The ASCA National Model, Accountability, and Establishing Causal Links between School Counselors’ Activities and Student Outcomes: A Reply to Sink

2005 ◽  
Vol 9 (1) ◽  
pp. 2156759X0500900
Author(s):  
Duane Brown ◽  
Jerry Trusty
Keyword(s):  
School Counseling ◽  
School Counselors ◽  
Student Outcomes ◽  
Asca National Model ◽  
Counseling Programs ◽  
School Counseling Programs ◽  
Comprehensive School Counseling ◽  
Comprehensive School Counseling Programs ◽  
National Model ◽  
Made In

Sink takes exception to two of the assertions made in the article “School Counselors, Comprehensive School Counseling Programs, and Academic Achievement: Are School Counselors Promising More Than They Can Deliver?” In this article, the authors respond to Sink's concerns and reassert their contentions that the focus of research dealing with school counseling should be on establishing causal links between school counselors’ interventions and outcomes rather than school counseling programs.

Comprehensive School Counseling Programs, Job Satisfaction, and the ASCA National Model

2011 ◽  
Vol 15 (2) ◽  
pp. 2156759X1101500 ◽  
Author(s):  
Jaymes R. Pyne
Keyword(s):  
Job Satisfaction ◽  
School Counseling ◽  
School Counselor ◽  
Comprehensive School ◽  
Asca National Model ◽  
Counseling Programs ◽  
School Counseling Programs ◽  
Comprehensive School Counseling ◽  
Comprehensive School Counseling Programs ◽  
National Model

This study examined the level of school counselor job satisfaction and implementation of comprehensive school counseling programs in secondary schools in one state. Participants included 103 secondary school counselors selected using a cluster sampling of Michigan public school districts. The Job in General (JIG) scale was used to measure their job satisfaction. The Comprehensive School Counseling Implementation Measure (CSCIM), based on the ASCA National Model, was used to measure the level of implementation of a comprehensive school counseling program in their schools. The individual items “administrative support” and “facilitating communication between staff” on the CSCIM showed high correlations with job satisfaction, while moderate to high correlations were found in the items “serving all students,” “clearly written and defined program philosophy,” and “creating time for planning and evaluating the program.” This article discusses limitations of this study and suggested directions for further research.

School Counselors, Comprehensive School Counseling Programs, and Academic Achievement: Are School Counselors Promising more than they Can Deliver?

2005 ◽  
Vol 9 (1) ◽  
pp. 2156759X0500900 ◽  
Author(s):  
Duane Brown ◽  
Jerry Trusty
Keyword(s):  
Academic Achievement ◽  
School Counseling ◽  
School Counselors ◽  
Research Literature ◽  
Comprehensive School ◽  
Counseling Programs ◽  
School Counseling Programs ◽  
Comprehensive School Counseling ◽  
Comprehensive School Counseling Programs ◽  
National Model

The ASCA National Model® (ASCA, 2003) suggests that the school counselor's primary mission is the improvement of academic achievement. This article examines the research literature regarding school counselors’ efforts related to academic achievement and concludes that there is little support for the suppo-sition that comprehensive school counseling programs improve achievement. Conversely, there is a growing body of evidence that suggests that school counselors can use strategic interventions to improve academic achievement.

Strengths-Based School Counseling and the ASCA National Model®

2008 ◽  
Vol 12 (2) ◽  
pp. 2156759X0801200
Author(s):  
John P. Galassi ◽  
Dana Griffin ◽  
Patrick Akos
Keyword(s):  
Public Schools ◽  
School Counseling ◽  
Systemic Change ◽  
Comprehensive School ◽  
Asca National Model ◽  
Counseling Programs ◽  
School Counseling Programs ◽  
Comprehensive School Counseling ◽  
Comprehensive School Counseling Programs ◽  
National Model

Articles in this special issue illustrate how Strengths-Based School Counseling complements the ASCA National Model® by strengthening the foundation of comprehensive school counseling programs, emphasizing promotion-oriented delivery, reinforcing the accountability and evidence base, engaging in developmental advocacy, and highlighting the counselor's leadership role in systemic change and as a collaborator in school-family-community partnerships. We provide examples of these and offer further suggestions for strengths-based practice and research. These include a downward extension of comprehensive school counseling programs to the preschool programs that are attached to many public schools, research on interventions designed to enhance such evidence-based student strengths such as the multicultural personality, and drawing on knowledge from related disciplines to enrich theory, practice, and research about the newer themes of leadership, advocacy, collaboration, and systemic change.

A Statewide Evaluation of the Outcomes of the Implementation National Model School Counseling Programs in Utah High Schools

2012 ◽  
Vol 16 (2) ◽  
pp. 2156759X0001600
Author(s):  
John Carey ◽  
Karen Harrington ◽  
Ian Martin ◽  
Dawn Stevenson
Keyword(s):  
High Schools ◽  
School Counseling ◽  
Student Outcomes ◽  
Asca National Model ◽  
Counseling Programs ◽  
School Counseling Program ◽  
School Counseling Programs ◽  
National Model ◽  
Program Characteristics ◽  
Additional Support

A statewide evaluation of school counseling programs in Utah high schools explored which features of the ASCA National Model were related to student educational outcomes. The authors used hierarchical linear regression and Pearson correlations to examine relationships between program characteristics and student outcomes. School counseling program features accounted for statistically significant portions of the variance in critical student outcomes. Results provide additional support to previous studies that found benefits for students associated with more complete implementation of comprehensive school counseling programs. These findings also indicate that implementing features of the ASCA National Model is associated with improved student outcomes.

scholarly journals Implementation Challenges and Training Needs for Comprehensive School Counseling Programs in Wisconsin High Schools

2012 ◽  
Vol 16 (2) ◽  
pp. 2156759X0001600 ◽  
Author(s):  
Alan W. Burkard ◽  
Mark Gillen ◽  
Michael J. Martinez ◽  
Sarah Skytte
Keyword(s):  
High Schools ◽  
School Counseling ◽  
School Counselors ◽  
Comprehensive School ◽  
Counseling Programs ◽  
Implementation Challenges ◽  
School Counseling Programs ◽  
Comprehensive School Counseling ◽  
Comprehensive School Counseling Programs ◽  
Professional Development Training

The data from this study details the challenges to implementing comprehensive school counseling programs in Wisconsin high schools. Results suggest that current professional development training practices may be ineffective in assisting high school counselors to implement key components of the ASCA National Model in their schools. This article discusses obstacles to conducting more rigorous, statewide evaluations, and describes connections to markers of student success.

scholarly journals Integrating Yoga into a Comprehensive School Counseling Program: A Qualitative Approach

2018 ◽  
Vol 22 (1) ◽  
pp. 2156759X1985792
Author(s):  
Julia V. Taylor ◽  
Donna M. Gibson ◽  
Abigail H. Conley
Keyword(s):  
School Counseling ◽  
School Counselors ◽  
Lived Experiences ◽  
Comprehensive School ◽  
Counseling Programs ◽  
Qualitative Research Design ◽  
School Counseling Program ◽  
School Counseling Programs ◽  
Comprehensive School Counseling ◽  
Comprehensive School Counseling Programs

Using an exploratory phenomenological qualitative research design, this study investigated the lived experiences of 10 school counselors who integrate yoga into their comprehensive school counseling programs. Analysis of data revealed five significant themes and subsequent subthemes describing the participants’ lived experiences of yoga integration within their school counseling programs. We include implications for research and practice.

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