Stretching Leadership: A Distributed Perspective for School Counselor Leaders

2009 ◽  
Vol 13 (2) ◽  
pp. 2156759X0901300
Author(s):  
Chris Janson ◽  
Carolyn Stone ◽  
Mary Ann Clark
Keyword(s):  
School Leadership ◽  
School Counseling ◽  
School Counselors ◽  
Distributed Leadership ◽  
School Counselor ◽  
Counseling Students ◽  
Individual Responsibility ◽  
Counseling Practice ◽  
Multiple Leaders

Leadership is a central role of the school counselor. However, this role is often intimidating to school counselors and school counseling students when viewed as a solitary undertaking. In contrast to the view that leadership is an individual responsibility, the distributed leadership perspective offers a counterview in which school leadership is stretched over multiple leaders. The application of the distributed leadership perspective to school counseling practice might serve to alleviate school counselor apprehension regarding leadership, while contributing to an understanding of “how” this leadership occurs, as well as how it might be improved.

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.

New Counselors' Leadership Efforts in School Counseling: Themes from a Year-Long Qualitative Study

2008 ◽  
Vol 11 (4) ◽  
pp. 2156759X0801100
Author(s):  
Colette T. Dollarhide ◽  
Donna M. Gibson ◽  
Kelli A. Saginak
Keyword(s):  
Qualitative Study ◽  
Counselor Education ◽  
School Counseling ◽  
School Counselors ◽  
Long Range ◽  
School Counselor ◽  
Temporal Context ◽  
Counseling Practice ◽  
The Future

Leadership requires long-term commitment and a long-range vision of the future. As school counselors are called on to provide leadership, it becomes important to understand the temporal context of school counseling leadership. To accomplish this, a year-long qualitative study was designed in which the authors interviewed five new counselors who agreed to engage in leadership. In this article, the results of these interviews are presented and discussed in terms of school counseling practice and school counselor education.

The Assessment of School Counseling Competencies as a Tool to Support School Counseling Students, Supervisors, and Training Programs

2021 ◽  
Vol 25 (1) ◽  
pp. 2156759X2098105
Author(s):  
Glenn W. Lambie ◽  
Jaimie Stickl Haugen
Keyword(s):  
School Counseling ◽  
School Counselors ◽  
School Counselor ◽  
Academic Career ◽  
Counseling Students ◽  
Counseling Competencies ◽  
Counselors In Training ◽  
Developmental Needs ◽  
Counseling Trainees ◽  
Counseling Professionals

The Assessment of School Counseling Competencies (ASCC) is a measure designed to assess school counseling trainees’ student learning outcomes in four domains: (a) school counseling program development; (b) academic, career, and social/emotional student services; (c) evaluation and assessment; and (d) professional dispositions and behaviors. The ASCC aligns with standards from the Council for Accreditation of Counseling and Related Educational Programs and the American School Counselor Association, supporting sound evaluation processes and continuous programmatic improvement. This article (a) reviews the developmental needs of school counselors in training and the importance of sound evaluation measures; (b) introduces the ASCC as a tool to promote the development of reflective, ethical, and effective school counseling professionals; and (c) offers implications of the ASCC for quality program evaluation and research.

scholarly journals School Counselor Experiences of Response to Intervention With English Learners

2018 ◽  
Vol 22 (1) ◽  
pp. 2156759X1985948
Author(s):  
Leonissa V. Johnson ◽  
E Mackenzie Shell ◽  
Malti Tuttle ◽  
LaVonna Groce
Keyword(s):  
Response To Intervention ◽  
School Counseling ◽  
School Counselors ◽  
English Learners ◽  
School Counselor ◽  
Phenomenological Study ◽  
Counseling Practice ◽  
Key Stakeholders

Although school counselors participate in response to intervention (RTI), little research describes the unique opportunities and challenges encountered in RTI with English learners (ELs). This phenomenological study explored the experiences of school counselors engaging in RTI for ELs. The researchers identified three themes: (a) key stakeholders impacting RTI for ELs, (b) school counselors advocating for ELs in RTI, and (c) challenges distinguishing language from learning. We include implications for school counseling practice and research.

scholarly journals The Most Common Cases and Counseling Approaches in School Counseling –An Istanbul Sample-

