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(1 - 8 of 8)
- Title
- The Contribution of Practicing School Counselors' Level of Altruism to their Degree of Burnout.
- Creator
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Limberg, Dorothy, Robinson, Edward, Lambie, Glenn, Barden, Sejal, Conley, Abigail, Curry, Jennifer, University of Central Florida
- Abstract / Description
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The present study investigated the directional relationship between practicing school counselors' level of altruism to their degree of burnout. Specifically, this investigation tested the hypothesized directional relationship that practicing school counselors scoring at higher levels of altruism would have lower levels of burnout (emotional exhaustion, depersonalization, personal accomplishment). In addition, the investigation examined the relationship between the practicing school counselors...
Show moreThe present study investigated the directional relationship between practicing school counselors' level of altruism to their degree of burnout. Specifically, this investigation tested the hypothesized directional relationship that practicing school counselors scoring at higher levels of altruism would have lower levels of burnout (emotional exhaustion, depersonalization, personal accomplishment). In addition, the investigation examined the relationship between the practicing school counselors' levels altruism and burnout and their reported demographic information (e.g., age, school counseling level, self-reported levels of wellness). A thorough review of the literature is presented with supporting empirical research for each construct (altruism and burnout). A descriptive, correlational research design (Frankel et al., 2012) was employed to investigate the research hypothesis and exploratory questions. The research hypothesis was analyzed using structural equation modeling (SEM). More specifically, multiple regression, path analysis, and confirmatory factor analysis (Ullman, 2007) were conducted. The exploratory research questions were examined using: descriptive statistics, Spearman's rho correlations, multiple regressions, Kruskal-Wallis test and Mann Whitney U test (Pallant, 2010). The results are reviewed and compared to existing research in the field. Furthermore, limitations of the current study are explained, and recommendations for future research are provided. Finally, implications of the study regarding professional school counseling and counselor education are discussed. The overall sample for this study is 437 practicing school counselors (ASCA members, n = 344; non-ASCA members, n = 93). The results of the study support that school counselors with higher levels of altruism have lower levels of burnout. The findings of this study show two dimensions of altruistic motivation: (1) positive future expectations and (2) self-efficacy contribute significantly to all dimensions of burnout (emotional exhaustion, depersonalization, and personal accomplishment). Additionally, a significant relationship was found between altruism and burnout and self-reported wellness.
Show less - Date Issued
- 2013
- Identifier
- CFE0004710, ucf:49845
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004710
- Title
- Multicultural Counseling Competence of School Counselors: Relationship to Multicultural Behaviors and Perceived School Climate.
- Creator
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Greene, Jennifer, Hagedorn, W. Bryce, Van Horn, Stacy, Taylor, Dalena, Hopp, Carolyn, University of Central Florida
- Abstract / Description
-
Diversity in the United States is steadily increasing with racial and ethnic groups traditionally called minorities expected to account for over 50% of the U.S. population by 2050 (U.S. Census Projections, 2009). At the same time, the school age population is expected to consist of 60% students from (")minority(") backgrounds. Yet, school counselors are mostly from White, European backgrounds and are projected to continue to come from that background (Brown, Parham, (&) Yonker, 1996; Pack...
Show moreDiversity in the United States is steadily increasing with racial and ethnic groups traditionally called minorities expected to account for over 50% of the U.S. population by 2050 (U.S. Census Projections, 2009). At the same time, the school age population is expected to consist of 60% students from (")minority(") backgrounds. Yet, school counselors are mostly from White, European backgrounds and are projected to continue to come from that background (Brown, Parham, (&) Yonker, 1996; Pack-Brown, 1999; Vaughn, 2007). This creates frequent cross-cultural counseling relationships within schools necessitating that school counselors have multicultural competence. Multicultural counseling competence (MCC) has been related to awareness of privilege (Mindrup, Spray, (&) Lamberghini-West, 2011). This research investigates that connection and the connection of self-reported MCC of school counselors to their multicultural school counseling behavior. The research also examines the connection with school climate, which has been connected in previous literature to academic achievement. This research indicates relationships between the self-reported MCC of school counselors and awareness of privilege and oppression. Results indicated a predictive relationship between MCC and awareness of privilege and oppression on multicultural school counseling behavior. Furthermore, results indicated a predictive relationship between MCC and awareness of privilege and oppression on perceived school climate. Results also indicate a relationship between reported multicultural school counseling behavior and perceived school climate. Selected demographic factors were also examined, indicating differences in the constructs of interest based on gender, ethnicity, and having taken a multicultural class. Relationships and differences remain after accounting for social desirability.
