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Throughout the past century, many changes in the conceptualization of the school counselor have occurred. Although most states endorse a national model developed through the American School Counseling Association (ASCA), not all school and district personnel have changed their views of the school counselor role to the most current conceptualization. The focus of this study was to gather current information on principal perceptions of appropriate and inappropriate school counselor activities based on the ASCA model. Differences were examined in principal perceptions at the elementary and secondary levels, and between appropriate and inappropriate activities to see if principals ranked appropriate activities more highly. Differences were also examined in schools with Recognized ASCA Model Program (RAMP) designation and schools without RAMP designation. Results showed differences in perception between elementary and secondary principals, with secondary principals rating all counseling activities significantly higher than elementary school principals, although there were similarities in ratings between groups. Appropriate activities were rated significantly higher than inappropriate activities by principals overall as well as the elementary principal group and secondary principal group. There were no significant differences overall in RAMP versus non-RAMP school principal perceptions. Discussion includes reviewing specific activities where perceptions differed; how these results fit with previous research; and implications for policy and practice, future research, and higher education. / Doctor of Philosophy / Throughout the past century, many changes in the conceptualization of the role of the school counselor have occurred. Although most states endorse a national model developed through the American School Counseling Association (ASCA), not all school and district personnel have changed their views of the school counselor role to the most current conceptualization. The focus of this study was to gather current information on principal perceptions of appropriate and inappropriate school counselor activities based on the ASCA model. Differences were examined in principal perceptions at the elementary and secondary levels, and between appropriate and inappropriate activities to see if principals ranked appropriate activities more highly. Differences were also examined in schools with Recognized ASCA Model Program (RAMP) designation and schools without RAMP designation. Results showed differences in perception between elementary and secondary principals, with secondary principals rating all counseling activities significantly higher than elementary school principals, although there were similarities in ratings between groups. Appropriate activities were rated significantly higher than inappropriate activities by principals overall as well as the elementary principal group and secondary principal group. There were no significant differences overall in RAMP versus non-RAMP school principal perceptions. Discussion includes reviewing specific activities where perceptions differed; how these results fit with previous research; and implications for policy and practice, future research, and higher education.

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This qualitative study explored the experiences of a sample of secondary school counselors who facilitate groups. Specifically, 18 diverse secondary school counselors were interviewed regarding how they conceptualize, perceive, and experience group work. Three research questions guided this study: (a) What are the experiences of secondary school counselors who conduct groups?; (b) What are secondary school counselors’ attitudes and perceptions towards group work?; and (c) What do secondary school counselors perceive as barriers and /or challenges to engaging in group work? Data were collected in three phases: Phase One, an initial focus group informed Phase Two of the study, individual interviews. Phase Three, member-checking, was used to validate themes generated from data analysis. Moustakas’s (1994) transcendental phenomenology guided the data analysis process. Findings revealed four themes associated with participants’ group work experiences: meaningful relationships, staff response, challenges, and encouraging feedback. Practical and research implications for secondary school counselors and counselor educators are discussed.

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The purpose of this study was to investigate post-secondary students' perceptions of the role and functions of their high school counselor. One hundred seventy-three students currently attending a community college in a suburban area of a large metropolitan city participated in this study. The participants were asked to complete a survey developed by the researcher. Five research questions (listed below) guided this study. 1) Do post-secondary students perceive that high school counselors are performing the functions outlined by the American School Counselor Association (see Appendix B and C), and are there gender and ethnic differences? 2) How are perceptions of services rated as "very" important by post-secondary students, and are there gender and ethnic differences? 3) How are perceptions of services rated as "often" performed by post-secondary students, and are there gender and ethnic differences? 4) What are post-secondary student's perceptions of the importance with which specific counseling functions are performed as compared to perceptions of frequency? 5) What is the level of unmet need for counseling services perceived as "very" important by post-secondary students? The results indicated that only two percent of high school counselors performed all functions identified on the questionnaire, however the majority of participants indicated counselors performed nearly one-third of the functions. The functions were noted as academic, career, or personal/social domain. The most important function and the most often performed function rated by participants was discussing graduation requirements and the least important as well as the least performed function was identified as assistance with relationship issues. In general, there was not a significant difference between gender and ethnicity. The percentage of participants who indicated a function was "very" important, however was "seldom" or "never" performed was above 50% for most functions. / Ph. D.