The following research study answered the following question: “What is the experience of high school counselors implementing an ASCA-based school counseling program?” School counselor experiences of the process were largely absent in the current and previous literature, as well as the profession’s representation in qualitative research. To fully understand the results and experiences they had, an education change theory was incorporated that not only benefitted the study, but was also bolstered and extended into another compatible profession. Generic qualitative research was conducted through interviewing 10 Pennsylvania high school counselors. To participate, school counselors were required to have involvement in implementing comprehensive programming at the high school level. Their interviews were transcribed by an outside transcriptionist, and an inductive thematic analysis was conducted to organize the data. Results indicated that high school counselors were generally only involved in the career domain of the American School Counselor Association (ASCA) National Model, administrators were vital in the support and promotion of school counselors, their programs, and their identities, and the level of resources greatly impacted their roles and responsibilities. Additionally, involvement in comprehensive program implementation increased professional identity, and in turn, job satisfaction even for those who reported negative relationships with administrators.
|Advisor:||Van Asselt, Kathryn|
|Commitee:||Berry, Erin, Reisinger, Wendy|
|Department:||Harold Abel School of Social and Behavioral Sciences|
|School Location:||United States -- Minnesota|
|Source:||DAI-A 79/02(E), Dissertation Abstracts International|
|Subjects:||Educational administration, School counseling, Curriculum development|
|Keywords:||Asca national model, Change theory, Comprehensive, Evaluation, Pennsylvania, Program reform|
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