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Dissertations / Theses on the topic 'Student counselors Student counselors Student counselors Educational counseling'

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Published: 4 June 2021

Last updated: 6 February 2022

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1

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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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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Edwards, LaWanda Cobia Debra C. "Accountability practices of school counselors." Auburn, Ala, 2009. http://hdl.handle.net/10415/1715.

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Lesio, Catherine Ann. "Accountability for mental health counseling in schools /." Online version of thesis, 2007. http://hdl.handle.net/1850/6205.

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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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6

Donovan, Kristina. "Predictors of Student Referrals to School Counselors by School Teachers." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5696.

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A large percent of high school students in New Jersey aged 12 -17 can benefit from seeing their school counselor. The problem is that without teacher referrals, many students with unidentified mental health disorders may not receive the needed early intervention services. Limited research exists as to which factors may influence a teacher to refer a student to a school counselor. Framed with cognitive behavioral theoretical foundation, a cross sectional survey design study investigated how teachers' perception of school counselors influence teachers' willingness to refer to a school counselor, as measured by the Counselor Rating Form - Short Edition. Using a stratified cluster sampling method, 55 licensed New Jersey school teachers participated in the study. To assess the relationship between the results of the Counselor-Rating Form - Short Edition, and teacher made student referrals linear regression was used. In this study, a simple correlation between the CRF-S score and the number of referrals was found to be significant, r = .338, p = 0.012. Further, the scores on the CRF-S could be a significant predictor of making a referral, F(1, 53) = 6.825, p = 0.012, R2 = 0.114. This information could be used to infuse counselor education curriculum designed to increase teacher and school counselor conversations, and ultimately provide information to school counselors that may increase the rate of teacher-made referrals of students to school counseling for mental health services.

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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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Alexander, Kathleen Rae. "Guidance curriculum of the American School Counselor Association school counseling standards implementing the forty developmental assets under the nine standards." Online version, 2002. http://www.uwstout.edu/lib/thesis/2002/2002alexanderk.pdf.

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Turner, Deborah Nackley. "An exploratory investigation of school counselors' experience in school reform: Interviews with ten counselors." W&M ScholarWorks, 2003. https://scholarworks.wm.edu/etd/1550154180.

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

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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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Mansukhani, Ma Chi-fun Gigi. "Pre-service training course for student guidance officers : a proposal /." [Hong Kong : University of Hong Kong], 1987. http://sunzi.lib.hku.hk/hkuto/record.jsp?B12341472.

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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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Walker, Richard L. "Counselors' awareness of gangs as a predictor of proactive vs. reactive counseling styles." Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999walker.pdf.

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15

Scarborough, Janna L., Kristopher M. Goodrich, and Melissa Luke. "School Counselors and LGBTQ Youth: A Nationwide Survey of School Counselor Educational Needs and Experiences." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/1299.

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Strong evidence exists that LGBTQ students are underserved and at high risk in schools. Only by increasing the knowledge, skills, and awareness of school counselors will they be able to act systematically and effectively address the needs of LGBTQ youth within the complex school environment. In order to design programs for school counselors that reflect their unique roles, it is necessary to learn more about their experiences in working with LGBTQ youth, ideas regarding training needs, as well as motivation and type of training that would be helpful. The goal of the presenters is to share the results of a nationwide study exploring the experiences and identified training needs of Professional School Counselors in working with LGBTQ youth.

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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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Shillingford, Margaret Ann. "The contributions of professional school counselors' values and leadership practices to their programmatic service delivery." Orlando, Fla. : University of Central Florida, 2009. http://purl.fcla.edu/fcla/etd/CFE0002559.

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18

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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19

Coleman, M. Nicole. "Critical incidents in multicultural training : an examination of student experiences /." free to MU campus, to others for purchase, 2002. http://wwwlib.umi.com/cr/mo/fullcit?p3065539.

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20

Astramovich, Randall L. "Attitudes of American School Counselor Association Members toward Utilizing Paraprofessionals in School Counseling." Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2659/.

