{"id":{"repo_id":"duquesne","oai_identifier":"oai:dsc.duq.edu:etd-1570"},"canonical_url":"https://search.dev.ndltd.org/etd/duquesne/oai:dsc.duq.edu:etd-1570","repository":{"repo_id":"duquesne","name":"Duquesne","base_url":"https://dsc.duq.edu/do/oai/"},"display":{"title":"School Administrators' Perceptions of the CACREP School Counseling Standards","abstract":"School administrators have broad influence on the selection and role of school counselors. However, administrators' training programs give them little, if any, understanding of the standards (CACREP) to which school counselors are trained and, perhaps more importantly, no information about the school counselors' role as defined by the counseling profession (Ballard and Murgatroyd, 1999; Borders and Drury, 1992; Fitch et al., 2001; Louis et al., 2001; Ponec and Brock, 2000) The purpose of this study was to describe how school administrators view the importance and use of the CACREP School Counseling Standards when hiring school counselors. Questionnaires were mailed to 400 elementary, middle/jr. high, high school, and combined jr. high/high school administrators in Allegheny, Fayette, Greene, and Washington counties in southwestern Pennsylvania. The questionnaire, Professional School Counselors' Competencies, included the 38 knowledge and skill competencies from the CACREP School Counseling Standards. Data for the total population were analyzed, as well as the data for the variables of gender, school level, and years of experience. There were significant differences in how male and female school administrators responded to eight school counselor competencies, and how administrators from various school levels responded on nine of the school counselor competencies. However, the number of years of administrative experience was not a significant indicator of school administrators' responses to the Professional School Counselor's Competencies' questionnaire.","abstract_html":"School administrators have broad influence on the selection and role of school counselors. However, administrators' training programs give them little, if any, understanding of the standards (CACREP) to which school counselors are trained and, perhaps more importantly, no information about the school counselors' role as defined by the counseling profession (Ballard and Murgatroyd, 1999; Borders and Drury, 1992; Fitch et al., 2001; Louis et al., 2001; Ponec and Brock, 2000) The purpose of this study was to describe how school administrators view the importance and use of the CACREP School Counseling Standards when hiring school counselors. Questionnaires were mailed to 400 elementary, middle/jr. high, high school, and combined jr. high/high school administrators in Allegheny, Fayette, Greene, and Washington counties in southwestern Pennsylvania. The questionnaire, Professional School Counselors' Competencies, included the 38 knowledge and skill competencies from the CACREP School Counseling Standards. Data for the total population were analyzed, as well as the data for the variables of gender, school level, and years of experience. There were significant differences in how male and female school administrators responded to eight school counselor competencies, and how administrators from various school levels responded on nine of the school counselor competencies. However, the number of years of administrative experience was not a significant indicator of school administrators' responses to the Professional School Counselor's Competencies' questionnaire.","abstract_has_math":false,"creators":["Frey-Mckeown, Sandra M."],"institution":null,"degree_name":"EdD","degree_level":"Immediate Access","degree_discipline":"Counselor Education and Supervision (ExCES)","degree_department":null,"school":null,"contributors":["William J. Casile","Joseph F. Maola","Robert Furman"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2006,"date_issued":"2006-01-01T08:00:00Z","date_published":"2006-01-01T08:00:00Z","updated_at":"2026-07-24T02:09:34Z","subjects":["counselor education","hiring school counselors","principals and counselors","school counseling","supervision of counselors"],"languages":["English"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://dsc.duq.edu/etd/554","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["William J. Casile","Joseph F. 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However, administrators' training programs give them little, if any, understanding of the standards (CACREP) to which school counselors are trained and, perhaps more importantly, no information about the school counselors' role as defined by the counseling profession (Ballard and Murgatroyd, 1999; Borders and Drury, 1992; Fitch et al., 2001; Louis et al., 2001; Ponec and Brock, 2000) The purpose of this study was to describe how school administrators view the importance and use of the CACREP School Counseling Standards when hiring school counselors. Questionnaires were mailed to 400 elementary, middle/jr. high, high school, and combined jr. high/high school administrators in Allegheny, Fayette, Greene, and Washington counties in southwestern Pennsylvania. The questionnaire, Professional School Counselors' Competencies, included the 38 knowledge and skill competencies from the CACREP School Counseling Standards. Data for the total population were analyzed, as well as the data for the variables of gender, school level, and years of experience. There were significant differences in how male and female school administrators responded to eight school counselor competencies, and how administrators from various school levels responded on nine of the school counselor competencies. However, the number of years of administrative experience was not a significant indicator of school administrators' responses to the Professional School Counselor's Competencies' questionnaire."]},{"key":"dc:title","label":"Title","values":["School Administrators' Perceptions of the CACREP School Counseling Standards"]}]}],"canonical_facts":{"dc:contributor":["William J. Casile","Joseph F. Maola","Robert Furman"],"dc:creator":["Frey-Mckeown, Sandra M."],"dc:date.available":["2018-08-03T07:00:00Z"],"dc:description.abstract":["School administrators have broad influence on the selection and role of school counselors. However, administrators' training programs give them little, if any, understanding of the standards (CACREP) to which school counselors are trained and, perhaps more importantly, no information about the school counselors' role as defined by the counseling profession (Ballard and Murgatroyd, 1999; Borders and Drury, 1992; Fitch et al., 2001; Louis et al., 2001; Ponec and Brock, 2000) The purpose of this study was to describe how school administrators view the importance and use of the CACREP School Counseling Standards when hiring school counselors. Questionnaires were mailed to 400 elementary, middle/jr. high, high school, and combined jr. high/high school administrators in Allegheny, Fayette, Greene, and Washington counties in southwestern Pennsylvania. The questionnaire, Professional School Counselors' Competencies, included the 38 knowledge and skill competencies from the CACREP School Counseling Standards. Data for the total population were analyzed, as well as the data for the variables of gender, school level, and years of experience. There were significant differences in how male and female school administrators responded to eight school counselor competencies, and how administrators from various school levels responded on nine of the school counselor competencies. However, the number of years of administrative experience was not a significant indicator of school administrators' responses to the Professional School Counselor's Competencies' questionnaire."],"dc:identifier":["https://dsc.duq.edu/etd/554"],"dc:language":["English"],"dc:subject":["counselor education","hiring school counselors","principals and counselors","school counseling","supervision of counselors"],"dc:title":["School Administrators' Perceptions of the CACREP School Counseling Standards"],"thesis:degree_discipline":["Counselor Education and Supervision (ExCES)"],"thesis:degree_level":["Immediate Access"],"thesis:degree_name":["EdD"]},"updated_at":"2026-07-24T02:09:34Z"}