulative of 91.2% of participants) that RA was an issue with serious consequences for students with whom they work. RA was recognized by PSCs as an issue with serious consequences for students with no significant differences by training, gender, and school type at which the PSC worked. Significant differences were found by school level with which the PSC worked. Several barriers to RA care were identified including lack of time, parents, issues with students reporting RA, and the confusion surrounding instances of RA. Several important RA interventions were identified including individual counseling with the victim and/or bully, using outside resources, group counseling, and focusing on school wide bullying interventions. Implications for PSC practice and training were given in addition to implications for future research.

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Quast, Courtney. "Parents' perceptions of the role and function of a high school guidance counselor." Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003quastc.pdf.

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Morris-Smith, Elizabeth Rachelle Morris. "An Examination of the Alignment of the Proposed Ohio School Counselor Evaluation System with the Views and Perceptions of School Administrators and Counselors on the Role of School Counselors in Northwest Ohio." University of Findlay / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1497279019378304.

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Robertson-Smith, Misty. "Implementation of the American School Counseling Association National Model: readiness level of Mississippi school districts based on school counselor perceptions /." Diss., Mississippi State : Mississippi State University, 2007. http://library.msstate.edu/etd/show.asp?etd=etd-04042007-130742.

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Young, Anita A. "Preparing school counselor leaders the perceptions and practices of transforming school counseling initiative graduates from the Ohio State University /." Columbus, Ohio : Ohio State University, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1086198854.

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Thesis (Ph. D.)--Ohio State University, 2004.
Title from first page of PDF file. Document formatted into pages; contains xi, 156 p. ; also includes graphics. Includes abstract and vita. Advisors: Susan Sears and James Moore, Dept. of Physical Activity and Educational Services. Includes bibliographical references (p. 91-97).

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Dunworth, Rodney Dean. "Student and Counselor Perceptions of a Disciplinary Alternative Education Program's Effectiveness." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1157587/.

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Research reveals that disciplinary alternative education programs (DAEPs) are growing at an alarming rate. What are schools doing to ensure success for those students who are placed in a DAEP? In this descriptive qualitative research study, I examined how DAEPs can operate at a more effective level in order to provide a restorative environment, resulting in a decreased recidivism rate for troubled youth. In order to achieve this overall objective, the following research questions framed this study RQ1: What are the qualities in a disciplinary alternative education program setting that lead to either success or failure of a DAEP program? RQ2: Why do students continue to commit offenses which lead to multiple assignments in a disciplinary alternative education program? RQ3: How does a disciplinary alternative education program provide a restorative environment for troubled youth in order to decrease recidivism? RQ4: What resources are available to reduce the amount of repeat student assignments to DAEP? Participants were 12 North Texas secondary school students with multiple assignments to DAEPs and 12 North Texas secondary counselors who provide emotional and behavioral supports to these students. The findings indicate there is a high need for the implementation of transitional supports, a high need for consistent and targeted counselor support and resources, a high need to change student behavior, a high need to build positive relationships, and a high need to address the environmental (social) factors that influence behavior.

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Young, Anita Antoinette. "Preparing school counselor leaders: the perceptions and practices of transforming school counseling initiative graduates from The Ohio State University." The Ohio State University, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=osu1086198854.

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Davies, Lisa Condra. "The Perceptions of High School Counselors' Roles in Developing a College-Going Culture." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etd/3193.

