Student Perceptions of the Teacher-counselor Role at the Albina Youth Opportunity School
Student Perceptions of the Teacher-counselor Role at the Albina Youth Opportunity School

Author:

Publisher:

Published: 1973

Total Pages: 74

ISBN-13:

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This project is a descriptive study of the Albina Youth Opportunity School of Portland, Oregon. The school is described as one whose primary function is to help disadvantaged students who have extreme social and academic problems. The study focused on the students' perception of their teachers, who are defined by the school as teacher-counselors. Of the seventy full-time students, sixty-five participated in the study, and five refused to do so. The major questions of the study were concerned with the students' assessment of the teacher-counselors characteristics. Main areas for exploration dealt with the students' perception of the role of a teacher-counselor in relation to their specific needs. Factors taken into consideration were sex, age, length of attendance at the school, and the student's belief that the teacher-counselor liked or disliked him. A questionnaire was administered to each student in order to determine his assessment of the teacher-counselor role. Date was analyzed with the help of scale-measured attitudes of variables dealing with teaching and counseling items and tests of significance. Indices were computed from the data. Descriptive statistics included the use of frequency distribution, percentages, means, medians, and correlations. Study findings indicated that some students see the role differently, and some differences were difficult to interpret in terms of specific traits. There were differences in perception associated with the factors of sex, end length of attendance at the school. The findings suggest that the student's belief that the teacher-counselor like or dislike s him or her is associated with perception. They also yield evidence that the students perceive the teacher-counselor concept as a duel role. Implications are that the students who attend this school are being provided learning environment which is helpful to their needs.

Special Education Students' Perceptions of Counseling
Special Education Students' Perceptions of Counseling

Author: Harry Barsuk

Publisher: Universal-Publishers

Published: 2005

Total Pages: 109

ISBN-13: 1581122489

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The purpose of this study was to uncover the counseling-related thoughts and feelings of special education students who began their participation in counseling involuntarily. Under exploration were the client variables and other influences that accounted for resistant or cooperative approaches toward participation in counseling. Eight students enrolled in special education classes at one middle school and two high schools in a rural area of Western New York State were randomly selected from a list of 24 potential research participants. The list of 24 potential research participants was assembled by a local expert commissioned to do so using a purposeful sampling method. A qualitatively designed, semi-structured interview format was chosen as the means of data collection. All interviews were transcribed by the investigator. Review of student records, triangulation of the data, and peer-debriefings were employed as methods by which to establish credibility of the findings. Records were also reviewed to identify counselor variables related to age, race, gender, and level of experience. The findings revealed a number of client variables and other influences that accounted for the development or maintenance of resistance toward counseling. Client variables that accounted for resistance included negative expectations of counseling, denial of need, and uncertainty regarding what to expect from counseling. Other influences that accounted for resistance toward counseling included specific requirements of the counseling process and counselors who are perceived as uncaring, overbearing, or prone to lecturing. Client variables that accounted for cooperation and active participation in counseling were the development of optimism and hope that counseling would be a positive experience and the recognition of the value of the services offered. Other influences that contributed to cooperation and active participation were the inclusion of activities and games into the counseling process, a perceived escape from the stress of the school day, and counselors who were viewed as "cool," funny, open, and genuinely concerned about their clients.