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Journal articles on the topic 'School counselor perceptions'

Author: Grafiati

Published: 4 June 2021

Last updated: 12 February 2022

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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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2

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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3

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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4

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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5

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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6

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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7

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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8

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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9

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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Robinson, Dawn M., Erin C. M. Mason, H. George McMahon, Lea R. Flowers, and Ariel Harrison. "New School Counselors’ Perceptions of Factors Influencing Their Roles as Leaders." Professional School Counseling 22, no. 1 (January 2018): 2156759X1985261. http://dx.doi.org/10.1177/2156759x19852617.

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This qualitative study explored the experiences of new school counselors in establishing themselves as leaders in their schools. Specifically, it focused on factors this population perceives as promoting or impeding their role as leaders. We interviewed 12 participants in their first through third year as school counselors. Four themes emerged from the data including intrapersonal factors, sociocultural factors, systemic factors, and interactive factors. We discuss implications for counselor educators, district supervisors, and school counselors.

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Reiner, Summer M., Robert D. Colbert, and Rachelle Pérusse. "Teacher Perceptions of the Professional School Counselor Role: A National Study." Professional School Counseling 12, no. 5 (June 2009): 2156759X0901200. http://dx.doi.org/10.1177/2156759x0901200507.

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In a national survey, teachers were asked about their perceptions of the professional school counselor role as defined by the American School Counselor Association (ASCA, 2005). Teachers were questioned about the extent that they believed that school counselors should engage in and were engaged in a variety of tasks endorsed as appropriate or inappropriate by ASCA. This research revealed that teachers agreed that school counselors should engage in 13 and were engaged in 12 of the 16 appropriate responsibilities.

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Dodson, Tammy. "Advocacy and Impact: A Comparison of Administrators’ Perceptions of the High School Counselor Role." Professional School Counseling 12, no. 6 (August 2009): 2156759X0901200. http://dx.doi.org/10.1177/2156759x0901200606.

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This article compares administrators’ perceptions of the high school counselor role in a Recognized ASCA Model Program (RAMP) versus the perceptions that administrators had of the high school counselor role in counseling departments that had not received the RAMP designation. An analysis of the data revealed that administrators from both RAMP and non-RAMP designated counseling programs had both positive and negative perceptions of the appropriate and inappropriate roles of the school counselor role. The most significant finding in the administrator perceptions was that RAMP administrators viewed their school counselors as having a significant role in collaborating with teachers to present guidance curriculum lessons.

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Öztabak, Muhammet Ü. "Examination of the Perceptions on the View of Preschool Teachers About School Counselor." Journal of Education and Training Studies 6, no. 6 (April 17, 2018): 13. http://dx.doi.org/10.11114/jets.v6i6.2682.

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The responsibility of the development and the achievement of the child seems to be put on the shoulders of the preschool teacher. However, education is a teamwork in which not only teacher but also school administrator, family, school counselor (psychological counselor) and other supporting units should take active duty and work in cooperation. The school counselor plays an important role in following and supporting the child's bio-psycho-social development in this process. For all that, it is noteworthy that there is no effective cooperation between preschool teacher and school counselor. This study aims to investigate the perceptions of preschool teachers about school counselors. The data on school counselors’ perceptions was collected by metaphor analysis method. Content analysis was used to classify the data. The study group of the research consisted of 221 preschool teachers working in European side of Istanbul during the academic year of 2016-2017. As a means of collecting data, teachers were asked to complete the sentence "School counselor is like .............. because ..........". Also the "personal information form" was used to obtain demographic information. Conceptual categories were created by analyzing the reasons why teachers prefered and used their spesific expressions to complete the survey. It was determined that the school counselor perceived positive expressions such as advisor, helper, guiding, problem solver, supporting.

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Johnson, Kaprea F., and Dana L. Brookover. "School Counselors’ Knowledge, Actions, and Recommendations for Addressing Social Determinants of Health With Students, Families, and in Communities." Professional School Counseling 25, no. 1 (January 1, 2021): 2156759X2098584. http://dx.doi.org/10.1177/2156759x20985847.