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The role of high school counselors includes providing equitable access to college and career opportunities for students (College Board, 2011). Attending college is viewed as a national priority that includes pre-college activities to promote postsecondary access (Savitz-Romer, 2012). High school counselors may have ambiguous roles that complicates their efforts (Engberg & Gilbert, 2014). Role confusion may arise when the high school counselors are asked to provide mental health services rather than professionally focus on college acceptance and completion for students. The purpose of this qualitative study was to explore the perceptions of public high school counselors regarding their roles in developing a college-going culture. The participants were asked to share practices, policies, and resources specific to promoting a college-going culture. This case study included in-depth interviews that shed light on successes and struggles encountered by the high school counselors. The criteria for participants included serving a minimum of three years as a high school counselor and possessing a Tennessee school counseling license. The interviews consisted of 15 semi-structured questions framed in response to the three research questions guiding this study. The findings resulted in the emergence of four themes relative to answering the three research questions. The 11 participants expressed their roles as facilitators to students’ understanding, knowledge, and transition to access postsecondary education. The 11 participants provided insights and personal illustrations regarding the four themes. The findings revealed perceptions recognized from the participants’ experiences in the development of a college-going culture. Participants reported an expanded view of the term college and reflected that the college-going culture may be structured to address the needs specific to the respective high school’s environment. The participants responded that family influences are key elements that determine students’ entry to postsecondary education. Recommendations included practices that strengthened communication to students and parents and raising the rigor of academic coursework. The recommendations for practice included increasing the number of licensed school counselors with master’s degrees to reduce student caseloads. Currently, research from the American School Counseling Association (2017) suggests a student-to-counselor ratio of 250:1. Further research should explore barriers that prevent high school counselors from providing resources for the development of a college-going culture.

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Wartinger, Laurae. "Perceptions of counselor educators regarding the preparation of master's level school counseling students in the provision of supervision services /." View abstract, 2005. http://wwwlib.umi.com/dissertations/fullcit/3191722.

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Mattis, Marjorie A. "Academic aspirations and expectations high school guidance counselor perceptions of the benefits students receive by participating in dual enrollment programs /." Open access to IUP's electronic theses and dissertations, 2008. http://hdl.handle.net/2069/81.

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Ocker, Denise Lyn. "An assessment of counselor and counselor in-training attitudes and perceptions of the Wisconsin Technical College System and its value as a viable post-secondary option for high school students." Online version, 2000. http://www.uwstout.edu/lib/thesis/2000/2000ockerd.pdf.

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Lepak, Jessica L. "Teacher perceptions of school counselors effectiveness." Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008lepakj.pdf.

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Hebl, Daniel Francis. "A study of Wisconsin school counselors' perception of moral education in public schools." Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999hebld.pdf.

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Yates, Jennifer M., and n/a. "Teachers' perceptions of the work of school counsellors in ACT government schools." University of Canberra. Education, 1995. http://erl.canberra.edu.au./public/adt-AUC20061112.104819.

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This study examines teachers' perceptions of the work of School Counsellors within government schools in the Australian Capital Territory (ACT). Data were drawn from questionnaires returned by a representative sample of 279 teachers and principals, from 16 primary and 8 high schools. The purpose of the study was to: (i) partially replicate a study by Leach (1989) of Western Australian teachers' perceptions; and (ii) investigate whether or not teachers could be considered to be supportive of a general trend towards a broadening role for school psychologists which is evident in the literature. This trend suggests that practitioners of applied psychology in schools may prefer an expanded role which encompasses indirect service delivery in addition to the more traditional, child centred role. Respondents were asked to indicate their perceptions of the frequency of 65 tasks performed by School Counsellors, the competence with which those tasks were performed and the usefulness of those tasks. Also examined were perceptions of the process and quality of service delivery, and of actual and preferred qualifications and experience of School Counsellors. These results were compared with those of Leach (1989). Respondents were invited to prioritise service delivery in light of their professional needs. A factor analysis of respondents' perceptions of School Counsellors was undertaken. The results were similar to Leach's (1989) findings and indicated a general endorsement of the current work of School Counsellors, with traditional, direct service delivery tasks generally perceived as being performed more frequently and with more competence than the more innovative, indirect types of service delivery. There was a strong indication that respondents would like more of both types of service delivery, particularly indirect services, made possible through increased resourcing. Increases in respondents' classification level positively correlated with increased perceptions of task frequency and competence with which tasks were performed. A positive correlation was also found between the frequency of professional contact that respondents perceived they had with School Counsellors and their perceptions of the process and quality of service delivered by these practitioners. In relation to the process and quality of service delivery, few teachers perceived that School Counsellors communicated clearly about the services they offer, procedures used or results gained. This concern with communication was reinforced through examination of the factors underlying teachers' perceptions of both the frequency and usefulness of tasks. This study suggests that ACT teachers and principals are, to some extent, already experiencing and valuing some aspects of the trend in service delivery reflected in the literature. Discussion highlights the important role communication plays in indirect service delivery, and links it with the findings of this study, particularly as it relates to teachers' and administrators' apparent lack of knowledge of the qualifications and experience of School Counsellors.

