An Examination of the Role of Online Technology in School Counseling

2014 ◽  
Vol 18 (1) ◽  
pp. 2156759X0001800 ◽  
Author(s):  
Tracy M. Steele ◽  
Darlene E. Jacokes ◽  
Carolyn B. Stone
Keyword(s):  
School Counselors ◽  
School Counselor ◽  
National Study ◽  
American School Counselor Association ◽  
Beliefs And Practices ◽  
Professional Boundaries ◽  
Online Technology ◽  
Online Technologies ◽  
Mitigating Factors

A national study conducted with the members of the American School Counselor Association (ASCA) database examined school counselors’ utilization of online technologies. The researchers also explored beliefs and practices and examined mitigating factors such as school counselors’ background, training, and experience. Training impacted counselors’ belief in the advantages of technology and their level of comfort. Females were significantly more likely to blur personal and professional boundaries irrespective of their training. The article discusses implications for school counselors.

scholarly journals Rural School Principals’ Perception of the School Counselor's Role

2018 ◽  
Vol 30 (3) ◽  
Author(s):  
Gerta Bardhoshi ◽  
Kelly Duncan
Keyword(s):  
Service Delivery ◽  
School Counselors ◽  
Service Provision ◽  
School Counselor ◽  
School Principals ◽  
Rural School ◽  
Professional Standards ◽  
Professional School ◽  
American School Counselor Association

Responding to the lack of clarity related to the defined role of the school counselor, the authors investigated school principals (n = 538), in a rural Midwest state, and their perceptions of the role of the school counselor. The survey utilized was developed based on professional standards of service delivery for professional school counselors as identified by the American School Counselor Association and a listing of identified appropriate and inappropriate school counselor tasks. Results indicate that school principals see responsive service provision as an essential task of the school counselor. School principals also perceive a number of ASCA identified inappropriate tasks as being important. Recommendations are made to further enhance school principals' understanding of the appropriate role of the school counselor.  

School Counselor Program Choice and Self-Efficacy: Relationship to Achievement Gap and Equity

2010 ◽  
Vol 13 (3) ◽  
pp. 2156759X1001300
Author(s):  
Nancy Bodenhorn ◽  
Edward W. Wolfe ◽  
Osaro E. Airen
Keyword(s):  
Achievement Gap ◽  
School Counselors ◽  
Self Efficacy ◽  
School Counselor ◽  
Achievement Gaps ◽  
National Study ◽  
American School Counselor Association ◽  
American School ◽  
Program Approach ◽  
Gap Data

This article reports the results of a national study of American School Counselor Association members (N = 860). Information includes level of school counselor self-efficacy, type of program, status of achievement gap, and equity in their schools. School counselors with higher self-efficacy were more aware of achievement gap data, and school counselors who indicated a program approach and high self-efficacy were more likely to report narrowing achievement gaps. One fifth reported no awareness of achievement gap data. Implications for school counselors are included.

Teacher Perceptions of the Professional School Counselor Role: A National Study

2009 ◽  
Vol 12 (5) ◽  
pp. 2156759X0901200
Author(s):  
Summer M. Reiner ◽  
Robert D. Colbert ◽  
Rachelle Pérusse
Keyword(s):  
Teacher Perceptions ◽  
School Counselors ◽  
National Survey ◽  
School Counselor ◽  
Professional School ◽  
National Study ◽  
American School Counselor Association ◽  
American School ◽  
Counselor Role ◽  
Professional School Counselor

In a national survey, teachers were asked about their perceptions of the professional school counselor role as defined by the American School Counselor Association (ASCA, 2005). Teachers were questioned about the extent that they believed that school counselors should engage in and were engaged in a variety of tasks endorsed as appropriate or inappropriate by ASCA. This research revealed that teachers agreed that school counselors should engage in 13 and were engaged in 12 of the 16 appropriate responsibilities.

School Counseling Leadership Team: A Statewide Collaborative Model to Transform School Counseling

2006 ◽  
Vol 9 (4) ◽  
pp. 2156759X0500900
Author(s):  
Carol J. Kaffenberger ◽  
Sally Murphy ◽  
Fred Bemak
Keyword(s):  
School District ◽  
School Counseling ◽  
School Counselors ◽  
School Counselor ◽  
Leadership Team ◽  
Professional School ◽  
Collaborative Model ◽  
Counseling Supervisors ◽  
Future Plans

The School Counseling Leadership Team (SCLT) is a model of a collaborative team formed to advocate for the transformed role of professional school counselors. The members of the SCLT included school district counseling supervisors, counselor educators, and leaders of statewide school counselor organizations. This article reviews the need for and evolution of the SCLT, its goals, accomplishments, and future plans. Suggestions and guidelines are offered for replicating the model.

School Counselors and College Readiness Counseling

2017 ◽  
Vol 21 (1) ◽  
pp. 2156759X1878429 ◽  
Author(s):  
Beth H. Gilfillan
Keyword(s):  
College Readiness ◽  
School Counselors ◽  
School Counselor ◽  
College Admission ◽  
Essential Elements ◽  
Professional Organizations ◽  
Student Needs ◽  
American School Counselor Association ◽  
Practical Applications ◽  
College Ready

School counselors are vital to helping students become college ready. Professional organizations (i.e., American School Counselor Association, Council for Accreditation of Counseling and Related Programs, and National Association for College Admission Counseling) highlight the need for school counselors to provide college readiness counseling, yet the particular skills and knowledge needed to provide it have not been comprehensively explored. This conceptual article with practical applications identifies student needs, responsibilities of school counselors, training of school counselors, and advocacy issues as essential elements to develop college readiness counseling.

