Contribution of Professional School Counselors’ Values and Leadership Practices to Their Programmatic Service Delivery

2010 ◽  
Vol 13 (4) ◽  
pp. 2156759X1001300
Author(s):  
M. Ann Shillingford ◽  
Glenn W. Lambie
Keyword(s):  
Service Delivery ◽  
School Counselors ◽  
Leadership Practices ◽  
Counselor Educators ◽  
Professional School ◽  
Professional School Counselors

School counselors are called to be leaders to support the development of all students. The study in this article investigated the contributions of the values (Schwartz, 1992) and leadership practices (Posner & Kouzes, 1988) of 163 school counselors to their programmatic service delivery (Scarborough, 2005). Leadership practices made significant contributions (40% of variance) to the school counselors’ service delivery, whereas values made small nonsignificant (less than 1% of variance) contributions. Implications for school counselors and counselor educators are discussed.

Professional School Counselors’ Approaches to Technology

2006 ◽  
Vol 9 (3) ◽  
pp. 2156759X0500900
Author(s):  
Laurie A. Carlson ◽  
Tarrell Awe Agahe Portman ◽  
Jan R. Bartlett
Keyword(s):  
New York ◽  
Service Delivery ◽  
School Counseling ◽  
School Counselors ◽  
Professional School ◽  
Use Of Technology ◽  
Professional School Counselors

Existing literature in the field of school counseling discusses how technology may be used for service delivery; however, the translation of this knowledge to practice among school counselors has been minimally examined. Three hundred eighty-one school counselors in Colorado, Iowa, and New York completed a survey regarding their comfort with and use of technology. Findings indicate that the majority of those surveyed were very comfortable with technology. Implications for school counselors are presented.

Exploratory Study of Common and Challenging Ethical Dilemmas Experienced by Professional School Counselors

2006 ◽  
Vol 10 (2) ◽  
pp. 2156759X0601000
Author(s):  
Nancy Bodenhorn
Keyword(s):  
Public School ◽  
School Counselors ◽  
Exploratory Study ◽  
Ethical Dilemmas ◽  
Counselor Educators ◽  
Professional School ◽  
Parental Rights ◽  
Academic Level ◽  
Dual Relationship ◽  
Professional School Counselors

Results of a survey asking public school counselors in Virginia to indicate their most common and most challenging ethical dilemmas are presented. Ninety-two school counselors reported that the most common and challenging ethical dilemmas included those involving student confidentiality, dual relationship with faculty, parental rights, and acting on information of student danger to themselves or others. Results are reported for differences in academic level. Implications for professional school counselors and counselor educators are discussed.

Identifying and Intervening with Students Exhibiting Signs of Gaming Addiction and other Addictive Behaviors: Implications for Professional School Counselors

2011 ◽  
Vol 14 (4) ◽  
pp. 2156759X1101400 ◽  
Author(s):  
W. Bryce Hagedorn ◽  
Tabitha Young
Keyword(s):  
School Counselors ◽  
School Setting ◽  
Intervention Strategies ◽  
Professional School ◽  
Gaming Addiction ◽  
Addictive Behaviors ◽  
Professional School Counselors ◽  
Definition Of

This article discusses strategies professional school counselors can use to recognize and intervene with students who are presenting with signs of addictive behaviors. First, the authors present a definition of addictive behaviors. The authors then define and discuss the most common addictive behaviors impacting adolescents, with a special emphasis on gaming addiction. Finally, the article offers screening and intervention strategies that professional school counselors can use in the school setting.

Exploring the Work Experiences of School Counselors of Color

2013 ◽  
Vol 17 (1) ◽  
pp. 2156759X0001700 ◽  
Author(s):  
Colette T. Dollarhide ◽  
Nikol V. Bowen ◽  
Caroline A. Baker ◽  
Felice R. Kassoy ◽  
Renae D. Mayes ◽  
...  
Keyword(s):  
Grounded Theory ◽  
Qualitative Study ◽  
School Counselors ◽  
School Environment ◽  
Professional School ◽  
Work Experiences ◽  
Professional Experiences ◽  
Racial Experiences ◽  
Mitigating Factors ◽  
Professional School Counselors

In spite of research suggesting the importance of diverse professionals in education (Mattison & Aber, 2007), no studies have explored the professional experiences of school counselors of Color. In this exploratory grounded-theory qualitative study, researchers interviewed 19 school counselors of Color. Responses revealed both positive and negative racial experiences in the schools, with mitigating factors involving the school environment. Implications for professional school counselors include advocacy and allyhood.

Future School Principals’ Views of the Roles of Professional School Counselors

2007 ◽  
Vol 11 (1) ◽  
pp. 2156759X0701100
Author(s):  
Charles C. Chata ◽  
Larry C. Loesch
Keyword(s):  
School Counselors ◽  
Educational Administration ◽  
School Principals ◽  
Professional School ◽  
Asca National Model ◽  
National Model ◽  
Professional School Counselors ◽  
The University ◽  
University Council ◽  
Future School

A clinical simulation technique was used to investigate how future school principals view the roles of professional school counselors, particularly as those responsibilities are represented in the ASCA National Model®. The 244 respondents were principals-in-training (i.e., graduate students) officially enrolled in educational administration programs at member institutions of the University Council for Educational Administration. These principals-in-training were able to differentiate between appropriate and inappropriate roles of professional school counselors, and the results generally were independent of their demographic characteristics.

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