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ERIC Number: ED514623
Record Type: Non-Journal
Publication Date: 2010
Pages: 250
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-1096-4741-9
ISSN: N/A
Perceptions Held by New School Counselors of Their Induction Training Programs
Loveless, Carol P.
ProQuest LLC, Ed.D. Dissertation, Walden University
Current literature on the effectiveness of structured mentoring or induction programs for new counselors is lacking. Concurrently, new school counselors often experience difficulty in assuming the professional responsibilities associated with their role during the initial year of practice. The purpose of this study was to explore the perceptions of new elementary school counselors about their mentoring/induction program in a large suburban school district in the southeastern United States. The theoretical framework guiding this study outlined the types of experiences, essentials, and influences of other counselors that are required for these new counselors to succeed. A qualitative case study was conducted to address the question of how new counselors perceive a structured mentoring/induction program. Data were collected from multiple sources, including individual interviews, observations, and documents. Constant comparative analysis was used to analyze these data. Findings indicated that participant perceptions regarding the program were positive regarding training, resources, support, impact, and effectiveness. These findings also pinpointed specific needs not addressed in the program, as well as numerous challenges experienced by first-year counselors. This research study contributes to positive social change in education by highlighting effective strategies to support new school counselors through a structured mentoring/induction program, as well as areas for program improvement. Information regarding the specific challenges faced during a counselor's first year can be useful for new counselors entering the field and for their counseling clients, colleagues, supervisors, administrators, and other educators. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A