Perceptions of Implementing a Comprehensive School Counseling Program in Texas: the Voices of Professional School Counselors
| dc.contributor.advisor | Watson, Joshua | |
| dc.contributor.author | Rodriguez, Abran Jonathan | |
| dc.contributor.committeeMember | Gerlach, Jennifer | |
| dc.contributor.committeeMember | Griffith, Sandy-Ann M. | |
| dc.date.accessioned | 2020-05-10T00:44:00Z | |
| dc.date.available | 2020-05-10T00:44:00Z | |
| dc.date.issued | 2019-05 | |
| dc.description.abstract | There is convincing evidence validating the positive impact of comprehensive school counseling programs on a variety of student factors such as attendance, academic progress, behavior and school climate (Carey & Dimmitt, 2012). Literature exists involving the perceptions of counseling program leaders in implementing school counseling programs in Texas; however, the voices of professional school counselors have yet to be recognized. Therefore, the overarching aim of this study was to fill the notable gap of professional school counselor’s silence in the existing literature. The purpose of this study was to investigate professional school counselors' experiences implementing a comprehensive school counseling program in Texas. A descriptive phenomenological study design was employed to determine what the experiences of professional school counselors meant to them through comprehensive descriptions. The researcher selected participants via a combination of purposeful and snowball sampling. A total of 12 professional school counselors participated in individual interviews. In this study, the researcher utilized Moustakas' (1994) Modified Stevick-Colaizzi-Keen Method to analyze the professional school counselor’s descriptions of their lived experiences of implementing a comprehensive school counseling program in Texas (Colaizzi, 1973; Keen, 1975; Stevick, 1971). Conceptually, this study was framed within the Fifth Edition of the Texas Model for Comprehensive School Counseling Programs (Texas Education Agency [TEA], 2018). The findings of this study provides professional school counselors, counselor educators, researchers, and public education stakeholders a deeper understanding of factors related to the implementation of comprehensive school counseling programs as experienced by professional school counselors. | en_US |
| dc.description.college | College of Education and Human Development | en_US |
| dc.description.department | Counseling & Educational Psychology | en_US |
| dc.format.extent | 121 pages | en_US |
| dc.identifier.uri | https://hdl.handle.net/1969.6/87859 | |
| dc.language.iso | en_US | en_US |
| dc.rights | This material is made available for use in research, teaching, and private study, pursuant to U.S. Copyright law. The user assumes full responsibility for any use of the materials, including but not limited to, infringement of copyright and publication rights of reproduced materials. Any materials used should be fully credited with its source. All rights are reserved and retained regardless of current or future development or laws that may apply to fair use standards. Permission for publication of this material, in part or in full, must be secured with the author and/or publisher. | en_US |
| dc.subject | comprehensive school counseling program | en_US |
| dc.subject | professional school counselor | en_US |
| dc.title | Perceptions of Implementing a Comprehensive School Counseling Program in Texas: the Voices of Professional School Counselors | en_US |
| dc.type | Text | en_US |
| dc.type.genre | Dissertation | en_US |
| dcterms.type | Text | |
| thesis.degree.discipline | Counselor Education | en_US |
| thesis.degree.grantor | Texas A & M University--Corpus Christi | en_US |
| thesis.degree.level | Doctoral | en_US |
| thesis.degree.name | Doctor of Philosophy | en_US |