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Counselor -trainee perceptions of K-...

Watkinson, Jennifer Scaturo.

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Counselor -trainee perceptions of K-12 school counseling programs adherence to the guidelines proposed in the "National Standards for School Counseling Programs".

Record Type:	Electronic resources : Monograph/item
Title/Author:	Counselor -trainee perceptions of K-12 school counseling programs adherence to the guidelines proposed in the "National Standards for School Counseling Programs"./
Author:	Watkinson, Jennifer Scaturo.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2000,
Description:	200 p.
Notes:	Source: Dissertations Abstracts International, Volume: 62-02, Section: A.
Contained By:	Dissertations Abstracts International62-02A.
Subject:	Academic guidance counseling. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9967992
ISBN:	9780599726482

Counselor -trainee perceptions of K-12 school counseling programs adherence to the guidelines proposed in the "National Standards for School Counseling Programs".
Watkinson, Jennifer Scaturo.

Counselor -trainee perceptions of K-12 school counseling programs adherence to the guidelines proposed in the "National Standards for School Counseling Programs". - Ann Arbor : ProQuest Dissertations & Theses, 2000 - 200 p.

Source: Dissertations Abstracts International, Volume: 62-02, Section: A.

Thesis (Ph.D.)--University of Maryland, College Park, 2000.

This item must not be sold to any third party vendors.

In 1997, The American School Counselor Association published "The National Standards for School Counseling Programs". This publication contained nine standards that students should know and be able to demonstrate as a result of participating in a K-12 school counseling program The nine standards fall within three developmental areas: career, academic, and personal/social. Within each of the nine standards are student competencies. The student competencies are guidelines for the school counselor to use when developing activities that support the nine methods, and basic philosophy found within the National Standards for School Counseling Programs. A random sample of fifty CACREP Universities/colleges from around the country were selected in order for their school counseling interns to participate in this study. The 200 internship students, who responded to the survey, were completing 300 of their 600-hour internship experience requiring them to work at least twenty-hours a week at their secondary/elementary field placement. School counseling interns were asked to respond to how they perceived their field placements addressed the survey questions. The main questions addressed in this study were: (1){A0}the degree of priority school counseling programs placed upon the identified student competencies, (2){A0}the degree of direct service to students school counseling programs provided, and (3){A0}if any significant differences among the three educational levels (e.g., high, middle, and elementary schools) on these variables could be detected at the .05 significance level. The results of this study suggested that K-12 school counseling programs placed a moderate degree of priority on the student competencies identified in this survey. Furthermore, elementary and middle school counseling programs appeared to prioritize activities that emphasized personal/social development of children more than high school counseling programs. Elementary school counseling programs, having the largest student-to-counselor caseload, emphasized direct service, to students more than both middle/high school counseling programs. Further research findings and implications for school counselors are also discussed.

ISBN: 9780599726482Subjects--Topical Terms:

3422411
Academic guidance counseling.
Subjects--Index Terms:

Counselor trainee

Counselor -trainee perceptions of K-12 school counseling programs adherence to the guidelines proposed in the "National Standards for School Counseling Programs".
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300 $a 200 p.
500 $a Source: Dissertations Abstracts International, Volume: 62-02, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisor: Greenberg, Kenneth R.
502 $a Thesis (Ph.D.)--University of Maryland, College Park, 2000.
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506 $a This item must not be added to any third party search indexes.
520 $a In 1997, The American School Counselor Association published "The National Standards for School Counseling Programs". This publication contained nine standards that students should know and be able to demonstrate as a result of participating in a K-12 school counseling program The nine standards fall within three developmental areas: career, academic, and personal/social. Within each of the nine standards are student competencies. The student competencies are guidelines for the school counselor to use when developing activities that support the nine methods, and basic philosophy found within the National Standards for School Counseling Programs. A random sample of fifty CACREP Universities/colleges from around the country were selected in order for their school counseling interns to participate in this study. The 200 internship students, who responded to the survey, were completing 300 of their 600-hour internship experience requiring them to work at least twenty-hours a week at their secondary/elementary field placement. School counseling interns were asked to respond to how they perceived their field placements addressed the survey questions. The main questions addressed in this study were: (1){A0}the degree of priority school counseling programs placed upon the identified student competencies, (2){A0}the degree of direct service to students school counseling programs provided, and (3){A0}if any significant differences among the three educational levels (e.g., high, middle, and elementary schools) on these variables could be detected at the .05 significance level. The results of this study suggested that K-12 school counseling programs placed a moderate degree of priority on the student competencies identified in this survey. Furthermore, elementary and middle school counseling programs appeared to prioritize activities that emphasized personal/social development of children more than high school counseling programs. Elementary school counseling programs, having the largest student-to-counselor caseload, emphasized direct service, to students more than both middle/high school counseling programs. Further research findings and implications for school counselors are also discussed.
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