Roles and Responsibilities of Multiculturally Competent School Counselors

2010 ◽  
pp. 822-824
Author(s):  
Eric C Chen ◽  
Vicky Ng
Keyword(s):  
School Counselors ◽  
Roles And Responsibilities

Child Neglect

2020 ◽  
pp. 136-162
Author(s):  
Stephen Oluwaseun Emmanuel
Keyword(s):  
School Counselors ◽  
School System ◽  
Child Neglect ◽  
Roles And Responsibilities ◽  
Assessment And Treatment ◽  
Child Centered ◽  
Neglected Children

This chapter provides a groundwork for school counselors. It amplifies their roles and responsibilities to neglected children and also discusses the issues that should be considered in the assessment and treatment of neglected children and their families. The chapter provides professional guides to therapists who specialize in the treatment of neglected children and school counselors who meet with the neglected children occasionally. The methodology adopted for the assessment and treatment of neglect in this chapter is child-centered, family-focused, and culturally receptive. The author posits that dealing with child neglect will be more effective when school counselors leave the four walls of the school to provide support for neglect children and thus integrating them into the school system.

Child Neglect

2021 ◽  
pp. 23-43
Author(s):  
Stephen Oluwaseun Emmanuel
Keyword(s):  
School Counselors ◽  
School System ◽  
Child Neglect ◽  
Roles And Responsibilities ◽  
Assessment And Treatment ◽  
Child Centered ◽  
Neglected Children

This chapter provides a groundwork for school counselors. It amplifies their roles and responsibilities to neglected children and also discusses the issues that should be considered in the assessment and treatment of neglected children and their families. The chapter provides professional guides to therapists who specialize in the treatment of neglected children and school counselors who meet with the neglected children occasionally. The methodology adopted for the assessment and treatment of neglect in this chapter is child-centered, family-focused, and culturally receptive. The author posits that dealing with child neglect will be more effective when school counselors leave the four walls of the school to provide support for neglect children and thus integrating them into the school system.

School Counselors' Roles in RAMP and PBIS a Phenomenological Investigation (Part Two)

2017 ◽  
Vol 21 (1) ◽  
pp. 1096-2409-21.1. ◽  
Author(s):  
Emily Goodman-Scott ◽  
Tim Grothaus
Keyword(s):  
School Counselors ◽  
Behavioral Interventions ◽  
School Counselor ◽  
Future Research ◽  
American School Counselor Association ◽  
Asca National Model ◽  
Roles And Responsibilities ◽  
Positive Behavioral Interventions ◽  
National Model ◽  
Qualitative Phenomenological

Researchers conducted a qualitative, phenomenological investigation of the lived experiences of a sample of 10 school counselors in current or recent RAMP (Recognized ASCA [American School Counselor Association] Model Program) schools that also implemented positive behavioral interventions and supports (PBIS) with high fidelity. Researchers found two themes and related subthemes regarding school counselor roles. The first theme was school counselors' roles and responsibilities, with subthemes (a) makes sense with their role and (b) roles across tiers. The second theme was ASCA National Model themes in action. Subthemes were (a) advocacy and systemic change, (b) leadership, and (c) collaboration. The authors discuss findings, limitations, implications, and future research related to this study.

scholarly journals Lifetime Achievement in Counseling Series: An Interview With Michael Ryan

2021 ◽  
Vol 11 (1) ◽  
pp. 122-128
Author(s):  
Joshua D. Smith ◽  
Neal D. Gray
Keyword(s):  
School Counseling ◽  
School Counselors ◽  
School Counselor ◽  
Professional School ◽  
Clear Understanding ◽  
Roles And Responsibilities ◽  
Professional School Counselor ◽  
Lifetime Achievement ◽  
Agents Of Change ◽  
Professional School Counselors

Each year TPC presents an interview with a seminal figure in counseling as part of its Lifetime Achievement in Counseling series. This year I am honored to introduce Michael Ryan. He identifies as a professional school counselor and advocate and shares his experiences and perspective on the professionalization of school counseling. I am grateful to Dr. Joshua Smith and Dr. Neal Gray, who continue to bring the contributions and vision of leaders in the profession to TPC readers. Their interview with Ryan provides a view to his path to school counseling, his work to meet the needs of underrepresented student populations, and how he empowers students and staff as agents of change and in so doing promotes a clear understanding of the roles and responsibilities of professional school counselors within his community. I imagine his approach may both resonate with and energize TPC readers. — Amie A. Manis, Editor

scholarly journals School Counselors’ Roles and Responsibilities in Bullying Prevention: A National Survey

2018 ◽  
Vol 22 (1) ◽  
pp. 2156759X1985146 ◽  
Author(s):  
Jacqueline M. Swank ◽  
Sondra Smith-Adcock ◽  
Jo Lauren Weaver
Keyword(s):  
School Counselors ◽  
National Survey ◽  
Bullying Prevention ◽  
School Problems ◽  
Roles And Responsibilities ◽  
Prevention Training

We examined school counselors’ perceptions of their roles and responsibilities in addressing bullying. This study also investigated the prevalence of bullying prevention training, policies and laws, and various school problems. School counselors reported differences between their perceptions of their roles and responsibilities and what they believe are their principals’ expectations of school counselors. We discuss the results, implications for school counselors, and recommendations for research.

Educator–Counselor: A Nondual Identity for School Counselors

2021 ◽  
Vol 24 (1_part_3) ◽  
pp. 2156759X2110076
Author(s):  
Ian P. Levy ◽  
Matthew E. Lemberger-Truelove
Keyword(s):  
School Counseling ◽  
School Counselors ◽  
Role Ambiguity ◽  
School Counselor ◽  
Special Issue ◽  
Roles And Responsibilities ◽  
Counselor Identity ◽  
Semantic Distinction

In this special issue, the editors and each team of contributing authors offer examples of how a combined identity as educator–counselor can affect the various roles and responsibilities associated with school counseling. The suggestion that school counselor identity is always both educator and counselor is neither trivial nor a semantic distinction. Reshaping the narrative to suggest that school counselors are situated as educators who are oriented by counseling has the potential to mitigate much of the role ambiguity that has persisted in the profession for decades and, more important, has the potential to sharpen practice and contribute to greater student and schoolwide outcomes.

Success Strategies: Implementing the Professional Performance Review Process for School-Based Speech-Language Pathologists

2009 ◽  
Vol 19 (1) ◽  
pp. 4-9
Author(s):  
Jill Parmenter ◽  
Sheryl Amaral ◽  
Julia Jackson
Keyword(s):  
Review Process ◽  
Successful Implementation ◽  
Speech Language Pathologists ◽  
Self Advocacy ◽  
Professional Performance ◽  
Performance Review ◽  
Roles And Responsibilities ◽  
Speech Language Pathologist ◽  
School Based ◽  
Review Management

Abstract The Professional Performance Review Process for School-Based Speech-Language Pathologists (PPRP) (ASHA, 2006) was developed in response to the need for a performance review tool that fits school district requirements for performance review management while addressing the specific roles and responsibilities of a school-based speech-language pathologist (ASHA, 2006). This article will examine the purpose and components of the PPRP. A description of its use as a tool for self-advocacy will be discussed. Strategies for successful implementation of the PPRP will be explained using insight from speech-language pathologists and other professionals familiar with the PPRP.

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