Date of Conferral

2016

Degree

Ph.D.

School

Counselor Education and Supervision

Advisor

Shelley A. Jackson

Abstract

Comprehensive School Counseling Programs (CSCP) are data driven programs utilized by school counselors to ensure the students they serve receive measurable benefits in academic, career, and personal/social development. The purpose of this study was to better understand if differences existed in the perceptions of graduates from school counseling programs accredited by the Council for the Accreditation of Counseling and Related Educational Programs (CACREP) and non-accredited programs regarding effective implementation of CSCP. This study is relevant to counselor educators, university administrators, and aspiring school counselors who are stakeholders in the decision to pursue CACREP accreditation or attend a CACREP accredited school counseling program. The theoretical foundation used to guide the study was competency based education (CBE), which emphasizes student competencies. Using a quantitative, contrasted groups design, the answers to 4 research questions were answered utilizing 132 school counselors who completed the School Counseling Program Implementation Survey (SCPIS). The participants' scores on the SCPIS were analyzed using a t test to compare the means of the 2 groups. The results indicated no statistically significant difference between the 2 groups regarding their perception of effectively implementing CSCP (RQ1),being professionally oriented to CSCP (RQ2), providing school counseling services (RQ3), or using computerized data to accentuate their CSCP (RQ4). The social change implications for this study include imparting the importance of school counseling masters' level students receiving the knowledge and training to effectively implement a CSCP, regardless of the program's CACREP status.

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