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Johnson-Freer, Leah D. "Wisconsin school counselors' perceptions of student self-injury." Menomonie, WI : University of Wisconsin--Stout, 2007. http://www.uwstout.edu/lib/thesis/2007/2007johnson-freerl.pdf.

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Stapleton, Kelly. "Elementary Teachers' Expectations and Perceptions of School Counselors." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/honors/184.

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This qualitative study explored the expectations and perceptions elementary teachers have of school counselors. Participants were current or past students in an elementary education graduate program at a southeastern university. The participants responded to an open-ended online survey that consisted of questions that focused on the demographics of their schools and the expectations and perceptions they had of the school counselor’s roles and responsibilities pertaining to both academic achievement and student behavior. Although responses varied, the data suggests that there was substantial concern regarding the time and availability of the school counselor, implications of the use of counselors as school standardized testing administrators, and respondents’ desires for school counselors to focus on the severe emotional and behavioral needs of students.

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Emde, Robyn Jean. "Parents' Perceptions of and Experiences with School Counselors." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1260.

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Research has found that parents may feel isolated from their children's schools due to their own problematic educational experiences or their lack of understanding their children's school experiences. Current literature explores stakeholders' perceptions of school counselors but lacks specific context from a parental perspective. Validating parents' perceptions of and experiences with school counselors enhances students' academic success by providing insight about what motivates parents to invest in their children's schools and how school counselors influence parental involvement. Utilizing key concepts related to the importance of parental involvement for student success, this qualitative study focused on the experiences and perceptions of parents regarding their children's high school counselors. Criterion and snowball sampling was used to recruit 8 parents from 5 different high schools across the Midwestern United States. Interview data were analyzed through clustering and horizontalization processes, revealing 4 specific themes: student benefits, in which school counselors directly supported students; parents feeling empowered, in which school counselors validated concerns and empowered parents; school counselor providing interpersonal environment, where students believed school counselors cared about them as individuals and strove for their success; and informed school counselor, where school counselors capitalized on their expertise and professional experience for the direct benefit of students. These emerging themes strengthen existing research and provide current and future school counselors with insight into building and maintaining collaborative relationships with parents, including advocacy efforts to increase student success.

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Stapelton, Kelly, and Lori T. Meier. "Elementary Teachers’ Expectations and Perceptions of School Counselors." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/5886.

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This qualitative study explores the expectations and preceptions elementary teachers have of school counselors. Participants were current or past students in an elementary education graduate progrma at a southeastern university. The participants responded to an open-endd online survey that consisted of questions that focused on the demographics of their schools and the expectations and perceptions they had of the school counselor's roles and responsibilities pertaining to both academic achievement and student behavior. Although responses varied, the data suggests that there was substatntial concern regarding the time and availability of the school counselor, implications of the use of counselors as school standardized testing administrators, and respondents' desires for school counselors to focus on the severe emotional and behavioral needs of students.

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Dalhoe, Angela. "School counselors perceptions of current violence intervention/prevention programs." Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999dalhoe.pdf.

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Bryant, Brenda L. "Perception of consultation among professional school counselors, teachers and mental health professional counselors." Thesis, University of Missouri - Saint Louis, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10249064.

