Perceptions Of Counselor Research Articles

Factors Affecting The Perceptions of Principals and Teachers about the Role of School Counselor: A Systematic Review

Aim: This study was conducted to identify the factors affecting principals' and teachers' perceptions of the school counselor's role and explain its position and importance in the challenges of establishing the role of school counselors.
 Methods: The research method in this research is systematic and descriptive literature review. The statistical population of this study includes all valid scientific-research articles published in domestic and foreign journals in recent decades. The articles of this systematic review were found by searching the databases of Noormags, SID, Magiran, Ensani.ir Elsevier, Sage, Taylor and France, Springer, Wiley and M.D.P.I.
 Finding: 25 articles were finalized based on the inclusion criteria of the study. These articles were conducted in the form of action research methods, field research, Q method, experimental, focus group, interview, phenomenology, correlation, and grounded theory. The analysis of these studies showed that three categories of factors, including factors related to school and community, factors related to teachers and principals, and factors related to counselors are effective in the perception of principals and teachers of the role of school counselor.
 Conclusion: It can be concluded that the lack of awareness by principals and teachers about the evolving role of school counselors is one of the most important factors related to the contradictory perceptions of teachers and principals and the best way to solve this problem is to have a counseling council in each school. By informing principals and teachers about the role of the counselor and following the goals and program of the school counselor, this council will stabilize the role of the school counselor and facilitate the process of achieving the goals of education.

A Randomized Control Trial of Elementary Teachers’ Perceptions of School Counselor Impact

The purpose of this study was to determine if 5th grade teachers’ perceptions of the school counselor’s impact (SCI) would differ from those of classroom teachers who did not collaborate with a school counselor to deliver the Student Success Skills (SSS) classroom program. Teachers (N = 234) from two large school districts in Florida participated in a randomized control trial. The teachers completed the SCI scale of the Teacher My Class Inventory-Short Form at three data collection points. Results from a two-way repeated measures analysis of variance revealed statistically significant differences for treatment group teachers’ (n = 112) scores on the SCI scale from pretest to posttest and post-posttest as well as when compared to the control group teachers’ perceptions (n = 112). Implications for school counselors suggest that collaborating with educators when planning and delivering classroom programs can improve teachers’ perceptions about their impact. Recommendations for future research are discussed.

The Contribution of Perceptions about the Tasks toward the Performance of School Counselor

The purposes of this study are to test the contribution of perceptions of school counselor about their task toward the performance of school counselor. This research used the quantitative approach with the descriptive-correlational method. The population was 303 school counselors and the sample consist of 169 people taken by Purposive Sampling technique. The instrument used was Performance of School Counselor Instrument with reliability score 0,861 and Perception about Tasks Instrument with reliability score 0,740. Data were analyzed using simple regression. The result of the research shows there is contribution (10,7%) of the perception of school counselor about their task toward the performance of school counselor in school

Principals’ and Counselors’ Lens of the School Counselor’s Role

ABSTRACTDespite the development of structured standards and models for school counseling programs, the school counseling profession continues to struggle with role ambiguity and role conflict. To investigate this further, this study examines principals’ and counselors’ perceptions of the school counselor’s role. A sample of 290 K–12 public school principals and counselors working in southeastern Texas school districts were solicited to complete the School Counselor Activity Rating Scale. Analysis of the findings indicates school counselors and principals only have 52% agreement regarding appropriate counselor activities as described by the SCARS. Implications for counselors and counselor educators are discussed.

Social influence of humor in virtual human counselor's self‐disclosure

AbstractWe explored the social influence of humor in a virtual human counselor's self‐disclosure while also varying the ethnicity of the virtual counselor. In a 2 × 3 experiment (humor and ethnicity of the virtual human counselor), participants experienced counseling interview interactions via Skype on a smartphone. We measured user responses to and perceptions of the virtual human counselor. The results demonstrate that humor positively affects user responses to and perceptions of a virtual counselor. The results further suggest that matching styles of humor with a virtual counselor's ethnicity influences user responses and perceptions. The results offer insight into the effective design and development of realistic and believable virtual human counselors. Furthermore, they illuminate the potential use of humor to enhance self‐disclosure in human–agent interactions.

