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The missing voice: Graduate students...

Curry, Delores A.

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The missing voice: Graduate students' perceptions of the school counseling profession.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	The missing voice: Graduate students' perceptions of the school counseling profession./
Author:	Curry, Delores A.
Description:	119 p.
Notes:	Source: Dissertation Abstracts International, Volume: 75-05(E), Section: A.
Contained By:	Dissertation Abstracts International75-05A(E).
Subject:	Education, Leadership. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3609860
ISBN:	9781303692802

The missing voice: Graduate students' perceptions of the school counseling profession.
Curry, Delores A.

The missing voice: Graduate students' perceptions of the school counseling profession. - 119 p.

Source: Dissertation Abstracts International, Volume: 75-05(E), Section: A.

Thesis (Ed.D.)--University of Southern California, 2013.

This study applied social capital theory by Stanton-Salazar (2011) and well-being theory by Prilleltensky, (2012). Stanton-Salazar explored individual relationships with institutional agents providing access to social capital and the influence on educational and career aspirations. Prilleltensky explored overall well-being in life through the successful culmination of objective and subjective needs. The purpose of this study was to explore the roles and functions of school counselors by examining the perceptions of graduate school counseling students' educational experiences with school counselors during high school and the impact on their undergraduate and graduate school years. A qualitative study was conducted based on the I COPPE survey and interviews. Findings from this study indicate that Professional School Counselors do not address the career aspirations and social emotional needs of high school students. Due to time constraints, proactive comprehensive school counseling programs are not provided for students. Professional School Counselors are not well versed in the roles and functions as stipulated by the American School Counselor Association (ASCA). Positive educational experiences can have lifelong implications that serve to empower individuals and create opportunities for change. This study examined student voices in improving the practices for school counselors in the education. Professional School Counselors should align the ASCA requirements to individual job descriptions; activate social capital on behalf of students through collaboration with community agencies and school personnel; and integrate social media into support for students with an engaging comprehensive school counseling program which includes academic, career, and social emotional development.

ISBN: 9781303692802Subjects--Topical Terms:

1035576
Education, Leadership.

The missing voice: Graduate students' perceptions of the school counseling profession.
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005 20141020104639.5
008 150210s2013 ||||||||||||||||| ||eng d
020 $a 9781303692802
035 $a (MiAaPQ)AAI3609860
035 $a AAI3609860
040 $a MiAaPQ $c MiAaPQ
100 1 $a Curry, Delores A. $3 2101802
245 1 4 $a The missing voice: Graduate students' perceptions of the school counseling profession.
300 $a 119 p.
500 $a Source: Dissertation Abstracts International, Volume: 75-05(E), Section: A.
500 $a Adviser: Alan Green.
502 $a Thesis (Ed.D.)--University of Southern California, 2013.
520 $a This study applied social capital theory by Stanton-Salazar (2011) and well-being theory by Prilleltensky, (2012). Stanton-Salazar explored individual relationships with institutional agents providing access to social capital and the influence on educational and career aspirations. Prilleltensky explored overall well-being in life through the successful culmination of objective and subjective needs. The purpose of this study was to explore the roles and functions of school counselors by examining the perceptions of graduate school counseling students' educational experiences with school counselors during high school and the impact on their undergraduate and graduate school years. A qualitative study was conducted based on the I COPPE survey and interviews. Findings from this study indicate that Professional School Counselors do not address the career aspirations and social emotional needs of high school students. Due to time constraints, proactive comprehensive school counseling programs are not provided for students. Professional School Counselors are not well versed in the roles and functions as stipulated by the American School Counselor Association (ASCA). Positive educational experiences can have lifelong implications that serve to empower individuals and create opportunities for change. This study examined student voices in improving the practices for school counselors in the education. Professional School Counselors should align the ASCA requirements to individual job descriptions; activate social capital on behalf of students through collaboration with community agencies and school personnel; and integrate social media into support for students with an engaging comprehensive school counseling program which includes academic, career, and social emotional development.
590 $a School code: 0208.
650 4 $a Education, Leadership. $3 1035576
650 4 $a Education, Secondary. $3 539262
690 $a 0449
690 $a 0533
710 2 $a University of Southern California. $b Education(Leadership). $3 1020872
773 0 $t Dissertation Abstracts International $g 75-05A(E).
790 $a 0208
791 $a Ed.D.
792 $a 2013
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3609860