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The principal investigator (PI) for this study surveyed 207 American School Counselor Association (ASCA) members on their attitudes toward utilizing trained counseling paraprofessionals in school counseling. The PI also examined the relationship between participants attitudes and their subjective reports of the counselor-student ratios in their schools, the amount of work time they spent providing direct counseling services to students, and the extent to which their districts experienced a school counselor shortage. The participants mean reported counselor-student ratio (1:464.63) significantly exceeded ASCA recommendations of 1:250. Elementary counselors reported the highest counselor-student ratios while high school counselors reported the lowest. Furthermore the PI found a significant linear trend for counselor-student ratios to decrease as school level increased. The participants reported mean percentage of time involved in direct counseling services (61.48%) fell significantly below the ASCA recommended 70%. Elementary counselors reported the highest amount of time involved in direct counseling services while high school counselors reported the lowest. The PI also found a significant linear trend for percentages of time involved in direct services to decrease as school level increased. Over one-fourth of the participants indicated school counselor shortages existed in their districts. A majority of participants supported utilizing counseling paraprofessionals in their schools. The PI found a significant negative correlation between support for counseling paraprofessionals and percentage of time involved in direct services. Participants reporting the lowest percentage of time providing direct services to students thus expressed the strongest endorsement for utilizing counseling paraprofessionals. Participants most strongly endorsed assigning clerical duties to counseling paraprofessionals. They likewise endorsed assigning some indirect helping duties to counseling paraprofessionals. However, participants strongly opposed assigning direct counseling duties to counseling paraprofessionals. Based on the results of the study the PI developed recommendations for school counselors, school administrators, state education agencies, and institutions of higher learning regarding the training, education, and job duties of counseling paraprofessionals.

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

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

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22

Keim, Michael Alan Suh Suhyun. "A study of school counseling services provision to children of deployed military parents." Auburn, Ala., 2009. http://hdl.handle.net/10415/1956.

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23

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

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Crislip, Rebecca Mary. "A literature review of school counselor and programs effectiveness addressing academic achievement, personal/social issues and career development." Menomonie, WI : University of Wisconsin--Stout, 2005. http://www.uwstout.edu/lib/thesis/2005/2005crislipr.pdf.

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Kraemer, Amy K. "The role of school counselors in the life of a student affected by methamphetamine." Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006kraemera.pdf.

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Rice, Robert E. "Group Leadership of Experienced Middle School Counselors." Digital Archive @ GSU, 2011. http://digitalarchive.gsu.edu/cps_diss/56.

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ABSTRACT GROUP LEADERSHIP OF EXPERIENCED MIDDLE SCHOOL COUNSLEORS by Robert E. Rice Middle school students experience biological, cognitive, and social changes as they struggle with identity formation, self-concept, self-esteem, and academic success. Psycho-educational groups are an effective and efficient method for confronting social/emotional or academic problems that prohibit middle school students from performing well in schools. An essential component in the successful counseling of middle school groups is the skill and experience of the group leader. Research on school-based groups has focused on all areas with the exception of group leadership. Therefore, the purpose of this study is to explore how experienced middle school group leaders approach and conduct psycho-educational groups. This qualitative study uses a grounded theory methodology to investigate the practices, experiences, and perceptions of fourteen middle school counselors. The theory that emerged is grounded in the data from the participants and represents how they were able to conduct small groups in schools despite barriers many other school counselors experienced. Through educational leadership, relationship building, and an understanding of the systems at work in schools, these participants were able to establish a group program in their schools. The participants in this study also reveal the experiences they used to develop their skills as group leaders. The results of this study may have important implications to middle school counselors, researchers, and counselor educators in understanding the group and educational leadership skills needed to conduct effective groups in a middle school setting.

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Doerries, Denyse Brennan. "The growth and development of novice family counselors theory to practice." W&M ScholarWorks, 1999. https://scholarworks.wm.edu/etd/1550154051.

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Kellum, Kathleen Erin Hartney. "Structured reflecting teams in group supervision: a qualitative study with school counseling interns." Diss., University of Iowa, 2009. https://ir.uiowa.edu/etd/302.

