Syftet med studien var att undersöka hur skolkuratorerna upplever sitt arbete mot mobbning och hur de praktiskt arbetar mot mobbning. Metoden var kvalitativ och intervjuer genomfördes med sju skolkuratorer på olika skolor i två mindre kommuner. Studien visade att skolkuratorerna vill arbeta mer med det förebyggande arbetet mot mobbningen än det finns tid till. Deras arbete handlar mycket om att gå in och hjälpa där behovet och mobbningsproblematiken redan finns. I de metoder och program som finns att tillgå i arbetet mot mobbningen är det inget som rekommenderas utan det är upp till skolkuratorerna att själva utforma en metod som ska passa den individuella eleven. Det finns ett behov av att utveckla ett program- och metodkoncept som motsvarar dagens problematik. / The aim of this study was to examine how school counselors experienced their work against bullying and how they actually work against bullying. The study was qualitative based on interviews with seven school counselors at different schools in two smaller municipalities. The results of the study showed that school counselors want to work more with the prevention of bullying than time allows. Their work is more about to go in and help where need and bullying problems already exist. There are no recommended programs and methods concerning how to combat bullying, so it is up to the school counselors to improvise and use a method to suit the individual student. There is a need to develop a program and method concept that corresponds to today’s problems.

The focus of this study was perceptions of professional school counselors' (PSC) graduate preparation in their roles as school counselors. The relationships examined were PSCs' roles and the number of hours completed in the school counselors' graduate programs, PSCs' roles and the level of their professional identity, and PSCs' roles and the number of school counseling specialty courses completed in their school counseling graduate programs. The American School Counselor Association (ASCA, 2005) and the Council for Accreditation of Counseling and Related Educational Programs (CACREP, 2001) have established standards for school counselors to master in their programs. These standards were used to develop the 30 roles identified in this study. Graduate programs referred to the number of hours PSCs completed in their graduate school counseling programs. Professional identity was defined as the certifications and licensures, the memberships in professional organizations, and the number of professional conferences and workshops PSCs attend. Specialty courses included school counseling courses taken by PSCs in their school counseling graduate programs. PSCs perceived themselves to be somewhat prepared in their overall preparation in their roles as school counselors. Results of the correlations between PSCs' perceptions of their preparation in their roles and the number of hours completed in the school counseling graduate programs, the professional identity of PSCs, and the number of specialty coursed completed were statistically significant but not practically significant. PSCs perceived themselves to need additional preparation in serving students with learning differences, seeking funding sources, and using technology. The factor analysis supported the construct validity of the survey instrument. It validated the roles of PSCs as outlined by ASCA standards (2005) and CACREP standards (2001). The factors included (a) Factor 1, Tasks/Advocacy/Professional Identity, (b) Factor II, Personal/Social/Career, (c) Factor III, Academics, and (d) Factor IV, Cultural/Legal/Ethical Issues. In conclusion, PSCs need additional training in student learning differences, seeking funding sources for school counseling programs, and on-going training in technology. PSCs want the term "educator" to be included in their description of their professional identity. PSCs also want additional specialty courses added to their curricula. They believe that the focus should be on the specialty of school counseling rather than a mental health focus.

Lack of clarity about professional roles and responsibilities of school counselors has resulted in role ambiguity and role diffusion among this group of professionals. Role ambiguity and role diffusion contribute to job dissatisfaction. The purpose of this quantitative correlational study was to examine whether role ambiguity and role diffusion predicted school counselor job satisfaction after controlling for years of experience as a school counselor, and to examine whether role ambiguity, role diffusion, and job satisfaction differed for school counselors at the elementary, middle, and high school levels. The theoretical framework was role theory, which conceptualizes how job roles within organizations serve as boundaries between individuals and organizations. Survey data were collected from 86 school counselors at the elementary, middle, and high school levels. Results of linear regression analysis indicated that role ambiguity and role diffusion were significant predictors of job satisfaction after controlling for years of school counselor work experience. Results of discriminant analysis indicated no significant differences in school counselor role ambiguity, role diffusion, and job satisfaction based on school level. Findings may be used to advocate for aligning school counselors' duties and responsibilities with the training and education they receive, which may enable school counselors to be more satisfied in their jobs. The social change implication is that school counselors who are satisfied with their jobs could more effectively serve the children, schools, and communities in which they are assigned.

Bullying has become a focus in American society over the past several decades due to publicized bullying cases and the impact bullying has on victims. Researchers have conducted studies to determine the definitions, causes, and results of bullying. This phenomenological qualitative study examined the experiences of elementary school counselors (Pre-K–5th grade) who have implemented antibullying programs. Using distributive leadership theory as a lens, purposeful sampling was used to recruit 8 elementary school counselors from a targeted East Texas area of similar populations and enrollment numbers. Interview data was analyzed using NVivo software and thematic analysis, which revealed 5 major themes: differing bully definitions, available options for possible bully interventions, specific school policies for intervening in bullying incidents, the diversity of role of the school counselor, and suggested improvements needed. The emerging themes from this study highlight areas of importance to create a positive impact on change that will provide elementary school counselors and administrators insight to motivate increasing antibullying programs, and hence, lessen elementary school bullying.

