School counselor and school psychologist perceptions of accountability policy: Lessons from Virginia

Research output: Contribution to journalArticle

Abstract

This paper is concerned with the professional efficacy of school counselors and school psychologists that operate under the umbrella of accountability reforms. Research questions addressed counselor and psychologist job roles and responsibilities, as well as their personal perspectives on the impact of accountability reforms on both the classroom context and student socio-emotional development. Interviews were conducted with counselors and psychologists of varying professional experience and school level, with analysis following analytic induction. Results indicate that the efficacy of student support personnel has been negatively impacted by accountability reforms, but schools that maintain a positive culture dedicated to excellence minimize that effect. Additionally, results highlight the unanticipated consequences of accountability on the teacher, student, and counselor/psychologist relationship and emphasize the need to cultivate a nurturing socio-emotional environment for students.

Original languageEnglish (US)
Pages (from-to)1270-1290
Number of pages21
JournalQualitative Report
Volume16
Issue number5
StatePublished - Sep 2011

Keywords

  • Accountability
  • No child left behind
  • Qualitative interviewing
  • School counselor
  • School psychologist
  • Socio-emotional health

ASJC Scopus subject areas

  • Social Psychology
  • Cultural Studies
  • Education

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