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.

Enhancing School Counselor Accountability: The Large Group Guidance Portfolio

2007 ◽  
Vol 11 (2) ◽  
pp. 2156759X0701100
Author(s):  
Jennifer Curry ◽  
Glenn W. Lambie
Keyword(s):  
School Counseling ◽  
School Counselors ◽  
Stakeholder Engagement ◽  
School Counselor ◽  
Professional School ◽  
Large Group ◽  
Accountability Measures ◽  
School Counseling Programs ◽  
Large Group Guidance ◽  
Group Guidance

Professional school counselors (PSCs) are being asked to employ accountability measures to support the merit of their comprehensive, developmental programs. Further, to address the problem of PSC role ambiguity, it has been suggested that PSCs become proactive professional advocates and work to promote greater stakeholder engagement in their school counseling programs. The utilization of a large group guidance portfolio may address these issues. This article (a) reviews the need for PSC accountability measures and stakeholder engagement, (b) presents a case illustration of a PSC using a large group guidance portfolio, and (c) offers implications for PSCs.

In the Aftermath of a School Hostage Event: A Case Study of One School Counselor's Response

2007 ◽  
Vol 10 (5) ◽  
pp. 2156759X0701000
Author(s):  
Jeffrey A. Daniels ◽  
Mary C. Bradley ◽  
Daniel P. Cramer ◽  
Amy Winkler ◽  
Kisha Kinebrew ◽  
...  
Keyword(s):  
Mental Health ◽  
School District ◽  
School Counselors ◽  
Health Facility ◽  
Crisis Intervention ◽  
School Counselor ◽  
Counseling Students ◽  
Professional School ◽  
Mental Health Facility

The authors interviewed a school counselor to determine her response to an armed hostage event in a classroom. They found that her primary interventions took place after the perpetrator had been taken into custody, through counseling students who had been in the room, contacting professionals from the school district and the local mental health facility for help, and coordinating these other professionals. Results are presented in light of the crisis intervention literature. Finally, implications for professional school counselors are discussed.

Third Culture Kids: Implications for Professional School Counseling

2011 ◽  
Vol 15 (1) ◽  
pp. 2156759X1101500 ◽  
Author(s):  
Dodie Limberg ◽  
Glenn W. Lambie
Keyword(s):  
Middle School ◽  
School Counseling ◽  
School Counselors ◽  
International Business ◽  
School Counselor ◽  
Educational Needs ◽  
Third Culture Kids ◽  
Case Illustration ◽  
Professional School ◽  
Third Culture

The increase of international business, military placements, and immigration has led to an increase in students attending schools in a country other than where they were born: third culture kids (TCKs). TCKs have unique educational needs, necessitating the support of their school counselors. This article (a) defines and introduces the needs and characteristics of TCKs, (b) reviews interventions for school counselors working with TCKs during transitional stages, and (c) presents a case illustration of a middle school counselor employing the suggested strategies.

scholarly journals School Counselors Walking the Walk and Talking the Talk: A Grounded Theory of Effective Program Implementation

2008 ◽  
Vol 11 (6) ◽  
pp. 2156759X0801100
Author(s):  
Janna L. Scarborough ◽  
Melissa Luke
Keyword(s):  
Grounded Theory ◽  
School Counseling ◽  
School Counselors ◽  
Program Implementation ◽  
School Counselor ◽  
Best Practice ◽  
The United States ◽  
Professional School ◽  
Future Research ◽  
Effective Program

Comprehensive, developmental school counseling programming has been associated with numerous benefits for students and is considered current best practice. A qualitative, grounded theory study was conducted to investigate eight professional school counselors employed across grade level, geographic setting, and region within the United States. This article presents this research and the emergent model for successful comprehensive, developmental school counseling program implementation. Implications for school counselor education and practice, as well as future research, are discussed.

Introduction to the Special Issue: School Counselors Transforming Schools for Lesbian, Gay, Bisexual, Transgender, and Queer (LGBTQ) Students

2017 ◽  
Vol 20 (1a) ◽  
pp. 1096-2409-20.1a ◽  
Author(s):  
Anneliese A. Singh ◽  
Joseph G. Kosciw
Keyword(s):  
School Counseling ◽  
School Counselors ◽  
School Environment ◽  
School Counselor ◽  
Empirical Studies ◽  
Counselor Educators ◽  
Professional School ◽  
Special Issue ◽  
Lgbtq Students

The special issue of Professional School Counseling on “School Counselors Transforming Schools for Lesbian, Gay, Bisexual, Transgender, and Queer (LGBTQ) Students” contains six empirical studies practicing school counselors and school counselor educators can use to inform their own training and refine their interventions with LGBTQ students in order to transform the school environment into an affirming one for LGBTQ students.

