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Skutley, Katherine E. "Teacher perceptions of the role of a school counselor." Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006skutleyk.pdf.
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MATSUOKA, Yasuko, та 靖子 松岡. "スクールカウンセラーが学校現場で機能するための活動と工夫について : 教師との連携に焦点を当てて". 名古屋大学大学院教育発達科学研究科, 2012. http://hdl.handle.net/2237/16156.
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Mettille, Jennifer A. "Faculty perceptions of the role of a school counselor." Menomonie, WI : University of Wisconsin--Stout, 2005. http://www.uwstout.edu/lib/thesis/2005/2005mettillej.pdf.
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Hirdes, Cassandra Laine. "Gender and Race of Teacher and Student: Are They Related to Teacher Responses to Incidents of School Bullying?" Thesis, The University of Arizona, 2010. http://hdl.handle.net/10150/193408.
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In this study teachers provided responses indicating what actions they would take towards the bully and victim after watching three bullying vignettes in which the gender and race of the students varied. Significant differences revealed that when race, gender, or race and gender of teacher and student differ teachers are more likely to dismiss the victim or seek out adult resources. If the race or gender or race and gender of teacher and student were the same then teachers indicated that they would comfort the victim with more frequency, use a wider array of approaches regarding the victim, and they would also reprimand the victim more. Females were more likely than males to show care toward the victims and Whites were more likely than non-Whites to dismiss the victim. No significant differences were found when comparing teacher responses by student characteristics alone. Implications for teachers and school counselors are discussed.
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Thompson, Rosemary A. "A comparison of counselor, principal and teacher perceptions of the role and function of the school counselor in Virginia public secondary school." W&M ScholarWorks, 1986. https://scholarworks.wm.edu/etd/1539618281.
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The Problem. The purpose of this study was to measure discrepancies between perceived "importance", "attainment" and "effectiveness" of school counselor role and function behaviors as viewed by principals, counselors, and teachers. It was hypothesized that counselors, teachers, and principals will differ significantly in their perceptions of what is important, attained and effective in counselor role and function.;Research Procedure. The subjects (N = 687) were principals, counselors and teachers randomly selected from Virginia public secondary schools. A 55-item Counselor Role Repertoire Needs Assessment Survey was developed to collect role and function data on eleven constructs of: Educational/Occupational Guidance, Counseling, Research, Staff Consultation, Parent Consultation, Placement, Referral, Pupil Appraisal, Program Development, Public Relations, and Professionalism.;Findings. There was a significant difference among principals, teachers, and counselors on their perceptions of perceived "importance" of all role constructs except Placement and Research; on the "attainment" of all role constructs except Research and Program Development; and on the "effectiveness" of counselor role and function of all constructs except Educational Occupational Guidance, Research, Parent Consultation, and Professionalism. Principals and counselors appeared to respond similarly on the attainment of Staff Consultation and Placement and on the importance of Professionalism and Public Relations. Teachers differed on these four constructs. Principals and counselors felt Staff Consultation and Placement was attained to a greater degree than teachers felt it was attained. Principals and counselors also gave more importance to Professionalism and Public Relations; teachers felt it was less important.;Conclusions. The findings of this study have implications that counselors continue to rely on the individual treatment model for counseling and the administrator role of sorting and allocating students through the secondary curriculum with an emphasis on educational and occupational guidance. Counselor caseload, function, role and responsibilities should be more clearly delineated and redistributed to provide a more therapeutic environment for developmental counseling. Suggestions for program enhancement and recommendations for further research is provided.
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Epperson, Sidney Reins. "Models of Consultation, Referral Problems and the Perceived Effectiveness of Parent and Teacher Consultation." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc501027/.
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This study evaluated the school psychologist's perception of effective models of consultation based upon referral problem and parent, teacher, and student response to treatment. Analyses of covariance determined that (a) parents' receptivity and total number of teacher contacts significantly influenced the parents' response to treatment; (b) teacher receptivity and total number of parent contacts significantly affected teachers' response to treatment; (c) students' response to treatment was significantly affected by the model of teacher consultation and the average number of minutes spent with the school psychologists; and (d) students in a Mental Health consultation group responded significantly more favorably than s tudents in Behavioral or Collaborative consultation groups.
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Roberts, Wendy. "Perceptions on the importance of prior teaching experience for school counselor candidates." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009robertsw.pdf.
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上杉, 春香, та Haruka UESUGI. "スクールカウンセラーと教師との日常関係づくり尺度の作成". 名古屋大学大学院教育発達科学研究科, 2005. http://hdl.handle.net/2237/9450.
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Zimmerman, Lisa. "Parents' constructions of the role of the helping professional in learning support." Pretoria : [s.n.], 2006. http://upetd.up.ac.za/thesis/available/etd-06252007-175358/.
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Farragh, Elizabeth A. "Teacher Support following Death by Suicide| An Autoethnography of School Counselor Experiences within a Rural School Community." Thesis, Central Michigan University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13810980.