2016 ◽  
Vol 6 (3) ◽  
pp. 53-60
Author(s):  
Kamile Gamze Yaman ◽  
Derya Eryiğit
Keyword(s):  
School Counseling ◽  
School Counselors ◽  
Random Sampling ◽  
School Counselor ◽  
Counseling Students ◽  
High School Counselors ◽  
Public And Private ◽  
Theoretical Approaches ◽  
One Year ◽  
Structured Questionnaire

The aim of this study is to find out numerous situations and counseling approaches that school counselors are likely to encounter during their training and the first five years of practice. We believe that attention to the various theoretical approaches that can be applied to resolve different cases will better prepare school counselors to deal with each dilemma using an efficient approach to school counseling. Thus it is important to know the most common cases seen and counseling approaches used in school counseling to prepare school counseling students to the profession. In order to achieve data about school counseling cases and approaches, fourteen high school counselors from public and private schools are interviewed with semi structured questionnaire prepared by researchers. School counselors are asked about the cases that they see the most, the approaches that they use with these cases, support systems that they seek for and therapy trainings that they take after their graduation from college.  Study group is settled with random sampling from schools in different districts of Istanbul that have school counselor with at least one year experience. The results are analyzed with thematic analysis. Key words: school counseling, counseling cases, counseling approaches, school counselor education.     

Cyber-Communication: Finding its Place in School Counseling Practice, Education, and Professional Development

2006 ◽  
Vol 9 (4) ◽  
pp. 2156759X0500900
Author(s):  
Felicia L. Wilczenski ◽  
Susan M. Coomey
Keyword(s):  
Professional Development ◽  
School Counseling ◽  
School Counselors ◽  
School Counselor ◽  
New Technologies ◽  
Computer Mediated Communication ◽  
School Personnel ◽  
Counselor Educators ◽  
Mediated Communication ◽  
Counseling Practice

Cyber- or computer-mediated communication is transforming school counselor education in curriculum delivery, supervision, and professional development, as well as changing the nature of interactions among counselors, school personnel, parents, counselor educators, students, and field supervisors. This article describes how new technologies are influencing school counseling practice and helping counselor educators to train the next generation of school counselors. The article encourages a critical dialogue about the issues, ethics, and unanswered questions pertaining to the use of computer technology in school counselor practice and education.

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.

An Examination of the Role of Online Technology in School Counseling

2014 ◽  
Vol 18 (1) ◽  
pp. 2156759X0001800 ◽  
Author(s):  
Tracy M. Steele ◽  
Darlene E. Jacokes ◽  
Carolyn B. Stone
Keyword(s):  
School Counselors ◽  
School Counselor ◽  
National Study ◽  
American School Counselor Association ◽  
Beliefs And Practices ◽  
Professional Boundaries ◽  
Online Technology ◽  
Online Technologies ◽  
Mitigating Factors

A national study conducted with the members of the American School Counselor Association (ASCA) database examined school counselors’ utilization of online technologies. The researchers also explored beliefs and practices and examined mitigating factors such as school counselors’ background, training, and experience. Training impacted counselors’ belief in the advantages of technology and their level of comfort. Females were significantly more likely to blur personal and professional boundaries irrespective of their training. The article discusses implications for school counselors.

Advocacy in the IEP Process: Strengths-Based School Counseling in Action

2008 ◽  
Vol 12 (2) ◽  
pp. 2156759X0801200 ◽  
Author(s):  
Jill A. Geltner ◽  
Teresa N. Leibforth
Keyword(s):  
Special Education ◽  
School Counseling ◽  
School Counselors ◽  
Family Involvement ◽  
School Counselor ◽  
Student Support Team ◽  
National Model ◽  
Iep Process ◽  
504 Plan ◽  
Special Education Process

As the number of students in schools receiving special education services rises, the need for advocacy for these students increases as well. Because school counselors already possess specialized training beneficial to all stakeholders in the special education process, the potential for school counselors’ role in the Individualized Education Plan (IEP) process is quickly increasing. This article addresses how school counselors can collaborate with teachers and special education teams in the IEP, 504 plan, and other student support team processes. School counselors can model positive communication and assist the team in identifying student and environmental strengths while also increasing family involvement. Specific ways that school counselors can collaborate with planning teams are discussed and direct links are made to Strength-Based School Counseling (Galassi & Akos, 2007) and the ASCA National Model® (American School Counselor Association, 2005).

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.

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