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. / High school aged students experience increased pressure to succeed, as greater attention is committed towards postsecondary planning in later grades. For high-need adolescent student populations various barriers to postsecondary planning may hinder their ability to envision successful postsecondary futures. Students experiencing emotional disturbances living in urban environments may potentially encounter numerous barriers to postsecondary planning from a personal perspective as well contexts within the home, school, and community. By comprehending potential barriers according to each of these contexts for students experiencing emotional disturbances living in urban environments, school counselors can be better prepared to assist this high-need student population in overcoming barriers and realizing postsecondary success. This research study examines the postsecondary planning perspectives, practices, and experiences of urban school counselors assisting students with emotional disturbances. A better understanding of the lived experiences of urban school counselors contributes to more effective postsecondary planning, specifically for students experiencing emotional disturbances, thereby attending to an underserved student population. Results of this research study offers insight into barriers and supports that could improve postsecondary planning by school counselors for all high-need student populations.
| Identifer | oai:union.ndltd.org:VTETD/oai:vtechworks.lib.vt.edu:10919/78204 |
| Date | 14 June 2017 |
| Creators | Rowley, Patrick James |
| Contributors | Educational Leadership and Policy Studies, Bodenhorn, Nancy E., Welfare, Laura E., Patrizio, Kami M., Farmer, Laura Boyd |
| Publisher | Virginia Tech |
| Source Sets | Virginia Tech Theses and Dissertation |
| Detected Language | English |
| Type | Dissertation |
| Format | ETD, application/pdf |
| Rights | In Copyright, http://rightsstatements.org/vocab/InC/1.0/ |
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