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<p> This qualitative study examines the perspectives of teachers in a small, rural community and the influence of the school counselor who support students returning to school after a death by suicide. The researcher took an autoethnographic approach because of the years of personal and professional experience and knowledge within the professional setting used in this study. A thorough review of the existing literature in the areas of the conceptual frameworks of grief, theories of grief, theories of suicide, policies and culture of rural school communities informs the study. Data triangulation was used to understand how different data sources show consistency using the same method. Data triangulation contributes to verification and validation of qualitative analysis (Patton, 2015). </p><p> A purposeful sample was used to select recently retired teachers with classroom experience. Retired teachers were selected because of years of classroom experience and knowledge in the professional setting with students who return after a death by suicide. Criteria for selection of retired teachers within a small group of professional educators in a small, rural Midwestern community are comprised of retired teachers at the secondary level of public education. Retired teachers have experience as a classroom teacher, have worked with the school counselor and have experience with students who returned to school after a peer death by suicide or family member death by suicide. Retired teachers were selected that have good recall of events and experiences in the classroom. </p><p> This study is designed to understand school counselor influence and the perspectives of teachers in a small, rural community who support students after a death by suicide. Qualitative methods were used to collect and analyze data. An interview guide approach was used to increase the comprehensiveness of the data. Research questions were generated from an extensive review of the literature. Data were collected from the following methods: interviews, private anecdotal counselor notes, researcher reflections and member checking. Educational research has not investigated as to how teachers feel about their preparedness and ability to support students after a death by suicide. Lack of data from research on the role of teachers, the influence of the school counselor and their preparedness to support students after a death by suicide is particularly meaningful for rural school communities. Therefore, the need for this study is significant as rural school communities, researchers and those who experience death by suicide explore this phenomenon and the policy implications for best practice based on data that informs the research questions. Trustworthiness of data analysis and believability of the study assures transferability, dependability and confirmability. </p><p>
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Eworo-Enfumo, Karolyn. "Teacher and guidance counselor perceptions of classroom diversity are institutional barriers discouraging classroom diversity in advanced courses? /." College Park, Md. : University of Maryland, 2004. http://hdl.handle.net/1903/2134.
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Thesis (M.A.) -- University of Maryland, College Park, 2004.<br>Thesis research directed by: Dept. of Sociology. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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Eades, Jerre P. (Jerre Pauline). "The Role Expectations of Academic Counselors in Vocational Education as Perceived by Home Economics Cooperative Education Teachers and Academic Counselors in Texas." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc331646/.
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The purposes of this study were to determine the role expectations of academic counselors in vocational education as perceived by home economics cooperative education teachers and academic counselors, to compare the extent of agreement between these two groups, and to determine if selected demographic variables caused significant differences in perceptions of role expectations. This study surveyed randomly selected counselors and teachers by means of a questionnaire designed to ascertain role perceptions and to collect demographic data. The Likert-type scale instrument consisted of 46 items that were categorized into six areas of counseling tasks. A total of 45 teachers and 158 counselors returned usable questionnaires.
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Conaway, Kathryn A. "HEAD START TEACHERS’ INTENTIONS TO IMPLEMENT SUGGESTIONS FOLLOWING MENTAL HEALTH CONSULTATION: AN INVESTIGATION OF THE ROLES OF WORKING ALLIANCE AND TEACHER EFFICACY." Oxford, Ohio : Miami University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1182373197.
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Donald, Emily J. "Child Teacher Relationship Training (CTRT) with Residential Care Workers: A Mixed Methods Study." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/4941.
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Kedrowski, Ann M. "Teacher and counselor collaboration to support the development of ADD/ADHD students an analysis of variance between elementary, middle, and high school levels /." Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999kedrowski.pdf.
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Ringenbach, Ron T. "A Comparison Between Counselors Who Practice Meditation and Those Who Do Not on Compassion Fatigue, Compassion Satisfaction, Burnout and Self-Compassion." University of Akron / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=akron1239650446.
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Cottongim, Constance Myers. "The school's role as a support system for children of parental divorce." [Johnson City, Tenn. : East Tennessee State University], 2002. http://etd-submit.etsu.edu/etd/theses/available/etd-0814102-162214/unrestricted/CottongimC082202a.pdf.
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Bylund, Rakel, and Sara Löfstrand. "Samverkan, en magisk uppkomst? : En studie kring skolkuratorers och lärares upplevelser av samverkan och förutsättningar för samverkan inom skolan." Thesis, Högskolan i Gävle, Socialt arbete, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-30026.
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Studiens syfte var att undersöka och beskriva hur skolkuratorer respektive lärare upplever samverkan mellan deras professioner, vilka förutsättningar som ges till denna samverkan utifrån arbetssituation, arbetsgivare och yrkesutbildning samt hur detta skulle kunna utvecklas. Studiens empiri utgörs av semistrukturerade kvalitativa intervjuer med fyra skolkuratorer och två grundskollärare. Studiens huvudsakliga resultat visar att samtliga informanter har en stor vilja att samverka mellan professionerna men att möjligheterna till det är begränsade. De främsta orsakerna till de begränsade möjligheterna uppges vara personal-, och tidsbrist. Dessa brister ger även konsekvenser såsom att det viktiga hälsofrämjande och förebyggande arbetet måste prioriteras bort till förmån för det åtgärdande arbetet. Förutsättningar, för samverkan och förståelse för andra professioner, givna av utbildningen uppges vara bristfälliga. Denna studie bidrar med förslag på hur yrkesverksamma tänker att förutsättningar för samverkan mellan olika skolprofessioner kan utvecklas, både på arbetsplatsen men även under respektive yrkesutbildning.<br>The aim of this study was to illustrate school counselors´ and teachers´ experience of cooperation between their professions, what conditions there are for this cooperation given by work situation, employers and education and how these conditions can develop. Four school counselors and two primary school teachers were interviewed in a qualitative study. The results show that the informants want to cooperate but possibilities for this are limited, mainly due to staff shortages, and time constraints. These shortcomings also lead to limited possibilities for health promoting and preventive work because the remedial work needs to be done. Conditions given by education programs for cooperation between professions appears to be inadequate. This study contributes with suggestions on how professionals think that the conditions for cooperation between different school professions can be developed, both at the workplace but also during their education.
