Variation in Counseling Styles in High Schools: Effects of Context and Location
Issue Date
2019-05-31Author
Hesed, Joel
Publisher
University of Kansas
Format
83 pages
Type
Dissertation
Degree Level
Ed.D.
Discipline
Educational Leadership and Policy Studies
Rights
Copyright held by the author.
Metadata
Show full item recordAbstract
This study addresses the following research question: How do counselors in different school contexts evaluate their students’ college readiness and offer post-secondary guidance? Best practices in school counselor use of time and job duties are well understood and studied. Similar guidelines for best practices in post-secondary advising exist but have not been studied in the same way. Based on standards established by the American School Counselor Association, a Scale of Student Development and Control is used to understand how much student autonomy counselors give to students in the post-secondary advising and guidance process. Counselor placement on this scale is analyzed in the context of various job, school, and counselor characteristics to better understand the factors that influence a counselor’s strategy for appropriate post-secondary guidance. Interviews with a variety of counselors indicate that graduate training for post-secondary guidance is not adequate, that counselors are more likely to exhibit guidance that offers a high level of student autonomy if they are in collaboration with colleagues, and that college advisors who are not trained as counselors are likely to use more directive guidance strategies.
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