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School counselors have a duty to formulate strategies that aid in the detection and prevention of child sexual abuse (ASCA, 2003). This may be accomplished in a number of ways, such as designing programs, providing training to teachers regarding recognizing and reporting abuse indicators, and collaborating with child protection and other mental health professionals to provide additional aftercare for sexually abused children in the school setting. Much can be learned about trauma symptomology from a clinical sample of sexually abused children. The Trauma Symptom Checklist for Children (TSCC; Briere, 1996) is a 54-item self-report instrument for children and adolescents 8-16 years of age which assesses the frequency of thoughts, feelings, and behaviors related to traumatic events they have experienced. To understand better the trauma symptomology of children and adolescents, the author analyzed an existing data set of TSCC protocols from children who received treatment for sexual abuse from a children’s advocacy center in a metropolitan area near a large city in the southeastern United States. Although a large number of potential participants were lost to follow up (N = 54), T2 analyses revealed significant differences between the groups only on the length of time in therapy. A repeated measures analysis of variance was performed on data from children and adolescents who completed therapy (N = 31) to test whether differences on Depression and Posttraumatic Stress scale scores would exist across the course of therapy. Although no statistically significant findings emerged, implications for clinical practice and research became apparent. Specifically, differences in cutoff T-scores on TSCC scales may be more useful to clinicians for treatment and termination planning purposes than statistically significant differences. In addition, assessing clients at intervals measured by session number, rather than by length of time, may provide more generalizable results for within- and between-participants clinical and research comparisons. These implications may aid clinical and school counselors and researchers to recognize and serve the specific needs of sexually abused children in their respective settings.

Reform initiatives in education since the introduction of No Child Left Behind (NCLB) call for all educators to develop strategies to increase student achievement and improve school climate. School counselors are charged by their professional organizations to act as agents of change in their schools and to demonstrate the effectiveness of their programs. To garner support for school counseling programs that cultivate positive results for students and schools, school counselors need to adopt a leadership mindset. The purpose of this exploratory study was to assess leadership practices of school counselors, and to analyze the relationships between demographics, experience, training, work setting, school counseling program implementation and leadership practices. This study addresses the need for understanding the way school counselor leadership promotes school counseling programs that contribute to positive student outcomes. Participants in this study were recruited through convenience sampling from a state school counseling association and completed a research packet including a demographic survey and two instruments, The Leadership Practices Inventory (LPI), Self Instrument, 3rd edition by Kouzes and Posner (2003) and The School Counseling Program Implementation Scale (SCPIS) by Carey & Elsner (2006). Correlation analyses were used to describe relationships of demographic, training and work setting variables with leadership practices and program implementation. Analysis of variance examined mean differences and regression analyses assessed predictive qualities of identified relationships between the independent and dependent variables. Variables of age, experience, preparation and school setting were correlated with leadership practices and program implementation. Age, experience, size of school population and professional licensure predicted leader¬ship practices of school counselors. Experience predicted comprehensive program implementation. Results revealed statistically significant positive relationships between school counselor leadership practices and comprehensive program implementation. Model the Way (MTW) and Enable Others to Act (EOA) leadership practices predicted the level of school counseling program implementation.

A sample of 98 student-athletes at one southern Arizona high school completed a survey that examined their personal characteristics, athletic goals, knowledge about the college recruiting process, and the role of the school counselor in that process. Results revealed that the majority of student-athletes were not well informed about the college going process. However, there was a significant increase in recruiting knowledge of students who definitely want to participate or possibly want to participate in college athletics between 9th and 11th grade and between 9th and 12th grade. The majority of participants felt "slightly comfortable" or "very comfortable" coming to their school counselor to discuss this information. However, they would feel more comfortable if the counselor were knowledgeable about college athletics. Results show that high school counselors need to be better prepared to assist student-athletes with the college going process.

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Thesis advisor: Mary E. Walsh / Non-academic factors significantly impact the achievement of students living in poverty (Ladd, 2012; Rothstein, 2010), with experts arguing for a systemic approach to address the complex factors associated with the growing opportunity gap (Bryk et al., 2010; Walsh & Murphy, 2003). In response, the integrated student support (ISS) model has emerged as one effective school-based method (Moore et al., 2017). Notably, both school social workers (SSWs) and school counselors are uniquely positioned to implement ISS models (Olsen, 2016; Teasley & Richard, 2017). School social work reflects a history of working primarily within the family and mental health domains, utilizing community partnerships to deliver intensive interventions to individual, at-risk students (Kelly et al., 2015a). Meanwhile, school counseling reflects a history of emphasizing the academic and social-emotional domains, utilizing individual, whole-school prevention and early intervention (Galassi & Akos, 2012). There is, however, little research on how these distinct professional histories influence systemic intervention implementation. Sequential explanatory mixed methods analyses examined how SSWs and school counselors implemented one systemic ISS model, City Connects, in high-poverty urban schools. Quantitative analyses examined the developmental domain (academic, mental health, family), intensity level (prevention/early, intensive intervention), and provider (school, community, Coordinator) of service referrals to determine differences depending on profession, while controlling for years of practice with City Connects and number of students served. Qualitative analyses bolstered quantitative findings. Post-hoc quantitative analyses further explored outcomes. Findings revealed no differences between school social workers’ and school counselors’ referrals across developmental domains, intensity levels, and service providers, irrespective of the number of years of practice and number of students served. Both professions believed the City Connects model increased the range of their responsibilities, impact on students, and satisfaction compared to their previous, more traditional roles. SSWs reported spending more time supporting families than school counselors in post-hoc analyses. Codified models of practice, like City Connects, may reduce potential practice differences associated with profession, develop and shift professional dispositions, encourage mindset shifts, and increase perceptions of increased impact and satisfaction. / Thesis (PhD) — Boston College, 2021. / Submitted to: Boston College. Lynch School of Education. / Discipline: Counseling, Developmental and Educational Psychology.