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.

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.

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.

Mechanisms of Matriculation: School Counseling Resources and College Going for Latino Men

2021 ◽  
Vol 25 (1) ◽  
pp. 2156759X2110400
Author(s):  
Tracy Arámbula Ballysingh ◽  
Virginia Snodgrass Rangel ◽  
Eliaquin A. Gonell ◽  
Victor Benito Sáenz
Keyword(s):  
School Counseling ◽  
School Counselors ◽  
Social Reproduction ◽  
School Counselor ◽  
Future Research ◽  
Latino Men ◽  
Research And Practice ◽  
College Going ◽  
Latino Boys ◽  
11Th Grade

This study extends prior work on the college-going efforts of Latino boys and adolescents (Latinos) by examining the extent to which meeting with a school counselor is related to their college-going aspirations and whether they apply to and ultimately matriculate to college. The study utilizes social capital and social reproduction theories to hypothesize about school counselors’ role in Latinos’ postsecondary matriculation. Utilizing data from the High School Longitudinal Study of 2009, we used logistic regression to test the hypotheses that contact with a school counselor is related to an increased likelihood of intent to matriculate, application to 4-year institutions, and enrollment in college. We found that Latinos were just as likely as their White counterparts to aspire to college and just as likely to enroll if they applied. Moreover, those odds were not related to having visited a school counselor in ninth or 11th grade. We also found that Latinos who met with a school counselor in ninth grade were significantly less likely to apply to a 4-year institution while those who met with a counselor in 11th grade were significantly more likely to apply. We discuss the implications of our findings in light of existing research and make recommendations for future research and practice.

School Counselor Assignment in Secondary Schools

2009 ◽  
Vol 13 (1) ◽  
pp. 2156759X0901300
Author(s):  
Patrick Akos ◽  
Heidi Schuldt ◽  
Meg Walendin
Keyword(s):  
Secondary Schools ◽  
School Counselors ◽  
School Counselor ◽  
Professional School ◽  
Future Research ◽  
Research Directions ◽  
Secondary School Counselors ◽  
Significant Difference ◽  
Future Research Directions ◽  
Preliminary Study

Research has not yet begun to investigate the practice or impact of school counselor assignment. A preliminary study sought to explore the nature and consequences of school counselor assignment practices in secondary schools. Secondary school counselors from one large Southeastern school district were asked to complete a questionnaire created for the purpose of this study. The results suggest a significant difference between school counselor assignment at the middle and high school levels. Middle schools predominantly utilized grade-level assignment while high schools used alphabetical assignment. Distinct advantages and challenges were indicated by school counselors from each assignment type. Implications for professional school counselors and future research directions are provided.

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.

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.

School Counselors’ Emotional Intelligence and Its Relationship to Leadership

2017 ◽  
Vol 21 (1b) ◽  
pp. 2156759X1877298 ◽  
Author(s):  
Patrick R. Mullen ◽  
Daniel Gutierrez ◽  
Sean Newhart
Keyword(s):  
Emotional Intelligence ◽  
School Counseling ◽  
School Counselors ◽  
Self Efficacy ◽  
School Counselor ◽  
Future Research ◽  
Leadership Experiences ◽  
School Counselor Leadership ◽  
The Relationship

In this investigation, we examined the relationship between emotional intelligence, leadership self-efficacy (LSE), self-leadership, and leadership experiences among a sample of practicing school counselors. School counselors who reported higher levels of emotional intelligence also reported greater LSE, self-leadership, and leadership experiences. We discuss the implications of these findings for the practice of school counseling and potential future research on school counselor leadership.

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.

Who Sees the School Counselor for College Information? A National Study

2009 ◽  
Vol 12 (4) ◽  
pp. 2156759X0901200 ◽  
Author(s):  
Julia Bryan ◽  
Cheryl Holcomb-Mccoy ◽  
Cheryl Moore-Thomas ◽  
Norma L. Day-Vines
Keyword(s):  
School Counselors ◽  
School Counselor ◽  
Professional School ◽  
National Study ◽  
Future Research ◽  
High Poverty ◽  
College Information ◽  
Education Statistics ◽  
To Receive ◽  
Postsecondary Aspirations

Using the 2002 Educational Longitudinal Study database, a national survey conducted by the National Center of Education Statistics, the authors investigated the characteristics of students who seek out professional school counselors in order to receive college information. Results indicated that African Americans and female students were more likely to contact the school counselor for college information. In addition, students in high-poverty, large schools and schools with smaller numbers of counselors were less likely to seek school counselors for college information. School counselors’ postsecondary aspirations for students also impacted students’ contact with the school counselor. Implications for school counselors and future research are included.

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