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Role Stress Among Practicing School Counselors
Author(s) -
Culbreth John R.,
Scarborough Janna L.,
BanksJohnson Angela,
Solomon Stacey
Publication year - 2005
Publication title -
counselor education and supervision
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.608
H-Index - 40
eISSN - 1556-6978
pISSN - 0011-0035
DOI - 10.1002/j.1556-6978.2005.tb00130.x
Subject(s) - psychology , role conflict , affect (linguistics) , ambiguity , stress (linguistics) , social psychology , perception , developmental psychology , clinical psychology , communication , linguistics , philosophy , neuroscience
Practicing school counselors ( N = 512) were surveyed, using the Role Questionnaire (J. R. Rizzo, R. J. House, & S. I. Lirtzman, 1970), to determine levels of role conflict, role incongruence, and role ambiguity. Additionally, 8 characteristics of the participants' positions as school counselors were examined to determine what factors might affect role stress. Data were examined for the total group and by school level. Elementary school counselors were found to have lower levels of role conflict and role incongruence than high school counselors. Believing that the job matched their initial perceptions, that they were adequately trained, and that peer supervision was available were predictors of reduced role stress among the group and for various school level subgroups.