A Survey of School Counselors of Early Adolescents in Utah.

Autor/inn/en	Mauk, Gary W.; und weitere
Titel	A Survey of School Counselors of Early Adolescents in Utah.
Quelle	(1991), (17 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Adolescents; Counselor Role; Guidance Programs; Intermediate Grades; Junior High School Students; Junior High Schools; Middle School Students; Middle Schools; Preadolescents; School Counseling; School Counselors; State Surveys; Utah + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Mittelstufe; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Pre-adolescence; Präadoleszenz; School counselling; Pädagogische Beratung; School counselor; Beratungslehrer; Pädagogischer Berater
Abstract	Support services in the schools, such as guidance counseling, have been and are necessary and integral components of an ever-changing educational agenda. Guidance remains a vital responsibility of education. This study collected a variety of job-related and professional information from counseling personnel (N=147) who provided services to early adolescents in the middle level schools of Utah. The 21-page questionnaire addressed the following areas: counselor titles, qualifications, and experience; counselor perceptions regarding adolescence and support for their work; counseling services and techniques; and perceptions of and recommendations to state-level education agencies. The results of this survey illuminated several obstacles to the effective provision of counseling services in the middle level schools of the State of Utah as well as highlighted areas of focus for general counseling service reform of the state. The average student-counselor ratios were reported as being 41% above the recommended student caseload as specified in the Northwest Association for Schools and Colleges. Over 67% of the counselors perceived themselves as more of an administrator than counselor. Lack of parental support, money, time, and guidance, as well as ill-defined roles were listed as problem areas. (Recommendations for program improvement are included.) (BHK)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC