Critical Incidents in the Development of Supportive Principals: Facilitating School Counselor-Principal Relationships

2007 ◽  
Vol 10 (4) ◽  
pp. 2156759X0701000
Author(s):  
Colette T. Dollarhide ◽  
Alexanderia T. Smith ◽  
Matthew E. Lemberger
Keyword(s):  
Qualitative Study ◽  
School Counseling ◽  
School Counselors ◽  
School Counselor ◽  
Critical Incidents ◽  
Effective Leadership ◽  
Counseling Program ◽  
Structured Interviews ◽  
School Counseling Program ◽  
Prior Experiences

The qualitative study in this article explores critical incidents that may facilitate the support a principal provides for a school counseling program. Through structured interviews, supportive principals are asked to reflect on their prior experiences with school counselors, their educational exposure to school counseling, and their recommendations for school counselors. Results suggest that by demonstrating effective leadership and systemic interactions, school counselors can foster relationships with principals that can help them expand their roles and their programs.

Producing Evidence to Show Counseling Effectiveness in the Schools

2006 ◽  
Vol 9 (4) ◽  
pp. 2156759X0500900
Author(s):  
Jeannine R. Studer ◽  
Aaron H. Oberman ◽  
Reagan H. Womack
Keyword(s):  
School Counseling ◽  
School Counselors ◽  
School Counselor ◽  
Assessment Instruments ◽  
Counseling Program ◽  
Training And Education ◽  
School Counseling Program ◽  
Step Model ◽  
School Counseling Programs ◽  
Testing Instruments

School counselors have been remiss in documenting how the school counseling program is an essential component to the growth of school-aged youth. As a result, school counseling programs and personnel either have been eliminated or school counselors have been assigned duties that do not reflect their training and education. Many school counselors complain that existing assessment instruments either are too expensive or do not adequately reflect the program objectives and goals. This article provides a step-by-step model for designing testing instruments that can be effective in producing data that reflect program or intervention results. An example of how a middle school counselor assessed her leadership program is included.

scholarly journals School Counselor Perceptions of a Comprehensive School Counseling Model and Implications for Practice

2020 ◽  
Vol 10 (2) ◽  
pp. 33-45
Author(s):  
Marva Brewington ◽  
Jason Kushner
Keyword(s):  
School Counseling ◽  
School Counselors ◽  
School Counselor ◽  
Comprehensive School ◽  
Counseling Program ◽  
School Students ◽  
School Counseling Program ◽  
Comprehensive School Counseling ◽  
Counselor Perceptions ◽  
School Counselor Perceptions

The study examined school counselor perceptions of the American School Counseling Association’s Comprehensive School Counseling Program (CSCP) on academic outcomes (better-reported grades and better-standardized scores) of middle school students with a focus on recommendations for the tasks and responsibilities of school counselors. The study was qualitative and used a phenomenological approach through semi-structured face-to-face interviews to provide inquiry into school counselors’ perceptions of an effective school counseling program.

scholarly journals Competence in Program Evaluation and Research Assessed by State School Counselor Licensure Examinations

2018 ◽  
Vol 22 (1) ◽  
pp. 2156759X1879383
Author(s):  
John C. Carey ◽  
Ian Martin ◽  
Karen Harrington ◽  
Michael S. Trevisan
Keyword(s):  
Program Evaluation ◽  
School Counseling ◽  
School Counselors ◽  
School Counselor ◽  
State School ◽  
Counseling Program ◽  
Licensure Examinations ◽  
School Counseling Program ◽  
Research Competencies

This study investigated how state licensure examinations address school counseling program evaluation and research. In the 31 states that require them, examinations gave little attention to measuring competencies associated with designing and conducting a program evaluation. We found variability in how these examinations addressed research competencies. These results indicate a need for greater clarity and understanding on the part of state examiners regarding what school counselors need to know and be able to do in terms of program evaluation and research.

