Job Satisfaction and Effective Performance of School Counselors

This study examines the relationships between job satisfaction and the effectiveness of the performance of first-year school counselors. Co-workers and administrators rated the counselors' effectiveness in 6 job activities, and clients rated the counselors in 3 aspects of the counseling interview. The performance ratings were correlated with the counselors' job satisfaction in 8 areas. Several job satisfaction dimensions were related to effective performance of selected activities by the co-workers, administrators, and clients. Satisfaction with their future and security in the job, relations with associates, involvement in the job, and training for the job were the dimensions most frequently related to job satisfaction. The nature of the relationships among the criteria of effective performance indicated that 3 groups had different perceptions of the counselor.     

The Relationship of School Climate Factors to Counselor Self-Efficacy

A survey of school counselors was conducted to measure the relationship of Bandura's (1977b) concept of self-efficacy with school climate, counselor roles, and a variety of demographic variables. Results indicated that supportive staff and administrators were the strongest predictors of high counselor efficacy expectancy. In addition, outcome expectancy for school counselor behavior was predicted by both a similarly high degree of support from staff and administrators and fewer nonrelated counseling activities performed by school counselors. Discussion of results and implications for research and practice are presented.     

Parental Involvement in School Counseling Services: Challenges and Experience of Counselor

School counselors include parents as informants in school counseling for various reasons like for consultation and client’s intervention which could lead to a different experience. The objective of the present study was to explore the challenges faced by school counselors when involving parents in the school counseling process and the ways they handle the challenges. The participants consisted of seven school counselors, with whom in-depth interviews were conducted. The subjective experiences of the school counselors were objectively interpreted by the researcher using interpretative phenomenological analysis. The research results were categorized into master and subordinate themes using double hermeneutics. The results revealed that although school counselors have their own individual perceptions of challenges and methods of handling parental inclusion in the school counseling context, there still exist similarities in their methods of handling. The study highlights school counselors’ beliefs about parents’ perceptions and expectations of counseling as well as parents’ reaction toward their child’s problem as a challenge. The findings throw light on the need for stronger evidence-based practices and policies for school counseling programs. Training and competence-building programs for school counselors would improve the service delivery.     

A Question of Counselor Function and Responsibility

This paper examines the concepts and attitudes of school administrators regarding the functions and responsibilities of school counselors. The implications of the differences in attitudes between counselors and administrators are discussed. Evidence is presented which suggests the possibility that differences may be due to counselor and administrator personalities. The need for the school administrators to be educated by counselors is stressed, and an example is given of a current concept of counselor responsibility.     

Administrator Perceptions of Actual and Desired Time Spent by School Psychologists in Different Roles and Satisfaction with School Psychologists

Abstract

A total of 512 elementary and secondary administrators in Ohio were surveyed regarding their perceptions of the time spent by school psychologists in 15 role functions, the percentage of time they desired school psychologists to spend in these 15 roles, and their satisfaction with their school psychologist. Results indicated that administrators desired school psychologists to spend less time in assessment and administrative activities than they were perceived to be spending in these areas, and desired school psychologists to spend more time than they were perceived to be spending in all other roles surveyed. Six variables were found to be significant predictors of administrator satisfaction: discrepancy between actual and desired time spent administering and interpreting psychoeducational tests (negatively related), discrepancy between actual and desired time spent providing services to prevent student problems (negatively related), percentage of time spent working with parents and families (positively related), discrepancy between actual and desired time spent performing administrative duties (negatively related), discrepancy between actual and desired time spent conducting inservice activities (positively related), and discrepancy between actual and desired time spent counseling for career/vocational issues (negatively related). Results are discussed in terms of their implication for role expansion in school psychology.     

Black Male Adolescents Navigating Microaggressions in a Traditionally White Middle School: A Qualitative Study

On the basis of qualitative case study analysis, this study offers in‐depth understanding of Black male middle school students' perceptions of racial microaggressions. It was found that Black male adolescents, depending on their backgrounds, are aware of different types of microaggressions. Implications for school counselors, teachers, and administrators are discussed. Basándose en análisis cualitativos de estudios de caso, este estudio ofrece un entendimiento en profundidad de las percepciones por parte de estudiantes varones Negros en la escuela media de microagresiones raciales. Se halló que los varones Negros adolescentes, dependiendo de su origen, son conscientes de distintos tipos de microagresiones. Se discuten implicaciones para consejeros escolares, profesores y administradores.     

