Dissertation Archive, WMU Graduate College

Dissertation Defense

Candidate: Lori A. Pashnik

Degree of: Doctor of Philosophy

Department: Counselor Education and Counseling Psychology

Title: School Counselor's Perceptions of Developmental Guidance: A Qualitative Study

Date: Thursday , April 15, 2004 9:00-11:00 a.m.
3208 Sangren

Committee: Dr. John Geisler, Chair
Dr. Suzanne Hedstrom
Dr. Regena Fails-Nelson

Abstract: A developmental emphasis is the fundamental core of the school counseling profession. However, Comprehensive Guidance and Counseling Programs (CG&CP's) that have been identified as developmental have been shown to have significant gaps with regards tot developmental therortical concepts. In addition, counselors who are implementing CG&CPs are unsure of how to put developmental principles into practice. This study explored how elementary and middle school counselors who currently implement CG&CPs perceive the developmental philosophical foundation of the program.
A focus group methodology was used for this study to gain an in-deph understanding of elementary and middle school counselors' perceptions of developmental guidance. A total of nine credentialed school counselors were chosen to participate and placed into one of two groups. The length of the focus group interviews were 90 minutes. The interviews were unstructured and constructivist grounded theory approach was used to analyze and interpret the data. Follow-up interviews were also conducted to clarify vague or elusive data or to refine salient data.
Four major themes were identified: (1) The Demand to Justify Implementing a CG&CP, (2) CG&CPs as Related to Developmental Guidance and Relationships, (3) Managing Resistance, and (4) The Press of the School Environment. Respondents viewed CG&CPs and its developmental foundation as ultimate, yet at the same time they perceived the developmental approach to guidance as impractical and in conflict with the reality of the school environment. In summary, this study illustrated counselors' misconceptions of developmental guidance and emphasized a lack of understanding into theoretical developmental concepts. It underscored the need to enhance school counselors' training to include a knowledge base that expounds upon developmental theory.

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