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Dissertations / Theses on the topic 'Student counselors Counseling in secondary education'

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Published: 4 June 2021

Last updated: 13 February 2022

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1

Wong, Wai-hung. "Ethical decision-making in individual counselling among secondary school guidance teachers." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B2013728X.

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2

Hines, Nancy J. "Counseling homosexual students in the secondary school setting perceptions of guidance counselors /." Open access to IUP's electronic theses and dissertations, 2008. http://hdl.handle.net/2069/116.

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3

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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4

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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5

Callahan, Marguerite (Marguerite Louise). "Identification of the Competencies Needed by Secondary & Post Secondary Career Counselors to Initiate and Maintain Articulation of Secondary & Post Secondary Comprehensive Career Development Programs and Services." Thesis, University of North Texas, 1997. https://digital.library.unt.edu/ark:/67531/metadc278803/.

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This study researched effect of selected demographic variables on the self-perceived competencies of career counselors at secondary and post secondary institutions in Texas. Demographic variables were years of service, educational level, type of institution, age of counselor, size of institution, and percentage of vocational enrollment. One hundred career counselors, fifty secondary and fifty post secondary career counselors were mailed copies of the Professional Needs Assessment and a Demographic questionnaire.

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6

Mitchell, Morgan M. "High school counselors perception of preparedness in implementing prevention and postvention of student suicide." Menomonie, WI : University of Wisconsin--Stout, 2007. http://www.uwstout.edu/lib/thesis/2007/2007mitchellm.pdf.

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7

Jones, Phyllis Johnston. "An assessment of secondary school counselors' HIV-related knowledge, attitude, and stage of moral development." W&M ScholarWorks, 1995. https://scholarworks.wm.edu/etd/1539618423.

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This study focused on secondary school counselors employed in public schools in the state of Virginia. It investigated the direction and strength of the relationship of level of moral development, locus of control, HIV knowledge and HIV attitudes.;Locus of control was measured by Rotter's Internal-External Locus of Control Scale (I-E Scale). The Defining Issues Test (DIT) was used to assess counselor level of moral development. An HIV questionnaire examined counselor attitudes and knowledge. Kohlbery's theory of moral development provided the basis for the study.;It was hypothesized that the level of moral development would show a significant positive relationship with the counselors' HIV knowledge and a significant negative relationship with the counselors' HIV attitudes. Additional hypotheses suggested that the locus of control would relate positively to counselors' HIV attitudes and negatively with HIV knowledge. A significant negative correlation was predicted between counselors' moral level of development and locus of control.;of the 286 secondary schools contacted, 118 counselors elected to participate. They completed an HIV questionnaire, the I-E Scale, and the DIT. All assessments were conducted during the spring of 1995.;Data from the study were submitted to product-moment correlations to test the hypotheses. In addition, step-wise multiple regressions were used to analyze the survey variables: HIV attitude and HIV knowledge.;The data did not support a negative relationship between HIV knowledge and level of moral development. There was, however, a significant negative relationship between HIV attitude and level of moral development. There was statistical support for the existence of a negative correlation between locus of control and counselors' HIV knowledge. The positive relationship between locus of control and attitude was not supported. The study data supported the relationship between counselors' moral level of development and their locus of control. The higher the level of moral development, the lower (internal) the level of locus of control. Additional significant relationships were found and recorded. An analysis of responders versus non-responders on the DIT instrument was performed because of the large number of incomplete or unreturned test forms.;The study's data combined with the results of previous research suggested several areas of application: HIV education for counselors, college curriculum, counselor support groups, school systems, state departments, and professional organizations. While the results of the study apply specifically to secondary school counselors employed in the state of Virginia, there is no reason to believe that the specific location would affect the relationships between variables or limit the applicability to counselors in other states.;Suggestions for further study included expanding the survey to include middle school counselors or to include secondary school counselors in other states. Similar studies might be undertaken to assess counselors' attitudes and knowledge regarding gay adolescents or to determine the absence or presence of counselor homophobia. An additional area for exploration includes a survey of counselor education programs' inclusion or exclusion of HIV/AIDS training.

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8

Griffin, Ramona H. "The work of high school counselors' leadership for social justice an analytic autoethnography /." Pullman, Wash. : Washington State University, 2009. http://www.dissertations.wsu.edu/Dissertations/Spring2009/R_Griffin_042109.pdf.

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9

Wong, Wai-hung, and 黃偉雄. "Ethical decision-making in individual counselling among secondary school guidance teachers." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31960558.