Show less - Date Issued
- 2014
- Identifier
- CFE0005498, ucf:50352
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005498
- Title
- TRAINING PROFESSIONAL SCHOOL COUNSELING STUDENTS TO FACILITATE A CLASSROOM GUIDANCE LESSON AND STRENGTHEN CLASSROOM MANAGEMENT SKILLS USING A MIXED REALITY ENVIRONMENT.
- Creator
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Gonzalez, Tiphanie, Robinson, Edward, University of Central Florida
- Abstract / Description
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According to the ASCA National Model, school counselors are expected to deliver classroom guidance lessons; yet, there has been little emphasis on graduate coursework targeting the development and implementation of guidance curriculum lessons in PSC training. A national study conducted by Perusse, Goodnough and Noel (2001) was conducted looking at how counselor educators were training "entry level school counseling students" in the skills needed for them to be successful as PSCs. They found...
Show moreAccording to the ASCA National Model, school counselors are expected to deliver classroom guidance lessons; yet, there has been little emphasis on graduate coursework targeting the development and implementation of guidance curriculum lessons in PSC training. A national study conducted by Perusse, Goodnough and Noel (2001) was conducted looking at how counselor educators were training "entry level school counseling students" in the skills needed for them to be successful as PSCs. They found that of the 189 school counseling programs surveyed only 3% offered a guidance curriculum course and 13.2% offered a foundations in education course. Inferring that many of programs surveyed did not have a course specific to classroom guidance and/or classroom management. A classroom guidance curriculum is a developmental, systematic method by which students receive structured lessons that address academic, career, and personal/social competencies (ASCA, 2005). Classroom guidance lessons provide a forum for school counselors to address such student needs as educational resources, postsecondary opportunities, school transitions, bullying, violence prevention, social-emotional development, and academic competence in a classroom environment (Akos & Levitt, 2002; Akos, Cockman & Strickland, 2007; Gerler & Anderson, 1986). Through classroom guidance, school counselors can interact with many of the students that they would normally not see on a day-to-day basis while providing information, building awareness and having discussions on topics that affect these student populations every day. The present study seeks to explore the use of an innovative method for training PSCs in classroom guidance and classroom management. This method involves the use of a mixed reality simulation that allows PSC students to learn and practice classroom guidance skills in a simulated environment.
Show less - Date Issued
- 2011
- Identifier
- CFE0003624, ucf:48873
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0003624
- Title
- THE CONTRIBUTIONS OF PROFESSIONAL SCHOOL COUNSELORS' VALUES AND LEADERSHIP PRACTICES TO THEIR PROGRAMMATIC SERVICE DELIVERY.
- Creator
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Shillingford, Margaret, Lambie, Glenn, University of Central Florida
- Abstract / Description
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Professional School Counselors (PSCs) have been called to be leaders for educational reform to support the academic, career, and personal/social development of all students through the coordination and facilitation of their comprehensive, developmental school counseling program (American School Counselor Association , 2005; National Model©). The primary purpose of this study was to investigate the contributions of PSCs' values and leadership practices to their programmatic service...
Show moreProfessional School Counselors (PSCs) have been called to be leaders for educational reform to support the academic, career, and personal/social development of all students through the coordination and facilitation of their comprehensive, developmental school counseling program (American School Counselor Association , 2005; National Model©). The primary purpose of this study was to investigate the contributions of PSCs' values and leadership practices to their programmatic service delivery (counseling, coordinating, consulting, and curriculum). The three constructs and instruments investigated in this study were: (a) Schwartz Value Theory (the Schwartz Value Survey ; Schwartz, 1992), (b) the Leadership Challenge Theory (the Leadership Practices Inventory ; Posner & Kouzes, 1988), and (c) school counselors' programmatic service delivery (the School Counselors Activity Rating Scale ; Scarborough, 2005). The findings of this study contribute to the school counseling, counselor education, and leadership literature. The sample size for this study was 249 certified, practicing school counselors (elementary school, n = 83; middle school, n = 76; high school, n = 74; multi-level, n = 8) in the state of Florida (35% response rate). The participants completed an on-line surveys including a general demographic questionnaire, the SVS (Schwartz, 1992), the LPI (Posner & Kouzes, 1988), and the SCARS (Scarborough, 2005). The statistical procedures used to analyze the data included (a) structural equation modeling (path Analysis), (b) confirmatory factor analysis, (c) simultaneous multiple regression, (d) Pearson product-moment (2-tailed), and (e) Analysis of variance (ANOVA). The primary research hypothesis for the study was that practicing school counselors' values and leadership practice scores would contribute to their levels of programmatic service delivery. The statistical analyses of these data identified several significant findings. The path analysis models testing the contribution of school counselors' values and leadership practices on their service delivery did fit for these data. Specifically, the results indicated that values contributed minimally to the model fit (less than 1%); however, leadership practices made a significant contribution (39%) to the school counselors' service delivery. Additionally, 31% of the participants reported that their current school counseling program was consistent with how they perceive a successful school counseling program should be implemented, yet only 29% of the school counselors reported feeling comfortable in challenging their involvement in non-counseling related duties. Further, although these data indicated that the majority of the school counselors valued self-transcendence (accepting of rules and appreciating others); structural equation modification re-specification procedures revealed that the model fit supported the value type, self-enhancement (self-direction and personal success) as a more significant contributor in promoting leadership practices and effective service delivery. Implications for professional school counseling and counselor education are presented, along with areas for future investigation.