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Social determinants of health (SDOH) are living conditions that influence mental and physical health. The American School Counselor Association provides school counselors with guidance for addressing SDOH, and this study sought to explore school counselors’ experiences in doing so. Using qualitative methodology, specifically, consensual qualitative research, with 11 school counselors, we identified six domains that describe school counselors’ experiences and perceptions of addressing SDOH with students and families. Ecological Social Justice School Counseling theory informed the discussion and implications for school counselors and school counselor educators.

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16

Brewington, Marva, and Jason Kushner. "School Counselor Perceptions of a Comprehensive School Counseling Model and Implications for Practice." Administrative Issues Journal Education Practice and Research 10, no. 2 (2020): 33–45. http://dx.doi.org/10.5929/2020.10.2.3.

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The study examined school counselor perceptions of the American School Counseling Association’s Comprehensive School Counseling Program (CSCP) on academic outcomes (better-reported grades and better-standardized scores) of middle school students with a focus on recommendations for the tasks and responsibilities of school counselors. The study was qualitative and used a phenomenological approach through semi-structured face-to-face interviews to provide inquiry into school counselors’ perceptions of an effective school counseling program.

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Goodman-Scott, Emily, Amy W. Upton, and Anita A. Neuer Colburn. "District-Level School Counseling Supervisors’ Experiences With and Perceptions of Hiring School Counselors." Professional School Counseling 24, no. 1_part_3 (January 2021): 2156759X2110076. http://dx.doi.org/10.1177/2156759x211007656.

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Although district-level school counseling supervisors often assist with school counselors’ transition from preparation to practice, including hiring practices, research on this phenomenon is limited. Thus, we conducted an exploratory thematic analysis examining 12 district supervisors’ experiences with and perceptions of hiring preservice school counselors. Results included the following two themes: (a) prioritizing the American School Counselor Association National Model and (b) the relevance of school counselors’ previous teaching experiences. The results also provided insight into supervisors’ appreciation of school counselors’ educational identity.

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18

Rayle, Andrea Dixon. "Do School Counselors Matter? Mattering as a Moderator between Job Stress and Job Satisfaction." Professional School Counseling 9, no. 3 (January 2006): 2156759X0500900. http://dx.doi.org/10.1177/2156759x0500900310.

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The relationships of perceived mattering to others, job-related stress, and job satisfaction were examined for 388 elementary, middle, and high school counselors from across the United States. Participants completed the School Counselor Mattering Scale, the School Counselor Job-Stress Assessment, and several job satisfaction questions in order to assess perceptions of mattering to others at their schools and their job-related stress, and how these two constructs relate to school counselors’ overall job satisfaction. Mattering to others at work and job-related stress accounted for 35% of the variance in job satisfaction for the total sample of school counselors; however, mattering did not moderate the relationship between job stress and job satisfaction. Results revealed that elementary school counselors experienced the greatest job satisfaction and the lowest levels of job-related stress, and high school counselors experienced the greatest job dissatisfaction and the greatest levels of job-related stress. Implications for school counselors’ mattering and job satisfaction are considered.

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19

Baker, Emily, Brett Zyromski, and Darcy Haag Granello. "School or Guidance Counselor: How the Title Influences Public Perception." Professional School Counseling 25, no. 1 (January 1, 2021): 2156759X2098103. http://dx.doi.org/10.1177/2156759x20981034.

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School counselors are one of the few professions that remain split on their professional title. We replicated a previous study to determine whether the results of the original study measuring the impact of language on perceptions of school counselors’ competency were replicable by surveying a sample of the general population. Participants who completed the surveys with the term “guidance counselor” were statistically less likely to believe that school counselors were able to perform the 25 tasks assessed on the survey. Results suggest that the title impacted participants’ perceptions of the competence of school counselors.

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Goodman-Scott, Emily, Amy Upton, and Anita Neuer Colburn. "School Counseling District Supervisors’ Experiences and Perceptions Regarding School Counselor Preparation for Practice." Professional School Counseling 24, no. 1 (January 2020): 2156759X2096517. http://dx.doi.org/10.1177/2156759x20965179.

