School Counselor Program Choice and Self-Efficacy: Relationship to Achievement Gap and Equity

2010 ◽  
Vol 13 (3) ◽  
pp. 2156759X1001300
Author(s):  
Nancy Bodenhorn ◽  
Edward W. Wolfe ◽  
Osaro E. Airen
Keyword(s):  
Achievement Gap ◽  
School Counselors ◽  
Self Efficacy ◽  
School Counselor ◽  
Achievement Gaps ◽  
National Study ◽  
American School Counselor Association ◽  
American School ◽  
Program Approach ◽  
Gap Data

This article reports the results of a national study of American School Counselor Association members (N = 860). Information includes level of school counselor self-efficacy, type of program, status of achievement gap, and equity in their schools. School counselors with higher self-efficacy were more aware of achievement gap data, and school counselors who indicated a program approach and high self-efficacy were more likely to report narrowing achievement gaps. One fifth reported no awareness of achievement gap data. Implications for school counselors are included.

Teacher Perceptions of the Professional School Counselor Role: A National Study

2009 ◽  
Vol 12 (5) ◽  
pp. 2156759X0901200
Author(s):  
Summer M. Reiner ◽  
Robert D. Colbert ◽  
Rachelle Pérusse
Keyword(s):  
Teacher Perceptions ◽  
School Counselors ◽  
National Survey ◽  
School Counselor ◽  
Professional School ◽  
National Study ◽  
American School Counselor Association ◽  
American School ◽  
Counselor Role ◽  
Professional School Counselor

In a national survey, teachers were asked about their perceptions of the professional school counselor role as defined by the American School Counselor Association (ASCA, 2005). Teachers were questioned about the extent that they believed that school counselors should engage in and were engaged in a variety of tasks endorsed as appropriate or inappropriate by ASCA. This research revealed that teachers agreed that school counselors should engage in 13 and were engaged in 12 of the 16 appropriate responsibilities.

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.

Predicting School Counselors’ Supports and Challenges When Implementing the ASCA National Model

2017 ◽  
Vol 21 (1) ◽  
pp. 2156759X1877767 ◽  
Author(s):  
Heather J. Fye ◽  
Lynne Guillot Miller ◽  
J. Steve Rainey
Keyword(s):  
School Counseling ◽  
School Counselors ◽  
School Counselor ◽  
National Sample ◽  
Predictor Variables ◽  
Principal Support ◽  
American School Counselor Association ◽  
Asca National Model ◽  
American School ◽  
National Model

This study examined a national sample of school counselors and their ability to implement the American School Counselor Association (ASCA) National Model. Percentage of time spent in noncounseling duties, perceived level of principal support, and principals’ knowledge of school counselors’ appropriate roles were statistically significant predictor variables for school counselors’ ability to implement the ASCA National Model. We discuss implications for the school counseling profession.

scholarly journals School Counselors’ Exposure to Student Suicide, Suicide Assessment Self-Efficacy, and Workplace Anxiety: Implications for Training, Practice, and Research

2021 ◽  
Vol 11 (3) ◽  
pp. 327-339
Author(s):  
Alexander T. Becnel ◽  
Lillian Range ◽  
Theodore P. Remley, Jr.
Keyword(s):  
School Counselors ◽  
Self Efficacy ◽  
School Counselor ◽  
Graduate Training ◽  
National Sample ◽  
American School Counselor Association ◽  
Suicide Assessment ◽  
Suicide Training ◽  
The Impact ◽  
Training Practice

In a national sample of current school counselors with membership in the American School Counselor Association (N = 226), we examined the prevalence of suicide training among school counselors as well as differences in suicide assessment self-efficacy and workplace anxiety between school counselors who were exposed to student suicide and those who were not. The results indicate that 38% of school counselors were not prepared for suicide prevention during graduate training. Although school counselors’ exposure to suicide was not related to their workplace anxiety, those who were exposed to a student suicide attempt had higher suicide assessment self-efficacy scores than those who were not. This study demonstrates the impact of suicide exposure on school counselors and the need for additional suicide assessment training.

scholarly journals School Counselors’ Multicultural Self-Efficacy: A Preliminary Investigation

2008 ◽  
Vol 11 (3) ◽  
pp. 2156759X0801100
Author(s):  
Cheryl Holcomb-McCoy ◽  
Paul Harris ◽  
Erik M. Hines ◽  
Georgina Johnston
Keyword(s):  
School Counselors ◽  
Factor Structure ◽  
Multicultural Counseling ◽  
Self Efficacy ◽  
School Counselor ◽  
Preliminary Investigation ◽  
Future Research ◽  
American School Counselor Association ◽  
Using Data ◽  
Multicultural Assessment

