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The purpose of this study was to examine the characteristics of students with disabilities who contact the school counselor for college information. Self-determination was the theoretical framework guiding this study. Self-determination refers to a student's ability to (a) act autonomously, (b) identify goals, (c) engage in problem solving activities, (d) appraise strengths and limitations, and (e) capitalize on opportunities. The current study used the Education Longitudinal Study (ELS:2002), a nationally representative database that tracks high school students as they transition from high school to postsecondary options. The dependent variable was whether the student went to the school counselor for college information. The independent variables included student characteristics (i.e., sex, race and ethnicity, socioeconomic status, disability type, self-determination) and school characteristics (i.e., school enrollment, number of school counselors). This study has conveyed significant information about the relationship between students with disabilities and professional school counselors. The results of this study provided a wealth of information about students with disabilities who contacted the school counselor for college information. This results marks the first time research addressed the characteristics of students with disabilities who visited the school counselor for college information by utilizing the Educational Longitudinal Study (ELS:2002). The recommendations to school counselors as a result of this research are to develop comprehensive school counseling programs that embody the characteristics of students with disabilities. One logistic regression model was conducted to determine the influence of sex, race, socioeconomic status, disability type, and self-determination on whether students with disabilities were likely to visit the counselor for college information. Predicted odds were calculated to demonstrate the statistically significant, predictive quality of the variables on visiting the counselor for college information. The theoretical framework of self-determination demonstrated an important relationship in whether the student visited the counselor for college information. Finally, a Pearson correlation (r) that was used for enrollment and number of school counselor variables produced a positive correlation between the number of school counselors and whether the student visited the counselor for college information. / Ph. D.

The purpose of this study was to assess the knowledge base of Virginia's public secondary school counselors in specific areas of school law that are directly related to the issues they encounter within their job responsibilities. A sample size of 416 was selected from a list of 1,892 Virginia public secondary school counselors. These 416 school counselors were sent a secure, online assessment that focused on specific school law areas related to their job responsibilities. To obtain the 66.8% response rate, four sets of emails were sent out once a week for a total of four weeks reminding school counselors to respond. Phone calls also were made attempting to gather responses. Descriptive statistics were used to summarize the data from the assessment. Then one-way analysis of variances, independent t-tests, and Pearson correlations were used, when appropriate, to determine the relationship between the independent variables and the counselors' knowledge of school law. The mean score correct on the assessment was 29.42/40 (74%). A significantly positive statistical relationship was found at the .05 level with school law knowledge and years of experience. It was discovered that there was a statistically significant difference between counselors' knowledge of school law and having been issued a subpoena, appearing as a witness or defendant in a court of law, and having earned a teaching certificate. The study also surveyed the 16 university/college school counseling preparation programs in Virginia in order to assess if and how students were being taught school law. Of the 11 programs that responded, the survey revealed that only one school, Norfolk State University, offers a class specifically on school law. Seven of the 11 programs (64%) did report covering school law as part of other courses such as legal and ethical issues in counseling. The goal for this study was to identify gaps in school counselors' understanding of school law. This identification could assist principals, school systems, and graduate school counseling programs in developing additional training opportunities for counselors. By doing this, the very real threat and fear of being held liable in court could be reduced. / Ed. D.

There has been a considerable amount of research focused on the multicultural counseling competence (MCC) of counselors, but research examining the MCC of school counselors looking at school counselors' awareness of the national achievement gap has been quite sparse. The current study was conducted to fill this gap. One hundred and sixty five American School Counselor Association (ASCA) members participated in the current study. The study was a web survey where each participant was contacted through email and invited to participate by Survey Monkey, an on-line survey tool. Survey Monkey was used to post the survey and demographic questionnaire and collect the data. The Multicultural Counseling Competence and Training Survey-Revised (MCCTS-R) (Holcomb-McCoy & Day-Vines, 2004) was used to examine the perceived MCC of school counselors. A Demographic Questionnaire was also added consisting of questions regarding variables such as race/ethnicity, gender, school level, and school urbanicity and questions that examined school counselors' awareness of the national achievement gap. The results of the current study suggested that school counselors possessed a self-perceived MCC between somewhat competent and competent. The results also suggested that school counselors who had taken a Master's level or specialty course on multicultural counseling possessed a higher MCC than those who had not, school counselors of Color were found to possess a higher MCC than their White counterparts, and gender was found to have no significant relationship with MCC. In addition, the results suggested that school counselors were aware of the national achievement gap, believed in the importance of being aware of the national achievement gap, were committed to activities aimed at closing the achievement gap, and believed that it was the duty of school counselors to participate in activities aimed at closing the gap. Finally, using the Marlowe-Crowne Social Desirability Scale (M-C SDS), the results suggested that social desirability may have played a small role in the results of the MCCTS-R. / Ph. D.

