| Přispěvatelé: |
McNinch, James, Sasakamoose, JoLee, Halabuza, Donalda, Mulholland, Val, Steeves, Larry, Popadiuk, Natalee |
| Popis: |
A Thesis Submitted to the Faculty of Graduate Studies and Research In Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy in Education, University of Regina. vi, 216 p. This doctoral research was designed to acquire authentic data about the roles of practicing high school counsellors. Through a qualitative collective case study design, twelve practicing high school counsellors were interviewed about their perceptions of their role. Using open and axial coding, data were thematically reported and analyzed and were embedded in three conceptual frameworks: an interpretivist approach, elements of Durkheim’s structural functionalism, and principles of grounded theory. The results found that school counsellors perceived tension in ten of eleven thematic topics: advocacy practices, role ambiguity, the overwhelming demands placed upon them, their work as front-line mental health workers, parental communication, the unpredictability of their work day, collaborative practices, their support of school staff, involvement in crisis, and self-care. Counsellors did not perceive tension in supporting students for post-secondary or other academic assistance. Implications for future research were identified which may further reveal the work of high school counsellors, work that may be frequently clandestine to school stakeholders because of the confidential nature of the school counsellor’s role. Student yes |