This article explores the factor structure of the School Counselor Multicultural Self-Efficacy Scale (SCMES). For this study, a total of 181 usable scales were returned by members of the American School Counselor Association. Exploratory factor analysis on the 90-item scale suggested a six-factor structure. The six factors or subscales that evolved were (a) Knowledge of Multicultural Counseling Concepts, (b) Using Data and Understanding Systemic Change, (c) Developing Cross-Cultural Relationships, (d) Multicultural Awareness, (e) Multicultural Assessment, and (f) Applying Racial Concepts to Practice. Ethnicity and the number of multicultural counseling courses taken were significantly related to several of the SCMES's factors. Implications for future research and practice are delineated.

scholarly journals “If We Don’t Define Our Roles, Someone Else Will”: Professional Advocacy in School Counseling

2018 ◽  
Vol 22 (1) ◽  
pp. 2156759X1984833 ◽  
Author(s):  
Stacey Havlik ◽  
Marie Ciarletta ◽  
Emily Crawford
Keyword(s):  
School Counseling ◽  
School Counselors ◽  
School Counselor ◽  
American School Counselor Association ◽  
Important Work ◽  
American School ◽  
Professional Advocacy

Professional advocacy in the field of school counseling is critical to promote the profession and ensure that school counselors are engaged in appropriate roles that are aligned with the American School Counselor Association (ASCA). To better understand how they are engaging in this important work, we interviewed and surveyed school counselors about their experiences with professional advocacy. Findings suggest that school counselors possess strengths and face challenges when advocating for their roles.

Introduction to the Special Issue

2017 ◽  
Vol 21 (1b) ◽  
pp. 2156759X1877298
Author(s):  
Anita A. Young ◽  
Colette T. Dollarhide
Keyword(s):  
Social Justice ◽  
School Counseling ◽  
School Counselors ◽  
School Counselor ◽  
Professional School ◽  
Social Justice Leadership ◽  
Special Issue ◽  
American School Counselor Association ◽  
American School ◽  
School Counseling Programs

In this introduction article to the special issue of Professional School Counseling on “School Counseling Leadership in Practice,” the guest editors advance the next evolution of school counseling leadership by presenting a compilation of research, conceptual, and practitioner articles. The special issue emphasizes how school counselors can lead efforts endorsed by the American School Counselor Association Mindsets & Behaviors, examines ways social justice leadership is manifested in school counseling programs, and explores new leadership paradigms.

School Counselors and College Readiness Counseling

2017 ◽  
Vol 21 (1) ◽  
pp. 2156759X1878429 ◽  
Author(s):  
Beth H. Gilfillan
Keyword(s):  
College Readiness ◽  
School Counselors ◽  
School Counselor ◽  
College Admission ◽  
Essential Elements ◽  
Professional Organizations ◽  
Student Needs ◽  
American School Counselor Association ◽  
Practical Applications ◽  
College Ready

School counselors are vital to helping students become college ready. Professional organizations (i.e., American School Counselor Association, Council for Accreditation of Counseling and Related Programs, and National Association for College Admission Counseling) highlight the need for school counselors to provide college readiness counseling, yet the particular skills and knowledge needed to provide it have not been comprehensively explored. This conceptual article with practical applications identifies student needs, responsibilities of school counselors, training of school counselors, and advocacy issues as essential elements to develop college readiness counseling.

Addressing the Sociocultural Determinants of African American Students’ Academic Achievement: The Four Themes of the American School Counselor Association’s National Model and the Role of School Counselors

2016 ◽  
Vol 54 (8) ◽  
pp. 1149-1175 ◽  
Author(s):  
Jonathan P. Rust
Keyword(s):  
Academic Achievement ◽  
African American ◽  
School Counselors ◽  
African American Students ◽  
School Counselor ◽  
Sociocultural Factors ◽  
Systematic Change ◽  
American School ◽  
American Students ◽  
National Model

Social justice, ensuring that all students receive access to equitable educational resources and opportunities to succeed academically, is a guiding principle for school counselors. With this ideal in mind, specific sociocultural factors that affect the academic achievement of African American students in urban school settings are considered. Subsequently, the four themes of the American School Counselor Association’s National Model—leadership, advocacy, collaboration, and systematic change—are used to provide school counselors in urban schools with guidelines to address the academic achievement of African American students related to these sociocultural factors.

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