Mentoring support from clinical supervisors: Mentor motives and associations with counselor work-to-nonwork conflict

Based on mentoring theory, social exchange theory, and theories of stress and coping, this study examined antecedents and consequences of the provision of mentoring support by clinical supervisors. Of particular interest is how the provision of mentoring support is further linked to counselor's experience of work-to-nonwork conflict. Survey data were collected in person in 2008 from 418 matched clinical supervisor–counselor dyads who worked in substance use disorder treatment programs across the U.S. Path analysis showed that clinical supervisors' evaluation of relational costs, relational benefits, and overall relationship quality with a particular counselor was related to the counselor's perception of the amount of mentoring support provided. In turn, perceived mentoring support was negatively related to both strain-based and time-based work-to-nonwork conflict among counselors. These findings suggest that counselors and clinical supervisors should be encouraged to build positive social exchanges to help reduce perceptions of counselor work-to-nonwork conflict.

The Role of the Rural School Counselor: Counselor, Counselor-in-Training, and Principal Perceptions

The American School Counselor Association developed a comprehensive set of school counseling guidelines to enhance the school counselor's role within schools in the United States. This study looks at counselors' and principals' perceptions of the school counselor's role in a Midwestern, regional rural educational environment. Results suggest that the perceptions of school counselors, counselors-in-training, and principals are, for the most part, similar. Differences occur in relation to addressing student (i.e., special education program versus student guidance) and administrative (i.e., clerical, secretarial, disciplinary duties) needs given limited personnel and economic resources. Limitations are discussed and suggestions for future research and advocacy are presented.

The Role of the Rural School Counselor: Counselor, Counselor-in-Training, and Principal Perceptions

The American School Counselor Association developed a comprehensive set of school counseling guidelines to enhance the school counselor's role within schools in the United States. This study looks at counselors’ and principals’ perceptions of the school counselor's role in a Midwestern, regional rural educational environment. Results suggest that the perceptions of school counselors, counselors-in-training, and principals are, for the most part, similar. Differences occur in relation to addressing student (i.e., special education program versus student guidance) and administrative (i.e., clerical, secretarial, disciplinary duties) needs given limited personnel and economic resources. Limitations are discussed and suggestions for future research and advocacy are presented.

Effects of order of presentation on perceptions of the counselor.

Effects of order of presentation on perceptions of the counselor.

Effects of order of presentation on perceptions of the counselor.

Effects of order of presentation on perceptions of the counselor.

Client perceptions of the ideal addictions counselor.

Addicted persons in a residential treatment center rated the traits which they felt were the most positive and negative in a counselor. Lists of traits were developed by having one group of clients make a list, in their own words, of positive and negative traits. These traits were compiled into lists from which other groups of clients rated the top 10 positive and the top 10 negative counselor traits. Profiles were developed for eight subgroups (Males, Females, Black Clients, White Clients, Alcoholics, Cocaine Addicts, Younger Clients: 18-23 years old, and Older Clients: 43+ years). Significant differences were found in the type of counselor preferred by various groups within the sample. The data suggest that addicted persons, while using colorful and imprecise language, have definite preferences and aversions toward certain counselor traits. These findings should be useful to counselors as well as those involved in training programs.

Effects of level of acculturation and counseling style on Hispanic students' perceptions of counselor.

Effects of level of acculturation and counseling style on Hispanic students' perceptions of counselor.

Effects of level of acculturation and counseling style on Hispanic students' perceptions of counselor.

Effects of level of acculturation and counseling style on Hispanic students' perceptions of counselor.

Effects of sexual attitude and sex similarity on perceptions of the counselor.

Effects of sexual attitude and sex similarity on perceptions of the counselor.

Perceptions of a sex-fair counselor and her client.

Perceptions of a sex-fair counselor and her client.

Perceptions of a sex-fair counselor and her client.

Perceptions of a sex-fair counselor and her client.

COUNSELEES' RATINGS OF THE EFFECTIVENESS OF EMPLOYMENT SERVICE COUNSELORS AND PROSPECTIVE HIGH SCHOOL COUNSELORS

AbstractThe purpose of this study was to determine whether differences exist between Employment Service counselors and prospective high school counselors in the following areas: perceptions of counselor as a person, perceptions of assistance received by the counselees in educational planning, vocational guidance, personal and social matters, and the use of tests in counseling. This study was designed also to find out whether NYC and HS background, sex of the counselees, and number of sessions attended by the counseled affected their ratings of counselor effectiveness.