Millions of children are suffering from mental health issues causing impairment in their lives (Center for Mental Health in Schools, n.d -a). Many of these children face barriers which impede the receiving of mental health services (Hodges, Nesman, & Hernandez, 2001). School counselors are in a position to provide mental health assistance. Collaboration is one role of the counselor used to enhance mental health services to children. Therefore, the purpose of this study was to describe the perceptions and experiences of elementary school counselor's collaborative efforts with community mental health providers. A phenomenological research design was used to better understand the essence of the collaborative experience. Ten elementary school counselors participated in two face-to-face, in-depth interviews. Triangulation of various data sources, including participant interviews, field notes, and reflexive journal entries, was conducted. These three data sources and a demographic survey were used for data analysis purposes. Data analysis included the process of code mapping of data. Six themes resulted from the data analysis. School counselor participants identified many types of interactions that occur through collaboration, including the sharing of knowledge, goal setting, conflict management, and the acting on information. They also determined school counselors and community mental health providers must be committed to the process for collaboration to be effective. Participants indentified several benefits to collaboration, including access to additional resources and support, consistency of counseling services, improvement of the student, time, and good business. It was also determined that there were several components to effective collaboration. Effective collaboration involved consistent communication, relationship building, networking, and logistics. Several barriers to collaboration were identified, including systemic, personal and/or environmental barriers. Participants also stated various changes needed for collaboration. These changes included more collaboration, consistency, networking, and communication. Implications of the findings indicate a need for more collaboration between elementary school counselors and community mental health providers. As school counselors, it is an ethical responsibility to advocate for time to collaborate. School counselors also need to allow time to network and build relationships with community mental health providers. These relationships increase the likelihood that collaboration will occur. / Ph. D.

The primary purpose of this study was to describe the administrative development of the Elementary School Guidance Program in Norfolk, Virginia, from 1973 to 1976. The secondary purpose was to present methods and procedures that could be used by school systems to implement and evaluate an elementary school guidance program. / Ed. D.

While research studies have investigated postsecondary planning for high-need student populations, few studies have explored the intersectionality of students experiencing emotional disturbances and students living in urban environments and the postsecondary planning perspectives of school counselors with this demographic. The purpose of this study was to explore the current perspectives, practices, and experiences of 10 high schools counselors working within a large school district of the northeastern U.S. on postsecondary planning with students experiencing emotional disturbances in urban environments. An ecological perspective framed the discussion to provide a holistic picture of the postsecondary needs of adolescents experiencing emotional disturbances in urban environments. Using a constructivist grounded theory qualitative approach; themes emerged and provided a voice to urban high school counselors on the concepts related to the postsecondary planning process. Two primary themes were attributed to the postsecondary planning perspectives of urban high school counselors with each theme including three sub-themes. Elements hindering postsecondary planning included (1) school resources, (2) poor parent engagement, and (3) higher-level needs; while elements supporting postsecondary planning incorporated (1) school personnel, (2) high parent engagement, and (3) computer-based planning resources. Three themes were linked to the postsecondary planning practices of urban high school counselors: (1) college campus connection, (2) information dissemination, and (3) student-counselor connection. Three themes were also associated with the postsecondary planning experiences of urban high school counselors: (1) learning from mistakes, (2) planning multiple options, and (3) similar planning for all students. These eight primary themes and six sub-themes provide evidence that offers a greater understanding of the postsecondary planning process for students experiencing emotional disturbances in urban environments. Implications for school counselors, counselor educators, and higher education support staff are presented. Study limitations are discussed and recommendations for future research ideas are suggested. By conducting research on this underserved student population, the emerging themes intend to create more equitable postsecondary planning procedures for students experiencing emotional disturbances in urban environments / Ed. D.

Students and educators around the world faced many challenges when returning to the physical school building and environment after the disruption to our educational systems throughout the height of the COVID-19 pandemic. Educational leaders across the U.S. have expressed concerns over the substantially higher levels of anxiety and chronic absenteeism among adolescents. This study examined middle school adolescents' abilities to use coping skills for managing anxiety in the school environment post-pandemic. Qualitative data were collected from eight middle school counselors through one-on-one semi-structured interviews. Findings indicated an increase in the number of students presenting with symptoms of anxiety and the severity of symptoms. Middle school counselors noted an increase in school refusal and self-harm and indicated that the majority of their direct service time is spent with individual students. In order to better support students with managing anxiety, middle school counselors expressed the need for explicit coping skills instruction and additional mental health staffing in the school buildings. / Doctor of Education / Students and educators around the world faced many challenges when returning to the physical school building and environment after the disruption to our educational systems throughout the height of the COVID-19 pandemic. Educational leaders across the U.S. have expressed concerns over the substantially higher levels of anxiety and student absenteeism among adolescents. In this study, a total of eight middle school counselors who served as counselors prior to the pandemic and in the 2023-2024 school year participated in one-on-one interviews. Counselors were asked to describe their observations of adolescent coping strategies for managing anxiety in the school environment and share any differences in how they were working to support adolescents presenting with symptoms of anxiety. Middle school counselors reported an increase in the number of students presenting with symptoms of anxiety and the severity of symptoms. They also noted an increase in school refusal and self-harm and indicated that the majority of their time is spent with individual students. In order to better support students managing anxiety, middle school counselors expressed the need for explicit coping skills instruction and additional mental health staffing in the school buildings.

This study seeks as its purpose to establish an .objective evaluation of the counselor and his role as seen by various professional groups. The primary purpose of the investigation is to compare the perceptions of these various groups as to the tasks a counselor may perform. The study involves the distribution of an opinionn-aire to one hundred public high school counselors, one hundred public high school principals, sixty-three counselor-educators, and forty-two administrator-educators. A return percentage of seventy-nine has been realized.