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This is a study concerning the perception of consultation among school counselors, teachers, and mental health professional counselors (MHPCs) working collaboratively in the public school setting for the benefit of the academic and behavioral success of students. Although there are many consultation models and theoretical views (Brigman, Mullis, Webb, & White, 2005; Caplan, Caplan, & Erchul, 1995; Erchul & Conoley, 1991; Erford, 2011; Kampwirth, 2006), this study utilized the American School Counselor Association (ASCA) framework for consultation in schools.

Although MHPCs are not considered school counselors by definition, and they are not compensated by school districts, they still serve as consultants with school counselors and teachers for the purpose of student success. This study explored the perception held by school counselors, teachers, and MHPCs regarding consultation conducted in the public schools. It also examined the perception of how the consultation process between these three professional groups affects students’ behavioral and academic success. This study utilized a qualitative design which used grounded theory methods of data analysis, collecting and analyzing data from interviews of school counselors, teachers, and MHPCs as they collaborate in the public schools. The participants included the MHPCs from one Midwestern agency and school counselors and teachers with whom the selected MHPCs had opportunity to interact in consultation in elementary and secondary schools.

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Engquist, Jill Bridget. "Teachers' perceptions of the roles and responsibilities of school counselors." Online version, 2004. http://www.uwstout.edu/lib/thesis/2004/2004engquistj.pdf.

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McLean, Kayla M. "School counselors' perceptions of their changing roles and responsibilities." Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006mcleank.pdf.

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Erickson, Christin Kimberly. "School guidance counselors' perceptions of their multicultural counseling competence." Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003ericksonc.pdf.

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Bender, Stephanie L. "Resiliency research perceptions of newly trained school guidance counselors /." Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998benders.pdf.

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Perusse, Rachelle. "Perceptions of School Counselors Towards Junior Reserve Officers' Training Corps (JROTC) in Virginia Public Schools." Diss., Virginia Tech, 1997. http://hdl.handle.net/10919/30502.

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This study examined the perceptions that Virginia public high school counselors have towards the Junior Reserve Officers' Training Corps (JROTC) program in their schools. Specifically, four areas of research questions were addressed: (1) knowledge; (2) beliefs and attitudes about benefits to students; (3) the extent to which JROTC is recommended to all students; and (4) the appropriateness of JROTC for particular students. Data for this study were obtained from high school counselors in Virginia who were working in a school which offered JROTC as an elective. A questionnaire containing statements about the claims of JROTC was generated. The questionnaire contained a combination of true/false questions, Likert-type scale questions, a checklist of student characteristics, open-ended questions, and a final section on demographics. The investigator conducted follow-up interviews with school counselors at selected schools. Data analysis were relational and descriptive. Results indicated that school counselors were knowledgeable about the relationship between JROTC and the military. School counselors indicated that they were in general agreement with the claims of benefits to students by JROTC, and indicated a positive attitude about these benefits to students. School counselors identified specific characteristics of students for whom they would recommend JROTC. School counselors also indicated for whom JROTC is an appropriate elective, and for whom it may not be appropriate or feasible. It was concluded that school counselors have a generally positive perception towards JROTC in Virginia public schools. Recommendations for future research were presented.
Ph. D.

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Fleishauer, Alyssa. "School counselors' perceptions on their preparedness to implement school's crisis intervention plans and to counsel during time of general crisis." Online version, 2002. http://www.uwstout.edu/lib/thesis/2002/2002fleishauera.pdf.

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Fay, Miriam S. "School counselors' self-perceptions of their effectiveness as change leaders /." free to MU campus, to others for purchase, 2004. http://wwwlib.umi.com/cr/mo/fullcit?p3164503.

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Goins, Lester Keith. "Selected secondary school counselors' perceptions of Virginia's marketing education programs." Diss., This resource online, 1994. http://scholar.lib.vt.edu/theses/available/etd-06062008-164742/.

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Chauncey, Maureen R. "Professional Identity| High School Counselors' Perceptions of Non-counseling Duties." Thesis, Capella University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10840551.

