Relationships Among School Counselor Self-efficacy, Perceived School Counselor Role, and Actual Practice PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download Relationships Among School Counselor Self-efficacy, Perceived School Counselor Role, and Actual Practice PDF full book. Access full book title Relationships Among School Counselor Self-efficacy, Perceived School Counselor Role, and Actual Practice by Michelle A. Mitcham-Smith. Download full books in PDF and EPUB format.
Author: Michelle A. Mitcham-Smith
Publisher:
ISBN:
Category :
Languages : en
Pages : 111
Get Book Here
Book Description
Recommendations were made for preparation and practice of school counselors in counselor education programs. Additionally, suggestions were made for increased collaboration between counselor education programs and the school counseling programs in local schools to promote more integration of theory into practice. Furthermore, recommendations were offered for school principals and directors of school counseling programs to better utilize the expertise of professional school counselors in the school system.
Author: Michelle A. Mitcham-Smith
Publisher:
ISBN:
Category :
Languages : en
Pages : 111
Get Book Here
Book Description
Recommendations were made for preparation and practice of school counselors in counselor education programs. Additionally, suggestions were made for increased collaboration between counselor education programs and the school counseling programs in local schools to promote more integration of theory into practice. Furthermore, recommendations were offered for school principals and directors of school counseling programs to better utilize the expertise of professional school counselors in the school system.
Author: Vickie Dawn Jellison
Publisher:
ISBN:
Category :
Languages : en
Pages : 103
Get Book Here
Book Description
The purpose of this research was to explore the relationship between School Counselor self-efficacy, role definition and actual and preferred school counseling activities in a sample drawn from a population of school counselors. To measure these variables, the School Counselor Self-Efficacy Scale (SCSE) and the School Counselor Activity Rating Scale (SCARS) were used. A demographic survey was used to investigate the characteristics of the participants. In addition, relationships between the demographic data and the variables were explored. The sample was retrieved from a public website listing 1514 high school counselors working in the state of Ohio in public high schools (grades nine through twelve). A random sample of 216 counselors was drawn. The final sample consisted of 81 persons who responded to an online survey. Data analyses indicated that in general, the high school counselors report high self-efficacy in most activities, especially counseling-related activities. They reported high job satisfaction but also reported a significant amount of stress in their jobs. Counselors reported administering testing and performing "Other" Activities frequently. There was a high correlation between those counselors who rated as having the highest self-efficacy and not performing non-counseling activities. There were no significant demographic correlations found in this study. Several suggestions for practitioners, educators and Counseling Education programs are explored. The significance of this study is that a voice of Ohio high school counselors surfaced when 81 persons chose to participate. By examining the results of this study, students of Counseling Education programs may get to know what the duties of school counselors entail. Counseling Educations programs can educate administrators on how best to manage and employ school counselors. Limitations of this study are also addressed and suggestions for future research are given.
Author: Sarah Brooke Babins
Publisher:
ISBN:
Category :
Languages : en
Pages : 150
Get Book Here
Book Description
The roles and responsibilities of school counselors across the United States are often misinterpreted amongst various stakeholders, individual state requirements for educational initiatives, and often among practicing counselors' own perceptions and view of professional identity. While the American School Counselor Association (ASCA, 2003; 2005) strives to provide ethical standards and practices to solidify the professional identity of school counselors and acquire the qualifications and skills to address all students' academic, personal/social and career development needs, a clear defined definition and perception of the school counselor continues to become solidified. Perhaps this is due to the changing educational horizon, communities, administration, and federal influences of policies and procedures on schools and school districts (Bain, 2012). Whatever the reason, school counselors are faced with a myriad of challenges that make it difficult in today's educational society to adhere to the social/emotional, post-secondary/career, and academic needs of all students. The American School Counselor Association (ASCA, 2003;2005) has developed the ASCA National Model: A Framework for School Counseling Programs which establishes a structure for effective school counseling programs; however, school counseling programs, credentials, and educational initiatives can be different from state to state. This study examined high school counselors (9th-12th grade) in Pennsylvania, suburban, public high Schools, specifically in Bucks and Montgomery Counties. A quasi-mixed methods, exploratory research approach was used. Nonparametric statistics were run to determine if a significant impact of demographic variables yielded a difference in school counselors' self-efficacy. Additionally, school counselors were randomly selected to participate in semi-structured, open-ended interviews, examining high school counselors' perceptions and self-efficacy regarding their roles and responsibilities pertaining to students' mental health issues. Results indicated that gender, one's undergraduate degree of education, and years of experience have significant impact on school counselors' self-efficacy, specifically related to certain items on the Counselor Activity Self-Efficacy Scales (Lent, et al., 2003). After content analysis coding, it was also found that school counselors feel high efficacy beliefs associated with specific roles and responsibilities and that self-efficacy beliefs change if counselors perceive a lack of stakeholder support or do not feel they are valued. Some implications for future research might be a longitudinal study of school counselors' self-efficacy over a given period of time and a larger sample size. It might also be helpful to combine elements of the CASES Scales with other school counselor based scales to form a more unified measurement that speaks to school counselors' roles and responsibilities that have been identified within this study and expand to specific mental health diagnosis, disorders, and behaviors. KEY WORDS: School Counseling, Communication, Educational Psychology.
