The Experiences of School Counselors as Antibullying Specialists: A Phenomenological Study
To learn about school counselors’ experiences in being assigned as their school’s antibullying specialist (ABS), per state legislation, we interviewed six school counselors and analyzed their responses using interpretative phenomenological design. The participants’ responses reflected three overarch...
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| Veröffentlicht in: | Professional school counseling 2018-09, Vol.22 (1), p.1-10 |
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| container_title | Professional school counseling |
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| creator | Hannon, Michael D. Sheely-Moore, Angela I. Conklin, Thomas Reitter, Andrew J. Gainor, Kathy A. |
| description | To learn about school counselors’ experiences in being assigned as their school’s antibullying specialist (ABS), per state legislation, we interviewed six school counselors and analyzed their responses using interpretative phenomenological design. The participants’ responses reflected three overarching themes describing their ABS experience: negotiating different bullying definitions, the “dumping ground” position, and inherent with role conflicts. We present implications for school counseling practice and recommendations for school counseling research. |
| doi_str_mv | 10.1177/2156759X19870799 |
| format | Article |
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| ispartof | Professional school counseling, 2018-09, Vol.22 (1), p.1-10 |
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| source | SAGE Complete A-Z List; Jstor Complete Legacy |
| subjects | Analysis Bullying Counselor Attitudes Counselor Role Definitions Edwards, Kevin Experience Featured Research Intervention Qualitative research Role Conflict School counseling School Counselors Secondary Education Social aspects Specialists State Legislation Student counselors Students Studies |
| title | The Experiences of School Counselors as Antibullying Specialists: A Phenomenological Study |
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