Comprehensive School Counseling Programs, Job Satisfaction, and the ASCA National Model

2011 ◽  
Vol 15 (2) ◽  
pp. 2156759X1101500 ◽  
Author(s):  
Jaymes R. Pyne
Keyword(s):  
Job Satisfaction ◽  
School Counseling ◽  
School Counselor ◽  
Comprehensive School ◽  
Asca National Model ◽  
Counseling Programs ◽  
School Counseling Programs ◽  
Comprehensive School Counseling ◽  
Comprehensive School Counseling Programs ◽  
National Model

This study examined the level of school counselor job satisfaction and implementation of comprehensive school counseling programs in secondary schools in one state. Participants included 103 secondary school counselors selected using a cluster sampling of Michigan public school districts. The Job in General (JIG) scale was used to measure their job satisfaction. The Comprehensive School Counseling Implementation Measure (CSCIM), based on the ASCA National Model, was used to measure the level of implementation of a comprehensive school counseling program in their schools. The individual items “administrative support” and “facilitating communication between staff” on the CSCIM showed high correlations with job satisfaction, while moderate to high correlations were found in the items “serving all students,” “clearly written and defined program philosophy,” and “creating time for planning and evaluating the program.” This article discusses limitations of this study and suggested directions for further research.

Strengths-Based School Counseling and the ASCA National Model®

2008 ◽  
Vol 12 (2) ◽  
pp. 2156759X0801200
Author(s):  
John P. Galassi ◽  
Dana Griffin ◽  
Patrick Akos
Keyword(s):  
Public Schools ◽  
School Counseling ◽  
Systemic Change ◽  
Comprehensive School ◽  
Asca National Model ◽  
Counseling Programs ◽  
School Counseling Programs ◽  
Comprehensive School Counseling ◽  
Comprehensive School Counseling Programs ◽  
National Model

Articles in this special issue illustrate how Strengths-Based School Counseling complements the ASCA National Model® by strengthening the foundation of comprehensive school counseling programs, emphasizing promotion-oriented delivery, reinforcing the accountability and evidence base, engaging in developmental advocacy, and highlighting the counselor's leadership role in systemic change and as a collaborator in school-family-community partnerships. We provide examples of these and offer further suggestions for strengths-based practice and research. These include a downward extension of comprehensive school counseling programs to the preschool programs that are attached to many public schools, research on interventions designed to enhance such evidence-based student strengths such as the multicultural personality, and drawing on knowledge from related disciplines to enrich theory, practice, and research about the newer themes of leadership, advocacy, collaboration, and systemic change.

The ASCA National Model, Accountability, and Establishing Causal Links between School Counselors’ Activities and Student Outcomes: A Reply to Sink

2005 ◽  
Vol 9 (1) ◽  
pp. 2156759X0500900
Author(s):  
Duane Brown ◽  
Jerry Trusty
Keyword(s):  
School Counseling ◽  
School Counselors ◽  
Student Outcomes ◽  
Asca National Model ◽  
Counseling Programs ◽  
School Counseling Programs ◽  
Comprehensive School Counseling ◽  
Comprehensive School Counseling Programs ◽  
National Model ◽  
Made In

Sink takes exception to two of the assertions made in the article “School Counselors, Comprehensive School Counseling Programs, and Academic Achievement: Are School Counselors Promising More Than They Can Deliver?” In this article, the authors respond to Sink's concerns and reassert their contentions that the focus of research dealing with school counseling should be on establishing causal links between school counselors’ interventions and outcomes rather than school counseling programs.

School Counselors, Comprehensive School Counseling Programs, and Academic Achievement: Are School Counselors Promising more than they Can Deliver?

2005 ◽  
Vol 9 (1) ◽  
pp. 2156759X0500900 ◽  
Author(s):  
Duane Brown ◽  
Jerry Trusty
Keyword(s):  
Academic Achievement ◽  
School Counseling ◽  
School Counselors ◽  
Research Literature ◽  
Comprehensive School ◽  
Counseling Programs ◽  
School Counseling Programs ◽  
Comprehensive School Counseling ◽  
Comprehensive School Counseling Programs ◽  
National Model

The ASCA National Model® (ASCA, 2003) suggests that the school counselor's primary mission is the improvement of academic achievement. This article examines the research literature regarding school counselors’ efforts related to academic achievement and concludes that there is little support for the suppo-sition that comprehensive school counseling programs improve achievement. Conversely, there is a growing body of evidence that suggests that school counselors can use strategic interventions to improve academic achievement.

Sign in / Sign up

Export Citation Format

Share Document