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10

Cooper, Kristie Lynn. "Urban high school counselors' experiences with students' access to and success in college." Cleveland, Ohio : Cleveland State University, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=csu1208272710.

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Thesis (Ph.D.)--Cleveland State University, 2008.
Abstract. Title from PDF t.p. (viewed on May 8, 2008). Includes bibliographical references (p. 300-313). Available online via the OhioLINK ETD Center. Also available in print.

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11

Anderson, Eric C. "An investigation of secondary counselor's training, student contact, and perceived level of competency relating to issues of adolescent sexuality." Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999andersone.pdf.

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12

Leonard, Alyssa L. "A comparative study student-athletes' and non-student athletes' attitudes regarding the influence of the school counselor/athletic coach /." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009leonarda.pdf.

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13

Shaw, Aleeta L. "Tennessee High School Counselors' and Dual Enrollment Advisors' Perceptions of Student Readiness for Dual Enrollment." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etd/3554.

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The purpose of this qualitative phenomenological study was to explore Tennessee high school counselors’ and dual enrollment advisors’ perceptions of student readiness for dual enrollment within the context of school, institutional, state, and federal policies as aligned with adolescent development theories in order to inform both policy and practice. Twelve purposely sampled participants from three school districts within the First Tennessee Core Region responded to questions via a recorded phone interview. Participants reflected on the readiness of their students for dual enrollment in the academic, social, and emotional domains. Additionally, participants identified strengths and weaknesses of dual enrollment programs and the Ready Graduateinitiative in Tennessee through the lenses of their school, post-secondary institutions, and their students and shared ideas for the improvement of programs and increasing student readiness.

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Finlay, Cheryl. "Gay and lesbian adolescents : the role of school counsellors /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ36120.pdf.

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15

Landeros, Margarita. "A phenomenological study of counselors helping underrepresented students from Los Angeles charter high schools access and persist in higher education." Thesis, Pepperdine University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3701999.

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There were dual purposes of this qualitative phenomenological study. The first purpose was to describe and compare the goals, design, implementation, and outcomes of college counseling programs in college preparatory charter high schools in Los Angeles as experienced and shared by high school college counselors. The second purpose was to explore what college preparatory charter high school college counselors perceive to be the most important components in a charter high school college-going culture to assist underrepresented students with access to college and preparation to persist in higher education. This phenomenological study utilized interviews to collect data. The one-on-one interviews were with college counselors at Los Angeles college-preparatory charter high schools where at least 60% of students are from underrepresented backgrounds. The 9 interview questions were developed to learn about the goals, design, implementation, and outcomes of college counseling programs at the participants? high schools. The questions were also designed to learn about what counselors perceive as important components in a college-going culture to help underrepresented students access and persist in higher education. The study yielded 5 conclusions. First, students and families from underrepresented backgrounds rely on their schools to inform them about the college preparation process. Second, parental involvement helps hold students academically accountable and helps them pursue higher education. Third, individualized academic advising is critical for student success. Fourth, charter high schools provide insight to address student-to-counselor ratios, which influence the quality of high school college counseling programs. Lastly, students? ability to adapt and navigate changes in academic rigor, social environment, and academic community impacts their college access and persistence. The study yielded 4 recommendations. First, states, districts, and schools are encouraged to continue to address student-to-counselor ratios to enable personalized college counseling that students need. Second, it is advised that counselors have conversations about college in collaboration with parents. Third, it is recommended that schools provide opportunities via their college counseling programs to expose students to individuals from different backgrounds and to different environments. Finally, it is suggested that high schools challenge students academically to help them prepare for the academic rigor of higher education.

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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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17

Hudson, Diana Joy. "Perceptions of High School Counselors Involvement in the Provision of Postsecondary Transition Services to Students with Specific Learning Disabilities." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etd/1271.

