Using Grounded Theory to Examine the Readiness of School Counselors to Serve Gang Members

Autor/inn/en	Barrow, Jennifer; Baker, Stanley B.; Fusarelli, Lance D.
Titel	Using Grounded Theory to Examine the Readiness of School Counselors to Serve Gang Members
Quelle	In: Professional Counselor, 8 (2018) 4, S.355-368 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2164-3989
Schlagwörter	School Counselors; Counselor Qualifications; Juvenile Gangs; Counselor Training; Experience; Readiness; Secondary Schools; Professional Development; Counselor Role; Discipline; Cooperative Planning; Counselor Attitudes + Suchen Sie Ihr Suchwort? School counselor; Beratungslehrer; Pädagogischer Berater; Jugendbande; Erfahrung; Sekundarschule; Disziplin
Abstract	The purpose of this grounded theory study was to understand and explain how training and work setting experiences influence readiness of professional school counselors for serving gang members in schools. A purposeful sample consisted of secondary school counselors (n = 5) and school leaders (n = 7) in a southeastern metropolitan school district. Blended themes from the counselors and leaders were: (a) professional development attitudes, (b) actual and potential roles when working with students in gangs, and (c) counselors' collaborative role in discipline process. The Collaborative C.A.R.E. theory that emerged from the thematic analysis highlighted the absence of collaboration between school counselors and leaders. Specific findings identified reasons for the lack of collaboration and led to recommendations for practice and further research. (As Provided).
Anmerkungen	National Board for Certified Counselors, Inc. and Affiliates. 3 Terrace Way, Greensboro, NC 27403. Tel: 336-547-0607; Fax: 336-547-0017; e-mail: TCPjournal@nbcc.org; Web site: http://tpcjournal.nbcc.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01