Advocacy Without Adversity: Developing an Understanding of Micropolitical Theory to Promote a Comprehensive School Counseling Program

2021 ◽  
Vol 25 (1) ◽  
pp. 2156759X2110066
Author(s):  
Jeremy P. Oehrtman ◽  
Colette T. Dollarhide
Keyword(s):  
School Counseling ◽  
School Counselors ◽  
School System ◽  
School Counselor ◽  
Comprehensive School ◽  
Counseling Program ◽  
Counseling Profession ◽  
School Counseling Program ◽  
Comprehensive School Counseling ◽  
Micropolitical Theory

School counselors are urged to create systemic change within a school system by working as an advocate, leader, and collaborator within the school. Each of these roles requires a school counselor to be skilled in micropolitics and micropolitical literacy. This article explores the main concepts of micropolitical theory and its application to the school counseling profession. We also discuss the limitations and implications of this position.

The Transition of a School Counseling Program

2020 ◽  
pp. 225-246
Author(s):  
Sladjana Sandy Rakich ◽  
Sonia Rodriguez ◽  
Ronald Morgan
Keyword(s):  
School Counseling ◽  
School Counselors ◽  
Progress Monitoring ◽  
Teaching Effectiveness ◽  
Counseling Program ◽  
Online Program ◽  
Study Approach ◽  
School Counseling Program ◽  
Course Redesign ◽  
Online Setting

This chapter outlines the evolution of a Master of School Counseling Program from a traditional in-person model to an asynchronous online program with an integrated field experience component. It utilizes a case study approach to how this transition occurred with an overview of the process and strategies used for the program course redesign presented. The primary goal of the redesign efforts was to sustain efficient student instructor engagement in an online setting while training aspiring school counselors for the complex 21st century educational settings. This chapter also includes a brief literature review of best practices, rubrics used for program development, progress monitoring, and program assessment. Additionally, descriptive data that is presented illustrates the perspectives of adjunct faculty and students in regard to teaching effectiveness, student engagement and satisfaction in an asynchronous fast paced online program.

The School-Wide Cultural Competence Observation Checklist for School Counselors: An Exploratory Factor Analysis

2008 ◽  
Vol 11 (4) ◽  
pp. 2156759X0801100 ◽  
Author(s):  
Judith A. Nelson ◽  
Rebecca M. Bustamante ◽  
Eric D. Wilson ◽  
Anthony J. Onwuegbuzie
Keyword(s):  
Factor Analysis ◽  
Cultural Competence ◽  
School Counseling ◽  
School Counselors ◽  
Exploratory Factor Analysis ◽  
Counseling Program ◽  
School Counseling Program ◽  
Two Factors ◽  
Cultural Competence Assessment ◽  
Diverse Groups

This study was designed to assess the (score) construct-related validity of an instrument called the School-Wide Cultural Competence Observation Checklist (SCCOC). The instrument was developed to use as a tool in conducting culture audits as a means of assessing school-wide cultural competence, or how well a school's programs, policies, and practices reflect the perspectives and experiences of diverse groups. An exploratory factor analysis was used to identify the factor structure of the SCCOC. Results revealed that the SCCOC contained two factors that explained 72.1% of the total variance. These factors, called Policy (22 items) and Practice (11 items), yielded score reliability coefficients of .97 and .89, respectively. Recommendations for incorporating a school-wide cultural competence assessment as part of a school counseling program are then discussed.

scholarly journals Teachers' Perceptions and Experiences Consulting with School Counselors: A Qualitative Study

2016 ◽  
Vol 20 (1) ◽  
pp. 1096-2409-20.1. ◽  
Author(s):  
Blair Cholewa ◽  
Emily Goodman-Scott ◽  
Antoinette Thomas ◽  
Jennifer Cook
Keyword(s):  
Elementary School ◽  
Qualitative Study ◽  
Elementary School Teachers ◽  
School Counseling ◽  
School Counselors ◽  
School Counselor ◽  
School Teachers ◽  
Consultation Process ◽  
Teachers Perceptions ◽  
Teacher Consultation

School counselor-teacher consultation is an efficient strategy for school counselors to indirectly serve students on their caseload. Teachers' perceptions are crucial in examining this consultation process. This qualitative study examined elementary school teachers' perceptions and experiences of school counselor-teacher consultation. The researchers identified three themes: (a) school counselors prioritizing relationships, (b) school counselors taking initiative, and (c) school counselors' specialization. The researchers discuss implications for school counseling practice, including strategies for facilitating consultation with teachers.

scholarly journals An Occupation in Search of Identity—What Is School Counseling?

