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FULL DISSERTATION_JPO_2018.pdf (1.03 MB)

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School Counselors and Intra/Interprofessional Collaboration: A Grounded Theory Study on School Counselors’ Utilization of Intra/Interprofessional Collaboration and its Perceived Impact on Student Success

Oehrtman, Jeremy P
http://orcid.org/0000-0002-9871-7119
http://rave.ohiolink.edu/etdc/view?acc_num=osu1523473250075462

Abstract Details

2018, Doctor of Philosophy, Ohio State University, Educational Studies.
School counselors serve as advocates for the academic, social/emotional, and college/career success of all students, while also being active leaders within a school, promoting systemic change in order to ensure a safe learning environment for all students. These activities are part of a comprehensive school counseling program, such as the American School Counseling Association’s [ASCA] National Model (2012). Research indicates that large student-to-school counselor caseloads (Carey et al., 2013; Carrell & Carrell, 2006; Lapan et al., 2012) and confusion from other school professionals regarding a school counselor’s role (Brown et al., 2005; Cigrand et al., 2015; Dollarhide & Lemberger, 2006) can limit full implementation of a comprehensive school counseling program. Collaboration, along with leadership, advocacy, and systemic change, is one of the primary themes of the ASCA national model. Despite this, there is limited literature describing how to develop and maintain intra/interprofessional collaborative relationships. This study, viewed through the lens of the micropolitical theory of education (Ball, 1987; Blase, 1991b) and the ecological systems theory (Bronfenbrenner, 1979), explored how school counselors utilized intra/interprofessional collaboration to alleviate the difficulty in implementing a comprehensive school counseling program. Six research questions guided this study: (1) How do school counselors utilize intra/interprofessional collaboration in their current position? (2) How do school counselors develop collaborative relationships with other professionals in both education and community mental health? (3) How do school counselors maintain and nurture these relationships once they are established? (4) What do school counselors perceive to be the benefit of using intra/interprofessional collaboration on their ability to provide comprehensive services and create a positive impact on student success? (5) What are some of the barriers to intra/interprofessional collaboration perceived by school counselors? (6) How does respondents’ micropolitical literacy influence their ability to develop and maintain successful collaborative relationships? Grounded theory research techniques (Charmaz, 2014) were implemented with a sample of 19 participants. Each participant took part in a semi-structured interview. Seventeen of the interviews were analyzed using the constant comparison method of analysis (Glaser & Strauss, 1967). Confirmatory analysis (Hill et al., 1997) on the two remaining interviews, as well as peer debriefing, member checking, data auditing, and listing assumptions provided evidence to the trustworthiness of this study. The outcome of this study was a grounded theory describing how school counselors develop and maintain intra/interprofessional collaborative relationships and their perceived impact on student success. This theory had five major themes that addressed the aforementioned research questions. First, school counselors develop intra/interprofessional relationships either due to accessibility, necessity, or a shared vision. School counselors then identify the relationships as either positive or negative. There are a variety of micropolitical responses that school counselors have based on the status of the relationship. A positive collaborative relationship can lead to either individualized or whole-school collaboration that is perceived to have a positive impact on student success. A negative collaborative relationship can lead to either limited or no collaboration.
Colette Dollarhide (Advisor)
Antoinette Miranda (Committee Member)
Brett Zyromski (Committee Member)
202 p.
Counseling Education; School Counseling
school counseling; interprofessional collaboration; micropolitics; counselor education; grounded theory

Recommended Citations

Citations

  • Oehrtman, J. P. (2018). School Counselors and Intra/Interprofessional Collaboration: A Grounded Theory Study on School Counselors’ Utilization of Intra/Interprofessional Collaboration and its Perceived Impact on Student Success [Doctoral dissertation, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1523473250075462

    APA Style (7th edition)

  • Oehrtman, Jeremy. School Counselors and Intra/Interprofessional Collaboration: A Grounded Theory Study on School Counselors’ Utilization of Intra/Interprofessional Collaboration and its Perceived Impact on Student Success. 2018. Ohio State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=osu1523473250075462.

    MLA Style (8th edition)

  • Oehrtman, Jeremy. "School Counselors and Intra/Interprofessional Collaboration: A Grounded Theory Study on School Counselors’ Utilization of Intra/Interprofessional Collaboration and its Perceived Impact on Student Success." Doctoral dissertation, Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1523473250075462

    Chicago Manual of Style (17th edition)

osu1523473250075462
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This open access ETD is published by The Ohio State University and OhioLINK.
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