Future School Principals’ Views of the Roles of Professional School Counselors

2007 ◽  
Vol 11 (1) ◽  
pp. 2156759X0701100
Author(s):  
Charles C. Chata ◽  
Larry C. Loesch
Keyword(s):  
School Counselors ◽  
Educational Administration ◽  
School Principals ◽  
Professional School ◽  
Asca National Model ◽  
National Model ◽  
Professional School Counselors ◽  
The University ◽  
University Council ◽  
Future School

A clinical simulation technique was used to investigate how future school principals view the roles of professional school counselors, particularly as those responsibilities are represented in the ASCA National Model®. The 244 respondents were principals-in-training (i.e., graduate students) officially enrolled in educational administration programs at member institutions of the University Council for Educational Administration. These principals-in-training were able to differentiate between appropriate and inappropriate roles of professional school counselors, and the results generally were independent of their demographic characteristics.

Informing Principals: The Impact of Different Types of Information on Principals’ Perceptions of Professional School Counselors

2009 ◽  
Vol 12 (4) ◽  
pp. 2156759X0901200
Author(s):  
Wade C. Leuwerke ◽  
Janice Walker ◽  
Qi Shi
Keyword(s):  
School Counselors ◽  
Professional School ◽  
System Support ◽  
Asca National Model ◽  
Different Types ◽  
National Model ◽  
Guidance Curriculum ◽  
Types Of Information ◽  
The Impact ◽  
Principals Perceptions

The study in this article provided principals with different types of information about professional school counseling and examined the impact on their perceptions. Results demonstrated that information about the ASCA National Model® influenced principals’ perceptions of the amount of time counselors should allocate to delivery of the guidance curriculum, system support, and responsive services, as well as ratings of the importance of performing inappropriate tasks in meeting the education mission of the school.

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.

In Search of a Knowledge Base to Guide Program Development in Educational Leadership

1992 ◽  
Vol 2 (4) ◽  
pp. 429-442 ◽  
Author(s):  
John C. Daresh
Keyword(s):  
Educational Leadership ◽  
Knowledge Base ◽  
Program Development ◽  
Educational Administration ◽  
Task Force ◽  
New Approach ◽  
Potential Sources ◽  
The University ◽  
University Council ◽  
Future School

Recently, the Executive Committee of the University Council for Educational Administration established a task force to study the issue of finding an appropriate knowledge base for educational administration (UCEA Review, 1991). This event underscores the fact that the field of educational administration is currently going through a period of great introspection. Simply stated, the goal is to improve practice, but that improvement must be based on a recognition of precisely what is the nature of the field. In this article, the search for a relevant knowledge base for the field of educational leadership is described. A number of potential sources for a knowledge base are identified. Finally, a newly-developed program in educational leadership at one university is presented to illustrate the way in which elements of the knowledge base have been incorporated into a new approach to the preparation of future school leaders.

Identifying and Intervening with Students Exhibiting Signs of Gaming Addiction and other Addictive Behaviors: Implications for Professional School Counselors

2011 ◽  
Vol 14 (4) ◽  
pp. 2156759X1101400 ◽  
Author(s):  
W. Bryce Hagedorn ◽  
Tabitha Young
Keyword(s):  
School Counselors ◽  
School Setting ◽  
Intervention Strategies ◽  
Professional School ◽  
Gaming Addiction ◽  
Addictive Behaviors ◽  
Professional School Counselors ◽  
Definition Of

This article discusses strategies professional school counselors can use to recognize and intervene with students who are presenting with signs of addictive behaviors. First, the authors present a definition of addictive behaviors. The authors then define and discuss the most common addictive behaviors impacting adolescents, with a special emphasis on gaming addiction. Finally, the article offers screening and intervention strategies that professional school counselors can use in the school setting.

Exploring the Work Experiences of School Counselors of Color

2013 ◽  
Vol 17 (1) ◽  
pp. 2156759X0001700 ◽  
Author(s):  
Colette T. Dollarhide ◽  
Nikol V. Bowen ◽  
Caroline A. Baker ◽  
Felice R. Kassoy ◽  
Renae D. Mayes ◽  
...  
Keyword(s):  
Grounded Theory ◽  
Qualitative Study ◽  
School Counselors ◽  
School Environment ◽  
Professional School ◽  
Work Experiences ◽  
Professional Experiences ◽  
Racial Experiences ◽  
Mitigating Factors ◽  
Professional School Counselors

In spite of research suggesting the importance of diverse professionals in education (Mattison & Aber, 2007), no studies have explored the professional experiences of school counselors of Color. In this exploratory grounded-theory qualitative study, researchers interviewed 19 school counselors of Color. Responses revealed both positive and negative racial experiences in the schools, with mitigating factors involving the school environment. Implications for professional school counselors include advocacy and allyhood.

scholarly journals Louisiana School Counselors’ Daily Activities and the ASCA National Model: A Complex History and a Hopeful Future

2021 ◽  
Vol 17 (5) ◽  
Author(s):  
Wendy D. Rock ◽  
Jennifer Curry
Keyword(s):  
Mixed Methods ◽  
Best Practices ◽  
School Counseling ◽  
School Counselors ◽  
State Policy ◽  
Daily Activities ◽  
Asca National Model ◽  
State Legislation ◽  
Developmental Models ◽  
National Model

This mixed methods, concurrent nested study was designed to explore the extent to which one state’s school counselors report daily activities that align to the ASCA National Model (ASCA, 2005, 2012, 2019). In spite of federal and state legislation, state policy, and a state model supporting best practices for school counseling, a significant number of school counselors in this study (approximately 25%) report barriers to implementing comprehensive, developmental models. These barriers include inordinate amounts of duty, testing, and coordination of specialized services. However, with nearly three out of four school counselors in the sample reporting knowing and implementing pieces of the ASCA National Model (ASCA, 2005, 2012, 2019), we remain hopeful for the future of school counseling in Louisiana.

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