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Jackson, Caroline Dover. "Collaboration between Art Teachers and School Counselors of the Johnson City Elementary Schools to Assist At-Risk Students: An Art Experiences Model." [Johnson City, Tenn. : East Tennessee State University], 2003. http://etd-submit.etsu.edu/etd/theses/available/etd-0328103-181729/unrestricted/JacksonC041403a.pdf.
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Thesis (Ed. D.)--East Tennessee State University, 2003.<br>Title from electronic submission form. ETSU ETD database URN: etd-0328103-181729. Includes bibliographical references. Also available via Internet at the UMI web site.
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SILVA, Maria das Graças Gonçalves da. "Formação continuada do professor alfabetizador proposta pelo PNAIC: o papel do orientador de estudo no processo formativo." Universidade Federal de Pernambuco, 2015. https://repositorio.ufpe.br/handle/123456789/17199.
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Previous issue date: 2015-10-28<br>O Pacto Nacional pela Alfabetização na Idade Certa (PNAIC), como programa de formação continuada, busca promover uma reflexão sobre o processo de alfabetização e sobre a prática docente. Levando em consideração a criação desse Programa e a sua proposta, esta pesquisa teve por objetivo analisar a prática do orientador de estudo no processo de formação continuada dos professores alfabetizadores a partir do PNAIC. A fim de responder nosso objetivo, realizamos observação participante das formações dos formadores da IES com os orientadores de estudos de Recife e de São Lourenço da Mata e, destes com os professores alfabetizadores em seus respectivos municípios, entrevistas semiestruturadas com duas orientadoras de estudos e análise documental de cadernos do PNAIC. Todas as formações foram gravadas em aparelho de áudio e anotados em diário de campo e, posteriormente, transcritos integralmente. Ao todo foram observados três seminários (II, III e IV) dos formadores com os orientadores de estudos de Recife e de São Lourenço da Mata, quatro encontros de orientadores de estudos de Recife (IV, V, VI, X) e quatro dos orientadores de São Lourenço da Mata (IV, V, VI, X) com os professores alfabetizadores. Os dados foram tratados a partir da análise de conteúdo (BARDIN, 2010). Os resultados revelaram que o orientador de estudos se apresenta no documento do Pacto como elemento fundante, pois é através dele que a proposta do PNAIC chega aos espaços de formação, é ele que vai tomar as decisões, organizar e planejar situações de aprendizagem sobre a língua portuguesa com os alfabetizadores. Nossa análise evidenciou que as orientadoras de estudos observadas priorizaram estratégias formativas relacionadas aos aspectos teóricos da formação, como estudo de texto e as questões práticas como nos momentos de retorno da tarefa de casa, variando em relação à recorrência, que ao transferi-las para a formação nos municípios fabricaram “táticas” para reconstruírem sua prática. Em relação ao tratamento dispensado na formação às práticas da sala de aula, verificamos que se tornaram objeto de análise e aprendizagem coletiva dos orientadores de estudos, tanto nas suas formações com os professores da IES, como nas formações com os professores alfabetizadores.<br>Pacto Nacional pela Alfabetização na Idade Certa (henceforth PNAIC), as a continuous training programme, aims at promoting reflection about literacy process of Brazilian basic school students and teachers practice. Taking into account the aforementioned programme and its goals, the present study aims at analysing Study Counselor's practices regarding continuous training programme for teachers in charge of developing students literacy skills. In order to attain the goal of this study we attended and observed pre-service training programme for Brazilian Universities' trainers in which Study Counselors from Recife and São Lourenço da Mata participated, and we also attended continuous training programme workshops held by Study Counselors. We conducted semistructured interviews to two Study Counselors in additon to analysing PNAIC official document and guidelines. We voice-recorded the workshops, wrote down notes and also transcribed recordings in its entirety. We attended three seminars held by Study Counselors for teachers of both Recife and São Lourenço da Mata (II, III and IV), four meetings of Study Counselors for Recife's (IV, V, VI, X), and four meetings of Study Counselors for São Lourenço da Mata's literacy teachers (IV, V, VI, X). Data were processed according to Bardin's content analysis theory (2010). Results showed that Study Counselors are considered a fundamental element in PNAIC official document and guidelines because the programme proposal is to be delivered by means of them in the workshops, and Study Counselors are also in charge of making decisions, organizing and planning learning situations with literacy teachers concerning Portuguese language. Our analysis made evident that Study Counselors prioritized formative strategies related to theoretical aspects, such as scholarly articles study, as well as practical matters, such as those concerning students turning in assigned homework. When teaching strategies at workshops for literacy teachers, these strategies turned into "tactics" in order for literacy teachers to be able to apply them in a classroom environment. As far as classroom teaching practices are concerned, it was made evident that these became Study Counselors' study element for both analysis and collective learning in seminars designed for Brazilian universities trainers, as well as in workshops for literacy teachers.
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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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Santos, Anelise Schaurich dos. "O INGRESSO NO MESTRADO E A ADAPTAÇÃO À PÓS-GRADUAÇÃO STRICTO SENSU." Universidade Federal de Santa Maria, 2015. http://repositorio.ufsm.br/handle/1/10342.