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This qualitative study examined high school counselors' perceptions of postsecondary transition services to students with specific learning disabilities. Seven high school counselors in the Unnamed County Schools were interviewed to examine their perceptions of postsecondary transition services to students with specific learning disabilities. Categories that involved school counselor's perceptions of the provision of postsecondary transition services for students with learning disabilities emerged from the data. These themes were as follows: 1) plan of study for postsecondary goals based on vocational assessments, 2) assistance provided to prepare for college or work, 3) duties of counselors and involvement in the transition process, and 4) the IEP team, postsecondary goals, and self-advocacy of accommodation needs. There was also an area of other findings that was noted but was not identified as a theme. This other findings involved a participant's postsecondary personal vocational experience. Participants reported transition assessments that were administered to students with learning disabilities to determine career interests and strengths. Participants also discussed how transition services were included in the plan of study and career goals. Participants indicated that the School-to-Work program has helped students with learning disabilities work within the city and gain experiences in their area of interest. Additionally, participants suggested that students with learning disabilities have attended Career Technology Education (CTE) classes that provided a strong connection with the community and businesses. Participants spoke about their depth of knowledge on courses, scheduling, colleges' admission standards, and the employment process for all students. Participants also indicated that they have supplied information for the postsecondary transition service plans for students with disabilities at IEP meetings. Findings from this study may have encouraged high school counselors to expand their practice and perform at an enhanced level when helping students with special needs go to college, get a job, and succeed in life.

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18

McGee, Christina. "A school counselor's guide to supporting and protecting students who are homosexual in high school a literature review and analysis /." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009mcgeec.pdf.

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19

Dwyer, Edward J., and J. Graham Disque. "Chicken Soup for the Portfolio." Digital Commons @ East Tennessee State University, 2003. https://dc.etsu.edu/etsu-works/2849.

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20

Okereke, Beverly Ngozi. "A Collaborative Approach to Address Student Behavior and Academic Achievement across Systems." CSUSB ScholarWorks, 2016. https://scholarworks.lib.csusb.edu/etd/404.

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Academic achievement and in-classroom behaviors are two significant child outcomes that affect student success in school. According to Systems Theory, in order to truly understand the factors that affect these outcomes for children, one must look to the major systems that encapsulate the child (including their school and home environments). This project is a meta-analytic review that examined the effectiveness of measures representing each system in predicting child achievement and behavior: School-Wide Positive Behavior Supports (SWPBS) for the school as a system, level of parent involvement (high versus low) for the home system, and student motivation (intrinsic versus extrinsic) for the child system. Archival research was used to examine children who attended K-12 schools in various Westernized countries. A total of 15 studies were examined to compute the effect sizes which were combined to examine the relative strength of each factor on the two outcome variables. For academic achievement, it was found that effect sizes were very large for SWPBS (0.768) and student motivation (0.807), and were large (0.589) for parent involvement. For behavior, SWPBS was associated with a very large effect size (-0.780). In other words, SWPBS is strongly associated with both increased academic achievement and decreased problem behavior, whereas parent involvement and student motivation are strongly associated with increased academic achievement. A suggested systems approach including the school counselor is proposed that meshes the effects of these three child systems into a more fluid, collaborative model that address child academic achievement and behavioral concerns.

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21

Glance, Dorea E. "Student Socioeconomic Status and Gender: Impacts on School Counselors' Ratings of Student Personal Characteristics and School Counselors' Self-Efficacy." Ohio University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1335977509.

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22

Uwah, Chinwe J. "A phenomenological exploration of secondary school counselors' experiences engaging in group work." unrestricted, 2008. http://etd.gsu.edu/theses/available/etd-10012008-122633/.

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Thesis (Ph. D.)--Georgia State University, 2008.
Title from file title page. H. George McMahon, committee chair; Greg L. Brack, Jonathan J. Orr, Jennifer Esposito, committee members. Description based on contents viewed July 14, 2009. Includes bibliographical references.

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23

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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Pease-Carter, Cheyenne Minton Casey Barrio. "Preferences among student counselors regarding informed consent practices within counselor education." [Denton, Tex.] : University of North Texas, 2008. http://digital.library.unt.edu/permalink/meta-dc-6066.

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25

McKay, Bill. "The use of antidepressants and counselling for depression : the lived experience of post-secondary students and counsellors." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Health Sciences, c2012, 2012. http://hdl.handle.net/10133/3239.

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This study explored the perceptions of post-secondary students and counsellors towards the use of antidepressants and counselling to manage depression. Student depression is increasing and antidepressants appear to be the most frequently used treatment by students. The literature reveals that most depressed students are not accessing campus mental health centres, and counsellors are noting increased severity of illness for those that do seek help. Therefore, in an attempt to gain increased understanding of students who use antidepressants as well as counselling, the student and counsellor perspective is essential. In this study, 10 students and 6 counsellors were interviewed by the researcher. Interviews were digitally recorded and transcribed verbatim. Thematic analysis guided by van Manen’s (1990) hermeneutic phenomenology was used. Overall, the themes identified aim to represent the lived experience of the students who are living with depression and to better assist counsellors in understanding and developing interventions suited to student need.
ix, 129 leaves ; 29 cm

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26

Oehrtman, Jeremy P. "School Counselors and Intra/Interprofessional Collaboration: A Grounded Theory Study on School Counselors’ Utilization of Intra/Interprofessional Collaboration and its Perceived Impact on Student Success." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1523473250075462.

