A phenomenological investigation of the lived experiences of middle school professional school counselors in addressing student mental health, during the COVID-19 pandemic, after a return to in-person instruction

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dc.contributor.advisorWatson, Joshua
dc.contributor.authorGarza Schuster, Jacquelyn Elizabeth
dc.contributor.committeeMemberGerlach, Jennifer
dc.contributor.committeeMemberRicard, Richard
dc.contributor.committeeMemberPletcher, Bethanie
dc.creator.orcidhttps://orcid.org/0000-0002-3866-3569
dc.date.accessioned2023-08-28T20:59:31Z
dc.date.available2023-08-28T20:59:31Z
dc.date.issued2022-12
dc.descriptionA dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of DOCTOR OF PHILOSOPHY in COUNSELOR EDUCATION from Texas A&M University-Corpus Christi in Corpus Christi, Texas.
dc.description.abstractThis study is positioned to contribute to our growing understanding of how COVID-19 has impacted our students and the individuals tasked with promoting their mental health and wellness. The overarching aim was to understand the lived experiences of middle school professional school counselors (PSCs) in addressing student mental health, during the COVID-19 pandemic, after a return to in-person instruction. The study strived to learn, if and how, the PSC’s role has changed since returning to in-person instruction and to gauge the kind of support, if any, that they received with their counseling program. The researcher utilized convenience sampling from the Counselor Education and Supervision NETwork-Listserv, the American School Counselor Association listserv and Facebook. The study involved interviews with 10 participants who were employed as a middle school PSC, served in at least the fourth year as a PSC, held a master’s degree in counseling, and had internet access. The researcher used Giorgi’s descriptive method of phenomenology to analyze the data, which yielded three themes and three subthemes: 1) Awareness and Psychoeducation on the Mental Health Impact of COVID-19, 2) Adapting to Meet the Needs of Students (Utilizing Innovation; Structure and Intention with Direct Service Delivery; Shift to Reactive Services), and 3) Emotional Impact of Being a Helper During the Pandemic. The findings provide stakeholders, PSCs, and school counselor educators with a deeper understanding of factors related to addressing student mental health after a return to in-person instruction and how to better support PSCs in addressing these mental health concerns.
dc.description.collegeCollege of Education and Human Development
dc.description.departmentCounseling & Educational Psychology
dc.format.extent173 pages
dc.identifier.urihttps://hdl.handle.net/1969.6/97231
dc.language.isoen_USen_US
dc.rightsThis 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.
dc.rights.urihttps://creativecommons.org/licenses/by/4.0/*
dc.subjectadolescent mental healthen_US
dc.subjectimpact of COVID-19en_US
dc.subjectprofessional school counseloren_US
dc.titleA phenomenological investigation of the lived experiences of middle school professional school counselors in addressing student mental health, during the COVID-19 pandemic, after a return to in-person instructionen_US
dc.typeTexten_US
dc.type.genreDissertation
dc.type.genreDissertationen_US
dcterms.typeText
thesis.degree.disciplineCounselor Educationen_US
thesis.degree.grantorTexas A & M University--Corpus Christi
thesis.degree.grantorTexas A & M University--Corpus Christien_US
thesis.degree.levelDoctoralen_US
thesis.degree.nameDoctor of Philosophyen_US

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