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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior<br>The aim of this master s thesis is to know the adjustment process of graduate students to their courses. It was realized two studies. The first study consisted of a systematic review of literature that aimed to investigate in an exploratory way personal, relational and institutional factors that are described in the literature as influences in the graduate students adjustment to their courses. The 15 international peer-reviewed articles that composed the final sample of this research showed that the integration with graduate life depends on the setting with the demands of the graduate program, on financial security and, above all, on the establishment of a rewarding relationship between advisor and student. Based on this information and on the lack of studies about the subject in the Brazilian graduate scenario, the second study was proposed to investigate the master students vision about their advisors and the perception of students about the relationship between advisors and students, besides to identify the possible influence of this perception in the adjustment of these master students to their courses. It participated in the study 12 graduate students from two graduate programs of a public university located in south of Brazil. The answers given by them to the issues of a semi-structured interview were subjected to content analysis. It was noticed that the vision (positive or negative) that the students had about the personal attributes and behavioral styles of their advisors influenced the nature of the relationship (satisfactory or unsatisfactory) between them. It is believed that the results of this work will stimulate government, development agencies and higher education institutions in Brazil to concern about the adjustment of graduate students to their courses in order to minimize cases of failure in masters and doctoral programs in the country.<br>Esta dissertação objetivou conhecer o processo de adaptação acadêmica dos estudantes de pós-graduação stricto sensu aos seus cursos. Para tanto, foram realizados dois estudos. O primeiro estudo constitui-se de uma revisão sistemática de literatura que visava investigar exploratoriamente os fatores pessoais, relacionais e institucionais que são descritos na literatura como influências no processo de adaptação de estudantes de pós-graduação stricto sensu aos seus cursos. Os 15 artigos internacionais revisados por pares que compuseram a amostra final dessa pesquisa permitiram concluir que a integração com a vida de pós-graduando depende da ambientação com as normas e demandas do programa de pós-graduação, de segurança financeira e, sobretudo, do estabelecimento de uma relação gratificante entre orientador e orientando. Com base nessa informação e na escassez de estudos sobre a temática no cenário da pós-graduação brasileira, o segundo estudo foi proposto para investigar exploratoriamente a visão de mestrandos a respeito de seus orientadores e a percepção dos discentes sobre a relação estabelecida entre orientadores e orientandos, bem como identificar a possível influência dessa percepção na adaptação desses mestrandos aos seus cursos. Participaram dessa pesquisa 12 mestrandos provenientes de dois programas de pós-graduação de uma universidade pública localizada no sul do Brasil. As respostas concedidas por eles às questões de uma entrevista semiestruturada foram submetidas à análise de conteúdo. Percebeu-se que a visão (positiva ou negativa) que os orientandos apresentavam a respeito dos atributos pessoais e dos estilos comportamentais de seus orientadores influenciavam na natureza da relação estabelecida (satisfatória ou insatisfatória) entre eles. Acredita-se que os resultados desta dissertação irão estimular a preocupação do governo, das agências de fomento e das Instituições de Ensino Superior do Brasil com a adaptação de pós-graduandos aos seus cursos a fim de minimizar os casos de insucesso nos cursos de mestrado e de doutorado do país.
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Lin, Ching-Ping. "Streaming video for parental involvement education." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2473.
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The purpose of this project is to develop a way of communication between school and parents. It aims to help parents to be more involved in their children's education. One of the main aspects and focus of this project is the analysis of the use of streaming video.
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Loving, Rachel. "School Counselor Training: Differentiated Site Supervision Based on Prior Work Experiences." VCU Scholars Compass, 2012. http://scholarscompass.vcu.edu/etd/2899.
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Over a decade after the regulation change in Virginia allowing individuals without teaching experience to pursue school counseling careers, no known study had focused exclusively on differences site supervisors observe when training school counselors from different professional backgrounds and the extent to which those counselors employ a tailored supervision approach in the clinical setting. While site supervisor training has been an area of interest in recent articles (e.g., Dollarhide & Miller, 2006), its relationship to supervision philosophies and technique differentiation has not been previously addressed. The researcher investigated those topics using a mixed-method research design shaped by suggestions from recent literature (e.g., Better-Fitzhugh, 2010; DeKruyf, 2007; Luke, Ellis, & Bernard, 2011; Miller & Dollarhide, 2006; Peterson & Deuschle, 2006; Stephens, 2008). This study analyzed site supervisors’ perspectives on supervision, the role training can play in developing site supervisors’ confidence and philosophical orientation, and the beliefs and practices site supervisors employ when supervising former teachers and non-teachers. Observed differences between former teachers and non-teachers in the clinical setting existed, yet 7 out of 12 site supervisors did not differentiate their supervision approach in order to close this gap. Findings from both Phase I (survey) and Phase II (interview) of this study indicated that practice is linked to training. Site supervisors who reported receiving supervision training were more likely to work from a philosophy of site supervision, feel more confident about their ability to supervise, and believe that differences between former teachers and non-teachers were slight and could be overcome with supportive, intentional supervision.
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Milan-Nichols, Marsha. "Counselor Educators' Experiences with Emotionally Charged Exchanges While Teaching Multicultural Counseling." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4803.
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Counselor educators foster the multicultural counseling competence of counselors-in-training; however, counselor educators face challenges that include emotionally charged exchanges that may might impact counselor educators' relationship with students. The purpose of this transcendental phenomenological study was to investigate counselor educators' experiences with emotionally charged exchanges related to teaching multicultural counseling. The ecological systems theory was used as a conceptual framework. A purposeful sample of 4 counselor educators from Council for Accreditation of Counseling and Related Educational Programs-accredited counselor education programs in the United States shared their knowledge of these emotionally charged exchanges through semistructured phone interviews in their natural settings. The data gathered underwent analysis following the descriptive phenomenological method, and revealed the essence of counselor educators' lived experiences: ever-present conflicting emotions and tension, with peaks of feeling exposed, inadequate, and satisfied after intentionally evoking students' emotions. Counselor educators can use the results of this study to alter their pedagogy and empower their students to develop their multicultural counseling competence more fully. Improved multicultural counseling competence might improve the treatment provided to a diverse range of clients and reduce treatment disparities.