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District-level school counseling supervisors assist with school counselors’ induction into the school counseling field; however, related research is lacking. As a result, we conducted an exploratory thematic analysis to investigate district supervisors’ experiences and perceptions regarding novice school counselors’ transition from preservice to practice. Results included three themes, largely encompassing school counselor preparation: (a) preparation program variation, (b) preferring face-to-face preparation modalities, and (c) suggestions for strengthening school counseling preparation and practice.

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Mariani, Melissa, Carolyn Berger, Kathleen Koerner, and Cassie Sandlin. "Operation Occupation: A College and Career Readiness Intervention for Elementary Students." Professional School Counseling 20, no. 1 (January 2016): 1096–2409. http://dx.doi.org/10.5330/1096-2409-20.1.65.

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This article describes efforts undertaken to design, deliver, and evaluate a college and career readiness (CCR) unit for fifth-grade students. Preliminary findings from the school counselor-developed and -delivered intervention, Operation Occupation, supported interdisciplinary efforts between counselors and classroom teachers. Pre- and postintervention perception data revealed that students increased their knowledge and skills related to CCR. Teachers also reported positive perceptions about the experience. The article shares implications for school counselors.

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Hatunoğlu, Aşkım. "Turkish School Counselors and Counselor Educators’ Perceptions about Multicultural Counseling." International Journal for the Advancement of Counselling 39, no. 1 (November 9, 2016): 1–13. http://dx.doi.org/10.1007/s10447-016-9278-3.

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23

Brooms, Derrick R. "“He Wanted Everybody to Succeed”: Black Males, Relational Trust, and School Counseling." Professional School Counseling 25, no. 1_part_4 (January 1, 2021): 2156759X2110400. http://dx.doi.org/10.1177/2156759x211040035.

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Based on qualitative interviews with 20 college-aged Black males who graduated from one single-sex public charter school, this study investigated how students made meaning from their secondary school experiences and college preparation. Using relational trust as the theoretical framework, I looked specifically at the students’ perceptions and relationships with their school counselor. Findings revealed that the school counselor’s investment in students helped them see and envision their possibilities, increased their access to critical postsecondary information and opportunities, and enhanced their motivations and aspirations toward college success. This article discusses recommendations for future research and practical suggestions for school counselors.

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Cleveland, Richard E., and Christopher A. Sink. "Student Happiness, School Climate, and School Improvement Plans." Professional School Counseling 21, no. 1 (January 2017): 2156759X1876189. http://dx.doi.org/10.1177/2156759x18761898.

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To align with a more holistic perspective of wellness, the authors advocate for the inclusion of student subjective well-being (SWB) or happiness ratings as part of school climate assessment within school improvement plans (SIPs). Relevant theory and research demonstrate the reciprocal relationship between student perceptions of school climate and their overall SWB. Within the context of school improvement planning/assessment and counselor program accountability, the authors provide recommendations for school counselors’ evidence-based practice.

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25

Ekin, Mehzudil Tugba Yildiz, and Aynur Oksal. "Elementary School Teacher Perceptions of School Counselor Effectiveness." Procedia - Social and Behavioral Sciences 47 (2012): 1917–21. http://dx.doi.org/10.1016/j.sbspro.2012.06.923.

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Kardeş, Servet, and Berrin Akman. "The examination of preschool administrators' and preschool teachers' perceptions about counselors' roles." Pegem Eğitim ve Öğretim Dergisi 6, no. 3 (June 17, 2016): 393–412. http://dx.doi.org/10.14527/pegegog.2016.020.

