The Use of the ASCA National Model® in Supervision

2006 ◽  
Vol 10 (1) ◽  
pp. 2156759X0601000
Author(s):  
Jeannine R. Studer ◽  
Aaron Oberman
Keyword(s):  
School Counseling ◽  
School Counselors ◽  
School Counselor ◽  
Counselor Trainees ◽  
American School Counselor Association ◽  
Asca National Model ◽  
Grade Levels ◽  
School Counseling Program ◽  
National Model ◽  
Counseling Model

This study investigated the types of supervisory activities provided to school counselor trainees. The researchers examined the responses of 73 practicing school counselors from the Southern region who were members of the American School Counselor Association. The supervisory activities provided to trainees working in a traditional school counseling program were compared with trainees performing in a developmental program as recommended in the ASCA National Model®. The researchers also examined the years of experience as a school counselor, the amount of training received in supervision, differences in supervision at various grade levels, and the principal's understanding of the school counselor's role when working in a traditional or a transformed school counseling model. Implications for school counselors are included.

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.

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.

Listen to the Voices: School Counselors and Comprehensive School Counseling Programs

2009 ◽  
Vol 12 (3) ◽  
pp. 2156759X0901200
Author(s):  
Carol A. Dahir ◽  
Joy J. Burnham ◽  
Carolyn Stone
Keyword(s):  
School Counseling ◽  
School Counselors ◽  
School Counselor ◽  
Comprehensive School ◽  
Asca National Model ◽  
Comprehensive School Counseling ◽  
Professional Development Needs ◽  
National Model ◽  
New Vision ◽  
Comprehensive Programs

Presently, many state departments of education and school counselor associations have published second-generation documents aligned with the ASCA National Model® (American School Counselor Association, 2005). This research study analyzed some school counselors’ readiness to deliver comprehensive programs by assessing their attitudes, beliefs, and priorities for key program elements affirmed in the ASCA National Model. The results identified gaps in the school counselors’ ability to embrace and implement the new vision of comprehensive school counseling during the initial stages of implementation and thus informed professional development needs.

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.

School Counselor Beliefs about ASCA National Model School Counseling Program Components Using the SCPCS

2008 ◽  
Vol 12 (1) ◽  
pp. 2156759X0801200
Author(s):  
Trish Hatch ◽  
Stuart F. Chen-Hayes
Keyword(s):  
School Counseling ◽  
School Counselor ◽  
Reliability And Validity ◽  
Counseling Program ◽  
Asca National Model ◽  
Program Component ◽  
School Counseling Program ◽  
National Model ◽  
Counselor Beliefs ◽  
Program Components

A study of 3,000 school counselors was undertaken to assess their beliefs about necessary components ofa school counseling program. This study was part of the database that the American School Counselor Association used to develop The ASCA National Model: A Framework for School Counseling Programs. The School Counseling Program Component Scale was developed for the study and demonstrated adequate reliability and validity as a measure of school counselor beliefs about school counseling program components. Suggestions for future school counselor research regarding school counseling program component beliefs are encouraged as the ASCA National Model® has been in use for over 5 years.

Advocacy in Action: The Use of Photovoice in School Counseling

2019 ◽  
Vol 23 (1) ◽  
pp. 2156759X1988588 ◽  
Author(s):  
Jaimie Stickl Haugen ◽  
Candice Neverve ◽  
Phillip L. Waalkes
Keyword(s):  
School Counseling ◽  
School Counselors ◽  
Social Action ◽  
School Counselor ◽  
School Partnerships ◽  
School Counseling Program ◽  
Comprehensive School Counseling ◽  
National Model ◽  
Practical Tool ◽  
University School Partnerships

Photovoice is an innovative approach that uses photography to promote empowerment and social action. Although photovoice has been recognized as a valuable intervention for youth, projects involving this approach primarily have been facilitated by university–school partnerships or community organizations. Aligned with the American School Counselor Association National Model, this article proposes photovoice as a practical tool that school counselors can incorporate into a comprehensive school counseling program to advocate for social action and change.

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