Thesis (Ph. D.)--University of Wyoming, 2007. / Title from PDF title page (viewed on Jan. 9, 2009). Includes bibliographical references.

Thesis (M.A.)--International School of Theology, 1988. / Includes bibliographical references (leaves 146-150).

Thesis (M.A.)--Ohio State University. / Includes bibliographical references (leaves 29-31). Available online via OhioLINK's ETD Center.

<p> This is a study concerning the perception of consultation among school counselors, teachers, and mental health professional counselors (MHPCs) working collaboratively in the public school setting for the benefit of the academic and behavioral success of students. Although there are many consultation models and theoretical views (Brigman, Mullis, Webb, &amp; White, 2005; Caplan, Caplan, &amp; Erchul, 1995; Erchul &amp; Conoley, 1991; Erford, 2011; Kampwirth, 2006), this study utilized the American School Counselor Association (ASCA) framework for consultation in schools. </p><p> Although MHPCs are not considered school counselors by definition, and they are not compensated by school districts, they still serve as consultants with school counselors and teachers for the purpose of student success. This study explored the perception held by school counselors, teachers, and MHPCs regarding consultation conducted in the public schools. It also examined the perception of how the consultation process between these three professional groups affects students&rsquo; behavioral and academic success. This study utilized a qualitative design which used grounded theory methods of data analysis, collecting and analyzing data from interviews of school counselors, teachers, and MHPCs as they collaborate in the public schools. The participants included the MHPCs from one Midwestern agency and school counselors and teachers with whom the selected MHPCs had opportunity to interact in consultation in elementary and secondary schools.</p>

<p> Structural equation modeling (SEM) to examine the factors that relate to school counselors&rsquo; knowledge and skills of multi-tiered systems of support (MTSS). A sample of 4,066 practicing school counselors who are members of the American School Counselor Association (ASCA) participated in an online survey and were included in the final analysis. Results of the structural model indicated that time spent on ASCA aligned activities was directly related to school counselors knowledge and skills of MTSS. In addition, time spent on ASCA aligned activities mediated the relationship between school setting, school level, MTSS training, challenges to obtaining knowledge and skills of MTSS, and knowledge and skills of MTSS. Rural school setting, secondary school level, MTSS training, and challenges related to training, administrative support, time, and staff buy-in were directly related to time spent on ASCA aligned activities and indirectly related to school counselors knowledge and skills of MTSS. Implications for school counselor training programs, counselor educators, school counselor leaders and practicing school counselors are also provided.</p>

Thesis (MSc. Health, Hum. & Soc. Ecol. (Honours))--University of Western Sydney, Hawkesbury, 1996. Thesis looks at the empowerment of counsellers. / "A thesis submitted in fulfilment for the requirements for the degree of Master of Science (Honours) at the University of Western Sydney, Hawkesbury. Faculty of Health, Humanities and Social Ecology."

Thesis (Ph. D.)--University of Wisconsin--Madison, 1957. / Typescript. Abstracted in Dissertation abstracts, v. 17 (1957) no. 12, p. 2921-2922. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 169-174).

Thesis (M.A.)--The Master's College, 2006. / Includes bibliographical references (leaves 105-106).

Thesis (M.A.)--The Master's College, 2003. / Includes bibliographical references (leaves 129-132).

Thesis (M.A.)--The Master's College, 2003. / Includes bibliographical references (leaves 129-132).