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This generic qualitative research study examined the impact that non-counseling duties have on school counselors’ professional identity. The 10 participants were tenured school counselors who worked in a suburban county in a mid-Atlantic state. This generic qualitative study explored how school counselors can perceive non-counseling duties and how those duties may be redefined by integrating clinical components to align them with the American School Counselor Association (ASCA) National Model. Generic qualitative methodology structures the study for a greater understanding of a phenomenon, school counselors’ perceptions of their professional identity and does non-counseling duties impact those perceptions. Semi-structured interviews revealed the participants’ perceptions towards their roles as school counselors, non-counseling duties, their own professional identities, and their ability to change their perception of non-counseling duties to align with the ASCA National Model. Thematic analysis of the data revealed themes that addressed how those participants perceived non-counseling duties and their perceptions of their professional identity. This study indicates there was a direct effect on professional identity due to the assignment of non-counseling duties and the perception of the school counselors of those duties. The participating school counselors spoke of a positive perception of their school counseling role, which focused on how they performed their job. They perceived non-counseling duties to be an interference to performing their role as a school counselor. In addition to their perceptions to non-counseling duties, the school counselors that participated struggled to describe their perceptions of their professional identity.

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Bridegan, Curran Laura J. Placier Peggy. "A survey study of school counselors' perceptions of the importance of professional development areas." Diss., Columbia, Mo. : University of Missouri--Columbia, 2009. http://hdl.handle.net/10355/7036.

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Title from PDF of title page (University of Missouri--Columbia, viewed on Feb 26, 2010). The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Dissertation advisor: Dr. Peggy Placier. Vita. Includes bibliographical references.

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DeBauche, Kristine. "Teacher and student perceptions of level of importance of elementary guidance counselors within the Wisconsin Rapids School District." Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998debauchek.pdf.

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Reed, Amy. "School Counselors' Training, Knowledge, and Perceptions of Non-Suicidal Self-Injury." TopSCHOLAR®, 2010. http://digitalcommons.wku.edu/theses/199.

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This investigation examined school counselors’ perceptions and levels of knowledge in regard to nonsuicidal self-injury (NSSI), existing school prevention and protocol, resources and training opportunities available, as well as identified training needs. NSSI is the socially unaccepted, deliberate, self-inflicted harm of an individual’s body to reduce psychological distress with out the intention to die as a consequence (Simeon & Favazza, 2001). As a mental health professional in the schools, school counselors are often salient figures in adolescents’ educational environment. They are also many times the most appropriately qualified individuals to work with self-injuring adolescents in the school setting. While existing studies have identified some needs of school counselors, no studies have looked at the existing knowledge and the quality of knowledge (Kibler, 2009; Roberts-Dobie & Donatelle, 2007). The purpose of this study was to conduct a survey of practicing school counselors in order to obtain information about their knowledge, training opportunities, resources, and school responses in regard to NSSI. On a knowledge measure based on Jeffrey and Warm’s (2002) myths and accurate statements about NSSI, school counselors performed no differently than school psychologists, but evidenced significantly greater knowledge than teachers. Qualitative analysis on individual survey items indicated that respondents evidenced good understanding of 60% of items, problematic understanding of 40%, and poor understanding of no items. While the sample generally evidenced high knowledge of most items, several inaccuracies were present, specifically in regarding to the association of NSSI to psychopathologies, environmental risk factors, and functions of the behavior. Additionally, respondents indicated a lack of training specific to NSSI, limited presence of school response plans specific NSSI, and an expressed need for more training and resources on the topic.

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Carlson, Nancy Naomi. "School counselors' knowledge, perceptions, and involvement concerning gifted and talented students." College Park, Md. : University of Maryland, 2004. http://hdl.handle.net/1903/1674.

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Thesis (Ph. D.) -- 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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Norton, Charles W. "Weighted grading practice perceptions of the effect by high school counselors /." Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008nortonc.pdf.

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Dissertations / Theses on the topic 'School counselor perceptions'

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