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27

Glenn, Patricia Ann Franklin David L. "A study to determine the relationship between the expected role performance and the actual role performance of selected secondary school guidance counselors." Normal, Ill. Illinois State University, 1988. http://wwwlib.umi.com/cr/ilstu/fullcit?p8901464.

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Thesis (Ph. D.)--Illinois State University, 1988.
Title from title page screen, viewed September 15, 2005. Dissertation Committee: David L. Franklin (chair), Paul J. Baker, Patricia H. Klass, David L. Livers, William F. Stimeling. Includes bibliographical references (leaves 87-90) and abstract. Also available in print.

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Mackey, Nelda Lynn. "High school counselor caseload assignment models| Counselors voices about what works and why." Thesis, University of California, Davis, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3614240.

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This qualitative study analyzes high school counselor caseload assignment models. It provides information on the impact of these assignments on the services provided to students, and the goals and mission of a school's counseling program and its site. It also examines the methods and rationales sites utilize to determine caseload assignment models, and counselors' perceptions of advantages and disadvantages of differing models. The study reviews relevant literature on effective and equitable school counseling programs, caseload assignment models, looping and developmental theories. The sample for this study is drawn from high school counselors in Sacramento County and its outlying areas. E-mails were sent to potential participants in the fall 2012. Nineteen in-person, semi-structured interviews were completed with 21 participants at 13 different school sites. Counselors interviewed came from schools representing the three major caseload assignment models utilized in the Sacramento area (alpha, grade level, and career academy) and five counselors whose schools did not fit into the above categories were also interviewed (alpha plus specialist counselor(s); alpha plus specialized program counselor; and counselor assigned by teacher advocacy group). Purposive, criterion and convenience sampling were utilized. School counselors in this study are clearly able to note distinct advantages and disadvantages for each major caseload assignment model utilized, and state that these distinctions affect major areas of the counselors working relationships with students, families, teachers, and the counseling team, as well as the specific function or role of the counselors at their sites. The study also shows that caseload assignment models impact the ways in which school counselors deliver guidance curriculum, individual planning services, and responsive services to students as outlined by the ASCA National Model. Descriptions for each major caseload assignment model are presented, and can be utilized for program planning and goal setting activities.

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29

Covert, Ivette Armand. "The effect of group counseling on the self-esteem, attendance, and counselor utilization of inmigrant hispanic limited english proficient secondary students." FIU Digital Commons, 1996. http://digitalcommons.fiu.edu/etd/2661.

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As the population of the United States becomes more diverse and the immigrant Hispanic, limited English proficient (LEP) school age population continues to grow, understanding and addressing the needs of these students becomes a pressing question. The purpose of this study was to investigate the effects of group counseling, by a bilingual counselor, on the self- esteem, attendance and counselor utilization of Hispanic LEP high school students. The design for this study was a quasi-experimental design. The experimental and control groups consisted of one class from each of the four levels of English for Speakers of Other Languages (ESOL), I-IV. The counseling intervention, the independent variable, was delivered by a bilingual counselor once a week, for fifteen weeks. A total of 112 immigrant Hispanic LEP students selected from the total ESOL student population participated in the study. The experimental and control groups were administered the Culture Free Self Esteem Inventory (CFSBI) Form AD as a pretest and posttest. The Background Information Questionnaire (BIQ) was utilized to gather information on counselor utilization and demographic data. Attendance data were obtained from the students' computer records. At the conclusion of the study the differences between the experimental and control groups on the three dependent variables were compared. Statistical analyses of the data were done using SPSS statistical software. A multivariate analysis of variance (MANOVA) was utilized to determine if there were significant differences in the self-esteem scores, attendance and counselor utilization. Correlational analyses was utilized to determine if there was a relationship between English language proficiency and self-esteem and between acculturation level and self-esteem. The study results indicate that there were no significant differences in the self-esteem scores and attendance of the subjects in the experimental group at the completion of the group counseling treatment. Counselor utilization was statistically significant for the targeted population. A relationship was found between English language proficiency level and self-esteem scores for students in ESOL levels II, III and IV. No significant correlation was found between acculturation and self-esteem. Research on the dropout rates of LEP coupled with the results of this study show that students at the intermediate and advanced levels of ESOL (III and IV) exhibit more positive self-esteem and achieve higher graduation rates that levels I and II. LEP students at levels I and II, once they became familiar with the role and function of school counselors through group counseling, utilized their services.

