A Comparison and Exploration of Arkansas Professional School Counselor Activities Across Poverty

This study is an exploration of the actual and preferred practices of Arkansas K-12 school counselors in low, mid, and high-poverty schools using the School Counselor Activity Rating Scale (Scarborough, 2005), follow-up questionnaires, and interviews. The qualitative component of this study brings to light the contextual factors that prevent school counselors from providing direct and indirect services to students outlined in the ASCA National Model. This research study examines the hidden dynamics of the counselor/principal relationship and how this relationship has a pivotal role in the realization of a fully comprehensive developmental school counseling program. This study contributes to the knowledge and understanding of administrators, school officials, school counselors, counselor educators, and government officials concerning the role and function of the school counselor. The goal of this research is to promote change in policy and organizational infrastructure in order to give school counselors the authority to advocate, lead, and direct their own school counseling programs in order to provide appropriate and timely services for all students Keywords: role of school counselors, school counselor activities, counselor/principal relationship, social justice, school counselor perceptions ©2015 by Angela Harless All Rights Reserved ACKNOWLEDGEMENTS I am so thankful to all who made this dissertation and degree possible. There are so many people I would like to thank for being a part of this journey with me. I would like to extend my gratitude to the faculty and staff at the University of Arkansas for their friendliness and willingness to help whenever needed. Also, this research study would not have had the number of participants that it did without the help of Robin Hudson-Sparks who sent emails to ARSCA members encouraging them to voice their opinions. I am especially thankful for the support and guidance of Dr. Kristin K. Higgins, who was an exceptional mentor and friend during my years in the Ph.D. Counselor Education program. I am also grateful to Dr. Roy C. Farley who encouraged me to apply to the program and inspired me to use my creativity in everything I do. I would also like to thank Dr. John W. Murry, Jr. for his advisement and excellent suggestions on my research and dissertation. Lastly, I could not have done all this without the my good friend, Dr. Linda G. English, who had faith in my abilities, saw my potential, and inspired me to dream big. DEDICATION I would like to dedicate this dissertation to my loving family and friends. The support of my family, church family, and friends has meant so much to me during this chapter in my life. You have been my greatest cheerleaders. Most of all, I would like to dedicate this dissertation to my parents, children, and husband. I would like to thank my parents, Shirl and Nancy, for teaching me the meaning of hard work and perseverance. You have been a source of great love and strength in my life that has guided me in everything I do. I would also like to extend my love and appreciation to my children, Adam and Emily, for encouraging me to further my education and to do what I love. Words cannot express how much joy you bring me each and everyday. Finally, I could not have done this without the love and support of my husband, Mark. You have been my rock throughout this amazing journey. I could not have asked for a better husband and friend. I love and appreciate you and everyone who made this dream a reality. TABLE OF CONTENTS I. CHAPTER 1: INTRODUCTION.1 Statement of Problem . 1 Purpose of the Study . 3 Theoretical Framework . 3 Significance of the Study . 4 Assumptions . 6 Research Questions.6 Definition of Terms.7 Overview of the Study . 8 Delimitations.8 Summary.9 II. CHAPTER 2: LITERATURE REVIEW.10 History of School Counseling . 10 ASCA National Model for School Counseling . 14 Role of the School Counselor . 15 Foundation . 15 Management . 15 Delivery . 16 Accountability . 16 School Counseling Program Implementation . 17 Role Ambiguity . 19 Students and Mental Health. 22 High-Poverty Schools . 23 School Counselors Providing Mental Health Services . 25 Roadblocks to Providing Mental Health Services . 26 Summary. 27 III. CHAPTER III: METHODS.29 Research Design . 29 Population and Sample . 30 Data Collection Procedures . 32 Instrumentation . 33 Demographic Questionnaire . 33 School Counselor Activity Rating Scale . 33 Follow-up Questionnaire . 36 Semi-structured Interview . 38 Data Analysis . 39 Summary . 40 IV. CHAPTER IV: RESULTS.41 Data Analysis.41 Demographics.42 School Counselor Factors.43 Professional Factors.43 School Factors.44 School Organizational Factors.45 Factors by Poverty Level.46 Minority.46 Location.47 Student Counselor Ratios.47 School Counselor Directors/Supervisors.48 School Counselor Activity Rating Scale.49 Primary Research Question.51 Quantitative Results.52 Secondary Research Question.54 Criterion Variables.54 Predictor Variables.55 Correlations.56 Analysis Procedures.57 ANCOVA.58 Additional Questions.59 Qualitative Results.61 Research Questions Three and Four.61 Follow-up Questionnaire.61 Follow-up by Poverty Level.63 Semi-Structured Interview.65 Summary.