The purpose of this qualitative phenomenological study was to examine the perceptions of professional school counselors, and the comprehensive school counseling programs they implement, through the eyes of classroom teachers in schools that have received designation from the American School Counselor Association (ASCA) for actualizing a Recognized ASCA Model Program (RAMP). Fifteen classroom teachers, five from each level of school setting (elementary, middle, high) participated in an interview process of data collection. Interviews were recorded, transcribed, and coded. The findings from this examination yielded six themes that were significant to the perceptions of professional school counselors using RAMP-designated school counseling programs among the study's participants: teacher support, responsive services, counselor availability, student scheduling, time and student-to-counselor ratio, and unfamiliarity with the RAMP program. Similarities and differences reported by classroom teachers across all levels of K-12 school settings were analyzed. Future implications for professional school counselors and the use of comprehensive school counseling programs were also discussed.
","abstract_html":"<p>The purpose of this qualitative phenomenological study was to examine the perceptions of professional school counselors, and the comprehensive school counseling programs they implement, through the eyes of classroom teachers in schools that have received designation from the American School Counselor Association (ASCA) for actualizing a Recognized ASCA Model Program (RAMP). Fifteen classroom teachers, five from each level of school setting (elementary, middle, high) participated in an interview process of data collection. Interviews were recorded, transcribed, and coded. The findings from this examination yielded six themes that were significant to the perceptions of professional school counselors using RAMP-designated school counseling programs among the study's participants: teacher support, responsive services, counselor availability, student scheduling, time and student-to-counselor ratio, and unfamiliarity with the RAMP program. Similarities and differences reported by classroom teachers across all levels of K-12 school settings were analyzed. Future implications for professional school counselors and the use of comprehensive school counseling programs were also discussed.</p>","abstract_has_math":false,"creators":["Vacchio, Calvin Bryan"],"institution":null,"degree_name":"Ph.D.","degree_level":"Campus Access Dissertation","degree_discipline":"Educational Studies","degree_department":null,"school":null,"contributors":["Donna Gibson"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2012,"date_issued":"2012-01-01T08:00:00Z","date_published":"2012-01-01T08:00:00Z","updated_at":"2026-07-24T04:38:14Z","subjects":["Education","Educational Methods","ASCA","Counelor","Perceptions","RAMP","School","Teacher"],"languages":[],"rights":["© 2012, Calvin Bryan Vacchio"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://scholarcommons.sc.edu/etd/837","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Donna Gibson"]},{"key":"dc:creator","label":"Author","values":["Vacchio, Calvin Bryan"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Studies"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Campus Access Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education","Educational Methods","ASCA","Counelor","Perceptions","RAMP","School","Teacher"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["© 2012, Calvin Bryan Vacchio"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholarcommons.sc.edu/etd/837"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this qualitative phenomenological study was to examine the perceptions of professional school counselors, and the comprehensive school counseling programs they implement, through the eyes of classroom teachers in schools that have received designation from the American School Counselor Association (ASCA) for actualizing a Recognized ASCA Model Program (RAMP). Fifteen classroom teachers, five from each level of school setting (elementary, middle, high) participated in an interview process of data collection. Interviews were recorded, transcribed, and coded. The findings from this examination yielded six themes that were significant to the perceptions of professional school counselors using RAMP-designated school counseling programs among the study's participants: teacher support, responsive services, counselor availability, student scheduling, time and student-to-counselor ratio, and unfamiliarity with the RAMP program. Similarities and differences reported by classroom teachers across all levels of K-12 school settings were analyzed. Future implications for professional school counselors and the use of comprehensive school counseling programs were also discussed.
"]},{"key":"dc:title","label":"Title","values":["A Phenomenological Study Examining Classroom Teachers' Perceptions of The Roles of Professional School Counselors and School Counseling Programs In RAMP Designated Schools"]}]}],"canonical_facts":{"dc:contributor":["Donna Gibson"],"dc:creator":["Vacchio, Calvin Bryan"],"dc:description.abstract":["The purpose of this qualitative phenomenological study was to examine the perceptions of professional school counselors, and the comprehensive school counseling programs they implement, through the eyes of classroom teachers in schools that have received designation from the American School Counselor Association (ASCA) for actualizing a Recognized ASCA Model Program (RAMP). Fifteen classroom teachers, five from each level of school setting (elementary, middle, high) participated in an interview process of data collection. Interviews were recorded, transcribed, and coded. The findings from this examination yielded six themes that were significant to the perceptions of professional school counselors using RAMP-designated school counseling programs among the study's participants: teacher support, responsive services, counselor availability, student scheduling, time and student-to-counselor ratio, and unfamiliarity with the RAMP program. Similarities and differences reported by classroom teachers across all levels of K-12 school settings were analyzed. Future implications for professional school counselors and the use of comprehensive school counseling programs were also discussed.
"],"dc:identifier":["https://scholarcommons.sc.edu/etd/837"],"dc:rights":["© 2012, Calvin Bryan Vacchio"],"dc:subject":["Education","Educational Methods","ASCA","Counelor","Perceptions","RAMP","School","Teacher"],"dc:title":["A Phenomenological Study Examining Classroom Teachers' Perceptions of The Roles of Professional School Counselors and School Counseling Programs In RAMP Designated Schools"],"thesis:degree_discipline":["Educational Studies"],"thesis:degree_level":["Campus Access Dissertation"],"thesis:degree_name":["Ph.D."]},"updated_at":"2026-07-24T04:38:14Z"}