Establishing a research base: school counsellors and students with disabilities

IF 2.7 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Educational Research Pub Date : 2023-04-03 DOI:10.1080/00131881.2023.2203708
Jessica A. Vilbas, Margaret E. King‐Sears
{"title":"Establishing a research base: school counsellors and students with disabilities","authors":"Jessica A. Vilbas, Margaret E. King‐Sears","doi":"10.1080/00131881.2023.2203708","DOIUrl":null,"url":null,"abstract":"ABSTRACT Background Research suggests that school counsellors can have a positive influence on students’ academic, social-emotional and career development. Although school counsellors have had long-standing direct and indirect involvement in providing support and services to students with disabilities (SWD), research into how school counsellors directly support SWD remains relatively limited. Purpose In this study, we sought to review studies that examined school counsellors’ support and services for SWD by analysing topic coverage, methods and findings to discern the existing research base. Design and methods A systematic identification and review of research focused on studies about school counsellors and their support and services for SWD. A thematic analysis with an inductive approach was employed to uncover studies’ patterns and content. Findings In total, 32 studies were eligible for inclusion in the review. Analysis revealed that these studies were clustered into four themes: (a) interventions involving school counsellors; (b) school counsellors’ perceptions and roles; (c) school counsellors’ support of SWD through career development, transition or graduation; and (d) students’ or parents’ perceptions about school counsellors. Of the 32 studies, over half included surveys, primarily eliciting perceptions and attitudinal information from school counsellors, whilst fewer than one-quarter featured data about school counsellors delivering interventions to SWD. Conclusions Our review suggests that a substantial evidence base in this area has not yet been established, meaning that minimal research has taken place to guide school counsellors regarding support and services for SWD. Implications include a call to researchers to expand the supply of high-quality and rigorous studies focused on school counsellors and SWD, especially intervention studies, subsequently leading towards research-informed practices.","PeriodicalId":47607,"journal":{"name":"Educational Research","volume":null,"pages":null},"PeriodicalIF":2.7000,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Educational Research","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1080/00131881.2023.2203708","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 1

Abstract

ABSTRACT Background Research suggests that school counsellors can have a positive influence on students’ academic, social-emotional and career development. Although school counsellors have had long-standing direct and indirect involvement in providing support and services to students with disabilities (SWD), research into how school counsellors directly support SWD remains relatively limited. Purpose In this study, we sought to review studies that examined school counsellors’ support and services for SWD by analysing topic coverage, methods and findings to discern the existing research base. Design and methods A systematic identification and review of research focused on studies about school counsellors and their support and services for SWD. A thematic analysis with an inductive approach was employed to uncover studies’ patterns and content. Findings In total, 32 studies were eligible for inclusion in the review. Analysis revealed that these studies were clustered into four themes: (a) interventions involving school counsellors; (b) school counsellors’ perceptions and roles; (c) school counsellors’ support of SWD through career development, transition or graduation; and (d) students’ or parents’ perceptions about school counsellors. Of the 32 studies, over half included surveys, primarily eliciting perceptions and attitudinal information from school counsellors, whilst fewer than one-quarter featured data about school counsellors delivering interventions to SWD. Conclusions Our review suggests that a substantial evidence base in this area has not yet been established, meaning that minimal research has taken place to guide school counsellors regarding support and services for SWD. Implications include a call to researchers to expand the supply of high-quality and rigorous studies focused on school counsellors and SWD, especially intervention studies, subsequently leading towards research-informed practices.
查看原文
分享 分享
微信好友 朋友圈 QQ好友 复制链接
本刊更多论文
建立研究基地:学校辅导员和残疾学生
背景研究表明,学校辅导员可以对学生的学业、社会情感和职业发展产生积极影响。尽管学校辅导员长期以来一直直接和间接参与为残疾学生提供支持和服务,但对学校辅导员如何直接支持社署的研究仍然相对有限。目的在这项研究中,我们试图通过分析主题涵盖范围、方法和调查结果来审查学校辅导员对社署的支持和服务的研究,以了解现有的研究基础。设计和方法对学校辅导员及其对社署的支持和服务的研究进行系统的识别和审查。采用归纳法进行专题分析,揭示研究的模式和内容。研究结果共有32项研究符合纳入审查的条件。分析显示,这些研究分为四个主题:(a)涉及学校辅导员的干预措施;(b) 学校辅导员的观念和作用;(c) 学校辅导员通过职业发展、过渡或毕业向社署提供支持;以及(d)学生或家长对学校辅导员的看法。在32项研究中,超过一半的研究包括调查,主要从学校辅导员那里获得看法和态度信息,而只有不到四分之一的研究提供了学校辅导员向社署提供干预措施的数据。结论我们的审查表明,在这方面还没有建立实质性的证据基础,这意味着在指导学校辅导员为社署提供支持和服务方面,只进行了很少的研究。其影响包括呼吁研究人员扩大以学校辅导员和社会福利署为重点的高质量和严格研究的供应,特别是干预研究,随后走向研究知情的实践。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 去求助
来源期刊
Educational Research
Educational Research EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
4.00
自引率
2.90%
发文量
0
期刊介绍: Educational Research, the journal of the National Foundation for Educational Research (NFER), was established in 1958. Drawing upon research projects in universities and research centres worldwide, it is the leading international forum for informed thinking on issues of contemporary concern in education. The journal is of interest to academics, researchers and those people concerned with mediating research findings to policy makers and practitioners. Educational Research has a broad scope and contains research studies, reviews of research, discussion pieces, short reports and book reviews in all areas of the education field.
期刊最新文献
Exploring cooperative learning as a tool in civic education Invisible and fluid walls in early childhood nature learning: collecting data through video Conditions for higher education study: the perspectives of prospective students from rural areas What is the meaning of family participation in schools? A multi-voice perspective Leadership as a profession in early childhood education and care
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
0
微信
客服QQ
Book学术公众号 扫码关注我们
反馈
×
意见反馈
请填写您的意见或建议
请填写您的手机或邮箱
已复制链接
已复制链接
快去分享给好友吧!
我知道了
×
扫码分享
扫码分享
Book学术官方微信
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术
文献互助 智能选刊 最新文献 互助须知 联系我们:info@booksci.cn
Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。
Copyright © 2023 Book学术 All rights reserved.
ghs 京公网安备 11010802042870号 京ICP备2023020795号-1