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dc.contributor.authorter Maat, Mercedes Ballbeen
dc.date.accessioned2014-03-14T20:10:08Zen
dc.date.available2014-03-14T20:10:08Zen
dc.date.issued2000-04-12en
dc.identifier.otheretd-04202000-10070058en
dc.identifier.urihttp://hdl.handle.net/10919/27028en
dc.description.abstractThe American School Counselor Association (ASCA) recommends a shift from traditional to comprehensive, developmental counseling programs focusing on prevention programs to assist the â wholeâ child (e.g., meeting social, emotional, academic, and career needs). This shift has been slow and inconsistent, bringing great variability to the role of school counselor. This study investigates the current functions of school counselors in Northern Virginia. Five research questions are posed: (1) How do counselors spend their time? (2) In what way do counselors want to change their allocation of time to various counseling activities? (3) How do school counselors feel about their preparation to perform various counseling activities? (4) What factors (work setting, gender, level of education, teaching experience, counseling experience, student-to-counselor ratio, desire to change time allocation, and level of preparation) affect how counselors allocate their time? (5) Do differences exist between school counselorsâ allocation of time to various counseling activities and the mandate of the Virginia Department of Education? Seventy-three Northern Virginia school counselors (45% response rate) responded to a survey on activities in the four major categories recommended by ASCA (counseling, consulting, guidance, and coordination) and in administrative/support services. Participants also were asked to fill-out a one-day log describing their typical counseling functions on any chosen workday. Results indicated that, on an average, Northern Virginia school counselors feel well prepared to conduct counseling activities and allocate 46% of their time to counseling, 17% to consultation, 12% to guidance, 7% to coordination, and 18% to administrative/support services. Counselors desire to spend more time working with students individually and in small groups, and less time in test coordination and administrative tasks. Statistical analyses (p< .05) indicate that allocation of time was significantly affected by work setting, gender, desire to change present time allocation, and level of preparation. These results suggest that Northern Virginia school counselors in this study are performing the functions recommended by the American School Counselor Association and by the Virginia Department of Education. Implications for future research are explored.en
dc.publisherVirginia Techen
dc.relation.haspartPartIII.PDFen
dc.relation.haspartPartII.PDFen
dc.relation.haspartPartI.PDFen
dc.rightsIn Copyrighten
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/en
dc.subjectSchool Counselingen
dc.subjectFunctionsen
dc.subjectTime Allocationen
dc.subjectNorthern Virginiaen
dc.titleThe Functions of School Counselors in Northern Virginia Public Schoolsen
dc.typeDissertationen
dc.contributor.departmentCounselor Educationen
dc.description.degreePh. D.en
thesis.degree.namePh. D.en
thesis.degree.leveldoctoralen
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen
thesis.degree.disciplineCounselor Educationen
dc.contributor.committeechairMadison-Colmore, Octavia D.en
dc.contributor.committeememberCurcio, Claire Cole Vaughten
dc.contributor.committeememberLichtman, Marilyn V.en
dc.contributor.committeememberStith, Sandra M.en
dc.contributor.committeememberRosal, Marciaen
dc.identifier.sourceurlhttp://scholar.lib.vt.edu/theses/available/etd-04202000-10070058/en
dc.date.sdate2000-04-20en
dc.date.rdate2001-04-20en
dc.date.adate2000-04-20en


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