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Lived Experiences of School Counselo...

Virginia Commonwealth University., Counselor Education.

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Lived Experiences of School Counselors Who Address Mental Health Needs Through Evidenced-based Educational Programs.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Lived Experiences of School Counselors Who Address Mental Health Needs Through Evidenced-based Educational Programs./
Author:	Olds, Kelley Yvette.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
Description:	230 p.
Notes:	Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.
Contained By:	Dissertation Abstracts International79-01A(E).
Subject:	School counseling. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10604589
ISBN:	9780355176087

Lived Experiences of School Counselors Who Address Mental Health Needs Through Evidenced-based Educational Programs.
Olds, Kelley Yvette.

Lived Experiences of School Counselors Who Address Mental Health Needs Through Evidenced-based Educational Programs. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 230 p.

Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.

Thesis (Ph.D.)--Virginia Commonwealth University, 2017.

The purpose of this phenomenological qualitative study was to explore the lived experiences of school counselors who address the mental health needs of students through at least one of the following educational evidenced-based programs: Positive Behavior Intervention and Supports, Response to Intervention, Restorative Practices, and Student Assistance Program. EBPs have evolved as a staple of quality educational programming with a focus on best practices, data, and accountability. Over the past several decades, school counselors have struggled to demonstrate efficiency, accountability, and transparency consistently in counseling outcomes (Generali, Foss-Kelly, & McNamara, 2013). Recent literature in school counseling embraces the movement toward evidenced based practices to urge counselors to demonstrate their capacity for leadership, advocacy, and accountability (Cressey, Whitcomb, McGilvray-Rivet, Morrison, & Shander-Reynolds, 2014; Goodman-Scott, Betters-Bubon, & Donohue, 2015). Six significant themes emerged through data analysis: 1) Cultivating advocacy and leadership skills; 2) Recognizing benefits of EBP integration; 3) Being frontline in mental health as personal-social domain dominates school counselor role; 4) Collaborating and consulting with school and community stakeholders; 5) Needing supportive environment to promote mental wellness; and 6) Navigating EBP implementation challenges. Findings from this study suggest that promoting mental wellness using EBPs is conducive to address the personal social needs of students. Moreover, the school counselor participants indicated that the EBPs reviewed were valuable school reform models as the EBPs address students' mental health needs. The findings also suggest that school counselors, as key educational stakeholders, should be included in the discourse of EBP advancement, execution, and assessment.

ISBN: 9780355176087Subjects--Topical Terms:

2144793
School counseling.

Lived Experiences of School Counselors Who Address Mental Health Needs Through Evidenced-based Educational Programs.
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