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Good quality guidance services that will be provided abused and neglected children, who come from poor socio-economic status in their early childhood years, will increase both the children's and their families' life quality and indirectly contribute to social structure. Without investigating the contributions of counseling services to the education and development of children in preschool education, the abolishment of counseling services in preschool constitutions has been on the agenda. Thus, in this research preschool institutions' administrators and teachers' perceptions of preschool counselors have been examined. The survey model has been used for the research. The research sample consists of 43 preschool institutions managers and 211 preschool education teachers. To reveal preschool administrators' and teachers' perceptions about school counselors, "School Counselor Perception Scale" has been used, which was developed by Mamett (2008). The results of the study have revealed that preschool teachers and administrators, who meet with school counselors more frequently, have a better perception about school counselors. Preschool teachers and administrators think that the most important tasks of school counselors are individual guidance, group guidance, orientation programs and participating in classroom activities. Administrators and teachers have low expectations regarding administrative duties, discipline and keeping student records from school counselors.

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Martinez, Magdalena, Katheryn Brekken, and E. Lee Bernick. "Who Influences Urban Students’ College Aspirations? Evidence From the Fifth Largest School District in the United States." Professional School Counseling 23, no. 1 (January 2019): 2156759X2090706. http://dx.doi.org/10.1177/2156759x20907069.

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This study explored students’ perceptions about school counselor influence on college aspirations in the fifth largest school district in the nation. Using 2015 survey data from 12th graders, the findings indicated that students who selected their school counselor as the most helpful person for college advice were more likely to intend to go to college, as compared to students who selected other individuals. Practical implications highlight the important role of school counselors in urban districts with significant first-generation college student populations.

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Savitz-Romer, Mandy S., Tara P. Nicola, Amelia Jensen, Nancy E. Hill, Belle Liang, and John Perella. "Data-Driven School Counseling: The Role of the Research–Practice Partnership." Professional School Counseling 22, no. 1 (January 2018): 2156759X1882426. http://dx.doi.org/10.1177/2156759x18824269.

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Research–practice partnerships (RPPs) are ripe contexts for school counselors to employ data-driven practices to improve student outcomes. We leveraged an RPP between two universities and a high school to assist the latter’s school counseling department in examining students’ satisfaction with their counselor interactions. The RPP created the capacity for the counselors to gather and use data to implement targeted interventions for improving students’ awareness and perceptions of their school counselors.

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Bryant, Jill K. "School Counselors and Child Abuse Reporting: A National Survey." Professional School Counseling 12, no. 5 (June 2009): 2156759X0901200. http://dx.doi.org/10.1177/2156759x0901200501.

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A study was done to investigate school counselors’ child abuse reporting behaviors and perceptions regarding the child abuse reporting process. Participants were randomly selected from the American School Counselor Association membership database with 193 school counselors returning questionnaires. Overall, school counselors indicated that they reported the majority of cases suspected, but significant differences in reporting emerged with regard to school level, school setting, and type of abuse reported. Decisional influences and barriers to reporting also were examined. Implications for future research and training are discussed.

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Robertson, Derek L., Jessica Lloyd-Hazlett, Elias Zambrano, and Levi McClendon. "Program Directors’ Perceptions of School Counselor Roles." Journal of Professional Counseling: Practice, Theory & Research 43, no. 2 (June 2016): 1–13. http://dx.doi.org/10.1080/15566382.2016.12033952.

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Duslak, Mark, and Brett Geier. "Communication Factors as Predictors of Relationship Quality: A National Study of Principals and School Counselors." Professional School Counseling 20, no. 1 (January 2016): 1096–2409. http://dx.doi.org/10.5330/1096-2409-20.1.115.

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This study examined the effects of meeting frequency, structured meeting times, annual agreements, and demographic variables on school counselor perceptions of their relationship with their building principal. Results of a regression analysis indicated that meeting frequency accounted for 26.7% of the variance in school counselor-reported relationship quality scores. More frequent meetings were associated with higher ratings of relationship quality. The presence of a structured meeting time and an annual agreement positively influenced relationship quality to a lesser extent. This indicates that meetings between a principal and a school counselor do not need to be formally structured in order to be an effective method of building relationships between these two parties. School counselors and principals can base practice from these findings by intentionally creating opportunities for frequent meetings.

