國立虎尾科技大學 |

Factors Associated with Supervision and Counseling Program Implementation in Schools.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Factors Associated with Supervision and Counseling Program Implementation in Schools./
Author:	Cook Sandifer, Mariama.
Description:	1 online resource (92 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-07(E), Section: A.
Contained By:	Dissertation Abstracts International79-07A(E).
Subject:	School counseling. -
Online resource:	click for full text (PQDT)
ISBN:	9780355787177

Factors Associated with Supervision and Counseling Program Implementation in Schools.
Cook Sandifer, Mariama.

Factors Associated with Supervision and Counseling Program Implementation in Schools. - 1 online resource (92 pages)

Source: Dissertation Abstracts International, Volume: 79-07(E), Section: A.

Thesis (Ph.D.)--University of Holy Cross, 2017.

Includes bibliographical references

One of school counselors' main function is the development and implementation of comprehensive school counseling programs (ASCA, 2012). School counselors must ensure that these comprehensive programs are programmatically orientated by creating them to be achievement-focused, data-driven and accountable. Supervision is essential for the professional development of school counselors and can be effective in helping to maintain and enhance school counselor competency, program development, and accountability. The various forms of ideal supervision for school counselors are described as counseling (clinical) supervision, provided by trained counseling supervisors, administrative supervision, provided by one's school administrator; and developmental or program management supervision, provided by district coordinators. Unfortunately, many school counselors do not receive all three types of supervision. This study surveyed 188 school counselors randomly selected from the American School Counselor Association's (ASCA) emailing list and sought to examine practicing school counselors' perceptions of supervision experiences in schools. Findings from this study revealed the relationship between the frequency of supervision type and programmatic orientation of practicing school counselors, which is the intentional implementation of school counseling program components that are based on data and proactive in nature.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355787177Subjects--Topical Terms:

1181607
School counseling.
Index Terms--Genre/Form:

554714
Electronic books.

Factors Associated with Supervision and Counseling Program Implementation in Schools.
LDR:02645ntm a2200337Ki 4500 001 920283
005 20181203093936.5
006 m o u
007 cr mn||||a|a||
008 190606s2017 xx obm 000 0 eng d
020 $a 9780355787177
035 $a (MiAaPQ)AAI10800690
035 $a AAI10800690
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Cook Sandifer, Mariama. $3 1195029
245 1 0 $a Factors Associated with Supervision and Counseling Program Implementation in Schools.
264 0 $c 2017
300 $a 1 online resource (92 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertation Abstracts International, Volume: 79-07(E), Section: A.
500 $a Adviser: Dottie Martin.
502 $a Thesis (Ph.D.)--University of Holy Cross, 2017.
504 $a Includes bibliographical references
520 $a One of school counselors' main function is the development and implementation of comprehensive school counseling programs (ASCA, 2012). School counselors must ensure that these comprehensive programs are programmatically orientated by creating them to be achievement-focused, data-driven and accountable. Supervision is essential for the professional development of school counselors and can be effective in helping to maintain and enhance school counselor competency, program development, and accountability. The various forms of ideal supervision for school counselors are described as counseling (clinical) supervision, provided by trained counseling supervisors, administrative supervision, provided by one's school administrator; and developmental or program management supervision, provided by district coordinators. Unfortunately, many school counselors do not receive all three types of supervision. This study surveyed 188 school counselors randomly selected from the American School Counselor Association's (ASCA) emailing list and sought to examine practicing school counselors' perceptions of supervision experiences in schools. Findings from this study revealed the relationship between the frequency of supervision type and programmatic orientation of practicing school counselors, which is the intentional implementation of school counseling program components that are based on data and proactive in nature.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a School counseling. $3 1181607
650 4 $a Counseling Psychology. $3 1179619
650 4 $a Educational psychology. $3 555103
655 7 $a Electronic books. $2 local $3 554714
690 $a 0519
690 $a 0603
690 $a 0525
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a University of Holy Cross. $3 1195030
773 0 $t Dissertation Abstracts International $g 79-07A(E).
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10800690 $z click for full text (PQDT)