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Preece, Heidi S. "Teacher-And Student-Developed Summaries of Performance: Perceptions of Teachers and Vocational Rehabilitation Counselors." DigitalCommons@USU, 2015. https://digitalcommons.usu.edu/etd/4542.
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Students receiving special education services occasionally experience problems with accessing adult services after graduation. Mandated by the Individuals with Disabilities Education Act reauthorization of 2004, the summary of performance (SOP) is a document that should ideally provide necessary information to adult service providers on needed services and eligibility of a student after graduation. This project examined student-completed portfolios and teacher-completed SOP forms to determine which form was more useful for providing necessary documentation for eligibility. Participants were vocational rehabilitation (VR) counselors and special education teachers who evaluated a student-completed portfolio compared with a teacher-completed SOP form in an online survey. Variables assessed by VR counselors included (a) value of the information provided for determining eligibility, (b) value of the information provided for plan development, (c) value of the information provided for identifying functional limitations, (d) comprehensiveness of information, (e) usefulness for communicating with other professionals, (f) usefulness for communicating with family members, (g) usefulness in creating familiarity with student, (h) time required to conduct review, and (i) time required to read/comprehend the document compared to value. Special education teachers evaluated and compared a student-completed portfolio with a teacher-completed SOP form using a similar survey. Variables assessed by special education teachers included (a) value of the information provided for determining postsecondary goals, (b) value of the information provided for transition plan development, (c) value of the information provided for identifying functional limitations, (d) comprehensiveness of information, (e) usefulness for communicating with other professionals, (f) usefulness for communicating with family members, (g) usefulness in creating familiarity with student, (h) time required to conduct review, and (i) time required to read/comprehend the document compared to value. The results show that a student-completed portfolio was rated more favorably than a teacher-completed form on most variables. VR counselors reported receiving a more complete picture of a student in the student-completed form. Special education teachers rated the student-completed portfolio as higher in value than the teacher-completed SOP. Findings suggest the need for more research on a student-completed portfolio as an SOP.
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Moore, Alma J. "COUNSELOR EDUCATION AND SUPERVISION DOCTORAL STUDENTS' EXPERIENCES AS INSTRUCTORS OF RECORD TEACHING A MASTER'S LEVEL COUNSELING COURSE: A DESCRIPTIVE PHENOMENOLOGICAL INVESTIGATION." Kent State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent1573225509664446.
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White, Marisa Lynn. "The Process of Becoming an Advocate for the Counseling Profession: A Qualitative Analysis of Counselors’ Development toward Advocacy." University of Akron / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=akron1258153249.
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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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Castillo, Claudia. "Students with Physical Disabilities - Reflections on their Experiences with Work Preparation Programs, Services and Accommodations in a Higher Education Institution." FIU Digital Commons, 2016. http://digitalcommons.fiu.edu/etd/2567.
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For a variety of reasons, college students with disabilities encounter stressors beyond those of students who do not have disabilities. One of the more salient examples is that students with disabilities are required to disclose that they have a disability and to communicate with faculty and staff in order to receive academic accommodations, as afforded to them under sub-part E of Section 504 of the Education and Rehabilitation Act of 1974. Therefore, postsecondary institutions are required to make appropriate accommodations available to students with disabilities, but they are not required to proactively seek them out.
The purpose of this study was to learn about the needs that students with physical disabilities have concerning their successful transition into professional careers. This was accomplished by analyzing how five current senior students with disabilities reflected on their experiences, particularly in terms of using work preparation programs and/or accommodations necessary for them to participate in employment recruitment activities provided by the university’s career services office. The intent of those services was to transition disabled students from the university environment into the workforce.
The findings showed that the students perceived they did not receive a lot of information regarding the services available, and they also expressed that the university should have done more in transitioning them into their professional life. The basic premise is that higher education professionals, key support staff, and administrators who provide work preparation programs, career, transition and accommodation services to disabled students are in a position to help remove informational barriers, facilitate the use of services and accommodations, and to actively encourage students with disabilities to enter the workforce upon graduation. The results of this study may inspire university personnel to find creative ways to get students involved and motivated to seek services available to them, to be best self-advocates to students needing their services, and to understand the transition challenges that exist between academic life and entry into the workforce. By being more aware and sensitive about the needs of students with disabilities, the professionals who work with them might be better positioned to help them experience a successful and more supported transition into a competitive employment and independent life after college.
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Mamett, Susan Mary Carr Walter Richard A. "Teacher, counselor, and administrator perception of the role of the school counselor in comprehensive career and technical high schools in Pennsylvania." 2008. http://etda.libraries.psu.edu/theses/approved/WorldWideIndex/ETD-2530/index.html.
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Keepers, Beverly Cox. "An empirical investigation of factors influencing teacher attraction to a career as school counselor." 2004. http://etd.louisville.edu/data/UofL0048d2004.pdf.
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ZENG, GUAN-MING, and 曾冠銘. "The Progress and Difficult of Interesting Between Junior High School Teacher-counselor and Involuntary Clients." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/64hqnm.
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碩士<br>國立中正大學<br>犯罪防治碩士在職專班<br>104<br>The research investigates the process and challenge of psychological service between junior high school teacher-counselor and involuntary clients. By qualitative researching way, the theory is basic on grounded theory as the researching way to do systematic research. After collecting the data of interview, analyze the data and it will show the situation of psychological service between junior high school teacher-counselor and involuntary clients.
The result of the research:
A. It’s about 80% to 100% of clients are involuntary clients, with the definition of the research.
B. The reason why involuntary clients transfer to counselor’s room: Dropouts, gender issue, gender equality, worst behavior, domestic violence, child and youth protection, bad relationship, crime, self-wounding.
