Browsing by Author "Trivette, Paul S."

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    Job satisfaction among elementary school counselors in Virginia: seven years later
    Murray, Lynda B. (Virginia Tech, 1995)
    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.
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    A national survey of occupational stress, psychological strain and coping resources in elementary school counselors
    Trivette, Paul S. (Virginia Tech, 1993)
    The Occupational Stress Inventory (OSI) and a Data Form were used to describe levels of occupational stress, psychological strain, and coping resources of 500 randomly selected elementary school counselors across the United States. Stress, strain, and coping were examined at levels of demographic variables including age, gender, school size and setting, parental status, years in profession, schools served, marital status, students assigned, and hours worked. Data were collected by mail survey which had an 84% (n = 410) return rate. Of these, 310 were usable for data analysis. Respondents averaged 44.18 years old; 87.1% were female. Approximately three fourths had less than 10 years experience in their jobs, worked in education more than 8 years, were married, and were parents. Scores on the OSI for stress, psychological strain, and coping resources fell in the average ranges for all subscales. Examination of levels of demographic variables revealed Role Overload, Role Boundary, and Role Ambiguity subscales were higher for counselors serving three or more schools. Counselors serving schools in two or more kinds of geographic settings reported higher Role Overload and Responsibility stress. Elementary school counselors who were parents of one child had higher overall scores on Psychological, Interpersonal, and Physical strain scales compared to parents with two children. Counselors aged 56 & older showed better Self-care and Recreational coping scores than some younger counterparts. Parents scored significantly lower on the Recreational and Self-care scales compared to non-parents, as did counselors who were parents of one child compared to parents of two. It is recommended that counselor educators attempt to increase student awareness of the importance of developing coping skills to apply to their own occupational stress. This should be emphasized during practicum and internship activities. Legislative or administrative action may help provide support for counselors in the form of increased parental leave time, assignment to fewer than three schools, or assignment to schools located in similar geographic settings. Counselor education programs are urged to teach counselors organizational skills, systematic problem solving, and time management skills. Recommendations for further research are made.
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    A survey of occupational stress, psychological strain, and coping resources in licensed professional counselors in Virginia
    Ryan, Rhonda Kitts (Virginia Tech, 1996)
    The Occupational Stress Inventory (OSI) and an Individual Data Form (IDF) provided information about the levels of occupational stress, psychological strain, and coping resources for a random selection of 414 professional counselors licensed by the state of Virginia (LPC). The return rate was 77.3% (n=320), and the number of responses used for analysis was 258. The IDF provided a general description of the LPCs. Most of the respondents were white (n=248) and married (76%) and averaged 47.23 years old. There were 154 females and 104 males. The majority (72.5%) were parents and the mode for number of children was two (32.94%). The LPCs averaged 15 years experience and had been licensed an average of 8.86 years. The most often reported practice setting was private practice, either individual (20.5%) or with group affiliation (17.4%). The majority (91.7%) of the LPCs worked with clients and averaged doing so 4.2 days per week. The average number of daily client sessions was 4.78. The maximum number of client sessions per day averaged 7.45. Most of the clients (60.59%) were self-referred for counseling. Overall T-scores on the OSI were in the average range for stress, strain, and coping. Demographic variables found to be significant for levels of occupational stress included gender, primary work setting, weekly work hours, number of days per week clients were seen, average and maximum daily client sessions, and whether the clients were self- referred or legally mandated to attend counseling. Levels of psychological strain were significantly different depending on the LPCs' age, gender, marital status, primary work setting, and whether stress-related treatment had been sought. Primary work setting, number of days each week clients were seen, and whether the LPCs had sought stress-related treatment significantly influenced coping resources. Various subscales of the OSI were found to be significant for each of the domains of stress, strain, and coping depending upon the level of the demographic variables. The only variables found to have significance for levels of stress, strain, and coping was practice setting. Implications for the profession and recommendations for future research are made.