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ERIC Number: ED515038
Record Type: Non-Journal
Publication Date: 2010
Pages: 195
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1097-2154-6
Themes in Secondary School Counselor Development: Skovholt and Ronnestad Revisited
Kozlowski, Kelly Anne
ProQuest LLC, Ph.D. Dissertation, Texas A&M University - Commerce
There are currently 22 available models pertaining to counselor development, but their research focus has been on community counselors and it is assumed these models apply to school counselors. Counselor educators are charged with training competent professional counselors. A challenge to meeting this expectation arises due to school counselor training models not keeping up with the demands placed on today's school counselors. This qualitative study investigated the development of secondary school counselors from the training years through retirement. The grounded theory research methods and semi structured interview questions utilized in Skovholt and Ronnestad's (1992) seminal study of therapists and counselors were implemented in this study. Participants in this study were not community counselors but rather secondary school counselors. The 21 secondary school counselor participants ranged in experience from practicum students to professionals with over 20 years of practice. Interviews were transcribed, coded and assembled into a grounded theory of secondary school counselor development. Data were analyzed categorically by distinct phases of development as well as across all phases. Several themes emerged from the research data that were arranged into two categories; causal conditions and strategies. The causal conditions included five themes that are defined by the time of the developmental phase. Conditions are the following: (1) attitudes and emotional reactions, (2) defined or perceived role, (3) influences of environment and people, (4) overall developmental task, and (5) satisfactions and experiences of success. Strategies included the four themes of system structure, working style, learning and mentoring. Secondary school counselors have a unique developmental path. While there are some aspects of development that are similar to community counselors, there are also significant differences. These differences have an impact on how specific educational and developmental needs are met. Some of these unique needs include an understanding of systems theory, expanded experiences in practicum and internship classes, and skills for sorting through large ratios of students. Based on these findings continuing to use developmental models based on community counselor development to address the unique developmental needs of secondary school counselor is not appropriate. [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:]
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A