Cultivating School Counseling Leaders Through District Leadership Cohorts

2017 ◽  
Vol 21 (1b) ◽  
pp. 2156759X1877327
Author(s):  
Marcy G. Miller Kneale ◽  
Anita A. Young ◽  
Colette T. Dollarhide
Keyword(s):  
School Counseling ◽  
School Counselors ◽  
Effective Leadership ◽  
Leadership Skills ◽  
District Leadership ◽  
Leadership Capacity ◽  
Training Methods ◽  
Counseling Supervisors ◽  
K 12

Demonstrating effective leadership skills is a necessity for school counselors seeking to achieve a systemic vision that influences change. The challenge becomes the delivery of training methods that allow school counselors and school counseling supervisors to develop leadership skills, gain confidence, and maximize their potential. This article presents district cohort training approaches that can enhance the leadership capacity of pre-K–12 school counselors and school counseling supervisors.

School Counseling Leadership Team: A Statewide Collaborative Model to Transform School Counseling

2006 ◽  
Vol 9 (4) ◽  
pp. 2156759X0500900
Author(s):  
Carol J. Kaffenberger ◽  
Sally Murphy ◽  
Fred Bemak
Keyword(s):  
School District ◽  
School Counseling ◽  
School Counselors ◽  
School Counselor ◽  
Leadership Team ◽  
Professional School ◽  
Collaborative Model ◽  
Counseling Supervisors ◽  
Future Plans

The School Counseling Leadership Team (SCLT) is a model of a collaborative team formed to advocate for the transformed role of professional school counselors. The members of the SCLT included school district counseling supervisors, counselor educators, and leaders of statewide school counselor organizations. This article reviews the need for and evolution of the SCLT, its goals, accomplishments, and future plans. Suggestions and guidelines are offered for replicating the model.

Critical Incidents in the Development of Supportive Principals: Facilitating School Counselor-Principal Relationships

2007 ◽  
Vol 10 (4) ◽  
pp. 2156759X0701000
Author(s):  
Colette T. Dollarhide ◽  
Alexanderia T. Smith ◽  
Matthew E. Lemberger
Keyword(s):  
Qualitative Study ◽  
School Counseling ◽  
School Counselors ◽  
School Counselor ◽  
Critical Incidents ◽  
Effective Leadership ◽  
Counseling Program ◽  
Structured Interviews ◽  
School Counseling Program ◽  
Prior Experiences

The qualitative study in this article explores critical incidents that may facilitate the support a principal provides for a school counseling program. Through structured interviews, supportive principals are asked to reflect on their prior experiences with school counselors, their educational exposure to school counseling, and their recommendations for school counselors. Results suggest that by demonstrating effective leadership and systemic interactions, school counselors can foster relationships with principals that can help them expand their roles and their programs.

scholarly journals School Counselor Roles and Opportunities in Promoting EcoWellness: Integrating Nature Connection in K–12 Settings

2018 ◽  
Vol 22 (1) ◽  
pp. 2156759X1983965
Author(s):  
Ryan F. Reese ◽  
Lindsay C. Webster ◽  
Kathy Biles
Keyword(s):  
School Counseling ◽  
School Counselors ◽  
School Counselor ◽  
Holistic Wellness ◽  
Counselor Preparation ◽  
School Communities ◽  
Nature Connection ◽  
School Counseling Program ◽  
School Counselor Preparation ◽  
K 12

Nature positively impacts holistic wellness and K–12 student learning, although this phenomenon has largely been unstudied in school counseling. School counselors are in a unique position to champion nature connection in school communities to promote holistic wellness and positive learning outcomes. This article introduces EcoWellness as a framework for strategically infusing nature throughout the comprehensive school counseling program. We discuss strategies for school counseling practice and implications for school counselor preparation and research.

Counseling Psychology and School Counseling

2004 ◽  
Vol 32 (2) ◽  
pp. 184-215 ◽  
Author(s):  
John L. Romano ◽  
Mera M. Kachgal
Keyword(s):  
School Counseling ◽  
School Counselors ◽  
Counselor Training ◽  
Counseling Psychology ◽  
School Counselor ◽  
Professional Organization ◽  
Major Influence ◽  
Enterprise Models ◽  
Youth Counseling ◽  
K 12

Counseling psychology and school counseling have become quite removed from each other despite sharing a common history, having similar values, and the fact that many training programs for the two disciplines coexist in the same university department or college. This article argues for a stronger integration of the two specialties to advance their contributions to pre–K-12 education and the nation’s youth. Counseling psychology, with its strong commitment to career psychology, counselor training and supervision, multiculturalism, prevention, and scientific inquiry, is well positioned among psychological specialties to exert major influence in the educational enterprise. Models of school counselor training and service delivery have been recently developed and offer numerous opportunities for collaboration between counseling psychologists and school counselors. A collaborative model that encompasses training curricula, research, service, and professional organization dimensions of the specialties is presented. Challenges that may impede a stronger partnership between counseling psychology and school counseling, as well as suggestions for addressing them, are also discussed.