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30

Pease-Carter, Cheyenne. "Preferences among student counselors regarding informed consent practices within counselor education." Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc6066/.

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The purpose of this study was to investigate student preferences for content, timing, and method of informed consent within counselor education programs. Participants included 115 students enrolled in counseling internship courses at six counseling programs accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP). Participants completed the Informed Consent Preferences Questionnaire (ICPQ), an instrument designed specifically for this study through systematic instrumentation development. Descriptive statistics highlighted participants' moderate to high ratings of perceived importance for an array of suggested content pieces for student informed consent. Participants varied among themselves and between items in relation to preferred timing of informed consent, and they consistently reported a desire for student informed consent to be facilitated through a combination of both oral and written methods. Results of exploratory factor analysis revealed a simple eight-factor structure within the ICPQ and suggested strong internal reliability. Correlations for participant scale scores for the eight factors revealed a variety of small to medium correlations. Results from t-test and one-way analysis of variances (ANOVA) indicated that participant preferences did not vary according to demographic variables. Finally, participants' qualitative responses revealed high levels of support for student informed consent. Findings of this study may aid counselor educators in evaluating current program informed consent practices. As a result of evaluation, counselor educators can affirm existing, and/or design new informed consent practices that accurately reflect the needs and desires of counseling students. Future researchers may also utilize the results to guide additional studies related to the practice of student informed consent.

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31

Varquez, Paolo. "Career development activities of school counselors at predominantly Latino high schools." Thesis, California State University, Long Beach, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10065198.

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This embedded case study explored and described the delivery of career development activities by high school counselors (n=9) at predominantly Latino high schools within a Southern California school district. Using the ASCA National Standards as a guide, participants were queried about their adherence to said standards. The following themes emerged: (a) The Need for Parental Involvement in Students’ Education, (b) Counselors’ Barriers to Delivering Career Development Activities, (3) Perceptions of a Potential Career Development Course, (4) Career Exploration, (5) and Lack of Accountability for ASCA Standards. The results from the questionnaire highlighted inconsistency among the participants’ delivery of career development competencies. Limitations include a small sample size and questionnaire flaws. Implications include the need to track fidelity for ASCA National Standards, improve parental involvement, reduce non-counseling tasks, and reduce the student-to-school counselor ratio. Recommendations for future research for educators in predominantly Latino high schools are provided.

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32

Haney, Randall McGarey. "Secondary Student Perceptions of Vocational Education." UNF Digital Commons, 2002. http://digitalcommons.unf.edu/etd/181.

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The central focus of the present study was to examine the relationship between student personal factors (i.e., gender, race, academic performance, career awareness, and socio-economic factors) and the perceptions of secondary school students regarding vocational education. In recent years, traditional vocational programs have not done well throughout the nation. Enrollment within vocational education has dropped to approximately 10%, while enrollment in college preparation courses has increased to over 50%. The subjects of this study were secondary school students enrolled in the Duval County Public School system. The research was conducted using a two-part survey instrument containing 24 demographic questions and 76 questions related to vocational education. The survey instrument was subjected to content validity analysis by a panel of experts from various universities. Additionally, a validation panel, consisting of 12 vocational education teacher interns, critiqued the instrument. This study was helpful in illuminating the contradictions in commonly held perceptions of vocational educators, guidance counselors, school administrators and political decision makers towards secondary students and their declining interest in vocational education. Five hypotheses were tested relative to the relationship between student personal factors and perceptions of vocational education. The five hypotheses sampled were statistically significant, and R squared values indicate that an appreciable amount of variation in perceptions can be accounted for by student background. Demographic factors are related to students' perceptions of vocational education, with socio-economic status most appreciable among the several predictors.

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Fields, Justin R. "Implementing the Transforming School Counseling Initiative into practice the experience of TSCI-trained professional school counselors /." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1196284456.

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34

Spencer, Terrence Richard. "Counseling and therapy practices of school psychologists with parents and families." Scholarly Commons, 1989. https://scholarlycommons.pacific.edu/uop_etds/2184.

