Determining Responsiveness to School Counseling Interventions Using Behavioral Observations

2011 ◽  
Vol 14 (3) ◽  
pp. 2156759X1101400
Author(s):  
Diana H. Gruman ◽  
Brian Hoelzen
Keyword(s):  
Decision Making ◽  
School Districts ◽  
School Counseling ◽  
School Counselors ◽  
Decision Making Process ◽  
School Behavior ◽  
Behavioral Deficits ◽  
Counseling Practice ◽  
Behavioral Observations ◽  
Counseling Interventions

School districts are in the process of adopting the Response to Intervention (RTI) approach to identify and remediate academic and behavioral deficits. As an integral member of the school behavior team, school counselors must use data on individual interventions to contribute to the data-based decision making process in RTI. This article presents a method and rationale to use behavioral observations to determine the efficacy of focused responsive services. It includes implications for school counseling practice.

scholarly journals The Experiences of School Counselors as Antibullying Specialists: A Phenomenological Study

2018 ◽  
Vol 22 (1) ◽  
pp. 2156759X1987079
Author(s):  
Michael D. Hannon ◽  
Angela I. Sheely-Moore ◽  
Thomas Conklin ◽  
Andrew J. Reitter ◽  
Kathy A. Gainor
Keyword(s):  
School Counseling ◽  
School Counselors ◽  
Phenomenological Study ◽  
Role Conflicts ◽  
State Legislation ◽  
Counseling Practice ◽  
Phenomenological Design

To learn about school counselors’ experiences in being assigned as their school’s antibullying specialist (ABS), per state legislation, we interviewed six school counselors and analyzed their responses using interpretative phenomenological design. The participants’ responses reflected three overarching themes describing their ABS experience: negotiating different bullying definitions, the “dumping ground” position, and inherent with role conflicts. We present implications for school counseling practice and recommendations for school counseling research.

Using Comparison Groups in School Counseling Research: A Primer

2006 ◽  
Vol 9 (4) ◽  
pp. 2156759X0500900
Author(s):  
Sheri Bauman
Keyword(s):  
School Counseling ◽  
School Counselors ◽  
External Validity ◽  
Comparison Group ◽  
Relevant Research ◽  
Group Research ◽  
Research Designs ◽  
Counseling Interventions ◽  
Comparison Groups ◽  
Internal And External Validity

This article describes comparison group research designs and discusses how such designs can be used in school counseling research to demonstrate the effectiveness of school counselors and school counseling interventions. The article includes a review of internal and external validity constructs as they relate to this approach to research. Examples of relevant research using this design are presented.

Gender Differences in Holland Vocational Personality Types: Implications for School Counselors

2008 ◽  
Vol 11 (5) ◽  
pp. 2156759X0801100 ◽  
Author(s):  
Sherri L. Turner ◽  
Julia L. Conkel ◽  
Michael Starkey ◽  
Rachel Landgraf ◽  
Richard T. Lapan ◽  
...  
Keyword(s):  
Gender Differences ◽  
Inner City ◽  
School Counseling ◽  
School Counselors ◽  
Ethnic Differences ◽  
Personality Types ◽  
Vocational Personality ◽  
Study Results ◽  
Counseling Interventions ◽  
Vocational Personality Types

The study in this article examined gender and ethnic differences in the development of Holland (1997) personality types among inner-city adolescents. Results showed gender but not ethnic differences in vocational personality types and their predictors, and suggest different pathways to the development of these types for boys and girls. Suggestions are highlighted for providing school counseling interventions based on study results.

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.

Treatment Integrity of Intervention Studies in Professional School Counseling From 1997 to 2018: A Systematic Review

2019 ◽  
Vol 23 (1) ◽  
pp. 2156759X2090706
Author(s):  
Yanhong Liu ◽  
Wendy S. Cochrane ◽  
Dylan Fox ◽  
Lisa M. Hagermoser Sanetti
Keyword(s):  
Systematic Review ◽  
School Counseling ◽  
School Counselors ◽  
Treatment Integrity ◽  
Intervention Studies ◽  
Professional School ◽  
Counseling Interventions ◽  
Youth Intervention ◽  
Insight Into

Treatment integrity (TI) refers to the degree to which an intervention is implemented as intended. We analyzed 67 youth intervention studies published in Professional School Counseling from 1997 to 2018. More than half (55%) of the interventions were operationally defined and 16.4% of the studies monitored TI, but only 6% systematically evaluated TI. Results provide insight into school counseling interventions with implications for practicing school counselors.

A Social-Emotional Leadership Framework for School Counselors

2017 ◽  
Vol 21 (1b) ◽  
pp. 2156759X1877300 ◽  
Author(s):  
Hannah Bowers ◽  
Matthew E. Lemberger-Truelove ◽  
Greg Brigman
Keyword(s):  
Student Achievement ◽  
Program Evaluation ◽  
School Counseling ◽  
School Counselors ◽  
Personal Growth ◽  
Social Emotional Learning ◽  
Behavioral Regulation ◽  
Social Emotional ◽  
Counseling Practice ◽  
Leadership Framework

Social-emotional learning (SEL) is an effective intervention focus associated with personal growth, student achievement, and behavioral regulation. The authors suggest that school counselors extend SEL practices into their leadership dispositions and behaviors. The authors offer implications for socially just school counseling practice, scholarship, and program evaluation.

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.

An Integrative Model of Data-Based Decision Making for School Counseling

2006 ◽  
Vol 10 (2) ◽  
pp. 2156759X0601000
Author(s):  
Timothy A. Poynton ◽  
John C. Carey
Keyword(s):  
Decision Making ◽  
School Counseling ◽  
School Counselors ◽  
Integrative Model ◽  
Asca National Model ◽  
Future Directions ◽  
School Counseling Programs ◽  
National Model ◽  
Facilitators And Barriers ◽  
Data Based Decision Making

This article presents a model of data-based decision making based on five commonly used models from both within and outside the discipline of school counseling. This integrative model is tied explicitly to the ASCA National Model® concepts, terminology, and resources. It provides school counselors with a sequence to follow for engaging in data-based decision making. The article elaborates on and discusses facilitators and barriers to implementing data-based decision making in school counseling programs, as well as implications and future directions.

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.

Connect the Dots: Using a Logic Model to Connect Goals With Interventions, Evaluation Strategies, and Outcomes

2019 ◽  
Vol 22 (1b) ◽  
pp. 2156759X1983444
Author(s):  
Brett Zyromski ◽  
Melissa Mariani
Keyword(s):  
School Counseling ◽  
School Counselors ◽  
Process Model ◽  
Logic Model ◽  
Data Driven ◽  
School Counseling Program ◽  
Evaluation Strategies ◽  
Counseling Interventions ◽  
Data Driven Decisions ◽  
Counseling Model

The evidence-based school counseling model calls for school counselors to (a) make data-driven decisions to determine needs, (b) identify research-supported interventions to address the previously determined needs, and (c) evaluate the effectiveness of the implemented interventions. This article offers both a process model and logic model that school counselors can apply to visually represent data-driven school counseling interventions that are designed to meet the needs of students as reflected in school counseling program goals. Further, the logic model assists school counselors in creating a plan to evaluate immediate, proximal, and distal outcomes.

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