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Monteiro-Leitner, Julieta, Kimberly Asner-Self, Cheryl Milde, Dennis Leitner, and Doris Skelton. "The Role of the Rural School Counselor: Counselor, Counselor-in-Training, and Principal Perceptions." Professional School Counseling 9, no. 3 (February 2006): 248–51. http://dx.doi.org/10.5330/prsc.9.3.g108486473q49kh1.

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33

Spacek, Amanda, John Rayfield, William Doss, David Lawver, and Rudy Ritz. "Texas High School Counselor Perceptions of Agricultural Education." Career and Technical Education Research 46, no. 1 (May 31, 2021): 53–70. http://dx.doi.org/10.5328/cter46.1.53.

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The purpose of this study was to determine the perceptions of high school counselors across the state of Texas toward agricultural education. This study was descriptive in nature. High school counselors had an overall positive attitude toward agricultural education. They did not believe agricultural education courses were intended for lower-performing students. High school counselors agreed their local agricultural education program was valuable for college bound and non-college bound students. An overwhelming majority (85%) of high school counselors reported that student interest was their top priority when advising students to enroll in an agricultural education course. They had low to very low awareness of many opportunities available for agricultural education students. It is recommended that agricultural education teachers continue to develop strong, positive relationships with school counselors to provide education and awareness of the agricultural education program opportunities.

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Abu Bakar, Abu Yazid, Cynthia Shamini Dawson, and Ifdil Ifdil. "Students discipline problems perception of counseling services: a qualitative analysis." Journal of Counseling and Educational Technology 3, no. 2 (November 8, 2020): 62. http://dx.doi.org/10.32698/01191.

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This study aims to discuss the perceptions of high school students towards guidance and counseling services. The aim of this study is to identify students’ perceptions of counseling sessions and to identify the services that students prefer. The sample of this study is 4 students comprising form four and five who attend national school from a famous Tuition Center in Butterworth, Penang. This study used interview sessions to collect data. The interview protocol comprises 10 unstructured questions that include the student’s background, situation at home, the reasons they do not see the counselor and the student’s choice of services other than counseling. We conducted theme analysis based on the respondents’ feedback. The results showed that students had a negative perception regarding meetings with counselors.

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Branco, Susan F., and Pamelia E. Brott. "The Elementary School Counselor's Voice in Counseling Transracially Adopted Students." Professional School Counseling 21, no. 1 (January 2017): 1096–2409. http://dx.doi.org/10.5330/1096-2409-21.1.26.

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Findings from this phenomenological study of 11 school counselors’ perceptions of and work with students adopted transracially (SATr) were amplified through eight themes reflecting their shared storyline as a “continuum of comfort and confidence.” These school counselors relied on their understanding of human development, using counseling skills, applying multicultural competence, and being sensitive to adoption-related practices to understand and meet the needs of SATr and their families. The authors provide recommendations to promote equity and inclusion of SATr in the school setting and for counselor education training.

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Henry, Lynette M., and Julia Bryan. "How the Educator–Counselor–Leader–Collaborator Creates Asset-Rich Schools: A Qualitative Study of a School–Family–Community Partnership." Professional School Counseling 24, no. 1_part_3 (January 2021): 2156759X2110119. http://dx.doi.org/10.1177/2156759x211011907.

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This article discusses school counselors’ multifaceted role as educator–counselor–leader–collaborator, inextricably linked roles so necessary to build strengths-based school–family–community partnerships. We examined the effects of one such partnership on 20 elementary school students, using photo elicitation and interviews to explore students’ satisfactions and experiences about the Just Love partnership. Thematic analysis of the data revealed six categories: (a) perceptions of Just Love, (b) positive feelings, (c) positive relationships and connectedness, (d) classroom and school climate, (e) experiences, and (f) support and resources. Each category comprised themes aligned with protective factors and developmental assets that help students thrive.

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Butler, S. Kent, and Madonna G. Constantine. "Collective Self-Esteem and Burnout in Professional School Counselors." Professional School Counseling 9, no. 1 (October 2005): 2156759X0500900. http://dx.doi.org/10.1177/2156759x0500900107.