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A survey was conducted of 191 members of the National Association of School Psychologists who actually practiced in schools. The purpose of this study was to examine some of the self-reported differences which had not yet been investigated between two groups of school psychologists: those who do and those who do not choose to provide direct counseling/therapy services to parents and families. Some of these uninvestigated differences included time constraints, ratio of service, the perceptions of influence on their job roles, and the respondents' perceptions of administrative support. This study was also directed at determining the therapeutic models rated by members of the two groups as most useful and what differences exist in their beliefs about the factors important in the etiology of child referrals. The results showed that very few school psychologists in school practice are actually engaged in counseling/therapy with parents and families although a majority of school psychologists think these services should be conducted in the schools. School psychologists who have administrative support, have time allotted for the activity, and who perceive more control over their job roles are more likely to be conducting counseling and therapy with parents and families in the schools. Likewise, school psychologists whose job descriptions discourage them from conducting counseling and therapy with parents and families in the schools are no less likely to engage in those services; nor does the number of students to be served relate to this decision. School psychologists' perceptions of the usefulness of any particular - therapeutic model do not appear to bear much relationship to their - choices to spend time providing services to parents and families. The only exception to this appears to be a relationship which exists between perceiving the usefulness of the Reality Therapy and Adlerian models and spending time in therapy with mothers and fathers. Also the relationship between seeing the usefulness of the Family Systems model and spending time in therapy with families was significant. No strong relationships existed between the choice to provide counseling/therapy to parents and families and beliefs about the perceived importance of various etiological factors when dealing with child problems.

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35

Lamm, Cindy Robins. "Children left behind: An examination of the effects of a school counselor coordinated career development program and student and contextual factors on the post-secondary educational plans of students with learning disabilities." W&M ScholarWorks, 2008. https://scholarworks.wm.edu/etd/1539618494.

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The purpose of this descriptive study was to investigate the relationship between diploma status, disability status, family configuration, socio-economic status, IQ function, race, participation in a career development program coordinated by the school counselor, and post-secondary educational plans among students with learning disabilities. A further purpose of this study was to assess the educational experiences of students with learning disabilities relative to their post-secondary educational outcomes. to explore these questions, this study used a constructionist theoretical framework as a implemented in Social Cognitive Career Theory. The participants for this study included high school graduates from the years 2001 through 2007 from a rural high school in the southeastern United States. The majority of participants included students who were economically disadvantaged, African-Americans, and first-generation college students. Results indicated that a career development program coordinated by the school counselor made a significant difference in post-secondary educational plans of students with learning disabilities included in the study. Qualitative results based on student interviews revealed perceived barriers, strategies for coping with a stigmatized identity, preferred teacher attributes, and the importance of a supportive and positive educational infrastructure for building self-efficacy and increasing the likelihood of post-secondary educational planning of students with learning disabilities.

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Scarborough, Janna L., A. Biggs, B. Johnson, and J. Scott. "Best Practices for School Counselors in the Classroom." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/1301.

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Nyutu, Pius N. "The development of the student counseling needs scale (SCNS)." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4837.

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Thesis (Ph.D.)--University of Missouri-Columbia, 2007.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on March 19, 2009) Vita. Includes bibliographical references.

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Christie, Nancy Gail. "Withdrawing from public urban high school: Explanations based on theories of college student departure." Diss., The University of Arizona, 1992. http://hdl.handle.net/10150/185788.

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This study tested the usefulness of Tinto's (1975) and Hossler and Bean's (1990) models of college student departure in explaining dropout in public urban high schools. The "fit" of the models to high school data was tested using path analysis. The sample consisted of 2,625 high school students from the High School and Beyond Study. The findings showed that Tinto's model alone did not provide a good representation of high school data, but that adding causal paths from the constructs of organizational and environmental variables to other variables in Tinto's model, as proposed by Hossler and Bean (and as modified through the findings of this study), produced a model that was a good explanation of the processes leading to high school dropout. The implications of these findings for theory, policy, and future research concerning high school withdrawal are discussed.

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Kelemen, Victor P. (Victor Paul). "The relationship of work environment and type of student contact to burnout in selected community college counseling personnel." Thesis, University of North Texas, 1990. https://digital.library.unt.edu/ark:/67531/metadc332711/.

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The purpose of this study was to examine the relationship of work environment and type of student contact to a type of job stress called "burnout" among selected community college counseling personnel.

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Delong, Bethany A. "Transitioning from high school to college first-generation college students' perceptions of secondary school counselor's role in college preparation /." Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006delongb.pdf.

