This study was conducted to determine the current job satisfaction level of elementary school counselors in Virginia and compare it with elementary school counselors surveyed in 1995 and 1988. At the time of the 1988 survey, the Virginia Board of Education had passed a resolution to phase elementary guidance and counseling programs into the public schools over a four-year period beginning in the 1986-1987 school year. The elementary school counseling program was in full effect when the 1995 survey was conducted. In 2001 the program was no longer state mandated, but instead was a local option to be determined by school boards. An array of social and political changes have taken place since the first two studies were conducted by Kirk (1988) and Murray (1995) that may have impacted how satisfied counselors in Virginia are with their jobs. Because the job satisfaction level of elementary school counselors in Virginia in 2001 was undetermined, this study was undertaken . Two mailed questionnaires were used to collect the data. An Individual Information Form (IIF) and a modified version of the Minnesota SatisfactionQuestionnaire (MSQ) were sent to 444 elementary school counselors who were members of the Virginia School Counselor Association. The total response rate was 76.35%. In the current study, 90.9% of counselors surveyed indicated they were either satisfied or very satisfied with their jobs, while 9.1% were very dissatisfied or dissatisfied. Of the 20 aspects of work measured by the MSQ, counselors only indicated dissatisfaction with the compensation area. The two demographic variables of educational degree status and counselors' intent to remain in the current position were found to be predictors of job satisfaction for counselors in 2001. A majority of all counselors in the 2001 study responded affirmative to whether the current social and political climate affected their feelings about their jobs. Counselors expressed feeling dissatisfaction with the lack of a state mandated counseling program and feeling stress and pressure from conflicting role expectations and demands. Compared to counselors surveyed in 1995 and 1988, the overall level of job satisfaction in 2001 is similar. There were six areas of counselors' jobs that produced the most satisfaction in all three studies although the order varied somewhat. These areas were social service, moral values, creativity, activity, variety, and ability utilization. In all three studies, counselors were the least satisfied with the same three areas which included compensation, company policies, and advancement. Job security was the fourth area producing the most dissatisfaction in both the 2001 and 1995 studies, while it was eighth in 1988. There was an increase of about 5% in the number of counselors who are dissatisfied with their jobs in 2001 compared to 1995 and about a 2% increase from 1988. There has been a slight increase across all three studies in the percentage of counselors who are very satisfied with their jobs. / Ph. D.

Seven years have elapsed since Kirk (1988) studied job satisfaction among elementary school counselors Virginia. During this time, the number of elementary school counselors has dramatically increased with the implementation of a state-mandated elementary school counseling program. Additionally, societal concerns, practice issues, personnel concerns and even attacks on the program itself have had the potential to change the working environment and activities of elementary school counselors in Virginia. This study was designed to survey the current level of job satisfaction among elementary school counselors in Virginia and compare this with the level of job satisfaction of elementary school counselors in Virginia in 1988. Data were collected through mailed surveys consisting of a demographic data form and a modified form of the Minnesota Satisfaction Questionnaire. Six hundred thirty-three elementary school counselors were mailed survey materials and 82.15% responded. Of those that responded, 488 elementary school counselors employed by the Commonwealth of Virginia were included in the data analysis. The survey results indicate that 96.3% of the current sample are either satisfied or very satisfied with their jobs. Only 3.7% fell within the dissatisfied or very dissatisfied range. Elementary school counselors in Virginia are satisfied with all but one aspect of their jobs as measured by the Modified Minnesota Satisfaction Questionnaire. They expressed dissatisfaction only with the compensation subscale. Three demographic variables combined to predict increased job satisfaction: the number of elementary school counselors in the school division, the intention to remain in the current position for 5 years, and having a Collegiate Professional/Postgraduate Professional certification. The level of overall satisfaction for the 1995 and 1988 groups is very similar. While the order varied somewhat, both groups are most satisfied with the same six factors and least satisfied with the same three factors. The present group of elementary school counselors is, however, less satisfied with the technical quality of their supervision, the relationship between counselors and their supervisors, the opportunities for advancement, their salary, the way they along with other faculty and staff of their schools, their being recognized for doing a good job, and their level of job security than the 1988 group. Several implications and recommendations were drawn from the study. These included investigating the possibility of developing increased opportunities for advancement within elementary school counseling that do not involve administrative or central office roles, increasing the opportunities for clinical supervision by qualified supervisors, and further study of job satisfaction to establish a consistent baseline of job satisfaction for elementary school counseling. / Ph. D.