Show less - Date Issued
- 2009
- Identifier
- CFE0002559, ucf:47653
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002559
- Title
- RELATIONSHIPS AMONG SCHOOL COUNSELOR SELF-EFFICACY, PERCEIVED SCHOOL COUNSELOR ROLE, AND ACTUAL PRACTICE.
- Creator
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Mitcham-Smith, Michelle, Robinson, Edward, University of Central Florida
- Abstract / Description
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ABSTRACT The purpose of this study was to investigate the relationships that exist among school counselor self-efficacy, perceptions of the professional school counselor's role held by counselors, and actual practice. Data were collected from 192 professional school counselors that attended a statewide counselor conference. Professional school counselors responded to two researcher-designed surveys; the first was a 14-item demographic survey; the second, a 20-item by four-question survey for...
Show moreABSTRACT The purpose of this study was to investigate the relationships that exist among school counselor self-efficacy, perceptions of the professional school counselor's role held by counselors, and actual practice. Data were collected from 192 professional school counselors that attended a statewide counselor conference. Professional school counselors responded to two researcher-designed surveys; the first was a 14-item demographic survey; the second, a 20-item by four-question survey for a total of 80 responses. A Multiple Regression Analysis was used to ascertain what relationships existed between school counselor self-efficacy, school counselor perceived role, and actual practice. The questionnaire listed 20 different counselor and non-counselor roles, and four questions were asked of each role, to determine the degree to which school counselors identified with various roles, degree of self-efficacy in performing those roles, and how often they performed specific roles; the actual practice, and the degree to which professional development would enhance their performances in designated roles. Results indicated that there was a positive relationship between school counselors' experiencing higher self-efficacy and the actual practice in their perceived school counselor roles. As self-efficacy increased, their performance in various roles increased as well. Recommendations were made for preparation and practice of school counselors in counselor education programs. Additionally, suggestions were made for increased collaboration between counselor education programs and the school counseling programs in local schools to promote more integration of theory into practice. Furthermore, recommendations were offered for school principals and directors of school counseling programs to better utilize the expertise of professional school counselors in the school system.
Show less - Date Issued
- 2005
- Identifier
- CFE0000523, ucf:46464
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0000523
- Title
- A Trauma-informed School-based Mental Health Counseling Intervention to Promote the Academic and Social-emotional Functionality of Children Living in Poverty.
- Creator
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Perleoni, Mary, Lambie, Glenn, Kelchner, Viki, Taylor, Dalena, Boote, David, University of Central Florida
- Abstract / Description
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The purpose of this study was to investigate the effectiveness of a trauma-informed school-based mental health counseling intervention (TI-SBMHCI) on students enrolled in three Title I elementary schools. This study aimed to examine the impact of a TI-SBMHCI on participants' social-emotional functionality, trauma symptomology, and academic behavior. Counselors-in-training provided a 10-week TI-SBMHCI based off of Bath's (2008) The three Pillars of Trauma-informed Care and data was collected...
