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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:	Language materials, manuscript : 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.
Description:	1 online resource (200 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 62-02, Section: A.
Contained By:	Dissertations Abstracts International62-02A.
Subject:	Academic guidance counseling. -
Online resource:	click for full text (PQDT)
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". - 1 online resource (200 pages)

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

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

Includes bibliographical references

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) the degree of priority school counseling programs placed upon the identified student competencies, (2) the degree of direct service to students school counseling programs provided, and (3) 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.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9780599726482Subjects--Topical Terms:

1437868
Academic guidance counseling.
Subjects--Index Terms:

Counselor traineeIndex Terms--Genre/Form:

554714
Electronic books.

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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504 $a Includes bibliographical references
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) the degree of priority school counseling programs placed upon the identified student competencies, (2) the degree of direct service to students school counseling programs provided, and (3) 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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