School Counselor Action Research: A Case Example

2009 ◽  
Vol 12 (6) ◽  
pp. 2156759X0901200
Author(s):  
Leslie Luck ◽  
Linda Webb
Keyword(s):  
Action Research ◽  
Student Outcomes ◽  
School Counselor ◽  
Florida Comprehensive Assessment Test ◽  
Counseling Program ◽  
Math Scores ◽  
School Counseling Program ◽  
Achievement Outcomes ◽  
Reading And Math ◽  
Research Achievement

Achievement outcomes for students participating in a school counselor-led Student Success Skills intervention were investigated. Students in Grades 4 and 5 in a single school participated in the action research. Achievement outcomes were measured using the Florida Comprehensive Assessment Test. Students who participated in the intervention showed greater mean improvement in reading and math scores than students at the district or state levels. The authors describe how sharing improved student outcomes led to a decrease in duties assigned to the school counselor unrelated to facilitating the school counseling program and a greater appreciation and respect for contributions of the school counselor.

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.

Development and Initial Investigation of the School Counseling Program Evaluation Scale

2008 ◽  
Vol 11 (4) ◽  
pp. 2156759X0801100
Author(s):  
Susan C. Whiston ◽  
O. Tolga Aricak
Keyword(s):  
Program Evaluation ◽  
Social Development ◽  
School Counseling ◽  
School Counselor ◽  
Goodness Of Fit ◽  
Academic Career ◽  
National Standards ◽  
Counseling Program ◽  
School Counseling Program ◽  
School Counseling Programs

This article evaluates the initial psychometric qualities of the School Counseling Program Evaluation Survey (SCoPES). SCoPES is a 64-item instrument designed to correspond to The National Standards for School Counseling Programs (Campbell & Dahir, 1997). Coefficient alphas on the overall score and the three subscales (i.e., Academic, Career, and Personal/Social Development) were all above .90. All items had significant factor loadings with the specified subscales. The loadings for Academic Development were .38 to .79; for Career Development, .42 to .78; and for Personal/Social Development, .36 to.70. The indexes of goodness-of-fit supported a three-factor instrument. Additionally, students with more contacts with their school counselor reported more career competencies than did students who had never met with a counselor.

scholarly journals The Human and Existential Approach to Improve Students’ Emotional Intelligence in School Counseling Program

Konselor ◽  
2020 ◽  
Vol 9 (1) ◽  
Author(s):  
Reza Fahlevi
Keyword(s):  
Emotional Intelligence ◽  
School Counselor ◽  
Human Beings ◽  
Counseling Program ◽  
School Counseling Program ◽  
Library Research ◽  
Existential Approach ◽  
Professional Counselor ◽  
Emotional Intellegence ◽  
Destructive Behaviors

Emotional Intelligence is highly necessary aspect that covers students’ ability to use their emotion effectively in the learning process. Good Emotional Intelligence provides the students with appropriate ability which can help them take the best decision for their future. The lack of Emotional Intelligence often makes students feel stressed and depressed. It leads the students to destructive behaviors such as uncontrolable anger, lack of decision-making ability, and despair. Therefore, the students need to be trained to recognize, control, and develop their Emotional Intelligence in a positive way. This research is a library research, which is done by searching, reading, studying, and analyzing the content of related books and various supporting literature. Based on the research, it is concluded that school plays an important role to provide a professional counselor who can help the students improve their Emotional Intellligence effectively. The counselor is expected to have various approaches in developing student Emotional Intellegence, one of which is Humanistic and Existential Approach. This approach covers essential concepts the students have as human beings, such as what they are meant to be and what potentials they have. Through this approach, a school counselor can help students understand more about managing and controlling emotion in a positive way. 

scholarly journals Implementasi Permendikbud No. 111 Tahun 2014 dan Implikasinya terhadap Kompetensi dan Uraian Tugas Guru Bimbingan Konseling

2017 ◽  
Vol 2 (1) ◽  
pp. 44
Author(s):  
Riskiyah Riskiyah
Keyword(s):  
Literature Review ◽  
School Counseling ◽  
School Counselor ◽  
Comprehensive School ◽  
Counseling Program ◽  
Job Description ◽  
School Counseling Program ◽  
Comprehensive School Counseling ◽  
Alternate Model ◽  
Comprehensive School Counseling Program

AbstrakArtikel ini berisi ulasan mengenai seperangkat tugas guru BK dalam implementasi program bimbingan dan konseling berdasarkan Permen Dikbud No 111 Tahun 2014, untuk melakukan tugas-tugas tersebut ada seperangkat kompetensi yang harus dimiliki oleh guru BK. Ulasan tugas dan syarat kompetensi berikut merupakan hasil dari pengkajian literatur tentang program bimbingan dan konseling komprehensif. Disajikan pula sistematika dalam mengimplementasikan keempat komponen program beserta konten dan strategi layanan yang telah digunakan selama dua tahun di SMA Negeri 2 Sumenep. Gagasan ini dapat menjadi alternatif model dalam mengembangkan program BK seperti yang diamanatkan dalam Permen Dikbud No 111 Tahun 2014. AbstractThis article describes about a set of school counselor duty regard to implementation of school counseling program according to Permen Dikbud No 111 Tahun 2014, in order to conduct the duties there is a set of competencies which is every counselor should have. The following job description and competencies is yield of many literature review about comprehensive school counseling program. Additionally there is an example of how to implement the four component of counseling program with some content and techniques that have been applied since last two years ago in SMA Negeri 2 Sumenep, this concept can be an alternate model in order to develop school counseling program according to Permen Dikbud No 111 Tahun 2014. 

School Counselor Beliefs about ASCA National Model School Counseling Program Components Using the SCPCS

2008 ◽  
Vol 12 (1) ◽  
pp. 2156759X0801200
Author(s):  
Trish Hatch ◽  
Stuart F. Chen-Hayes
Keyword(s):  
School Counseling ◽  
School Counselor ◽  
Reliability And Validity ◽  
Counseling Program ◽  
Asca National Model ◽  
Program Component ◽  
School Counseling Program ◽  
National Model ◽  
Counselor Beliefs ◽  
Program Components

A study of 3,000 school counselors was undertaken to assess their beliefs about necessary components ofa school counseling program. This study was part of the database that the American School Counselor Association used to develop The ASCA National Model: A Framework for School Counseling Programs. The School Counseling Program Component Scale was developed for the study and demonstrated adequate reliability and validity as a measure of school counselor beliefs about school counseling program components. Suggestions for future school counselor research regarding school counseling program component beliefs are encouraged as the ASCA National Model® has been in use for over 5 years.

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