School Counselor Dispositions as Predictors of Data Usage

2009 ◽  
Vol 12 (5) ◽  
pp. 2156759X0901200
Author(s):  
Cheryl Holcomb-Mccoy ◽  
Gonzalez Ileana ◽  
Johnston Georgina
Keyword(s):  
School Counselors ◽  
Self Efficacy ◽  
School Counselor ◽  
Professional School ◽  
Data Usage ◽  
Change Commitment ◽  
Survey Results ◽  
Professional School Counselors ◽  
K 12 ◽  
General Self Efficacy

This article examined school counselor dispositions (e.g., general self-efficacy, counselor self-efficacy, openness to change, commitment to counseling improvement/professional development) that predict data usage among K-12 professional school counselors. For the study, 130 professional school counselors from Maryland and Virginia completed the School Counselor Attribute and Data Usage Survey. Results indicated that school counselor self-efficacy and general self-efficacy best predict school counselor data usage.

scholarly journals The ACA Advocacy Competencies: A Social Justice Advocacy Framework for Professional School Counselors

2007 ◽  
Vol 11 (2) ◽  
pp. 2156759X0701100 ◽  
Author(s):  
Manivong J. Ratts ◽  
Lorraine DeKruyf ◽  
Stuart F. Chen-Hayes
Keyword(s):  
School Counseling ◽  
School Counselors ◽  
School Counselor ◽  
Change Agent ◽  
Professional School ◽  
Social Justice Advocacy ◽  
American Counseling Association ◽  
Access And Equity ◽  
Professional School Counselors ◽  
K 12

The recent endorsement of the advocacy competencies by the American Counseling Association signals their relevance to the school counseling profession. This article outlines the importance of being a social change agent, the value of advocacy in K-12 schools, and how school counselors can use the advocacy competencies as a framework for promoting access and equity for all students. Implications for professional school counselors and school counselor educators in using the advocacy competencies are also addressed.

Supportive Learning Communities and the Transformative Role of Professional School Counselors

2008 ◽  
Vol 12 (2) ◽  
pp. 2156759X0801200
Author(s):  
Christopher A. Sink ◽  
Cher Edwards
Keyword(s):  
Learning Communities ◽  
School Counselors ◽  
School Counselor ◽  
Multicultural Competency ◽  
Professional School ◽  
School Counseling Programs ◽  
Comprehensive School Counseling ◽  
Comprehensive School Counseling Programs ◽  
Caring Communities ◽  
Professional School Counselors

This article considers some of the key processes and methods needed to reenvision and transform comprehensive school counseling programs (CSCPs) as strengths-based, prevention-focused learning communities. Specifically, following a discussion of evidence-based “school as community” models found in the literature and how they relate, in part, to the American School Counselor Association's (2005) CSCP framework, professional school counselors are provided with effective techniques to assess student resiliency characteristics and enhance multicultural competency to support and maintain their CSCPs as caring communities of learning.

scholarly journals Examining Graduate Student Engagement in Counseling Services with Diverse Populations in P-12 Education

2017 ◽  
Vol 19 (3) ◽  
pp. 103
Author(s):  
Shyrea J. Minton
Keyword(s):  
School Counselors ◽  
Counselor Training ◽  
Multicultural Counseling ◽  
School Counselor ◽  
Professional School ◽  
Multicultural Counseling Competence ◽  
Counselors In Training ◽  
Counseling Competency ◽  
Professional School Counselors ◽  
Cross Cultural Counseling

Given the continued diversification of P-12 education, it is imperative for professional school counselors to possess multicultural counseling competency in order to effectively engage diverse students in counseling. Thus, it is relevant to examine the preparation of professional school counselors-in-training related to multicultural and social justice counseling competency. This study explores the multicultural counseling competence of five professional school counselors-in-training and offers recommendations for counselor educators teaching cross-cultural counseling courses and coordinating school counselor training programs. 

The Culturally Connected School Counselor

2021 ◽  
pp. 417-437
Author(s):  
Tracy Ann Peed ◽  
Helena Stevens
Keyword(s):  
School Counselors ◽  
Small Groups ◽  
Cultural Awareness ◽  
School Counselor ◽  
Professional School ◽  
Self Awareness ◽  
Community Members ◽  
Individual System ◽  
Culturally Connected ◽  
K 12

The aim of this chapter is to facilitate knowledge, skills, and dispositions related to cultural awareness and multicultural competence for professional school counselors (PSCs) who serve various stakeholders in K-12 schools (students, teachers, administrators, staff, caregivers, and community members). While reading the chapter, PSCs with assess their own self-awareness and understanding related to their own multifaceted cultural identities and consider cultural intersections with, and differences from, those they serve. As a result of this exploration, they will be better able to plan culturally alert interventions at a myriad of levels with; individuals, small groups, classrooms, and school wide. Furthermore, by developing a keen social justice lens they will increase their ability to recognize oppression in K-12 school; be better equipped to facilitate dialogue between various groups; plan culturally aware interventions with students, staff, and community; and engage in advocacy on various levels (individual, system, and public arenas) to create systemic change.

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.

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

The Culturally Connected School Counselor

2020 ◽  
pp. 96-116
Author(s):  
Tracy Ann Peed ◽  
Helena Stevens
Keyword(s):  
School Counselors ◽  
Small Groups ◽  
Cultural Awareness ◽  
School Counselor ◽  
Professional School ◽  
Self Awareness ◽  
Community Members ◽  
Individual System ◽  
Culturally Connected ◽  
K 12

The aim of this chapter is to facilitate knowledge, skills, and dispositions related to cultural awareness and multicultural competence for professional school counselors (PSCs) who serve various stakeholders in K-12 schools (students, teachers, administrators, staff, caregivers, and community members). While reading the chapter, PSCs with assess their own self-awareness and understanding related to their own multifaceted cultural identities and consider cultural intersections with, and differences from, those they serve. As a result of this exploration, they will be better able to plan culturally alert interventions at a myriad of levels with; individuals, small groups, classrooms, and school wide. Furthermore, by developing a keen social justice lens they will increase their ability to recognize oppression in K-12 school; be better equipped to facilitate dialogue between various groups; plan culturally aware interventions with students, staff, and community; and engage in advocacy on various levels (individual, system, and public arenas) to create systemic change.

Meeting the Holistic Needs of Students: A Proposal for Spiritual and Religious Competencies for School Counselors

2013 ◽  
Vol 17 (1) ◽  
pp. 2156759X0001700 ◽  
Author(s):  
Tyler M. Kimbel ◽  
Rita Schellenberg
Keyword(s):  
School Counselors ◽  
School Counselor ◽  
Professional School ◽  
Counseling Program ◽  
American School Counselor Association ◽  
Professional Counselors ◽  
School Counseling Program ◽  
Religious Issues ◽  
Comprehensive School Counseling ◽  
K 12

Authors discuss the importance of school counselors addressing spiritual and religious issues in ethically meeting the developmental and cultural needs of K-12 students. Domains of spiritual and religious competence for professional counselors, published by the Association for Spiritual, Ethical, and Religious Values in Counseling (ASERVIC, 2009), are examined in relation to their relevance for professional school counselors. The authors introduce expert-reviewed Spiritual and Religious Competencies for School Counselors to supplement the American School Counselor Association (ASCA) School Counselor Competencies (ASCA, 2012). Implications for practice are presented along with strategies for integrating the competencies into a comprehensive school counseling program.

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