C. The frustration and obstacle of investigate involuntary clients
1. Weak background of skill and concept training of psychological
service.
2. Clients keep silent, refuse and don’t coordinate make interviewee frustrated.
3. The contact with other investigating resources influences the process.
4. The changing of clients situation is hard to evaluate it is a volunteer or not.
5. The theory influences the process.
6. The domestic teachers’ expect to teacher-counselor.
The advice:
A. Strengthen the teacher-counselors’ skills to involuntary clients
B. Implement involuntary clients’ 3-level counseling division, and take systematic work concept into the routine.
C. Increase general teachs’ knowledge and ability, and teacher-counselor special knowledge and ability.
D. Decrease the double relationship influence to the work.
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鄭至雅. "The Effects of the Clarity of Counselor''s Cognitive Intention on Counselor''s Anxiety, and Outcome of the Counseling Process: A Study on Taipei Teacher - Chang." Thesis, 1999. http://ndltd.ncl.edu.tw/handle/47835833442979080330.
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碩士<br>中原大學<br>心理學系<br>87<br>Abstract
The purpose of this study was to investigate the effects of the clarity of counselor''s cognitive intention on counselor''s anxiety, and outcome of the counseling process. An intention clarity training group with eight sessions was implemented to study the effects of the training program。This study adopted matched-pair experimental design. The subjects were ten counselors of Taipei Teacher Chang and the interpersonal process recall (IPR) procedure was used to analysis the initial interview. The clients were twenty volunteers who were randomly assigned to the experimental or control group. This instruments were used the Intention Clarity 9-point scales, State-Trait Anxiety Inventory (STAI), The Session Evaluation Questionnaire (SEQ).
The major findings were as follows: First, there was a negative correlation between counselor''s intention clarity and counselor''s anxiety level. This revealed that the higher the counselor''s anxiety level, the more disturbance in his or her cognition, which means that the counselor''s state-anxiety level will affect his or her understanding of the client''s problem and thus influences both the counselor''s ability in formulation and clarity in intention. Second, both the somewhat higher than normal level of counselor''s state-anxiety and the anxiety initiated by the experimental process were found to improve the outcome of the counseling process. Third, counselors who had trained in the intention clarity group had better awareness ability, better intention clarity expression and better outcome of the counseling process. This made clients feel more satisfactory, and the counseling process was deeper and smoother.
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Huang, Wen-Feng, and 黃玟鳳. "A Study on the Demand of Death Education of Elementary School Teacher-Counselor in Taipei City." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/38080538609384465701.
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碩士<br>國立臺北教育大學<br>教育學系生命教育碩士班<br>103<br>The study was purported to discuss the context of demand of death education for Taipei City elementary school counselors in addition to discussing the difference in demand for death education under different personal background and environmental variables. The study method adopts questionnaire survey, using self-prepared open questionnaire and structured questionnaire as survey tools. The objects of study comprise Taipei City elementary counselors in 2014 as population, adopting purposive sampling to draw a total of 224 valid samples from the elementary schools of 9 administrative districts. The following conclusion is drawn from the statistical data analysis of T-test and one-way ANOVA independent sampling:
1. The demand of death education consists of demand brought forward by Taipei City elementary counselors and were analyzed and categorized into eight levels, “meaning of life”, “death caring”, “pre-death caring”, “death preparation”, “death education”, “viewpoint of life and death”, “facing death” and “post-death world”.
2. The demand of death education from Taipei City elementary school counselors was medium to high level while the “Meaning of Life” and “Death Education” were two dimensions accounting for the highest demand of context.
3. Different age, teaching seniority, school size, prior contact with death incidents in students, prior experience in grief counseling, and prior reading on books or articles related to death in Taipei City elementary school counselors, have not shown significance in the overall demand of death education but it was revealed in some levels.
4. Different gender, seniority of counselors, education, religion or belief, prior discussion on death issues with students, study in courses or seminars related to death in Taipei City elementary school counselors, have shown significance
in the overall and partial demand of death education.
In sum of aforementioned research conclusion, the study proposes suggestions for the future planning and development of seminar courses on death education for Taipei City Elementary School Counselors as reference for relevant departments or follow-up research.
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WANG, YU-YUN, and 王宥勻. "A Study of the Relationship between Personality Traits and Job Satisfactions of Elementary School Teacher-Counselor." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/82256234349056832710.
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碩士<br>靜宜大學<br>教育研究所<br>105<br>The purpose of this research was to explore the relationships between the personality traits and job satisfactions of elementary school teacher-counselor. In addition, the researcher explored the difference in personality traits and job satisfactions among participants of different backgrounds.
The Questionnaire of Neuroticism-Extroversion-OpennessPersonality Inventory-Revised(NEO PI-R) and the Questionnaire of Job Satisfactions for elementary school counselor were distributed to 177 elementary school teacher-counselor. Among them, a total of 177(100%) valid questionnaires were received.
The researcher found that：
1.The elementary school teacher-counselor were inclined to be emotional stable, extravert, open to experiences, agreeable and conscientious in their personality traits.
2.The elementary school teacher-counselors of different gender, age, academic background, service schoolsize and length of counseling service differed significantly in some aspects of personality traits and in job satisfactions.
3.The elementary school teacher-counselor were inclined to be satisfied with counseling environment, cooperation of system and competency counseling.
4.Significant and moderate positive degree of correlations were found between the personality traits and the job satisfaction.
5.Personality traits such as emotional stability, extraversion, opennessto experienceand conscientiousness coule predict competency counseling.
The practical suggestions for educational administration, centers for teacher education and researchers of further studies were proposed based on the results.
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LIN, MENG-HSIU, and 林孟秀. "On the Enlightenment of Zhuangzi's Life Philosophy to Tutoring--Take a Teacher Counselor as an Example." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/24q323.