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The authors examined the relationship between collective self-esteem (i.e., the extent to which school counselors possess favorable perceptions of their professional or social group) and professional burnout in a sample of 533 school counselors. They also explored whether there were significant differences in professional burnout in school counselors by sex, geographic location of work setting, and number of years employed as a school counselor. Results indicated that higher collective self-esteem generally was associated with lower professional burnout. Moreover, the authors found that school counselors working in urban school envi-ronments reported significantly higher levels of burnout than did their peers working in other types of school environments. Furthermore, school counselors who had been employed in their roles for 20 years or longer reported higher levels of burnout than did their counterparts working fewer than 10 years. Implications of the findings are discussed.

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Glenn, Margaret, Monica Leppma, and Kendra Thorne. "Clinical Supervisors' Perceptions of Counselor Characteristics Associated with Effective and Well-Balanced Practices." Journal of Applied Rehabilitation Counseling 46, no. 4 (December 1, 2015): 29–36. http://dx.doi.org/10.1891/0047-2220.46.4.29.

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Counselors are expected to have certain personal attributes and professional skills to be effective in their work. Personal wellness is viewed as a significant contributor to counselor effectiveness and is included in the expectations of instructors, advisors, supervisors, and employers. The purpose of the present study was to identify characteristics of effective and well-balanced counselors by directly engaging those who have provided clinical supervision to this population. Twenty-seven counseling supervisors (encompassing rehabilitation, school, addictions, and mental health specialty areas) brainstormed 71 elements in response to the following question: What are the characteristics of a counselor in your field who is effective and well-balanced? These were condensed to 37 elements, and supervisors then categorized them into four categories: Counseling Skills, Solution Focused, Personal Characteristics, and Taking Care of Self. The academic research team independently sorted these clusters into four categories: Counseling Skills, Organization and Management Skills, Personal Characteristics, and Well-being. Comparisons of the products created by the two groups revealed a difference in perceptions in the arena of Personal Characteristics. The academic team was more likely to use the Personal Characteristics category than the field supervisors. Implications for counselor education and supervision regarding the conceptualization of skills vs. traits are discussed.

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Toscano-Cruz, María de la O., Inmaculada González-Falcón, Inmaculada Gómez-Hurtado, and María del Pilar García Rodríguez. "Educational Counseling and Temporary Language Adaptation Classrooms: A Study through In-Depth Interviews." Sustainability 12, no. 24 (December 14, 2020): 10433. http://dx.doi.org/10.3390/su122410433.

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This article aims to show the role of educational counselors both as promoters of cultural management and as mentors for attention to diversity. A qualitative methodology and ethnographic approach have been implemented. In-depth interviews with counsellors from schools in the provinces of Huelva and Cadiz (Spain) have been analyzed in order to pinpoint their perceptions regarding the educational attention that immigrant students receive and the opportunities that are generated from the temporary language adaptation classrooms and school counseling for the promotion of intercultural education. After the qualitative analysis, this classroom stands out as an essential device in the educational response received by these students. The main outcomes also show that the educational counselor is a key figure in the processes of educational attention to immigrant students, although they are faced with some challenges that remain pending in this process. These professionals assume the role of advisers, guides, coordinators, and promoters in the preparation of cultural proposals and actions. Their work is equally relevant in family–school–community mediation and in the positive promotion of intercultural coexistence. The discussion focuses on knowing the importance of intercultural education in schools as a response to the principle of “educating for all,” taking advantage of the educational context as a privileged setting to work on cultural diversity. This task must be carried out by the counselor in collaboration with the principals, families, other teachers, educators, and other agents. The research underlines the difficulties counselors face when implementing inclusive collaborative processes, while identifying them as key agents due to their pivotal role in the positive management of diversity.

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Yavuz, Olcay, Nur Cayirdag, Carol Dahir, and Ali İlker Gümüşeli. "Improving Student Achievement through Strengthening Principal and School Counselor Partnership." International Journal of Educational Reform 26, no. 2 (April 2017): 176–201. http://dx.doi.org/10.1177/105678791702600205.

