Professional Development and School Counselors: A Study of Utah School Counselor Preferences and Practices
School Counselors, Utah School, high school, preference
This study investigated the professional development needs, preferences, and practices of secondary school counselors in Utah. Participants included 226 secondary school counselors who responded to a 20-question survey instrument. The respondents revealed that most of them exceed minimum licensure requirements for professional development but also spend significant amounts of personal time and expense to do so. The counselors also identified obstacles with, and preferences toward, professional development that they experience in the increasingly complex and sophisticated school environment. Findings will inform professional development policy and practice in the state and also provide a basis for future research.
Original Publication Citation
Howell, S., Bitner, K., Henry, N., Eggett, D., Bauman Jr.,J., Sawyer, O., & Bryant, R. (February 9, 2007). Professional development and school counselors: A study of Utah school counselor preferences and practices. Journal of School Counseling, 5(2). Retrieved February 20, 2007 from http://www.jsc.montana.edu/articles/v5n2.pdf. (Summary of this research published by Stott,K. & S.Howell. (2006). Professional development: A recent study of Utah school counselor preferences and practices. Utah School Counselor Association Newsletter.)
BYU ScholarsArchive Citation
Howell, Scott L.; Bitner, Kathryn S.; Henry, N Jonnell; Eggett, Dennis L.; Bauman, G. John Jr.; Sawyer, Octavia; and Bryant, Russell, "Professional Development and School Counselors: A Study of Utah School Counselor Preferences and Practices" (2007). Faculty Publications. 5756.
Journal of School Counseling
David O. McKay School of Education
Instructional Psychology and Technology
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