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Citation:

Bryan, J., & Holcomb-McCoy, C. (2004). School counselorsÕ perceptions of their involvement in school-family-community partnerships. Professional School Counseling, 7(3), 162-171.

Annotation:
This study examines the perceptions of school counselors in regard to their involvement in nine school-family-community (SFC) partnership programs. Researchers also explored barriers to counselors' involvement in such partnerships. Analyses revealed that school counselors believe their involvement in SFC partnership programs to be very important, but differences across school levels were found for some practices of counselors in the programs. In addition, the results indicated significant relationships between counselors' perceptions of the importance of their involvement in SFC partnership programs and the barriers they perceived to their involvement. The participants in this study were randomly selected school counselors at public schools located in South Carolina. An initial random sample of 300 counselors was drawn from a list maintained by South Carolina's State Department of Education; the sample was stratified to represent elementary, middle/junior high, and high schools in proportion to their statewide frequency. Counselors from the sample pool completed surveys that assessed their perceptions of their partnership roles and practices. A response rate of 25% yielded 72 surveys with usable data. The counselors rated the importance of their participation and their degree of involvement in the SFC partnership programs. This study suggests that school counselors view their role in SFC partnership programs as important, but elementary school counselors view their roles as more important than do high school counselors. These findings are limited by the self-report nature of the data and the relatively small geographic region from which the participants were selected. Future studies, including randomized controlled trials, should focus on the impact of these counselorsÕ perspectives on family involvement at each level.