2020 ◽  
Vol 9 (5) ◽  
pp. 215
Author(s):  
Einat Heled ◽  
Nitza Davidovitch
Keyword(s):  
Professional Identity ◽  
School Counseling ◽  
School Counselors ◽  
School Counselor ◽  
Sense Of Self ◽  
Research Literature ◽  
Structured Interviews ◽  
Professional Career ◽  
Research Findings

This study will focus on the professional identity of school counseling, which is a key function in Israeli schools. Forming a professional identity is part of the process of professional development that begins with academic training and continues throughout one’s professional career. Professional identity distinguishes between different occupations and provides practitioners with a safe base that lets them better understand their work and form a team spirit within their field of occupation. The research literature indicates an association between one’s professional identity and her professional functioning and success, sense of stability, confidence, and pride in practicing the occupation. The professional identity of school counseling is related to gender. This is a predominantly female occupation and most of its practitioners in Israel are women. Few studies have been conducted on the professional identity of school counselors (Note 1) and its impact on the quality of their work. It appears that the definition of the school counselor’s role is neither clear nor unambiguous, both in Israel and elsewhere, and this affects the professional identity of counselors and the quality of their work. The current study included semi-structured interviews with 15 school counselors, in which they spoke about the structure of their work, their professional vision, satisfaction, and sense of self-fulfillment as a result of their job, as well as their professional self-efficacy. The research findings show that the structure of the counselor’s work, her role definition and workload, are related to her professional identity, including how she perceives the counseling occupation, her satisfaction and sense of self-fulfillment. Based on the interviews, no differences were found between the narratives of counselors with different levels of seniority in the profession with regard to professional identity, satisfaction, and self-fulfillment. The research findings indicate the need to define the school counseling occupation and its place in the school in order to help school counselors establish a clearer professional identity, with the aim of adapting the role to the challenges of the school system in the 21st century, in the world in general and in Israel in particular.

The Impact of School Counseling Supervision on Practicing School Counselors’ Self-Efficacy in Building a Comprehensive School Counseling Program

2019 ◽  
Vol 23 (1) ◽  
pp. 2156759X2094772
Author(s):  
Angela Tang
Keyword(s):  
School Counseling ◽  
School Counselors ◽  
Self Efficacy ◽  
School Counselor ◽  
Best Practice ◽  
Counseling Supervision ◽  
Model Framework ◽  
School Counseling Program ◽  
Quasi Experimental ◽  
The Impact

This quasi-experimental pretest/posttest study using the School Counseling Self-Efficacy Scale examined whether school-counseling-specific supervision increased self-efficacy related to school counseling best practice. The study included supervision of 24 practicing school counselors using the School Counseling Supervision Model framework. Supervision groups had significant increases in self-efficacy scores compared to nonparticipants ( p = .02), with a medium-to-large effect size ( d = .62). Findings suggest that school-counseling-specific supervision can increase school counselor self-efficacy related to professional practice.

scholarly journals School Counselor Roles and Opportunities in Promoting EcoWellness: Integrating Nature Connection in K–12 Settings

2018 ◽  
Vol 22 (1) ◽  
pp. 2156759X1983965
Author(s):  
Ryan F. Reese ◽  
Lindsay C. Webster ◽  
Kathy Biles
Keyword(s):  
School Counseling ◽  
School Counselors ◽  
School Counselor ◽  
Holistic Wellness ◽  
Counselor Preparation ◽  
School Communities ◽  
Nature Connection ◽  
School Counseling Program ◽  
School Counselor Preparation ◽  
K 12

Nature positively impacts holistic wellness and K–12 student learning, although this phenomenon has largely been unstudied in school counseling. School counselors are in a unique position to champion nature connection in school communities to promote holistic wellness and positive learning outcomes. This article introduces EcoWellness as a framework for strategically infusing nature throughout the comprehensive school counseling program. We discuss strategies for school counseling practice and implications for school counselor preparation and research.

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