Date of Award
7-2024
Document Type
Dissertation
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Degree Name
Doctor of Education (EdD)
Department
Division of Education and Counseling
First Advisor
Bethel Cager
Second Advisor
Stephanie Grant
Third Advisor
Renee Akbar
Keywords
Counselor self-efficacy, mental health provider, suspension, expulsion
Abstract
The purpose of the quantitative study was to investigate the self-efficacy of mental health providers within a specific school district in Southern Louisiana. The study examined the mental health providers’ self-efficacy in engaging in various counseling behaviors and addressing counseling-related challenges. The research aimed to understand how mental health providers’ self-efficacy correlated with suspension and expulsion rates among Black students across elementary, middle, and high schools in the region. Additionally, it investigated the potential difference in self-efficacy between providers servicing elementary, middle, and high school settings. By utilizing the Counselor Activity Self-Efficacy Scale (CASES) and demographic information capturing variables such as years of experience, counseling modalities utilized, and licensure type, the study identified patterns in self-efficacy levels. The findings have significant implications for enhancing the development and deployment of pre-intervention strategies with the school-based multi-tiered system of support (MTSS). Moreover, the findings shed light on how varying levels of mental health provider self-efficacy may have influenced the suspension and expulsion rates of Black students when alternative interventions to the suspension were employed.
Recommended Citation
Harrison, Ashlyn Rae, "A Quantitative Analysis: How Mental Health Providers Self-Efficacy Relates to Black Student Discipline Rates" (2024). Electronic Thesis and Dissertation. 176.
https://digitalcommons.xula.edu/etd/176