scholarly journals Leadership Practices of School Counselors

2009 ◽  
Vol 13 (2) ◽  
pp. 2156759X0901300
Author(s):  
E. C. M. Mason ◽  
H. George McMahon
Keyword(s):  
School Counseling ◽  
School Counselors ◽  
Exploratory Study ◽  
Leadership Practices ◽  
Work Setting ◽  
Counseling Profession ◽  
School Population ◽  
Professional Licensure

Leadership is a vital skill called for by the school counseling profession. However, limited research has been done to examine how leadership is characterized by practicing school counselors. The purpose of the exploratory study in this article was to assess leadership practices of school counselors, and to analyze the relationships among demographics, experience, training, work setting, and leadership practices. Results presented are part of a larger study. Findings revealed that age, experience, size of school population, and professional licensure predicted leadership practices of school counselors.

scholarly journals Personal and Group Professional Identity in the 21st Century Case Study: The School Counseling Profession

2021 ◽  
Vol 10 (3) ◽  
pp. 64
Author(s):  
Einat Heled ◽  
Nitza Davidovitch
Keyword(s):  
Professional Identity ◽  
School Counseling ◽  
School Counselors ◽  
Sense Of Belonging ◽  
Counseling Profession ◽  
Professional Mobility ◽  
The Status ◽  
Research Findings ◽  
Role Boundaries

The current study focuses on the concept of professional identity in the school counseling profession, its definition and measurement. According to the definition in this study, the concept of “professional identity” is divided in two: personal professional identity, which is the practitioner’s sense of belonging to and solidarity with the profession, and group professional identity, which includes the features attributed to the profession, both by those who belong to it and by those who do not practice it, and makes it possible to discern between professions. The school counseling profession, occupied mainly by women, is contending with a lack of clarity regarding its role definition, role boundaries, and demands. Therefore, despite the change in the status of the profession in recent years, various issues impede the group professional identity of school counseling and the personal profession identity of its practitioners. This study is the first to examine the professional identity of school counselors on two levels: personal and group, among school counselors in Israel. The study included 174 school counselors who completed two professional identity scales constructed for the purpose of the study. Each scale underwent factor analysis, and a significant association was found between the two scales and the factors they comprised. The research findings indicate that the personal professional identity of school counselors is affected by their group professional identity, and vice versa. The research findings indicate the need to distinguish in future studies between personal and group professional identity, both in the school counseling profession and in other professions, particularly in a world characterized by professional mobility where current professions will become irrelevant while others will be in demand and there may be a need to define the personal and group professional identity of workers.

scholarly journals Exploring School Counselor Advocacy in the Career Development of Undocumented Latino Youth

2016 ◽  
Vol 8 (1) ◽  
pp. 70-88
Author(s):  
Cassandra A Storlie
Keyword(s):  
Career Development ◽  
School Counseling ◽  
School Counselors ◽  
Career Counseling ◽  
School Counselor ◽  
Latino Students ◽  
Latino Youth ◽  
Public Education System ◽  
Counseling Profession ◽  
Development Objectives

School counselors working on career development objectives with undocumented Latino youth have unique challenges that can inform and improve advocacy efforts within the counseling profession. With approximately two million undocumented Latino students in the U.S. public education system (Passel, 2006; Passel and Cohn, 2011), school counselors are faced with unique challenges in providing and advocating for career services to this marginalized group. This qualitative study explored the experiences of 16 school counselors providing career counseling to undocumented Latino students within six states with the highest populations of undocumented Latinos. Using grounded theory methodology (Patton, 2002, Corbin and Strauss, 2008) results generated salient themes in how school counselors understand the barriers facing undocumented Latino youth and provided important insights into how the school counseling profession can improve advocacy for this population.

School Counselors Deliver Information about School Counseling and their Work: What Professional Message is Conveyed?

2014 ◽  
Vol 18 (1) ◽  
pp. 2156759X0001800
Author(s):  
Aviva Shimoni ◽  
Lori Greenberger
Keyword(s):  
School Counseling ◽  
School Counselors ◽  
Electronic Media ◽  
School Staff ◽  
Counseling Profession ◽  
Professional Profile

This study examined the extent to which 99 school counselors delivered information to stakeholders about their profession and work via various channels. Results showed that information was mainly delivered via routine encounters within the school while the use of a pre-arranged manner and electronic media were less frequent. School counselors’ work information tended to be delivered to the school staff rather than to pupils, parents/guardians, and community. To the least extent, school counselors delivered information about their professional profile. The authors discuss the importance of delivering information in the advocacy of the counseling profession.

The Privatization of School Counseling

2018 ◽  
Author(s):  
Cass Dykeman
Keyword(s):  
Public Education ◽  
School District ◽  
Service Quality ◽  
School Counseling ◽  
School Counselors ◽  
The State ◽  
School Systems ◽  
Counseling Profession ◽  
District Superintendents

There is a growing movement toward privatization of part or all of public education worldwide. Although privatization in education continues to grow, there has been no study of the extent of this movement in school counseling. All 300 school district superintendents in the state of Washington were surveyed anonymously concerning the extent of privatized counseling within their schools. The empirical findings suggest that privatization is already a reality in the school counseling profession. Thus, further research on the questions that emerged from this study is important because of the nature of the ethical, economic, and service quality challenges that privatization seems to pose for school counselors and school systems.

