DOI
https://doi.org/10.25772/KAGH-4P20
Defense Date
2025
Document Type
Dissertation
Degree Name
Doctor of Philosophy
Department
Education
First Advisor
Dr. Donna Gibson
Second Advisor
Dr. Donna Dockery
Third Advisor
Dr. David Naff
Fourth Advisor
Dr. Julia Taylor
Abstract
The purpose of this phenomenological qualitative study was to explore the lived experiences of school counselors’ facilitation of small group counseling in public high schools. Prior research has shown that high school counselors utilize small group counseling at a lower rate than their elementary school counterparts. Researchers have identified two primary barriers that school counselors face in the implementation of small group counseling in schools to include time and internal fear and anxiety. This study investigated the lived experiences of 11 school counselors in their facilitation of small group counseling in the public high school setting. Through data analysis, three primary themes and subsequent subthemes were found: 1) internal influences (perceived value of small group counseling, self-confidence in facilitating small groups, counselor education, professional development); 2) school-based influences (school administration, parents and students, teachers, school counselor colleagues, logistical constraints); and 3) division and state influences (division-level support, school-based mental health and community partners, student-to-counselor ratios, funding, state legislation). Findings from this study suggest that time is a significant barrier to small group facilitation in the public high school setting, resulting primarily from school administrators’ assignment of non-school counseling tasks and poor understanding of the role of the school counselor. The misperceptions of school administration and subsequent misutilization of school counselors’ specialized training resulted in a perpetuated professional identity crisis in participants, emphasizing the discrepancy between the theoretical role of the school counselor taught in counselor education programs and the reality of the duties assigned by school administration once on the job. Results from this study yielded implications for various stakeholder groups and suggestions for further research related to small group implementation in public high schools.
Rights
© Joshua D. Hurley
Is Part Of
VCU University Archives
Is Part Of
VCU Theses and Dissertations
Date of Submission
4-24-2025