Counselor role-performance in one-counselor middle and high schools in Virginia

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dc.contributor.authorWeiss, Frieda Deitellen
dc.contributor.committeecochairGerstein, Martinen
dc.contributor.committeecochairImpara, James C.en
dc.contributor.committeememberMcDaniels, Carl O.en
dc.contributor.committeememberWildman, Terry M.en
dc.contributor.committeememberTalbutt, Lou C.en
dc.contributor.departmentCounselor Education and Student Personnel Servicesen
dc.date.accessioned2014-03-14T21:21:14Zen
dc.date.adate2005-10-14en
dc.date.available2014-03-14T21:21:14Zen
dc.date.issued1991en
dc.date.rdate2005-10-14en
dc.date.sdate2005-10-14en
dc.description.abstractThis study investigated the role-performance of middle and high school counselors in one-counselor public school settings in Virginia; in particular, how these counselors use their time. One goal was to determine whether these counselors were currently meeting the state’s “sixty percent counseling accreditation standard” and what impediments they encountered in their efforts toward compliance. The researcher observed and interviewed a middle school counselor and a high school counselor to gather information about counselor role-performance in the one-counselor school which would be helpful in designing an appropriate research instrument. All counselors who work in one-counselor middle and high schools in Virginia were contacted to participate in a survey regarding their use of time. In addition, a sample of these counselors participated in the next phase of the study by recording their activities over a two day period on a counseling log provided by the researcher. Descriptive statistics were used to analyze the data and to report the findings. The findings of this study are consistent with prior studies of counselor time-utilization showing that counselors spend much of their time in activities considered outside their role, and less time in counseling than they would like. More than half of the counselors in this study did not meet the 60% counseling standard and identified the barriers to compliance they encountered. Recommendations are made regarding counselor time management, educational preparation, and a system of accountability linked less to time-utilization and more to student outcomes. Additional recommendations are made for further research.en
dc.description.degreeEd. D.en
dc.format.extentxii, 172 leavesen
dc.format.mediumBTDen
dc.format.mimetypeapplication/pdfen
dc.identifier.otheretd-10142005-103105en
dc.identifier.sourceurlhttp://scholar.lib.vt.edu/theses/available/etd-10142005-103105/en
dc.identifier.urihttp://hdl.handle.net/10919/39873en
dc.language.isoenen
dc.publisherVirginia Techen
dc.relation.haspartLD5655.V856_1991.W456.pdfen
dc.relation.isformatofOCLC# 25145632en
dc.rightsIn Copyrighten
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/en
dc.subject.lccLD5655.V856 1991.W456en
dc.subject.lcshEducational counseling -- Virginiaen
dc.subject.lcshStudent counselors -- Rating of -- Virginiaen
dc.titleCounselor role-performance in one-counselor middle and high schools in Virginiaen
dc.typeDissertationen
dc.type.dcmitypeTexten
thesis.degree.disciplineCounselor Education and Student Personnel Servicesen
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen
thesis.degree.leveldoctoralen
thesis.degree.nameDoctor of Educationen
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