Date of Award
8-16-2024
Document Type
Open Access Dissertation
Department
Educational Studies
First Advisor
Dodie Limberg
Abstract
Nontraditional educational settings (NES) cater to diverse student populations, including those considered at-potential or at-risk. Research on interventions and the role of helping professionals in these settings is limited. This dissertation comprises two studies aimed at elucidating interventions and support mechanisms for at-potential students in NES, alongside exploring the role of school counselors in fostering their holistic development. The first study conducts a systematic review synthesizing existing research on interventions in NES, revealing insights into research scarcity, author diversity, and areas for future inquiry. Subsequently, the second study investigates the perceptions of at-potential youth within NES, particularly in the southeastern United States, emphasizing the influence of school counselors and other professionals on their educational experiences and personal development. Employing Consensual Qualitative Research (CQR) methodology, this study explores participant reflections, shedding light on the multifaceted journey of at-potential students and the pivotal role of various stakeholders. Together, these studies offer a comprehensive understanding of challenges faced by at-potential students in NES and strategies employed by helping professionals to support their academic success, life readiness, and overall well-being.
Rights
© 2024, Rachel Gilreath
Recommended Citation
Gilreath, R.(2024). Professional Helper Engagement and Student Perspectives in K-12 Nontraditional Educational Settings. (Doctoral dissertation). Retrieved from https://scholarcommons.sc.edu/etd/7814