Author: Debra C. Cobia
Publisher: Prentice Hall
ISBN:
Category : Education
Languages : en
Pages : 292
Get Book Here
Book Description
From two experienced and passionate school counselor educators comes a thorough revision of Developing an Effective and Accountable School Counseling Program. Embraced by professors and students alike for its accessible writing style and practical applications, the text retains well-liked features such as case studies, margin notes, and stimulus questions. The text has been expanded and thoroughly updated to reflect, among other important developments in the field, the ASCA National Model for School Counseling programs, the school counseling specialty standards articulated by CACREP, and the increasing focus on being able to define and measure accountability in school counseling programs. Book jacket.
Author: Allison Paolini
Publisher:
ISBN:
Category :
Languages : en
Pages :
Get Book Here
Book Description
This study examined the degree and frequency to which school counselors' utilized accountability measures and deliberate practice and their impact on perceived levels of counselor self-efficacy, as well as, perceived levels of student academic success. This study attempted to answer several critical questions regarding school counselor accountability and deliberate practice. It assessed the relationship between receipt of formal training in the American School Counseling Association Model (ASCA) or another counseling model and likelihood of using ASCA principles, the relationship between years of work experience and use of accountability measures and deliberate practice, the relationship between use of accountability measures and deliberate practice on perceived levels of counselor self-efficacy, and the relationship between use of accountability measures and deliberate practice on perceived levels of student academic success; that is the degree to which counselors' believe their services impact students' outcomes. This study included a national sample of 1,084 currently practicing school counselors who were members of ASCA and responded to a web-based survey on school counselor practices. Three of the four hypotheses were either partially or fully supported and one hypothesis was unsupported by the findings. The first hypothesis was fully supported in that participants who received formal ASCA training were found to be more likely to implement ASCA principles (accountability measures and deliberate practice) on a regular basis. The second hypothesis was unsupported by the findings, which indicated years of accumulative school counseling experience would be positively associated with use of ASCA principles.
Author: Stephen Anthony Sholl
Publisher:
ISBN:
Category : Counseling in elementary education
Languages : en
Pages : 162
Get Book Here
Book Description
Author:
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
Get Book Here
Book Description
Substance use has the potential to impact a student's academic success; however, school counselors are in a position to intervene and provide support to these students to potentially mitigate the impact of the students' use. Research shows that school-based interventions are effective in reducing substance use, but school counselors may not feel clinically prepared to provide these services. A random sample of school counselors in the state of Virginia practicing at the middle and high school level completed a survey regarding their feelings and perceptions of substance use intervention and support, including their self-efficacy to provide services, level of training, and views of the need within their schools. The data were compared to results from research conducted by Dassira (2019) investigating substance use intervention and support of school psychologists practicing in Virginia. Data suggests that despite graduate training in substance use intervention, the majority of school counselors do not feel prepared to intervene with students. The majority of participants also see a need in their schools for increased services, and do believe providing interventions is in their role as a school counselor. The results support increasing substance use screening and intervention in schools, as well as promoting increased training and collaboration between school professionals.
Author: Summer Yacco
Publisher:
ISBN:
Category :
Languages : en
Pages :
Get Book Here
Book Description
ABSTRACT: The purpose of this study was to examine school counselors' perceived role and self-efficacy in managing multiparty student conflict. Literature on conflict resolution in the field of education has not addressed conflicts that take place among three or more students, or multiparty student conflict. Therefore, investigated in this study were middle school counselor's perceptions of the frequency of multiparty student conflict, types of delivery used, theoretical approach, and self-efficacy in managing multiparty student conflicts. Participants included 357 members from the American School Counselor Association who were practicing middle school counselors. It was found that school counselors encounter multiparty student conflicts and have a high level of self-efficacy in managing these conflicts. ANOVA testing determined that counseling small groups, teaching conflict resolution skills to small groups, and teaching skills to large groups were types of delivery related to self-efficacy in managing multiparty conflicts. A Spearman correlation was calculated to find a significant relationship between self-efficacy in managing multiparty student conflict and the use of theoretical approaches.
Author: Emily E. Manker
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
Get Book Here
Book Description
The profession of school counseling is seeing an increase in job demands and expectations, such as high student caseloads, role uncertainty, and multiple job responsibilities. With the responsibility increase of the profession, school counselors are at risk for experiencing higher levels of stress, compassion fatigue, vicarious trauma, and burnout. The need for further study was indicated to identify and understand high predictors of school counselor burnout. This quantitative research study examined the relationship between school counselor self-efficacy, measured by the School Counselor Self-Efficacy Scale and burnout, measured by the Maslach Burnout Inventory - Educators Survey. A multivariate regression analysis indicated no significant relationships between the independent variable, school counselor self-efficacy and two subscales of the dependent variables of burnout, emotional exhaustion, and depersonalization. However, there was a significant relationship between school counselor self-efficacy and the third subscale of the dependent variable of burnout, reduced personal accomplishment. The key findings, implications, and recommendations for future research were discussed.
Author: Nancy Bodenhorn
Publisher:
ISBN:
Category : Self-efficacy
Languages : en
Pages : 518
Get Book Here
Book Description