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Leppma, Monica. "The effect of loving-kindness meditation on empathy, perceived social support, and problem-solving appraisal in counseling students." Doctoral diss., University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4965.

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Participants who received the LKM intervention demonstrated a moderate positive correlation (Cohen, 1992) between quantity of meditation and Perspective Taking (Spearman's rank order correlation rsubscript s] = .29). Implications for counselor education and directions for future research are discussed.; The purpose of this study was to investigate the effects of a compassion-based meditation, known as loving-kindness meditation (LKM), as an intervention to positively affect empathy, perceived social support, and problem-solving appraisal in student counselors. This quasi-experimental study included 103 master's level counseling students enrolled in a large Southeastern university. The treatment consisted of six one-hour psychoeducational groups with a LKM component. The LKM intervention was compared with a control group on the constructs of (a) multidimensional empathy (Interpersonal Reactivity Index (IRI); Davis, 1980), (b) perceived social support (Multidimensional Scale of Perceived Social Support (MSPSS); Zimet, Dahlem, Zimet, & Farley, 1988), and (c) problem-solving appraisal (Problem Solving Inventory (PSI); Heppner, 1988). Participants who received the LKM intervention experienced gains in the cognitive empathy subscales of Perspective Taking (treatment group effect size = .213; control group effect size = .006) and Fantasy (treatment group effect size = .173; control group effect size = .032) and in the affective empathy subscale of Emotional Concern (treatment group effect size = .115, control group effect size = .028). The treatment group also demonstrated a decrease in the affective empathy subscale of Personal Distress (treatment group effect size = .088, control group effect size = .080). The control group did not experience changes in Perspective Taking, Fantasy, Emotional Concern, or Personal Distress. Furthermore, there was no change in either the treatment or control group in perceived social support or problem-solving appraisal from pretest to posttest. In addition, this study examined the relationship between quantity of meditation time and the dependent variables of multidimensional empathy, perceived social support, and problem-solving appraisal.
ID: 029810212; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (Ph.D.)--University of Central Florida, 2011.; Includes bibliographical references (p. 177-197).
Ph.D.
Doctorate
Educational and Human Sciences
Education

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Loesch, Alexander. "The implications of learning style models to school counseling a review of the literature /." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009loescha.pdf.

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Sanders-Burnett, Deirdra. "School Counselors' Role in Reducing Aggression in Children in Alternative Education Programs." Scholar Commons, 2018. http://scholarcommons.usf.edu/etd/7226.

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Despite efforts to reduce the occurrence of physical aggression in traditional school environments, some students persist in engaging in physical aggression and are assigned to alternative education programs as an alternative to expulsion. However, relatively little is known about the types of services that school counselors provide to help these students. This case study investigated the services that school counselors provide to the young children attending disciplinary alternative education programs in a public-school district in central Florida. The participants consist of two school counselors who provided services to the students assigned to the alternative disciplinary programs and two district-level administrators of the alternative programs. The school counselors provided responsive services to meet the immediate needs of the students in the alternative programs. These included individual counseling, multi-tiered systems of support and crisis intervention. The counselors also provided interventions to teach students appropriate social skills, decision-making skills, responsibility, and self-regulation. In addition, the school counselors provided indirect services to students by collaborating with parents and stakeholders which include teachers, social workers, administrators, and community agencies. This case study includes multiple sources of data: (a) face-to-face semi-structured interviews, (b) observations, (c), artifacts, (d) documents, (e) field notes, and (e) member checks. Nine descriptive categories emerged from the data analysis: (a) Reasons assigned, (b) Process of placement, (c) Counselors’ experience, (d) Services and interventions, (e) Assessments, (f) Theoretical orientation, (g) Barriers to providing services, (h) Counselors’ perceptions regarding outcomes, and (i) Counselors' recommendations for future practice. Surprisingly, the case study’s findings reveal that the school counselors believed that the services they provide do not meet the students’ needs. This case study contributes to the body of knowledge about this under-researched population of counselors and under-served population of students by examining the unique experience of school counselors providing services to students who engage in physical aggression. Implications for further research, policy, and practice are presented.

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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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Disque, J. Graham, and P. E. Robertson. "Using Reflective Teams in Supervision: Benefits for Clients, Counselors, & Team Members." Digital Commons @ East Tennessee State University, 1999. https://dc.etsu.edu/etsu-works/2818.

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Gay, Carla Jean. "Student ambassador program: Meeting a need in higher education." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1685.

