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ERIC Number: ED520402
Record Type: Non-Journal
Publication Date: 2010
Pages: 115
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1240-5166-6
ISSN: N/A
Perceptions of School Counselors toward Their Professional Roles
Barnett, Amy L.
ProQuest LLC, Ph.D. Dissertation, Oklahoma State University
Scope and method of study: The purpose of this study was to describe perceptions of school counselors toward their professional roles in schools according to the ASCA National Model (ASCA, 2005). An additional analysis was completed to determine whether school counselor who held different perceptions of their role would also have different levels of school counselor self efficacy. Fifty-three school counselors participated in the study. Data were analyzed using Q methodology. Findings and conclusions: Three distinct factor viewpoints emerged from the data analysis: "Academics First, Mental Health First, and Counselor and Beyond". Factor One was defined by 17 sorts, and was named Academics First because these individuals expressed a focus on providing academic services to the students within their school district through scheduling, academic counseling, and coordinating the standardized testing program. Factor Two was defined by 15 sorts, and was named "Mental Health First" because these individuals are focused on providing mental health services by engaging in a wide variety of activities aimed at ensuring mental health for all students as an essential part of the comprehensive school counseling program. Factor Three was defined by 11 sorts, and was named "Counselor and Beyond" because these school counselors are attempting to do it all. These individuals are not only focused on providing mental health services and academic services but also on helping out in many other areas of need within their school district like stepping in as the disciplinarian when needed. Several conclusions emerged from this study: School counselors spend their time in at least three different ways; school counselors are not spending their time on the accountability tasks as outlined by the ASCA National Model (ASCA, 2005); and a large number of school counselors are unfamiliar with the ASCA National Model. [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: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A