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The purpose of the study was to examine 1466 school principals’ opinions on six different aspects of counseling practices in K-12 public and private schools. Results indicated that there were significant differences between public and private school principals’ opinions on school counseling priorities, perceptions, academic development, and program management. School type and school-level interactions were significant for career and academic development and marginally significant for personal–social development. School level had also significant main effects on personal–social, career, and academic developments. These results may be of value to school leaders and educators concerned with improving student achievement and school effectiveness through revising and improving their school counseling services.

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Luke, Melissa, Michael V. Ellis, and Janine M. Bernard. "School Counselor Supervisors' Perceptions of the Discrimination Model of Supervision." Counselor Education and Supervision 50, no. 5 (September 2011): 328–43. http://dx.doi.org/10.1002/j.1556-6978.2011.tb01919.x.

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Carlson, Laurie, and Nathalie Kees. "Mental Health Services in Public Schools: A Preliminary Study of School Counselor Perceptions." Professional School Counseling 16, no. 4 (January 2013): 211–21. http://dx.doi.org/10.5330/psc.n.2013-16.221.

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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_suppl (January 2015): 2156759X1501604. http://dx.doi.org/10.1177/2156759x1501604s01.

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Sink, Christopher A., and Lisa R. Spencer. "Teacher Version of the My Class Inventory-Short Form: An Accountability Tool for Elementary School Counselors." Professional School Counseling 11, no. 2 (December 2007): 2156759X0701100. http://dx.doi.org/10.1177/2156759x0701100208.

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This article reports on a psychometric study examining the validity and reliability of the My Class Inventory-Short Form for Teachers, an accountability measure for elementary school counselors to use as they evaluate aspects of their school counseling programs. As a companion inventory to the student version of the My Class Inventory–Short Form (Sink & Spencer, 2005), this instrument assesses teachers' perceptions of the classroom climate as they relate to five scales: overall student satisfaction with the learning experience, peer relations, difficulty level of classroom materials, student competitiveness, and school counselor impact on the learning environment. Implications for practice are included.

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SARI, SERLI NOVITA, and NURUL ATIEKA. "PERCEPTION STUDENT OF DEPARTMENT GUIDANCE AND COUNSELING AT UNIVERSITAS MUHAMMADIYAH METRO INTO SCHOOL COUNSELOR PROFESSION." GUIDENA: Jurnal Ilmu Pendidikan, Psikologi, Bimbingan dan Konseling 5, no. 1 (June 15, 2015): 77. http://dx.doi.org/10.24127/gdn.v5i1.56.

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Abstract: Guidance and Counseling Teaching profession is a profession with dignity and requiring scientific competence and qualifications. Many emerging negative perception, even from students of guidance and counseling to the profession of guidance and counseling. The problem in this research is formulated as follows: "What are the perceptions students of Guidance and Counselling, University of Muhammadiyah Metro the teaching profession Counseling?". The goal is to find out how students' perceptions of Guidance and Counselling, University of Muhammadiyah Metro the teaching profession Guidance and Counseling. The method used is quantitative descriptive. The population is students of guidance and counseling, the sample totaled 175 students. Instruments used in the form of Likert scale. The data analysis technique used percentages. The results showed that students' perceptions BK UM Metro is at a very high category to the teaching profession Guidance and Counseling. Suggestions put forward are: Based on these results, the researchers gave some suggestions are as follows: 1) for lecturers to add hours of practicum BK for students, and provide student guidance and counseling opportunities to interact more with teacher guidance and counseling directly in schools, and 2) the students are expected to apply to run a positive perception of the teaching profession Counseling well.Keywords: Perception, Student, Guidance and Counseling

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Novakovic, Alexandra, Eva N. Patrikakou, and Melissa S. Ockerman. "School Counselor Perceptions of Preparation and Importance of College and Career Readiness Counseling." Professional School Counseling 25, no. 1 (January 1, 2021): 2156759X2199839. http://dx.doi.org/10.1177/2156759x21998391.