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As school counseling interns graduate and transition to a professional school counseling work world, there are issues which may affect their personal and professional development, such as ongoing skill acquisition, keeping current in the field, and reflective awareness of professional counselor growth. Counselor educators continually seek approaches and methods of training school counseling interns with potential for transference to the world of practicing school counselors. However, translating ongoing supervision of school counselors to the real world setting can prove problematic. First, there is a lack of clinical supervision after graduation, and then any supervision received tends to be provided by school administrators. This exploratory study sought to explore the potential of one model of group supervision, which could potentially translate into the real work world of practicing school counselors. The purpose of the study was to explore the experiences of school counseling interns' with a reflecting team model of group supervision, Structured Reflecting Team Supervision (SRTS), during the final, internship semester. A qualitative method was used for this exploratory study due to the scant research in the areas of clinical group supervision and the SRTS model with the school counseling intern population. This study was designed to answer the following research question: What are the experiences of school counseling interns exposed to the reflecting team model of group supervision throughout their internship semester? Data consisting of structured open-ended interview guides (SOIG) were gathered three times throughout the semester. Data was also gathered one time through a separate SOIG at the end of the semester from the academic supervisors to ensure consistency of the use of the model. Study participants found hearing multiple perspectives on the same case to be the most important aspect of their time together. Several participants suggested an earlier start to the SRTS model might provide an opportunity to follow the cycle of new idea implementation and reporting back progress from those ideas. A number of participants looked forward to trying the model in the field through peer consultations to meet the needs for further clinical supervision.

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Sanders, Victoria Nauful. "Perceptions of Georgia school counselors on the implementation of a comprehensive guidance and counseling program and accountability." Click here to access dissertation, 2006. http://www.georgiasouthern.edu/etd/archive/fall2006/victoria_n_sanders/Sanders_Victoria_N_200608_Edd.pdf.

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Thesis (Ed.D.)--Georgia Southern University, 2006.
"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." In Education Administration, under the direction of Michael D. Richardson. ETD. Electronic version approved: December 2006. Includes bibliographical references (p. 115-125) and appendices.

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Golden, Sarah Heather. "Factors that Influence School Counselors' Intent to Use Online Counseling." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4367.

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Owing to advancements in technology, online counseling has become a viable option for counselors to provide counseling services to diverse populations. Despite the expansion of resources, a gap in research exists pertaining to a school counselor's intention to use online counseling. Furthermore, online counseling is an underused tool owing to a variety of unknowns, attitudes, ethical and legal concerns, and lack of training associated with online counseling. The underuse of online counseling becomes problematic because youth, who may be more receptive to support via the Internet, remain underserved if school counselors are not using this tool. The purpose for this quantitative survey study was to examine select predictor variables as explained below and their relationships to the school counselor's intent to use online counseling. This study was framed upon the constructs and extensions of the technology acceptance model, which demonstrates that there are factors that influence an individual's behavior and acceptance of technology. The results of a multiple regression analysis yielded a relationship between the independent variables of age, confidence to use online counseling, educational experience, and school's learning program and the school counselor's intent to use online counseling. Furthermore, key findings suggested a significant relationship between 2 of the 4 variables, the school counselor's confidence to use online counseling, educational experience, and school counselor's intent to use online counseling. These findings are useful for informing training programs for school counselors, thus possibly promoting increased use of the Internet to reach vulnerable youth populations who may be more receptive to counseling via the Internet.

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McGinnis-Garner, Lynn Curtis Deborah J. Crawford Kathleen Marie. "Addressing young adolescents' needs through middle school advisory programs." Normal, Ill. : Illinois State University, 2002. http://wwwlib.umi.com/cr/ilstu/fullcit?p3088027.

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Thesis (Ed. D.)--Illinois State University, 2002.
Title from title page screen, viewed Aug. 13, 2004. Dissertation Committee: Deborah J. Curtis, Kathleen Marie Crawford (co-chairs), Robert L. Fisher. Includes bibliographical references (leaves 117-119) and abstract. Also available in print.

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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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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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Honsinger, Connie J. "The Predictive Nature of Vicarious Trauma in School Counselors." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5201.