Show moreThe purpose of this study was to investigate the effectiveness of a trauma-informed school-based mental health counseling intervention (TI-SBMHCI) on students enrolled in three Title I elementary schools. This study aimed to examine the impact of a TI-SBMHCI on participants' social-emotional functionality, trauma symptomology, and academic behavior. Counselors-in-training provided a 10-week TI-SBMHCI based off of Bath's (2008) The three Pillars of Trauma-informed Care and data was collected at pretest (first session), mid (fifth session), and posttest (tenth session). In addition, this investigation examined if participants showed greater improvement in academic behavior in comparison to students who did not receive a SBMHCI through the creation of matched sample control group.Results indicated that the participants' trauma-symptomology, social-emotional functionality, and academic behaviors improved over time. Specifically, results of trauma-symptomology per child report exhibited significant decrease in re-experiencing scores (?(&)#178; = .088), arousal scores (?(&)#178; = .086), and total trauma symptomology scores (?(&)#178; = .08). Further, results of trauma-symptomology per parent report exhibited significant decrease in re-experiencing scores (?(&)#178; = .251), avoidance scores (?(&)#178; = .180), negative thoughts and feelings scores (?(&)#178; = .315), arousal scores (?(&)#178; = .192), and total trauma symptomology (?(&)#178; = .369). In regard to social-emotional functionality, parents reported significant decreased in internalizing (?(&)#178; = .236), externalizing (?(&)#178; = .160), and total problem behavior scores (?(&)#178; = .211). Similarly, teachers reported significant decrease in the participants' total problem behavior scores (?(&)#178; = .090). Further, the students who received the 10-week intervention showed a significant decrease in their office discipline referrals (?(&)#178; = .094). When a matched sample control group was implemented, there was a between-subject effect among the treatment and control group concerning office discipline referrals (p = .042; partial ?(&)#178; = .052) with the treatment group exhibiting greater decrease in office discipline referrals.Implications of the findings include: (a) support for the use of a TI-SBMHCI for children living in low-income communities; (b) evidence that a TI-SBMHCI promotes elementary school students' social emotional functionality, decreases their trauma-symptomology, and improves their academic behavior; and (c) reinforces the importance of trauma-informed counseling within an effective school-based mental health counseling program.
Show less - Date Issued
- 2019
- Identifier
- CFE0007704, ucf:52455
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007704
- Title
- THE CONTRIBUTION OF PROFESSIONAL SCHOOL COUNSELORS' SOCIAL-COGNITIVE DEVELOPMENT TO THEIR LEVELS OF ETHICAL AND LEGAL KNOWLEDGE, AND LOCUS-OF-CONTROL ORIENTATION.
- Creator
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Ieva, Kara, Lambie, Glenn, University of Central Florida
- Abstract / Description
-
Professional School Counselors (PSCs) are to serve as advocates for all students and promote systemic change (American School Counselor Association, 2008) while navigating complex work environments. The primary purpose of this study was to investigate the contribution of PSCsÂ...
Show moreProfessional School Counselors (PSCs) are to serve as advocates for all students and promote systemic change (American School Counselor Association, 2008) while navigating complex work environments. The primary purpose of this study was to investigate the contribution of PSCsÂÂÂÂÂÂ' social-cognitive development to their levels of ethical and legal knowledge and locus of control orientation. The three constructs and instruments investigated in this study were: (a) social-cognitive development (ego development; the Washington University Sentence Completion Test ; Hy & Loevinger 1996), (b) Ethical and Legal Knowledge (the Ethical and Legal Knowledge in Counseling Questionnaire-Revised ; Lambie, Ieva, Gill, & Hagedorn, 2010), and (c) Locus of Control (the Adult Nowicki-Strickland Internal External Scale- College ; Nowicki & Duke, 1974; the Work Locus of Control Scale ; Spector, 1988). The findings from this investigation contribute to the school counseling and counselor education literature. The sample size for this study was 301 certified, practicing school counselors (elementary school, middle school, high school, and multi-level) in five states (Colorado, Florida, Maine, Maryland, and New Mexico) across the country. The participants completed data collection packets including a general demographic questionnaire, the WUSCT (Hy & Loevinger 1996), the ANSIE-C (Nowicki & Duke, 1974), the WLCS (Spector, 1988), and the ELICQ-R (Lambie, et al., 2010). The statistical procedures used to analyze the data included (a) structural equation modeling (path Analysis), (b) simultaneous multiple regression, (c) Pearson product-moment (2-tailed), and (d) Analysis of variance (ANOVA). The primary research hypothesis was that practicing school counselorsÂÂÂÂÂÂ' social-cognitive development scores would contribute to their locus of control orientation and their levels of ethical and legal knowledge. The statistical analyses identified several significant findings. First, the path analysis model testing the contribution of school counselorsÂÂÂÂÂÂ' social-cognitive development to locus of control and ethical and legal knowledge did fit for these data. Specifically, the results indicated that school counselorsÂÂÂÂÂÂ' social-cognitive development contributed to their ethical and legal knowledge (less than 1% of the variance explained) and to locus of control (14% of the variance explained) in the model fit for these data. In addition, locus of control contributed to school counselorsÂÂÂÂÂÂ' ethical and legal knowledge (2% of the variance explained). Implications for professional school counseling and counselor education are presented, along with areas for future investigation.