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碩士<br>南華大學<br>生死學系哲學與生命教育碩士班<br>106<br>The main purpose of this paper's research is to explore the inspiration of Zhuangzi's life philosophy to counseling work, and taking full-time tutors as an example. Read “Zhuangzi” classics, understand and interpret literature, in order to obtain the precious wisdom of the classics. Look for sources that can purify the soul and powerful life force. Zhuangzi's life philosophy and consultation in the field of philosophical consultation and combine healing thoughts with realm and realm. Integrating the insights into practice in real life. Reflection on the process of transforming people’s life beliefs and inspires the vision of life education and counseling. Develop a new image of a career as a full-time tutor.
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HUANG, TZU-AN, and 黃子安. "A SEM Study on Homeroom Teachers’ Perceived Counselor-teacher CollaborativeSatisfaction with School Counselors in Junior High Schools." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/nvhka8.
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碩士<br>中原大學<br>教育研究所<br>107<br>The purpose of this study was to explore the relationships of the homeroom teachers’ collaborative attitude, expectation, satisfaction and their perceptions of school counselors’ professional traits in Taoyuan City. The study adopted questionnaire survey method that a total of 278 homeroom teachers were selected by a stratified quota sampling. The participants included 66 males and 172 females; with 55.5% of them having "sometimes collaborative" with school counselors and 26.89% of them having "often cooperative". The statistics analyses of descriptive analysis, independent t-test, one-way ANOVA, Pearson correlation, multiple regression, and path analysis were performed.
The results: (1) the homeroom teachers scored “high” levels on all the four variables of current study: perceptions of counselor-teacher collaborative attitude, expectation, and satisfaction, and their perceptions of school counselors’ professional traits. (2) The different background variables have significant differences between the collaborative attitudes, expectations, and satisfaction that homeroom teachers perceived with school counselors. (3) There was a significantly positive correlation between the four variables. (4) Both collaborative attitudes and collaborative expectations have significantly predicted collaborative satisfaction. (5) The current research verified Oliver’s theory that teachers’ perceived collaborative satisfactions were influenced by their collaborative attitudes and collaborative expectations. The collaborative expectations have mediation effect between the two. (6) The school counselor’s professional traits have directly or indirectly affected collaborative attitudes, collaborative expectations, and collaborative satisfaction. The teachers’ perception of school counselors’ professional traits has indirectly affected collaborative expectation and satisfaction through full and partially mediation effects by collaborative attitude.
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Liao, Ying-Ying, and 廖盈盈. "Win or Lose? A Study on the Collaborative Experiences Between the School Counselor and Teacher of Group Counseling." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/17197899317042638996.
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碩士<br>國立臺灣師範大學<br>教育心理與輔導學系<br>104<br>The purpose of this study was to explore the collaborative experiences between the school counselor and teacher of group counseling in the school ecological system, and how three people – the school counselor, teacher, and student can compose a “painting of collaboration”. In the “painting of collaboration”, will it enable school counselor and teacher to bring their expertise to bear and help each other, or will it cause them to loss the functions of their roles? The research was to identify the key success factors and constraints in the collaboration between school counselors and teachers, in order to propose strategies and suggestions that will help to foster the collaboration efficacy.
The study was based on the qualitative research and grounded theory to collect and analysis data. The researcher used purposive sampling to select 41 participants from eight elementary and junior high schools in Hualien and Taitung. In each school, the researcher invited five participants, including a school counselor, two teachers and their students. It spent about 20-45 minutes for each participant with semi-structured interviews. The research result shows:
1.Novice school counselor can instantly spark a relationship with teachers by creating a human-oriented collaborative relationship, responding the teachers as soon as possible, caring the teachers’ needs, and taking initiative to go to the teachers’ office.
2.The collaborative relationship between school counselors and teachers varied depending on their needs and interactions. It involved four types of interpersonal relationship, i.e., professional/personal, active/passive, familiar/strange and authoritative/equal relationships.
3.No conversation, no realization. School counselors and teachers had to have ongoing conversation to connect and understand each other and the students. Teachers needed to know the counseling evaluations and strategies, their students’ advantages and disadvantages, what teachers should pay attention to and how to help their students.
4.The key success factors of the collaboration between school counselors and teachers included the school counselor-teacher-student goal congruence, the personal relationship of school counselor and teacher, the school counselor’s immediate and active responses, taking initiative to go to the teachers’ office can propagate the counseling effects at the same time. On the contrary, the constraints were the school counselor’s too much self-accusation, facing the dilemma between teacher and student, and having no idea to respond teacher’s complaint.
5.The most beautiful “painting of collaboration” is that the school counselor, teacher and student go on the same direction. Sometimes it failed, not because someone did not work hard, but because the three people go on the different directions.
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CHEN, PEI-YI, and 陳佩儀. "A Study on the Demand of Suicide Prevention Curriculum of Junior High School Teacher-Counselor in New Taipei City." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/63981130410628767758.
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碩士<br>國立臺北教育大學<br>教育學系生命教育碩士班<br>105<br>The purpose of this study was to investigate the demand of suicide prevention curriculum of junior high school teacher-counselor in New Taipei City, and taking into consideration different variables, such as personal background, environmental background and personal experience. The method of this study is a questionnaire survey, and the research tool of this survey is used to the self-prepared opening questionnaire and the structure questionnaire. The objective of this study is to comprise junior high school teacher-counselor of New Taipei City in 105 school year as the population, taking 30 valid samples as the sample of opening survey, applying the teacher-counselor of 10 junior high schools as the pre-test questionnaires, then exclude the objects of re-test and adopting 260 valid samples. The statiscal data of this study is by way of analysis in T-test, one-way ANOVA and Scheffe multiple comparison test. Getting the conclusion is as following:
1. The demand of suicide prevention curriculum is consisted of the context what these teacher-counselor expect, and these demands were analyzed and integrated into six aspects, such as “definition, cause and related theory of suicide”, “preventive counseling”, “counseling of the suicide cases”, “suicide prevent courses, teaching and group counseling”, “family, teachers and students cooperation and school practice” and “teacher-counselor self-protection and adjust”.
