Perceived Roles and Preparation Experiences of Elementary Counselors: Suggestions for Change.

Abstract

In the last 20 years,4 dramatic changes have occurred in both family composition and the economic arrangements families use to survive. Particular demands have been placed on human service institutions, notably on schools. Today's school systems are expected to meet traditional educational needs as well as to provide for preschool and after-school day care, educate students on AIDS and drug issues, and serve as a referral source for mental and physical health concerns. In America, on a daily basis, 100,000 children are homeless, nearly 3,000 children see their parents divorce, and 6 teenagers commit suicide (Children's Defense Fund, 1990). Indeed, Elkind (1990) contended that in the future, schools will move into a leadership role in dealing with the emotional and family problems of their students. Glosoff and Kopro wicz (1990) indicated that early intervention has been a common ingredient in recent suggestions for educational reform; elementary counselors will be on the leading edge of this prevention movement. Thus, in order to meet changing demands, the roles of elementary counselors must be well defined, and counselor educators should be prepared to provide the necessary training. Research regarding the role of elementary counselors has been minimal, with only two previous studies of counselor perceptions at this level (Furlong, Atkinson, & Janof, 1979; Morse & Russell, 1988). Also, no research has been done regarding how elementary counselors perceive their counselor training experiences. Consequently, this study describes the way elementary school counselors see their actual versus ideal roles and identifies the preparation they perceive as necessary to meet these new roles successfully.