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Elementary counsellor education: perspectives from the fieldPaterson, David 05 1900 (has links)
The purpose of this study was to examine the perceptions of British Columbia
elementary school counsellors, in terms of the following primary research
questions: (a) What counsellor competencies were included as part of each
elementary counsellor's specialized educational or graduate program, (b) how
effective was the educational content and experience in these competency areas,
(c) how important is the educational content and experience in these competency
areas with respect to their current role as elementary school counsellors, (d) what
counsellor competencies are perceived as strengths and weaknesses of elementary
counsellor education programs, and (e) what areas should be included in
elementary graduate training programs to make them more effective? A list of
B.C. elementary school counsellors was developed and 219 elementary school
counsellors (67%) completed and returned the questionnaire. Respondents
indicated that preparation related to the context of the elementary school was of
primary importance to them. Theories were highly emphasized and well taught by
counsellor education programs, but were viewed as less important than specific
counselling skills and interventions. Implications of this study are discussed with
respect to (a) contributing to existing literature in elementary counsellor role
description, (b) assisting practicing elementary counsellors by outlining their
challenges, recommendations and concerns, and (c) contributing to the
development and relevance of elementary counsellor education programs.
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Perceptions of Indiana high school counselors on the usefulness of reputational rankings in higher educationEvenson, Sarah E. January 1998 (has links)
The purpose of this study was to investigate the perceptions of Indiana high school counselors relative to the usefulness of reputational rankings on higher education institutions. The perceptions of counselors were collected and examined through a survey instrument developed for this study. One-hundred and sixteen participants completed the survey resulting in a 39% return rate.Indiana high school counselors perceive themselves to have an impact on a students college choice. These results are representative of what other studies have pointed out about a counselors impact on high school students. 66% of the respondents felt that they understood the material presented in reputational rankings, however only 23% responded that reputational rankings were easy to understand. Counselors did not perceive that reputational rankings did not provide comprehensive material for a student to make a choice about college. Still, over 50% stated that they thought students should take the time to look at repuational rankings when making a choice about college.When describing positive and negative perceptions of reputational rankings, counselors listed a number of factors in each area. Positive perceptions about rankings were that they could serve as a good starting point and that they provided a good comparison of schools and programs.When looking at negative items, counselors felt that too much weight was put into rankings and that they were invalid or provided misleading information. / Department of Secondary, Higher, and Foundations of Education
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Academic standards alignment with essential work skills : perceptions from Indiana guidance counselors and employersFassett, David R. January 2006 (has links)
The purpose of this exploratory study was to look at the importance of Indiana's Algebra I academic standards in relationship with essential, entry-level work skills as perceived by employers and guidance counselors in northern and northeastern Indiana. Counselors and employers were sent electronic (e-mail and web-based) or hard (paper) copies of a survey instrument. Section II of the survey asked for demographic data, (age, race, gender) as well as information related to the size of the business or school, type of business, and years in current position. Respondents were also asked to rate their knowledge of the Indiana academic standards, the Americans with disabilities Act and Section 504 of the Vocational Rehabilitation Act. In Section III, respondents were presented with the nine Indiana Algebra I standards, along with examples to illustrate and further explain each standard. Employers rated each standard, and the standards combined, on its importance to skills required from people seeking jobs immediately after leaving high school using a Likert scale. Guidance counselors rated the importance of the standards based on what they knew of the labor market within school district and surrounding areas using the same Likert scale. Comments were solicited at the end of the survey instruments. Employers disagreed with the importance of any of the Algebra I standards, or the standards as whole, as entry-level work skills. Their highest mean rating was 2.4. Counselors also disagreed, although on two standards their mean rating was above the Neutral rating. Sample size was deemed too low for generalization, but study does supply a framework for future research. / Department of Special Education
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Differential perceptions of prospective predoctoral psychology interns : an experimental investigation of potential bias in selectionGayer, Harvey L. January 1996 (has links)