Practicum and On-the-job Ratings of School Counselors

Practicum ratings of 50 school counselors were examined in relation to administrators' subsequent on-the-job ratings of their performance. The relationship proved negligible. The practicum ratings did relate, however, to retention of cognitive material in guidance and counseling (scores on a comprehensive examination). Such a relationship did not exist between scores on the same comprehensive examination and the administrators' ratings. It was suggested that cognitive standards for counselors are probably best established and maintained by training institutions. Administrators seeking assurance of at least minimum cognitive competency in counselors ought to seek endorsement of candidates from those who observe their practicum performance.     

Elementary School Counselors in California

The number, school location, academic preparation and experience, and functions and duties of “elementary school counselors” in California were studied. Questionnaires were answered by 175 counselors, 118 elementary school principals, and 312 teachers in schools employing counselors. The number of children in the participating schools was 133,125, or five per cent of all pupils in grades K-8 in the State. Counselors reported that they spent 50 per cent of their time working with pupils, 17 per cent with teachers, 10 per cent with administrators, 12 per cent with parents, and 11 per cent with probation, welfare, and other officials. The counselors and the principals generally agreed on the rank order of importance of the functions of elementary school counselors and on the most important skills and personality characteristics counselors should have. The teachers reported that counselors gave them most help by testing individual pupils, counseling with pupils, helping them with classroom problems, and participating in parent conferences. Elements of an ideal counseling program at the district and school level as well as deficiencies in present programs were described by the respondents.     

COUNSELEES' RATINGS OF THE EFFECTIVENESS OF EMPLOYMENT SERVICE COUNSELORS AND PROSPECTIVE HIGH SCHOOL COUNSELORS

The purpose of this study was to determine whether differences exist between Employment Service counselors and prospective high school counselors in the following areas: perceptions of counselor as a person, perceptions of assistance received by the counselees in educational planning, vocational guidance, personal and social matters, and the use of tests in counseling. This study was designed also to find out whether NYC and HS background, sex of the counselees, and number of sessions attended by the counseled affected their ratings of counselor effectiveness.     

Perceptions of Non-College-Bound,Vocationally Oriented High School Graduates

In-depth structured interviews of 309 high school graduates judged to be non-college-bound explored perceptions of their (a) educational experiences, (b) vocational experiences, (c) self-concepts, and (d) family relationships. Interview data were compiled two years after high school graduation from subjects residing in urban, “rurban,” and rural environments in four mid-central states. Content analysis of written reports of subjects perceptions resulted in four major conclusions: (a) employment-bound, non-college-oriented students perceive the school, the counselors, and other personnel within the school as favoring the college-bound student; (b) counselors were not perceived as being helpful in assisting employment-bound youth to satisfactory vocational decisions; (c) subjects were unable to articulate meaningful concepts of self; and (d) generally, they did not perceive parents as being at all helpful in resolving personal, educational, and vocational problems.     

Understanding the School Experience of African-American Homeless Children

Homelessness is a devastating problem that breeds far-reaching negative impacts on all aspects of children's lives, including their school experience. Fifteen homeless, African-American children in grades 3 through 6 were interviewed about their experiences at school, as well as their future educational and career aspirations. Findings of a grounded theory analysis reveal that these children struggled to envision a safe future through seeking predictability, personal connections, and academic achievement, and provide insight for interventions. The study examines the ways the children constructed meaning out of their school experience, understood their transitions, and set life goals. By understanding the ways these youth experience their school experience, psychologists, counselors, and educators can be better equipped to serve their needs by providing support services that support their development, by developing educational practices that shape realistic educational goals, and by moving toward systemic change through collaborating with administrators and other stakeholders.     

Relationship of High School Seniors' Religious Perceptions and Behavior to Educational,Career, and Leisure Variables

This study used data from a national sample of U.S. high school seniors to investigate the relationship of religious perceptions and behavior to several school, career, and leisure variables. Seniors positive perceptions of religion and frequent attendance at religious services were related to positive parental involvement, positive school attitudes and behaviors, and infrequent problem behaviors. Parental involvement mediated the effects of religious perceptions and behavior on adolescents' academic attitudes and drug use. However, a large portion of the effects of religious perceptions and behavior was independent of parental involvement. Implications for counselors and educators are provided.     