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In the past decade, the counseling profession has begun to recognize the impact of vicarious trauma on counselors who provide services to individuals who have experienced trauma. The constructivist self-development theory asserts that interpersonal frameworks can determine healthy versus unhealthy coping styles and impact a counselor's susceptibility to vicarious trauma. Researchers have explored vicarious trauma in a number of professions such as mental health counseling and social work however they have not examined potential risk factors specific to school counseling. The purpose of this correlational study was to investigate variables associated with vicarious trauma in school counselors. The research focused on the relationship between vicarious trauma and the level of exposure to student trauma, history of trauma in the counselor's personal life, self-other differentiation, level of school, and amount of trauma education. An electronic questionnaire was sent to 654 school counselors in four school districts in Virginia and was returned by 217. The survey included the Vicarious Trauma Scale, Self-Other Differentiation Scale, Adverse Childhood Experiences Inventory-Revised, and demographic survey. Data analysis conducted using multiple regression revealed a significant negative relationship between scores on the Self-Other Differentiation Scale and scores on the Vicarious Trauma Scale indicating counselors with less emotional differentiation from clients are more likely to have higher levels of vicarious trauma. Results of the study may be used to reduce the risk of vicarious trauma in school counselors so they can continue to support students who have been exposed to trauma.

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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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Diambra, Joel Foster. "The relationships between experience, credentials, ego development, and conceptual level of National Certified Counselors." W&M ScholarWorks, 1997. https://scholarworks.wm.edu/etd/1539618862.

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The purpose of this study was to investigate National Certified Counselors and relationships between their experience, credentials, ego development, and conceptual level. Benefits to continuing education requirements, developmental growth, and counselor insight were identified as justification for the research. It was hypothesized that there would be statistically significant positive correlations between counselor experience, credentials, ego development, and conceptual level. Four hundred (400) National Certified Counselors were randomly selected and contacted by mail survey using a General Questionnaire, Loevinger's Sentence Completion Test, and Hunt's Paragraph Completion Method. One hundred and thirty-four (134) responses were received. Significant correlations were found supporting previous research and developmental theory. One null hypothesis was rejected when a statistically significant correlation was found regarding counselor experience, determined by work setting, and ego development; mental health and community counselors scored significantly higher on ego development than school counselors. Though statistical significance was not attained at the.05 level, a trend was apparent with conceptual level scores correlated with counselor work setting; mental health and school counselors scored higher on conceptual level than did community counselors. Several conjectures are made as to the statistically significant relationship between work setting and ego development. Counselor supervision is proposed as the most worthwhile approach to address school counselor growth and development, given the finding that school counselors' scored lower on ego development. Further study is needed to determine if current findings can be replicated. Improvements are offered to enhance information collected in the General Questionnaire. A larger sample size, stratification, and an expansion of the population is recommended to include a cross section of counselor types in order to raise external validity.

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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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38

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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39

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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40

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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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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42

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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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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Whitmore, Karen Y. "School-based family counseling practices: A national survey of school counselors, school psychologists, and school social workers." W&M ScholarWorks, 2004. https://scholarworks.wm.edu/etd/1550154189.

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Weiss, Frieda Deitell. "Counselor role-performance in one-counselor middle and high schools in Virginia." Diss., Virginia Tech, 1991. http://hdl.handle.net/10919/39873.

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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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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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Walsh, Robyn. "The Experiences of School Counseling Directors in Relation to Job Satisfaction and Leadership." VCU Scholars Compass, 2018. https://scholarscompass.vcu.edu/etd/5308.

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The current literature on school counselor job satisfaction does not address the experiences of school counseling directors. This is a unique set of counselors due to their role as leaders and supervisors in the building. Therefore, this study sought to better understand the experiences of school counseling directors in relation to job satisfaction and leadership. The researcher collected data through 10 interviews with participants having met the criteria of serving as a school counseling director of a middle or high school, supervising a department of at least two counselors, and working in the role for at least two years. Data analysis showcased the different expectations in the role of the school counseling director in addition to four major themes: Intentionality, Leadership Training and Knowledge, Overload of Responsibilities Assigned to Role, and Sacrifice. The subthemes for Leadership Training and Knowledge include limited counselor-specific preparation, limited recognition of leadership style, collaboration, and influence of administrators. The subthemes of Sacrifice include time to complete duties and gender-related influence on role acquisition. These themes are discussed in relation to current research as well as in regards to implications about the expectations of the school counseling director’s role, gender influence, leadership training standards and programs, and wellness. Recommendations for further research about school counseling directors, district-level supervisors, and leadership training are also given.

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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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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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