Abstract

The American School Counseling Association (ASCA) calls for school counselors to provide comprehensive programming and services to serve all students (ASCA,2019). The purpose of the study was to examine school counselors' level of awareness, attitudes, and self-efficacy towards students identified as gifted and having a disability (twice exceptional) as viewed through the lens of The Theory of Planned Behavior (Ajzen, 1991). The study explored differences between participants from accredited and nonaccredited programs in counselor education (CACREP vs non-CACREP). Data was collected from school counselors (N=127) who completed a Qualtrics survey utilizing four instruments Twice-Exceptional Needs Assessment Survey (Foley-Nicpon et al., 2013); The Survey of Practices with Students of Varying Needs (Tomlinson et al., 1995); The Students with Learning Disabilities School Counselor Self-Efficacy Scale (Boulden, 2020); and a demographic questionnaire. A MANCOVA examined group differences between CACREP and non-CACREP programs. When considering school counselors experience, results indicated differences between accreditation programs on school counselors' awareness, attitudes, and self-efficacy towards students identified as twice exceptional. The findings suggest participants from CACREP programs had higher levels of awareness, attitudes, and self-efficacy for working with student identified as twice exceptional. The findings help inform areas of future research and implications for counselor educators.

Notes

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Graduation Date

2022

Semester

Spring

Advisor

Kelchner, Viki

Degree

Doctor of Philosophy (Ph.D.)

College

College of Community Innovation and Education

Department

Counselor Education and School Psychology

Degree Program

Education; Counselor Education

Format

application/pdf

Identifier

CFE0009057; DP0026390

URL

https://purls.library.ucf.edu/go/DP0026390

Language

English

Release Date

May 2025

Length of Campus-only Access

3 years

Access Status

Doctoral Dissertation (Campus-only Access)

Restricted to the UCF community until May 2025; it will then be open access.

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