2. The demand of suicide prevention curriculum of junior high school teacher-counselor in New Taipei City was medium to high level, “counseling of the suicide cases” is the highest aspect of the demand, and “how to handle suicide cases” is the highest item of demand.
3. “Different gender, full-time guidance counselors seniority, studying in courses related to suicide prevention, whether reading the articles related to suicide prevention, whether participated in seminar related suicide prevention.” in New Taipei City junior high school teacher-counselor, had no significant difference in the overall demand but the significant difference was revealed in some aspects of suicide prevention curriculum.
4. “Different age, whether served as Section Chief of Counseling” in New Taipei City junior high school teacher-counselor, all of these had significant difference in the overall and six partial demands of suicide prevention curriculum.
To sum up the foregoing research, this study was in connection with New Taipei City junior high school teacher-counselor, making some suggestions for “the future planning, program arranging, and development of seminar course on suicide prevention curriculum, as the reference for relevant departments or the follow-up research.
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Yang, Shiou-Mei, and 楊秀玫. "THE Effect of Counseling Practice Training Group on Abilities of Case Conceptualization and Counselor Effectiveness of Volunteer Teacher-Changs." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/98351245077032071019.
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碩士<br>國立高雄師範大學<br>輔導研究所<br>92<br>The purpose of this research was to explore influences towards abilities of case conceptualization and counselor effectiveness of “ Volunteer Teacher-Changs” of Kaohsiung City after they had received “counseling practice training group”. The researcher primarily designed a step-by-step counseling practice group training project based on features of ability growth of case conceptualization, training of cognitive ability, peer case study, content of case conceptualization, materials of counseling practice, materials of case conceptualization practice training, and client record-taking. The training project was divided into 6 units. The trainees met once a week, lasting 3 weeks for the total 20 hours. Group participants were 20 Volunteer Teacher-Changs in the area of Kaohsiung, with either counseling or virtual counseling experiences.(For certain factors, the final number of participants was 8 respectively from experimental and control group). Pair pre-test and post-test were applied in the research. Independent variables was experimental operation . The ability of case conceptualization and counselor effectiveness were the dependent variables, evaluated by Case Conceptualization Ability Rating Scale and Counseling Rating Form. Descriptive statistics and pre-test were used as covariate for one-way analysis of covariance. The result was as the following:
1. The ability of case conceptualization of “Volunteer Teacher-Changs” was obviously promoted by the counseling practice training group.
2. Counselor effectiveness of “Volunteer Teacher-Changs” was obviously promoted by the counseling practice training group.
Finally, based on the result of this research, the researcher offered some recommendations for both counseling practice and future studies.
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WANG, YI-MIN, and 王亦旻. "The study of the relationship among Health cognition, Job Stress, Job Attitude and Job Performance in Junior High School Teacher-Counselor - Organizational Support as a Moderator." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/szxz79.
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碩士<br>經國管理暨健康學院<br>健康產業管理研究所<br>104<br>A junior high school teacher-counselor is essential to human network in school. Their job is to provide consulting assistance to students, promoting professional school counseling efficiency, timely intervening in doing counseling job to develop preventive function, proceeding to integrate guidance resource network effectively so as to promote counseling work.
This study is analyzing the relation between job performance and health cognition, job stress, job attitude of junior high school teacher-counselor, and organizational support as a moderator. The questionnaires were sent out to collect data, and received 323 valid samples within 400 questionnaires. Then process the data with SPSS17.0 and AMOS21.0 to analyze with structural equation model, in order to test the goodness of fit of this study and to verify hypothesis. The main conclusions of this study were as follows:
(1) Gender, ages, and school location cause no obvious difference on health cognition, job stress, job attitude, job performance and organizational support of junior high school teacher-counselor. In contrast, whether or not marriage, lesson, seniority, psychologist qualification, school scope and teacher-counselor qualification has partial difference on those of junior high school teacher-counselor. (2) Health cognition has significant positive effect on job performance. (3) Job stress has significant negative effect on job performance. (4) Organizational support has intervening effect on the relation between job performance and health cognition, job stress, job attitude
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Medová, Petra. "Změny v náplni práce výchovného poradce na běžné základní škole po zavedení inklusivního vzdělávání." Master's thesis, 2019. http://www.nusl.cz/ntk/nusl-397015.
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This diploma thesis is divided into a theoretical and practical part. In the theoretical part, the author derives from the historical findings of Educational Counselling Facilities in the Czech Educational system. Furthermore, she focuses on the definition of Educational Counselling Facilities before the introduction of the new concept of Individual Integration in 2016, including the working methods of school guidance counsellor. The author defines the terms of Individual Integration in detail and deals with the amendment and its consequences in the work of school guidance counsellors and teachers. The practical part includes an empirical research based on semi-structured interviews with school guidance counsellors. The author summarizes the findings of her questionnaire survey carried on among schoolteachers. In the final part, the author specifies the changes in the working methods of school guidance counsellors after the implementation of the new concept of Individual Integration starting from 1st September 2016. The author also clarifies the impact of the Individual Integration concept on the everyday responsibilities of the teachers and the educational facilities from their point of view.