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This study addresses school counselors’ perceptions of the importance of college and career readiness counseling and their preparedness to implement aspects of such counseling with students and families. Results from surveying school counselors in a large urban district serving a diverse, low-income student population indicated that school counselors did not believe they were well prepared to provide many aspects of college and career readiness counseling, although they perceived that each area was important to their work with students and families. We discuss implications for training school counselors in college and career readiness counseling.

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Banks, Courtney S., Jamilia J. Blake, and Katherine Lewis. "Collaborating With Parents to Increase Proactive Bystander Messages." Professional School Counseling 23, no. 1 (January 2019): 2156759X2091274. http://dx.doi.org/10.1177/2156759x20912741.

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School antibullying initiatives are increasingly focused on educating students about the impact of proactive bystanders to reduce victimization. However, according to the social-ecological perspective, children can also choose to adopt bystander responses based on what their parents teach them at home. School counselors are equipped to disseminate best practices of bullying prevention to parents and increase school and home communication on effective bystander responses, but how much this influences what parents teach their children as bystanders is not clear. The current study examined whether parental perceptions of school climate and awareness of antibullying interventions affected what parents teach their children to do as bystanders to school bullying. Results indicated a significant and positive relationship between parent and school counselor agreement on the presence of antibullying interventions and parents teaching their children to stand up for the victim if they witness bullying at school. We discuss strategies to promote home and school collaboration on antibullying initiatives, extending the role of school counselors in antibullying efforts, and future directions.

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Reiner, Summer, Robert Colbert, and Rachelle Pérusse. "Teacher Perceptions of the Professional School Counselor Role: A National Study." Professional School Counseling 12, no. 5 (June 2009): 324–32. http://dx.doi.org/10.5330/psc.n.2010-12.324.

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Sherman-Morris, Kathleen, Idamis Del Valle Martinez, Cheryl A. Justice, and Kimberly R. Hall. "School counselor perceptions of the geosciences and career exploration activities used in their schools." Journal of Geoscience Education 67, no. 4 (August 1, 2019): 446–58. http://dx.doi.org/10.1080/10899995.2019.1627854.

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Arfasa, Aminu Jibril. "Perceptions of Students and Teachers Toward Guidance and Counseling Services in South West Ethiopia Secondary Schools." International Journal of Multicultural and Multireligious Understanding 5, no. 6 (December 9, 2018): 81. http://dx.doi.org/10.18415/ijmmu.v5i6.504.

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The study was intended to examine practices of Perception of Teachers and Students for Guidance and Counseling services in South west Ethiopia Secondary Schools. The research design was a descriptive survey research. The total participants of study were 500 and among total participants 108 were teachers and 394 were students. The study was used Multi stage sampling techniques. At first stage among 78 secondary school in south west Ethiopia, 8 secondary schools were selected by random sampling techniques using lottery methods. On the second stage 392 students and 108 teachers were selected by systematic sampling techniques. The instruments of data collection was Likert scale closed-ended self- administered questionnaire used and validation of the instruments was done by using experts' review and discussion. The study was used quantitative methods of data analysis. The analysis of data was done using descriptive statistical measurements like, percentage, mean, standard division, and independent t-test were computed to analysis the response from students, and teachers. The results of study indicated that the students and teachers mean perception scores to needs of guidance and counseling for students learning was positive. The perceptions of both students and teachers to ward school guidance and counseling services working on students future career, personal problems and students empowerments and decision making was negative. The computed independent t-test result revealed that there was no statistical significant difference between students and teachers means perception scores guidance and counseling services which was implies both teachers and students had the same perception for services of guidance and counseling in their schools. The mean perception of the students toward the non trained individuals could be of guidance and counselor officers were average while perception teachers were negative. Regarding to cost effectiveness of guidance and counseling services both students and teacher’s perception means score were negative. From these results it was recommended that Since perceptions of students and teachers may affected based on the guidance and counseling survives; Education bureau in collaboration with higher educational institutions should prepare on job training to improve counseling skills of the guidance and counselors officers.

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