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Dorado, Joanna P. "The Influence of Social and Cultural Capital on Student Engagement| The Need for School Counselors in Predominantly Hispanic Schools." Thesis, University of Redlands, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3637575.

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The premise of this research is to consider Pierre Bourdieu's social and cultural capital theoretical framework to analyze the life experiences of Mexican American high school students. This qualitative study examined the perceptions of two administrators, four counselors, three students, and three parents regarding the influence of social and cultural capital on student engagement. Three of the participants were first-generation working class Hispanic students with aspirations to attend a four-year university. The participants were interviewed through a semistructured interview protocol to identify what sources of capital are the most useful in creating better educational opportunities for Mexican American students. This qualitative study used a narrative inquiry design to gather data from the participants. This design allowed for the gathering of "authentic voices" of Mexican American students and those who work with them. This study validates the important role of social and cultural capital acquired at home and at school, and the needed access to quality resources and meaningful relationships. The finding and limitations reviewed in this study bring awareness to the need for social and cultural capital resources to improve social outcomes for low-income Hispanic students. Based on the data findings, recommendations are made for school counselors and Hispanic students.

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Sias, Shari McClung. "Conceptual and moral development of substance abuse counselors: The relationship to counselor level of education, experience and recovery status." W&M ScholarWorks, 2002. https://scholarworks.wm.edu/etd/1539618503.

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In the Commonwealth of Virginia, substance abuse professionals are debating the licensure requirements for substance abuse counselors. The debate concerns the minimum educational and experience requirements for substance abuse counselor licensure (i.e., lowering the educational requirements to include individuals with less than a master's degree). In most counseling related helping professions, the minimum educational requirement for a counselor is a master's degree in a counseling related field. to obtain a state or national license, 4,000 hours of supervised experience and the passing of a licensure examination is required beyond a master's degree. The field of substance abuse counseling is an exception to this educational requirement. Substance abuse counselors' educational levels can vary from a graduate degree in a counseling related field and a state or national license to a high school diploma and a state or national substance abuse certification. These differences in educational backgrounds tend to be based on recovery status. Non-recovering counselors are likely to have a graduate degree and a professional license, and recovering counselors are likely to have a high school diploma and a substance abuse certification. Counselor level of education has been linked to different levels of cognitive development. Counselors at higher levels of cognitive complexity possess many of the attributes needed to be effective counselors, such as, being empathic, being flexible in the use of counseling methods, being more autonomous and interdependent and exhibiting less prejudice towards others. The purpose of this study was to examine the relationships among counselor education, experience, recovery status, conceptual complexity, and moral judgment of substance abuse counselors. The theoretical framework for the study was cognitive developmental theory, specifically conceptual level and moral development. This study surveyed 900 randomly selected substance abuse counselors in the Commonwealth of Virginia. Multiple certification and licensure lists were obtained that were representative of differing levels of education, experience and credentials of substance abuse counselors in Virginia. The accessible population included, Certified Substance Abuse Counselors (CSACs), Certified Addictions Counselors (CACs), Master's Addiction Counselors (MACS) and Licensed Substance Abuse Treatment Providers (LSATPs). The survey instruments included: a General Questionnaire, the Paragraph Completion Method (PCM), and the Defining Issues Test (DIT). One hundred and eighty-eight (188) survey responses were received for a return rate of 21%. Following data collection, multiple regression, t-tests and chi square statistical analyses were preformed to test the research hypotheses. The research findings were: counselor conceptual complexity and education level (i.e., master's degree) were positively correlated, and counselor level of moral judgment and education (i.e., bachelor's degree) were negatively correlated. A negative relationship was found between family member recovery status and moral judgment and counselor level of moral judgment was lower on an authentic (i.e., a substance abuse dilemma) vs. the standard DIT dilemmas. No correlation was found between counselor level of experience and conceptual complexity or moral judgment. Further research is needed to replicate the current findings. Suggestions made for future research include: collecting additional information on the General Questionnaire concerning supervision practices, a larger stratified sample, and the use of the DIT-2 rather than the DIT-Short Version.

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Davies, Kenneth L. "A comparative study of guidance counseling for high school seniors in a Christian school." Theological Research Exchange Network (TREN), 1993. http://www.tren.com.

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Vaccaro, Nicole. "The relationship between research self-efficacy, perceptions of the research training environment and interest in research in counselor education doctoral students an ex-post-facto, cross-sectional correlational investigation /." Orlando, Fla. : University of Central Florida, 2009. http://purl.fcla.edu/fcla/etd/CFE0002511.

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