How do High School Counsellors Perceive Their Role? It Can Start in the Parking Lot

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dc.contributor.advisorMcNinch, James
dc.contributor.advisorSasakamoose, JoLee
dc.contributor.authorMcGowan, Sharlene Gail
dc.contributor.committeememberHalabuza, Donalda
dc.contributor.committeememberMulholland, Val
dc.contributor.committeememberSteeves, Larry
dc.contributor.externalexaminerPopadiuk, Natalee
dc.date.accessioned2017-11-24T19:31:18Z
dc.date.available2017-11-24T19:31:18Z
dc.date.issued2017-08
dc.descriptionA 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.en_US
dc.description.abstractThis 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.en_US
dc.description.authorstatusStudenten
dc.description.peerreviewyesen
dc.identifier.tcnumberTC-SRU-7854
dc.identifier.thesisurlhttp://ourspace.uregina.ca/bitstream/handle/10294/7854/McGowan_Sharlene_184750865_PHD_EDUC_Fall2017.pdf
dc.identifier.urihttps://hdl.handle.net/10294/7854
dc.language.isoenen_US
dc.publisherFaculty of Graduate Studies and Research, University of Reginaen_US
dc.titleHow do High School Counsellors Perceive Their Role? It Can Start in the Parking Loten_US
dc.typeThesisen
thesis.degree.disciplineEducationen_US
thesis.degree.grantorUniversity of Reginaen
thesis.degree.levelDoctoralen
thesis.degree.nameDoctor of Philosophy (PhD)en_US
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