National Certification: Evidence of a Professional School Counselor?

2007 ◽  
Vol 10 (4) ◽  
pp. 2156759X0701000 ◽  
Author(s):  
Amy Milsom ◽  
Patrick Akos
Keyword(s):  
No Child Left Behind ◽  
School Counselors ◽  
School Counselor ◽  
Educational Programs ◽  
Professional School ◽  
Archival Data ◽  
Left Behind ◽  
Professional School Counselor ◽  
National Certification ◽  
The Relationship

National certification and the professionalism of school counselors are becoming more salient, particularly as a result of the No Child Left Behind Act. Archival data were used to examine the relationship between preparation at programs accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP) and national certification for school counselors. Significantly more individuals who obtained the National Certified Counselor credential were graduates of CACREP-accredited programs while the majority of school counselors who obtained the National Certified School Counselor credential were graduates of non-accredited programs. Implications for school counselors are examined.

Four Views of the Professional School Counselor-Principal Relationship: A Q-Methodology Study

2008 ◽  
Vol 11 (6) ◽  
pp. 2156759X0801100
Author(s):  
Christopher Janson ◽  
Matthew Militello ◽  
Natalie Kosine
Keyword(s):  
School Improvement ◽  
School Counselors ◽  
Q Methodology ◽  
School Counselor ◽  
Professional School ◽  
Professional Relationship ◽  
Professional School Counselor ◽  
The Relationship ◽  
School Improvement Initiatives ◽  
Interpersonal Collaboration

This study in this article investigated how school counselors and principals perceive their professional relationship. Q methodology was used to develop 45 opinion statements about the relationship between school counselors and principals, and 39 professional school counselors and principals then sorted the statements. Four factors emerged representing different viewpoints of this relationship. Each contained constructive attributes of the school counselor–principal relationship, but one factor exhibited an appreciation of the context of interpersonal collaboration along with the content of school improvement initiatives.

Socially Focused, Situationally Driven Practice: A Study of Distributed Leadership among School Principals and Counselors

2007 ◽  
Vol 17 (4) ◽  
pp. 409-442 ◽  
Author(s):  
Matthew Militello ◽  
Chris Janson
Keyword(s):  
School Counselors ◽  
Distributed Leadership ◽  
Q Methodology ◽  
School Counselor ◽  
School Principals ◽  
Professional Standards ◽  
Professional School ◽  
Professional Relationship ◽  
Leadership Framework ◽  
The Relationship

This study investigated how school counselors and principals perceive their professional relationship with each other. Specifically, it used Q methodology to develop 45 statements about the relationship between the school counselor and the principal. Subsequently, 39 professional school counselors and principals sorted the statements. Four factors emerged, each representing a distinct view of this relationship. The factors were analyzed using a distributed leadership framework. Although each factor contains constructive attributes of the school-counselor–principal relationship, one factor contains characteristics closely approximating the distributed leadership framework reflected in the literature and in the current school counselor and administrator professional standards.

Collective Self-Esteem and Burnout in Professional School Counselors

2005 ◽  
Vol 9 (1) ◽  
pp. 2156759X0500900 ◽  
Author(s):  
S. Kent Butler ◽  
Madonna G. Constantine
Keyword(s):  
School Counselors ◽  
School Counselor ◽  
Geographic Location ◽  
Self Esteem ◽  
Professional School ◽  
Professional Burnout ◽  
School Environments ◽  
Collective Self ◽  
Collective Self Esteem ◽  
The Relationship

The authors examined the relationship between collective self-esteem (i.e., the extent to which school counselors possess favorable perceptions of their professional or social group) and professional burnout in a sample of 533 school counselors. They also explored whether there were significant differences in professional burnout in school counselors by sex, geographic location of work setting, and number of years employed as a school counselor. Results indicated that higher collective self-esteem generally was associated with lower professional burnout. Moreover, the authors found that school counselors working in urban school envi-ronments reported significantly higher levels of burnout than did their peers working in other types of school environments. Furthermore, school counselors who had been employed in their roles for 20 years or longer reported higher levels of burnout than did their counterparts working fewer than 10 years. Implications of the findings are discussed.

Empowerment Theory for the Professional School Counselor: A Manifesto for What Really Matters

2007 ◽  
Vol 10 (4) ◽  
pp. 2156759X0701000
Author(s):  
Carlos P. Hipolito-Delgado ◽  
Courtland C. Lee
Keyword(s):  
School Counselors ◽  
School Counselor ◽  
Professional School ◽  
Empowerment Theory ◽  
Professional School Counselor ◽  
Professional School Counselors

Borrowing from the legacy of feminist and multicultural theories, various counseling fields have applied portions of empowerment theory to their work with oppressed clients. This article examines the main concepts associated with empowerment theory and provides important implications for professional school counselors.

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.

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

Managing the Quagmire of Counseling in a School: Bringing the Parents Onboard

2008 ◽  
Vol 11 (6) ◽  
pp. 2156759X0801100 ◽  
Author(s):  
Susan Norris Huss ◽  
Amanda Bryant ◽  
Suzanne Mulet
Keyword(s):  
School Counselors ◽  
Web Sites ◽  
School Counselor ◽  
School Setting ◽  
Professional School ◽  
School Counseling Program ◽  
Primary Responsibility ◽  
Professional School Counselor ◽  
Privileged Communication ◽  
E Mail

The American School Counselor Association's Ethical Standards for School Counselors respects parents’ rights and responsibilities toward their children and at the same time addresses confidentiality as the professional school counselor's primary responsibility. Educating parents and students about privacy, confidentiality, and privileged communication helps the professional school counselor avoid misunderstandings that impair the student-counselor relationship. By creating management agreements among administration, parents, students, and professional school counselors to clearly define the school counseling program, “agreed-upon conditions” can be determined, and an ethical environment and collaborative relationship are established. Providing information to parents and students about confidentiality through school Web sites, e-mail, public forums, printed media, and personal interactions will help ensure exposure to the concept of confidentiality within the school setting.

Missouri Professional School Counselors: Ratios Matter, Especially in High-Poverty Schools

2012 ◽  
Vol 16 (2) ◽  
pp. 2156759X0001600 ◽  
Author(s):  
Richard T. Lapan ◽  
Norman C. Gysbers ◽  
Bragg Stanley ◽  
Margaret E. Pierce
Keyword(s):  
Student Success ◽  
School Counselors ◽  
School Counselor ◽  
School Attendance ◽  
Professional School ◽  
Attendance Rates ◽  
High Poverty ◽  
High Poverty Schools ◽  
Professional School Counselor ◽  
Disciplinary Incidents

Results link lower student-to-school-counselor ratios to better graduation rates and lower disciplinary incidents across Missouri high schools. An interaction favorable for promoting student success in school was found between increasing percentages of students receiving free or reduced-price lunch and smaller student-to-school-counselor ratios. In high-poverty schools, those schools that met the ASCA criteria of having at least one professional school counselor for every 250 students had better graduation and school attendance rates, and lower disciplinary incidents.

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