A discrepancy between the number of predoctoral internship applicants and Association of Psychology Postdoctoral and Internship Centers' internship positions has recently been noted (Gloria & Robinson, 1994; Murray, 1996). Applicants now outnumber positions available. This imbalance has caused researchers (e.g., Lopez, Moberly, & Oehlert, 1995) to focus on criteria affecting selection decisions. Researchers, who have relied strictly on non-experimental methodology, have ascertained that important and consistent criteria for intern selectors are breadth and types of clinical experiences, performance during interviews, and letters of recommendation.A criteria that was not specifically addressed in earlier surveys of intern selectors was doctoral program type (i.e. clinical, counseling, and school psychology). Interestingly, doctoral program type had been hypothesized by Gayer and Gridley (1995) to have a significant impact on intern selection decisions, such that a preference pattern would emerge with clinical applicants preferred over counseling applicants, and counseling applicants preferred over school applicants. This pattern was hypothesized to occur even if application materials from the three doctoral program types were identical. The present study, in the form of an experimental survey utilizing analogue techniques, was developed to test the aforementioned hypothesis. Results confirmed that doctoral program type has a statistically significant, moderate influence on intern screening/selection and that the hypothesized preference patterns pervasively exist across a variety of selector (e.g., gender and doctoral program type attended) and setting (e.g., geographic location, site type, population density in the site's locale, and socioeconomic status of a site's clientele) variables. Implications of this preference pattern and recommendations for applicants, trainers, and selectors are discussed. / Department of Educational Psychology
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Personality orientation along the instrumental-expressive continuum preferred by adolescents in their educational and occupational advisors.Cartwright, Glenn Frederick. January 1970 (has links)
No description available.
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A formative evaluation of pre-service preparation of substance abuse counseling in CACREP accredited school counseling programsBiles, Kathy E. 22 April 2004 (has links)
Substance abuse is a prevalent occurrence among adolescents. A review of the
literature revealed that adolescent substance abuse has a strong connection to their
academic performance. School counselors address adolescents' academic and
personal/social needs by providing services through prevention education, responsive
services, and collaboration with community members. Yet, there is a dearth of literature
as to whether pre-service school counselors are prepared to deal with substance abuse
issues.
The purpose of this study was to evaluate pre-service substance abuse training
provided in CACREP accredited school counseling programs. The instrument utilized
was entitled School Counselor Pre-Service Preparation in Grief/Loss and Substance
Abuse Counseling. The survey included three questions concerning substance abuse
training for pre-service school counselors and three questions concerning Grief/Loss
training. The substance abuse questions and data were utilized for this particular study.
The surveys were mailed to a total of 150 CACREP accredited school counseling
programs, and 79 programs responded to the survey, resulting in a response rate of 53
percent.
The results revealed that the majority of CACREP accredited programs in this
study offered substance abuse training through either required or elective coursework.
Limitations of the study, implications for CACREP accredited programs, and
recommendations for future research are also discussed. / Graduation date: 2004
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A comparision of the perceptions of the importance of supervision skills and training between formally trained supervisors and non-formally trained supervisors in a children and adolescent service system programSpencer, Jeffrey. January 2005 (has links)
Thesis (Ed.D.)--Duquesne University, 2005. / Title from document title page. Abstract included in electronic submission form. Includes bibliographical references (p. 69-73) and index.
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Fostering connectedness through middle school advisory programsShulkind, Sarah Brody. January 2007 (has links)
Thesis (Ed. D.)--UCLA, 2007. / Vita. Includes bibliographical references (leaves 225-238).
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"I never knew I was gifted..." the perceptions of minority, gifted students in urban high schools /Nelson, Julie E., January 2008 (has links)
Thesis (Ph. D.)--Ohio State University, 2008. / Title from first page of PDF file. Includes bibliographical references (p. 94-101).
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Questions and perceptions an investigation of community college counselor performance expectations of students utilizing online advisement /Smith, Marianne, January 2009 (has links)
Thesis (Ph. D.)--University of California, Riverside, 2009. / Includes abstract. Includes bibliographical references (leaves 130-141). Issued in print and online. Available via ProQuest Digital Dissertations.
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