Date of Conferral

4-4-2025

Date of Award

April 2025

Degree

Doctor of Human Services (D.H.S.)

School

Human Services

Advisor

Barbara Benoliel

Abstract

Families of children with disabilities may face challenges with their children’s education which increases their risk of mental health problems. This formative, qualitative research was to explore the practices of mental health counselors who incorporate special education advocacy into counseling, to advise the development of a family counseling-special education advocacy program. The research question was: what are the special education advocacy practices of mental health counselors when they work with students who require special education and related services and their families, and how can the practices inform the formal development of a family counseling-special education advocacy intervention? Bartholemew et al.’s model of intervention mapping was the conceptual framework. Eight mental health counselors were individually interviewed. The data collected were analyzed using generic thematic analysis. Four themes emerged: the need for special education advocacy frequently comes up in counseling, existing practices of counselors, counselors’ engagement in special education advocacy, and bridging the gap to more advocacy. The proposed intervention could help create levels of practice, so that all counselors who work with students who require special education and related services and their families could provide some level of advocacy to support families’ mental health. The results of the study may be used to support positive social change if it sparks a discussion among policymakers and other stakeholders about the role counselors could play in supporting the mental health of families during the special education process; and if the proposed intervention is developed and used by counselors to support the mental health of students and their families.

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