Perceptions and Attitudes Toward Bullying in Middle School Youth

ABSTRACT

We examined middle school students' attitudes and perceptions of bullying during their middle school years. Participants were categorized along the bully/victim continuum as bullies, victims, bully-victims, and no-status students based on their self-nomination from a survey that queries students about their experiences with bullying (either as a bully, victim, or both), their observations of bullying, and their attitudes toward bullying. The majority of participants were classified as bullies, victims, and bully-victims as 70% of the participants reported involvement with bullying and/or victimization during their middle school years. Participants' perceptions about bullying and attitudes toward bullying were examined at three points in time. Participants' attitudes toward bullying became more supportive of bullying as students progressed through middle school. Additionally, external attributes for bullying were cited across all four status groups as reasons for involvement in bullying. Implications for prevention and intervention programs that address bullying are discussed.     

The School Counselor's Role in School Dropout Prevention

The role of the school counselor has undergone numerous revisions over the past few decades. The current emphasis on accountability and academic performance of students has forced counselors to scrutinize their role in promoting students' academic success and school completion. In this article, the authors review the problem of school dropout from the school counselor's perspective and offer guidelines for how school counselors can deliver empirically supported strategies to address this problem as part of their comprehensive guidance programs.     

Counselors' perceptions of career images of women

The investigation examined perceptions of female and male vocational and social roles, with particular interest in the meaning of career vis-à-vis other female roles. A mail questionnaire, using the Semantic Differential technique, was sent to 326 Wisconsin school counselors. The results indicated differences in perceptions between female and male roles, with more similarity among the male social and vocational role concepts and less similarity among the female role concepts. The existence of these differential perceptions of sex roles suggests that the counselors in this study hold a traditional view of women's roles, which incorporates a home-career conflict.     

Counselor Role and Function: An Appraisal by Consumers and Counselors

This article reports the perceptions of parents, members of the business community, school administrators, and counselors regarding the role and function of secondary school counselors, The research reported here was presented as part of a symposium entitled, “The Development of a Model School Counselor Education Curriculum” at the Annual Conference of the American Personnel and Guidance Association, St. Louis, Missouri, 1981.     

The Development of an SVIB Interest Scale for School Counselors

A professional school counselor key was developed on the Strong Vocational Interest Blank using Campbell's revised procedures. Of the 403 counselors initially contacted, 340 responded. Of this number, 203 were identified as professional counselors and were included in the professional school counselor scale. Each of these individuals was fully certified, possessed three or more years' experience as a counselor, was a member of a professional guidance association, and was thoroughly satisfied with his job as a counselor. Differences between professional counselors and non-professional counselors seemed to indicate a greater people-orientation in the professional counselor group. This was further supported by relationships of the professional counselor key with other scales on the SVIB.     

School Counselors as Social Capital: The Effects of High School College Counseling on College Application Rates

Using social capital theory as a framework, the authors examined data from the Educational Longitudinal Study of 2002 (Ingels, Pratt, Rogers, Siegel, & Stutts, 2004) to investigate how student contact with high school counselors about college information and other college‐related variables influence students' college application rates. In addition to some college‐related variables, the number of school counselors and student contacts were significant predictors of college application rates. Implications for school counselors and counselor training are included.     

Job Satisfactions and Job Activities of School Counselors

This study examined the relationships among the job satisfactions and job activities of 168 school counselors. An intercorrelational matrix was developed using personal data, 8 job-satisfaction dimensions, and 6 job-activity areas. Establishing and maintaining staff relationships and providing guidance services to individual students were the activities most related to the job-satisfaction dimensions. Promoting the general program was not significantly related with any job satisfaction. Some differences between men and women counselors were found in both job satisfactions and activities. The student-counselor ratio was relevant to the activities of the counselors but not related to their job satisfactions.     

Examining Discrepancies Between Actual and Preferred Practice of School Counselors

This study of elementary, middle, and high school counselors (N = 361) investigated the discrepancies, and the factors predictive of the discrepancies, between the actual practice and preferred practice in interventions associated with a comprehensive, developmental school counseling program. Results indicated that school counselors preferred to spend their time in accord with best practice. Subsequently, selected professional, employment, self‐efficacy, and school climate variables were found to predict differences between actual and preferred practice.