Dissertation/Thesis Abstract

An examination of factors that relate to school counselors' knowledge and skills of multi-tiered systems of support
by Olsen, Jacob Andrew, Ph.D., The University of North Carolina at Charlotte, 2016, 202; 10161955
Abstract (Summary)

Structural equation modeling (SEM) to examine the factors that relate to school counselors’ knowledge and skills of multi-tiered systems of support (MTSS). A sample of 4,066 practicing school counselors who are members of the American School Counselor Association (ASCA) participated in an online survey and were included in the final analysis. Results of the structural model indicated that time spent on ASCA aligned activities was directly related to school counselors knowledge and skills of MTSS. In addition, time spent on ASCA aligned activities mediated the relationship between school setting, school level, MTSS training, challenges to obtaining knowledge and skills of MTSS, and knowledge and skills of MTSS. Rural school setting, secondary school level, MTSS training, and challenges related to training, administrative support, time, and staff buy-in were directly related to time spent on ASCA aligned activities and indirectly related to school counselors knowledge and skills of MTSS. Implications for school counselor training programs, counselor educators, school counselor leaders and practicing school counselors are also provided.

Indexing (document details)
Advisor: Parikh Foxx, Sejal
Commitee: Abrams, Lyndon, Algozzine, Bob, Flowers, Claudia, Post, Phyllis
School: The University of North Carolina at Charlotte
Department: Counseling
School Location: United States -- North Carolina
Source: DAI-A 78/02(E), Dissertation Abstracts International
Source Type: DISSERTATION
Subjects: School counseling, Counseling Psychology
Keywords: Multi-tiered systems of support, School counseling
Publication Number: 10161955
ISBN: 9781369168174
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