Predicting School Counselors’ Supports and Challenges When Implementing the ASCA National Model

2017 ◽  
Vol 21 (1) ◽  
pp. 2156759X1877767 ◽  
Author(s):  
Heather J. Fye ◽  
Lynne Guillot Miller ◽  
J. Steve Rainey
Keyword(s):  
School Counseling ◽  
School Counselors ◽  
School Counselor ◽  
National Sample ◽  
Predictor Variables ◽  
Principal Support ◽  
American School Counselor Association ◽  
Asca National Model ◽  
American School ◽  
National Model

This study examined a national sample of school counselors and their ability to implement the American School Counselor Association (ASCA) National Model. Percentage of time spent in noncounseling duties, perceived level of principal support, and principals’ knowledge of school counselors’ appropriate roles were statistically significant predictor variables for school counselors’ ability to implement the ASCA National Model. We discuss implications for the school counseling profession.

LEAD With Data

2017 ◽  
Vol 21 (1b) ◽  
pp. 2156759X1877327 ◽  
Author(s):  
Rebecca E. Michel ◽  
Sonya Lorelle ◽  
Katherine M. Atkins
Keyword(s):  
School Counselors ◽  
School Counselor ◽  
Graduate Program ◽  
Training Model ◽  
American School Counselor Association ◽  
Counselors In Training ◽  
Leadership Skill ◽  
Leadership Model ◽  
Qualitative Research Study ◽  
National Model

The listen, evaluate, advocate, disseminate (LEAD) training model for leadership skill development among school counselors in training is grounded in the American School Counselor Association National Model and Kouzes and Posner’s transformational leadership model. We introduce the LEAD model and report the results of a qualitative research study that investigated the lived experiences of 13 school counselors in training who participated in LEAD training during their counseling graduate program. We also discuss training implications for school counselors.

scholarly journals The Role Of School Conselors In Advocacy Services

2020 ◽  
Vol 1 (1) ◽  
pp. 20-27
Author(s):  
Rio Hermawan ◽  
Roni Pransiska
Keyword(s):  
School Counselors ◽  
Criminal Behavior ◽  
School Counselor ◽  
Relevant Information ◽  
System Level ◽  
Main Role ◽  
Limited Information ◽  
Guidance Services ◽  
Community Institutions

The main role of School Counselors in the Era of the Indonesian Revolution 4.0, is expected to formulate various types of counseling guidance services that are appropriate to the needs of students in this era. One type of school counselor services in providing services to students needed in this era is an advocacy service that refers to Permendikbud No. 111 (2014) although in this regulation we only get very limited information about advocacy, but it is expected that in its implementation, school counselors will be able to interpret and carry out advocacy at the micro and macro levels. Counselors should be able to: (1) empower students by helping them develop advocacy skills, (2) conduct relevant negotiation efforts to help students access resources, (3) build collaborative relationships with relevant community institutions to overcome various challenges, ( 4) implementing advocacy ideas at the system level, (5) communicating relevant information to the public, and (6) engaging in social / political advocacy activities. Advocacy services are counselor services in schools that are intended to assist students who experience non-educational, discriminatory, malpractice, violence, harassment, and criminal behavior. The function of counselor services in advocacy services, helps students gain learning about their rights and / or interests that are not getting much attention. Therefore, the role of counselors in advocacy services is very important in the process of counseling guidance services in schools. So the counselor must have the ability to guide students well. In order for counselors to be able to provide optimal guidance services to students, the counselor must be able to understand the characteristics of the counselee.

Implementation Science: A Path Toward Strengthening School Counselor Practice

2019 ◽  
Vol 23 (1) ◽  
pp. 2156759X1987812
Author(s):  
Jeffrey M. Warren ◽  
Gary W. Mauk
Keyword(s):  
Implementation Science ◽  
School Counselors ◽  
Student Outcomes ◽  
School Counselor ◽  
Evidence Based ◽  
American School Counselor Association ◽  
Model Case ◽  
Implementation Framework ◽  
Case Examples ◽  
National Model

Implementation science (IS) includes deliberate actions that facilitate the translation of research into practice. School counselors can use IS within the context of evidence-based practice to deliver, evaluate, and sustain programs and interventions that maximize student outcomes. This article offers an implementation framework and drivers that complement and can strengthen the application of the American School Counselor Association National Model. Case examples demonstrate the value of IS in school counselor practice.

School Counselors’ Use of the ASCA Closing-the-Gap Action Plan Template to Address Educational Disparities

2021 ◽  
Vol 25 (1) ◽  
pp. 2156759X2110586
Author(s):  
Jan L. Gay ◽  
Jacqueline M. Swank
Keyword(s):  
Qualitative Research ◽  
School Counselors ◽  
Research Method ◽  
School Counselor ◽  
Action Plan ◽  
American School Counselor Association ◽  
Counselors In Training ◽  
Qualitative Research Method ◽  
Training Tool ◽  
Closing The Gap

The American School Counselor Association Closing-the-Gap Action Plan template is a tool created to help school counselors identify educational gaps and track interventions. We applied a transcendental, phenomenological qualitative research method to explore school counselors’ use of the template to advocate for students. Our findings demonstrate the rationale for using the Closing-the-Gap Action Plan template and we discuss how school counselors use it for advocacy. We also present implications for using the template as a training tool for school counselors in training.

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