The Hand of Professional School Counseling Meets the Glove of Restorative Practices

2017 ◽  
Vol 21 (1) ◽  
pp. 2156759X1876189 ◽  
Author(s):  
Lance C. Smith ◽  
Bernice R. Garnett ◽  
Alyxandra Herbert ◽  
Nicholas Grudev ◽  
Jamilah Vogel ◽  
...  
Keyword(s):  
School Counseling ◽  
School Counselors ◽  
School Counselor ◽  
Theory And Practice ◽  
Professional School ◽  
Restorative Practices ◽  
Asca National Model ◽  
Counselor Identity ◽  
National Model ◽  
Counseling Literature

To introduce restorative practices (RP) to the school counseling literature, the authors explicate the hand in glove fit between the RP model for schools and school counselor identity and scope of practice. Drawing from the American School Counselor Association’s (ASCA) National Model, ASCA’s Ethical Standards for School Counselors, multitiered systems of support (MTSS), and the school counseling literature, the authors make the case for the profession of school counseling to take up RP and integrate the model into school counseling research, theory, and practice.

Stretching Leadership: A Distributed Perspective for School Counselor Leaders

2009 ◽  
Vol 13 (2) ◽  
pp. 2156759X0901300
Author(s):  
Chris Janson ◽  
Carolyn Stone ◽  
Mary Ann Clark
Keyword(s):  
School Leadership ◽  
School Counseling ◽  
School Counselors ◽  
Distributed Leadership ◽  
School Counselor ◽  
Counseling Students ◽  
Individual Responsibility ◽  
Counseling Practice ◽  
Multiple Leaders

Leadership is a central role of the school counselor. However, this role is often intimidating to school counselors and school counseling students when viewed as a solitary undertaking. In contrast to the view that leadership is an individual responsibility, the distributed leadership perspective offers a counterview in which school leadership is stretched over multiple leaders. The application of the distributed leadership perspective to school counseling practice might serve to alleviate school counselor apprehension regarding leadership, while contributing to an understanding of “how” this leadership occurs, as well as how it might be improved.

Supporting Latino and African-American Students in Advanced Placement Courses: A School Counseling Program's Approach

2009 ◽  
Vol 13 (1) ◽  
pp. 2156759X0901300 ◽  
Author(s):  
Jonathan H. Ohrt ◽  
Glenn W. Lambie ◽  
Kara P. Ieva
Keyword(s):  
African American ◽  
Advanced Placement ◽  
School Counseling ◽  
School Counselors ◽  
African American Students ◽  
Professional School ◽  
American Students ◽  
Advanced Placement Courses ◽  
Professional School Counselors

Traditionally, Latino and African-American students have been underrepresented in Advanced Placement courses. However, professional school counselors work to remove barriers to all students’ success. This article (a) identifies challenges that Latino and African-American students encounter in accessing Advanced Placement courses, (b) reviews the role of professional school counselors in serving traditionally disenfranchised student populations, and (c) intro-duces a school counseling program's approach to supporting these students and their families.

Who Influences Urban Students’ College Aspirations? Evidence From the Fifth Largest School District in the United States

2019 ◽  
Vol 23 (1) ◽  
pp. 2156759X2090706
Author(s):  
Magdalena Martinez ◽  
Katheryn Brekken ◽  
E. Lee Bernick
Keyword(s):  
School District ◽  
School Counselors ◽  
School Counselor ◽  
First Generation ◽  
The United States ◽  
College Aspirations ◽  
First Generation College Student ◽  
First Generation College ◽  
Practical Implications

This study explored students’ perceptions about school counselor influence on college aspirations in the fifth largest school district in the nation. Using 2015 survey data from 12th graders, the findings indicated that students who selected their school counselor as the most helpful person for college advice were more likely to intend to go to college, as compared to students who selected other individuals. Practical implications highlight the important role of school counselors in urban districts with significant first-generation college student populations.

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

Sign in / Sign up

Export Citation Format

Share Document