AN INVESTIGATION OF SCHOOL COUNSELORS' EFFORTS TO SERVE STUDENTS WHO ARE HOMELESS: THE ROLE OF PERCEIVED KNOWLEDGE, PREPARATION, ADVOCACY ROLE, AND SELF-EFFICACY TO THEIR INVOLVEMENT IN RECOMMENDED INTERVENTIONS AND PARTNERSHIP PRACTICES

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dc.contributor.advisorBryan, Julia Aen_US
dc.contributor.authorGaenzle, Stacey Anitaen_US
dc.contributor.departmentCounseling and Personnel Servicesen_US
dc.contributor.publisherDigital Repository at the University of Marylanden_US
dc.contributor.publisherUniversity of Maryland (College Park, Md.)en_US
dc.date.accessioned2012-10-11T05:56:21Z
dc.date.available2012-10-11T05:56:21Z
dc.date.issued2012en_US
dc.description.abstractWith the array of challenges faced by children and youth who are homeless, approaches to support their needs must be systemic and involve partnerships with all key stakeholders. This study examined school counselors' involvement in partnership practices and interventions to meet the needs of students who are homeless. Further, this study explored relationships between school counselors' preparation to work with students who are homeless, their perceived knowledge of McKinney-Vento Homeless Assistance Act, and their involvement in partnership practices and interventions to work with students who are homeless. An online questionnaire, which was a combination of the School Counselor Involvement in Partnerships Survey (SCIPS) and the revised Knowledge and Skills with Homeless Students Survey (KSHSS) was emailed to a random sample of American School Counselor Association (ASCA) members. Further, descriptive statistics and regression analyses were run to determine relationships between variables. The results of the study suggested that school counselors are involved in practices to support students who are homeless that are more individual and school-based. They are involved less in practices that require collaboration and partnerships. The results of this research also suggest that there are relationships between school counselors' perceptions of their specific knowledge of homelessness, self-efficacy, and advocacy role and their involvement in interventions and partnership practices to support students who homeless.en_US
dc.identifier.urihttp://hdl.handle.net/1903/13191
dc.subject.pqcontrolledSchool counselingen_US
dc.subject.pqcontrolledEducationen_US
dc.subject.pquncontrolledCounselor Educationen_US
dc.subject.pquncontrolledEducationen_US
dc.subject.pquncontrolledHomelessen_US
dc.subject.pquncontrolledMcKinney-Ventoen_US
dc.subject.pquncontrolledPovertyen_US
dc.subject.pquncontrolledSchool Counselingen_US
dc.titleAN INVESTIGATION OF SCHOOL COUNSELORS' EFFORTS TO SERVE STUDENTS WHO ARE HOMELESS: THE ROLE OF PERCEIVED KNOWLEDGE, PREPARATION, ADVOCACY ROLE, AND SELF-EFFICACY TO THEIR INVOLVEMENT IN RECOMMENDED INTERVENTIONS AND PARTNERSHIP PRACTICESen_US
dc.typeDissertationen_US

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