Doctor of Philosophy / Department of Special Education, Counseling, and Student Affairs / Judy Hughey / Successful transition practices are essential in moving students forward into new facets of learning and life. Noteworthy is the transition into kindergarten, as students experience a new environment, with new academic, social, and behavioral expectations. Research has reviewed teacher and student perceptions on this topic, but has traditionally overlooked the parent stakeholder. Specifically assessing kindergarten transition from parents’ vantage point provides a varied and necessary perspective that is often underutilized in effective school transitioning programs. Therefore, this study surveyed parents of children transitioning into kindergarten to identify their experiences and involvement in transition programming. Specifically to: (a) assess the concerns of parent stakeholders upon transitioning their children into formal schools (b) assess the perceptions of parent stakeholders in regards to their children’s transition into kindergarten, (c) assess the areas in which parent participants would like more information about the transition process, and (d) explore environmental variables and demographics that may impact student transitional success. The study utilized a retrospective pretest survey design to examine the experiences and perceptions of parents whose children were enrolled in full-day kindergarten in two school districts of comparable size in Northeast Kansas. A sample size of 91 participants was generated, as a parent or guardian of every student enrolled in kindergarten for the 2010-2011 school year in the surveyed schools was selected and solicited as participants for this retrospective pretest study. The final study population included 68 participants (n = 68) amongst the two respective schools, for an overall response rate of 74.7%. Survey mean results indicated that no particular item in academic, behavioral, or social domains were considered a great concern for parents transitioning their child into kindergarten. However, items that received the highest rating for concern prior to kindergarten were in the areas of academic success in comparison to peers, and adjusting to new routines and surroundings. Parents also rated adjusting to new routines and surroundings as the area with the least amount of transitional success. Seventy-three percent of participants agreed or strongly agreed to feeling engaged in the transitional process. Also, a significant difference in parents’ perceived need for both social and behavioral support emerged between first and second born children as they transition into formal schooling indicating parents of firstborn would like more information and support. Finally, results also showed that significance emerged between parents’ desire for counselor services and their concern as to the child’s level of behavioral success upon entering kindergarten.

This study examined the perceptions of elementary school counselors regarding their experience in using solution-focused brief counseling for meeting the demanding responsibilities of their job and the particular needs of the students they serve. Specifically, the four research questions addressed the school counselors' perceptions regarding: (1) use and importance of particular solution-focused techniques; (2) effectiveness of solution-focused strategies in addressing specific student issues; (3) training in solution-focused brief counseling; and (4) use of this approach in settings other than the counseling office. The data for this study were collected from elementary school counselors in Virginia who had previously received training in solution-focused brief counseling. This training was provided by their school systems as inservice and was conducted by the same workshop leader in all instances. The school counselors were sent a questionnaire that was developed by the researcher. The survey contained a selection of Likert-style scale questions, yes/no items, rank-order items, and open-ended questions. The final section contained questions designed to obtain demographic information about the respondent and the school and students they served. The researcher conducted a follow-up interview with several school counselors to supplement the survey data. The data analysis was descriptive and relational in nature. The findings of the study indicate that elementary school counselors who have received training in solution-focused brief counseling philosophies and techniques find it important and useful for working with children. The majority of the school counselors indicated that they use all of the solution-focused techniques listed in the survey to at least some degree. Their responses to the survey indicated the perception that this approach is effective with various student issues. The school counselors reported the perception that they have some proficiency with solution focused brief counseling and that they have interest in pursuing more training. The school counselors also indicated that they were able to use solution-focused brief counseling philosophies in school settings other than the counseling office. In summary, school counselors appear to have a relatively positive perception of solution-focused brief counseling as an approach for working with elementary age school students. Recommendations for practice and future research are presented. / Ph. D.

This research study investigated the effectiveness of a filial therapy training model as a method to train fifth grade students in child-centered play therapy skills and procedures. Filial therapy is an intervention that focuses on strengthening and enhancing adult-child relationships. The fifth grade students were trained to be a therapeutic change agent for kindergarten children identified as having adjustment difficulties, by utilizing basic child-centered play therapy skills in weekly play sessions with the kindergarten children. Specifically, this research determined the effectiveness of filial therapy in increasing the fifth grade students': 1) empathic responses with kindergarten children; 2) communication of acceptance with kindergarten children; 3) allowance of self-direction with kindergarten children, and 4) involvement in play activities of kindergarten children. The experimental group of fifth grade students (N=12) received thirty-five minutes of training twice a week for 5 weeks and then once a week for the duration of the 10 weeks of play sessions. The control group (N=11) received no training during the 15 weeks of the project. Fifth grade student participants were videotaped playing with a kindergarten child identified as having adjustment difficulties in 20-minute play sessions before and after the training to measure empathic behavior in adult-child interactions. Analysis of Covariance on adjusted post test means revealed that fifth grade children in the experimental group demonstrated statistically significant increases in empathic responses, acceptance, and behavioral willingness to follow the kindergarten children's lead, and involvement. A measure of communication of acceptance of kindergarten children's feelings and behaviors although not statistically significant indicated a positive trend. This study supports the use of filial therapy as an effective training model for increasing fifth grade students' empathic behavior with kindergarten children experiencing adjustment difficulties. Filial therapy offers significant possibilities for training fifth grade students in a developmentally appropriate model for working with kindergarten children, in order to prevent future problems. The observed power of the therapeutic relationship between the fifth grade students in the experimental group and the kindergarten children suggest the continued implementation of this innovative project.