Show less - Date Issued
- 2010
- Identifier
- CFE0003150, ucf:48642
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0003150
- Title
- The Contribution of School Counselors' Self-Efficacy and Professional Quality of Life to their Programmatic Service Delivery.
- Creator
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Mullen, Patrick, Lambie, Glenn, Robinson, Edward, Van Horn, Stacy, Conley, Abigail, University of Central Florida
- Abstract / Description
-
The purpose of this investigation was to examine the directional relationship between practicing school counselors' level of professional quality of life and self-efficacy to their programmatic service delivery activities. This investigation tested the theoretical model that practicing school counselors' level of professional quality of life (as measured by the Professional Quality of Life Scale [ProQOLs; Stamm, 2010]) and their self-efficacy (as measured by the School Counselor Self-Efficacy...
Show moreThe purpose of this investigation was to examine the directional relationship between practicing school counselors' level of professional quality of life and self-efficacy to their programmatic service delivery activities. This investigation tested the theoretical model that practicing school counselors' level of professional quality of life (as measured by the Professional Quality of Life Scale [ProQOLs; Stamm, 2010]) and their self-efficacy (as measured by the School Counselor Self-Efficacy Scale [SCSEs; Bodenhorn (&) Skaggs, 2005]) contributes to their service delivery activity (as measured by the School Counselor Activity Rating Scale [SCARS; Scarborough, 2005]). Specifically, this study examined the hypothesized directional relationship that school counselors who have higher ProQOL scores (e.g., less burnout and compassion fatigue and higher compassion satisfaction) and higher self-efficacy scores (e.g., more confident about counseling skills) have increased levels of programmatic service delivery facilitation (e.g., they provide high levels of school counseling activities for students and stakeholders). In addition, this investigation examined the relationship between practicing school counselors' demographic factors and the constructs of professional quality of life, self-efficacy, and programmatic service delivery. Furthermore, the investigation examined the difference in response rate and school counselors' total mean score (as measured by the ProQOLs, SCSEs, and SCARS) based upon the: (a) sampling method (e.g., email web-based, paper-pencil mail-out survey, face-to-face survey administration), (b) token incentive type (e.g., monetary [$1.00, $2.00, or no incentive] or non-monetary [$1.00 donation to the American Red Cross or no donation]), and (c) sampling population (e.g., ASCA dataset or Common Core Dataset)?A review of the literature is presented, which provides conceptual theory and empirical research to support the constructs and their hypothesized relationship. A descriptive, correlational research design was employed to investigate the research hypothesis and exploratory research questions. The data was collected through diverse survey methodologies (e.g., email web-based, paper-pencil mail-out survey, face-to-face survey administration). The research hypothesis was tested through the utilization of structural equation modeling (SEM). In addition, multiple linear regression, spearmen rho correlation, Mann-Whitney U tests, Kruscal-Wallis H tests, and Chi Square tests of independence were used to analyze the data for the exploratory questions. The results of the investigation are presented and compared to current literature and prior research. Additionally, the limitations of the study are discussed and recommendations for future research are presented. Last, implications from this investigation are discussed in regards to practicing school counselors, school counselor educators, and school counseling researchers.The sample size for this investigation was 690 with 577 used for the data analysis after data cleaning. The results of the SEM analyses identified that practicing school counselors' professional quality of life contributed to their programmatic service delivery (1.21% of the variance explained). In addition, the results identified that practicing school counselors' self-efficacy contributed to their programmatic service delivery (34.81% of the variance explained). Furthermore, the analysis indicated that the covariance between professional quality of life and self-efficacy accounted for 26% of the shared variance between these two constructs of interest.Implications of the findings from the study include (a) school counselors' self-efficacy contributes to their programmatic service delivery (large effect size), (b) school counselors' professional quality of life and self-efficacy contribute to one another (medium to large effect size), and (c) school counselors' professional quality of life contributes to their service delivery (small effect size). Additionally, this study provides implications in regards to: (a) the psychometric properties of the ProQOLs, SCSEs, and SCARS with a national sample of practicing school counselors and (b) research methodology related to differences in school counselors' response rates and total mean score on the ProQOLs, SCSEs, and SCARS based upon the sampling method, incentive type, and sampling population.
Show less - Date Issued
- 2014
- Identifier
- CFE0005218, ucf:50627
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005218
