School Counselor and School Psychologist Perceptions of Accountability Policy: Lessons from Virginia

Authors

Ryan Richard Ruff, New York City Department of EducationFollow

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.

Keywords

Accountability, Socio-Emotional Health, School Counselor, School Psychologist, No Child Left Behind, Qualitative Interviewin

Publication Date

9-1-2011

Creative Commons License

This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 International License.

DOI

10.46743/2160-3715/2011.1298

Recommended APA Citation

Ruff, R. R. (2011). School Counselor and School Psychologist Perceptions of Accountability Policy: Lessons from Virginia. The Qualitative Report, 16(5), 1270-1290. https://doi.org/10.46743/2160-3715/2011.1298