This study examined British Columbia elementary school counsellors' perceptions in relation to assisting depressed students, including: (a) their knowledge about depression; (b) their ideal role; (c) their current role; (d) their current practices; (e) barriers to assisting depressed students; and (f) factors which would help them to better assist these students. A questionnaire specifically designed for this study was mailed to 333 elementary school counsellors, and 248 (74.5%) were completed and returned. The percentages of counsellors who perceived various functions as part of their current and ideal roles were calculated, as were the percentages who engaged in various counsellor activities, and indicated factors which would help them to better assist depressed students. Sample means and standard deviations were calculated for the extent to which various factors were barriers to assisting depressed students. Results indicated most counsellors perceived identification, referral, and prevention of student depression to be part of their ideal and current roles, and have used these functions to assist depressed students. However, respondents were divided on treating depressed students, and only slightly more than one-third had assessed students even though two-thirds perceived it as part of their ideal role. Most counsellors have been referred depressed students by teachers, and have referred students to mental health and medical professionals. Approximately one-half perceived art and play therapy to be a more effective method of treating depression. Counsellors lacked basic information on childhood depression, and more learned about it through their own initiative, rather than professional development activities. Too high a student-to-counsellor ratio and lack of time were most consistently rated as the highest barriers to assisting depressed students. Other major barriers included: priority being given to acting out students; lack of knowledge about depression, assessment techniques, and treatment strategies; and lack of community resources. Lack of a clear role policy was not perceived to be a major barrier to assisting depressed students. The most frequent recommendations for helping counsellors to assist depressed students were more information about effective treatment strategies and a lower student-to-counsellor ratio.

This study examined British Columbia elementary school counsellors' perceptions in relation to assisting depressed students, including: (a) their knowledge about depression; (b) their ideal role; (c) their current role; (d) their current practices; (e) barriers to assisting depressed students; and (f) factors which would help them to better assist these students. A questionnaire specifically designed for this study was mailed to 333 elementary school counsellors, and 248 (74.5%) were completed and returned. The percentages of counsellors who perceived various functions as part of their current and ideal roles were calculated, as were the percentages who engaged in various counsellor activities, and indicated factors which would help them to better assist depressed students. Sample means and standard deviations were calculated for the extent to which various factors were barriers to assisting depressed students. Results indicated most counsellors perceived identification, referral, and prevention of student depression to be part of their ideal and current roles, and have used these functions to assist depressed students. However, respondents were divided on treating depressed students, and only slightly more than one-third had assessed students even though two-thirds perceived it as part of their ideal role. Most counsellors have been referred depressed students by teachers, and have referred students to mental health and medical professionals. Approximately one-half perceived art and play therapy to be a more effective method of treating depression. Counsellors lacked basic information on childhood depression, and more learned about it through their own initiative, rather than professional development activities. Too high a student-to-counsellor ratio and lack of time were most consistently rated as the highest barriers to assisting depressed students. Other major barriers included: priority being given to acting out students; lack of knowledge about depression, assessment techniques, and treatment strategies; and lack of community resources. Lack of a clear role policy was not perceived to be a major barrier to assisting depressed students. The most frequent recommendations for helping counsellors to assist depressed students were more information about effective treatment strategies and a lower student-to-counsellor ratio. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate