This qualitative study analyzes high school counselor caseload assignment models. It provides information on the impact of these assignments on the services provided to students, and the goals and mission of a school's counseling program and its site. It also examines the methods and rationales sites utilize to determine caseload assignment models, and counselors' perceptions of advantages and disadvantages of differing models. The study reviews relevant literature on effective and equitable school counseling programs, caseload assignment models, looping and developmental theories. The sample for this study is drawn from high school counselors in Sacramento County and its outlying areas. E-mails were sent to potential participants in the fall 2012. Nineteen in-person, semi-structured interviews were completed with 21 participants at 13 different school sites. Counselors interviewed came from schools representing the three major caseload assignment models utilized in the Sacramento area (alpha, grade level, and career academy) and five counselors whose schools did not fit into the above categories were also interviewed (alpha plus specialist counselor(s); alpha plus specialized program counselor; and counselor assigned by teacher advocacy group). Purposive, criterion and convenience sampling were utilized. School counselors in this study are clearly able to note distinct advantages and disadvantages for each major caseload assignment model utilized, and state that these distinctions affect major areas of the counselors working relationships with students, families, teachers, and the counseling team, as well as the specific function or role of the counselors at their sites. The study also shows that caseload assignment models impact the ways in which school counselors deliver guidance curriculum, individual planning services, and responsive services to students as outlined by the ASCA National Model. Descriptions for each major caseload assignment model are presented, and can be utilized for program planning and goal setting activities.
|Commitee:||Gong, Janet, Lane, Paula|
|School:||University of California, Davis|
|School Location:||United States -- California|
|Source:||DAI-A 75/07(E), Dissertation Abstracts International|
|Subjects:||School counseling, Secondary education|
|Keywords:||Caseload assignment models, Counselors voices, High school counseling, Secondary schools|
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