Advocacy Without Adversity: Developing an Understanding of Micropolitical Theory to Promote a Comprehensive School Counseling Program

2021 ◽  
Vol 25 (1) ◽  
pp. 2156759X2110066
Author(s):  
Jeremy P. Oehrtman ◽  
Colette T. Dollarhide
Keyword(s):  
School Counseling ◽  
School Counselors ◽  
School System ◽  
School Counselor ◽  
Comprehensive School ◽  
Counseling Program ◽  
Counseling Profession ◽  
School Counseling Program ◽  
Comprehensive School Counseling ◽  
Micropolitical Theory

School counselors are urged to create systemic change within a school system by working as an advocate, leader, and collaborator within the school. Each of these roles requires a school counselor to be skilled in micropolitics and micropolitical literacy. This article explores the main concepts of micropolitical theory and its application to the school counseling profession. We also discuss the limitations and implications of this position.

scholarly journals School Counselor Educators as Educational Leaders Promoting Systemic Change

2009 ◽  
Vol 13 (2) ◽  
pp. 2156759X0901300
Author(s):  
H. George McMahon ◽  
E. C. M. Mason ◽  
Pamela O. Paisley
Keyword(s):  
Student Success ◽  
School Counseling ◽  
School Counselors ◽  
School Counselor ◽  
Systemic Change ◽  
Educational Leaders ◽  
Counselor Educators ◽  
Counseling Profession ◽  
Essential Skills

If the full impact of the transformation of the school counseling profession is to be enacted, it is incumbent upon school counselor educators to model the same skills and professional mindset that are expected of practicing school counselors. Specifically, school counselor educators can serve as leaders within their educational communities in order to promote systemic change that will remove barriers to student success. The notion of school counselor educators as educational leaders represents a philosophical and behavioral congruence that churns the professional ecosystem, from the professor to the practitioner to the P-12 student. This article outlines the role that school counselor educators can play in modeling leadership and other essential skills for the profession.

Empowering Marginalized Parents

2017 ◽  
Vol 21 (1b) ◽  
pp. 2156759X1877358 ◽  
Author(s):  
Jungnam Kim ◽  
Kathryn Fletcher ◽  
Julia Bryan
Keyword(s):  
School Counseling ◽  
School Counselors ◽  
Leadership Practices ◽  
School Counselor ◽  
Case Vignette ◽  
Parent Empowerment ◽  
Leadership Framework ◽  
Empowerment Model ◽  
School Counselor Leadership ◽  
Counseling Practices

We describe a parent empowerment model focused on how school counselors facilitate empowerment of parents, especially marginalized parents, to support and advocate for their children. Based on Young and Bryan’s school counselor leadership framework, the parent empowerment model was designed to guide school counselors in developing programs that help marginalized parents become actively involved in their children’s education. We present school counselor leadership practices that foster empowerment for marginalized parents with an example case vignette and discuss implications for school counseling practices.

Effect Factors of School Counseling conceived by School Counselors

2015 ◽  
Vol 16 (3) ◽  
pp. 57-85
Author(s):  
Jeong-yi Ryu ◽  
Ji-young Hong ◽  
Jin-hee Kim
Keyword(s):  
School Counseling ◽  
School Counselors ◽  
Effect Factors

Growth in Middle School Students’ Curiosity, Executive Functioning, and Academic Achievement: Results From a Theory-Informed SEL and MBI School Counseling Intervention

2021 ◽  
Vol 24 (1_part_3) ◽  
pp. 2156759X2110076
Author(s):  
Matthew E. Lemberger-Truelove ◽  
Peggy L. Ceballos ◽  
Citlali E. Molina ◽  
Kira J. Carbonneau
Keyword(s):  
Middle School ◽  
Academic Achievement ◽  
Middle School Students ◽  
Executive Functioning ◽  
School Counseling ◽  
School Counselors ◽  
School Students ◽  
Delayed Treatment ◽  
Counseling Intervention ◽  
Randomized Design

The authors investigated a combined social and emotional learning and mindfulness-based intervention as delivered by school counselors to students in classrooms and their teachers using consultation practices. The study used a cluster-randomized design at the classroom level, with an ethnically diverse sample of 109 middle school students divided between treatment and delayed treatment groups. Analyses found significant intervention effects for the treatment group in students’ changes in stress tolerance, social curiosity, executive functioning (i.e., shift, plan and organize, and task monitoring), and academic achievement (i.e., mathematics, science, English, and social studies). Implications of these findings evince how theory-informed school counseling can contribute to important outcomes in educational settings.

Capitalizing on Cultural Assets: Community Cultural Wealth and Immigrant-Origin Students

2020 ◽  
Vol 24 (1) ◽  
pp. 2156759X2097365
Author(s):  
Lucy L. Purgason ◽  
Robyn Honer ◽  
Ian Gaul
Keyword(s):  
School Counseling ◽  
School Counselors ◽  
Culturally Responsive ◽  
The United States ◽  
Community Cultural Wealth ◽  
Emotional Needs ◽  
Social Emotional ◽  
Future Directions ◽  
Cultural Wealth ◽  
College And Career

Nearly one of four students enrolled in public school in the United States is of immigrant origin. School counselors are poised to support immigrant-origin students with academic, college and career, and social/emotional needs. This article introduces how community cultural wealth (CCW), a social capital concept focusing on the strengths of immigrant-origin students, brings a culturally responsive lens to multitiered system of supports interventions identified in the school counseling literature. We present case studies highlighting the implementation of CCW and discuss implications and future directions for school counseling practice.

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