School Counseling District Supervisors’ Experiences and Perceptions Regarding School Counselor Preparation for Practice

2020 ◽  
Vol 24 (1) ◽  
pp. 2156759X2096517
Author(s):  
Emily Goodman-Scott ◽  
Amy Upton ◽  
Anita Neuer Colburn
Keyword(s):  
School Counseling ◽  
School Counselors ◽  
Thematic Analysis ◽  
School Counselor ◽  
Preparation Program ◽  
Counselor Preparation ◽  
Related Research ◽  
Face To Face ◽  
School Counselor Preparation ◽  
Counseling Supervisors

District-level school counseling supervisors assist with school counselors’ induction into the school counseling field; however, related research is lacking. As a result, we conducted an exploratory thematic analysis to investigate district supervisors’ experiences and perceptions regarding novice school counselors’ transition from preservice to practice. Results included three themes, largely encompassing school counselor preparation: (a) preparation program variation, (b) preferring face-to-face preparation modalities, and (c) suggestions for strengthening school counseling preparation and practice.

scholarly journals The ACA Advocacy Competencies: A Social Justice Advocacy Framework for Professional School Counselors

2007 ◽  
Vol 11 (2) ◽  
pp. 2156759X0701100 ◽  
Author(s):  
Manivong J. Ratts ◽  
Lorraine DeKruyf ◽  
Stuart F. Chen-Hayes
Keyword(s):  
School Counseling ◽  
School Counselors ◽  
School Counselor ◽  
Change Agent ◽  
Professional School ◽  
Social Justice Advocacy ◽  
American Counseling Association ◽  
Access And Equity ◽  
Professional School Counselors ◽  
K 12

The recent endorsement of the advocacy competencies by the American Counseling Association signals their relevance to the school counseling profession. This article outlines the importance of being a social change agent, the value of advocacy in K-12 schools, and how school counselors can use the advocacy competencies as a framework for promoting access and equity for all students. Implications for professional school counselors and school counselor educators in using the advocacy competencies are also addressed.

Counselors as Leaders Who Advocate for Undocumented Students’ Education

2017 ◽  
Vol 14 (2) ◽  
pp. 119-150 ◽  
Author(s):  
Emily R. Crawford ◽  
David Aguayo ◽  
Fernando Valle
Keyword(s):  
School Counseling ◽  
School Counselors ◽  
Undocumented Students ◽  
Boundary Spanning ◽  
Border Crossing ◽  
Leadership Theories ◽  
Conceptual Frame ◽  
K 12 ◽  
Embedded Case Study

Research has yet to fully explore counselor advocacy for undocumented students and the leadership they use in their advocacy. This study asks the following questions: (1) What motivates counselors to pursue educational access for undocumented K-12 students? and (2) How do school counselors advocate for undocumented K-12 students? We integrate boundary spanning and border crossing leadership theories as a conceptual frame to offerholistic approach for leaders’ socially just and inclusive practices concerning undocumented students on the borderlands. This embedded case study uses data from eight K-12 counselors . School counseling-related organizations explicitly detail advocacy competencies and the knowledge base, abilities and skills, and attitudinal dispositions professionals must develop. Knowledge of counselors’ leadership advocacy efforts can help prepare preservice leaders and other educators to effectively support undocumented students.

District-Level School Counseling Supervisors’ Experiences With and Perceptions of Hiring School Counselors

2021 ◽  
Vol 24 (1_part_3) ◽  
pp. 2156759X2110076
Author(s):  
Emily Goodman-Scott ◽  
Amy W. Upton ◽  
Anita A. Neuer Colburn
Keyword(s):  
School Counseling ◽  
School Counselors ◽  
School Counselor ◽  
District Level ◽  
Hiring Practices ◽  
American School Counselor Association ◽  
Educational Identity ◽  
National Model ◽  
Counseling Supervisors ◽  
Insight Into

Although district-level school counseling supervisors often assist with school counselors’ transition from preparation to practice, including hiring practices, research on this phenomenon is limited. Thus, we conducted an exploratory thematic analysis examining 12 district supervisors’ experiences with and perceptions of hiring preservice school counselors. Results included the following two themes: (a) prioritizing the American School Counselor Association National Model and (b) the relevance of school counselors’ previous teaching experiences. The results also provided insight into supervisors’ appreciation of school counselors’ educational identity.

“What Don’t We Do?”: The Experiences of School Counseling Directors in Relation to Leadership and Job Satisfaction

2019 ◽  
Vol 23 (1) ◽  
pp. 2156759X1988682
Author(s):  
Robyn Walsh ◽  
Donna M. Gibson
Keyword(s):  
Job Satisfaction ◽  
High Schools ◽  
School Counseling ◽  
School Counselors ◽  
Phenomenological Study ◽  
Training Support ◽  
Department Leaders ◽  
Counseling Supervisors

Limited research has explored the experiences of school counseling directors, defined in this study as school counselors who are the designated department leaders and school counseling supervisors at middle or high schools. In this phenomenological study, we sought to better understand the experiences of those directors, specifically in relation to leadership and job satisfaction. Four themes emerged from the data collected from the 10 participants. We discuss these themes and offer implications for training, support, and role clarification for school counseling directors.

Experiences With Elementary School Counseling Advocacy

2022 ◽  
Vol 26 (1) ◽  
pp. 2156759X2110679
Author(s):  
Emily Goodman-Scott ◽  
Emily Brown ◽  
Carolyn Berger ◽  
Sarah Blalock
Keyword(s):  
Elementary School ◽  
School Counseling ◽  
School Counselors ◽  
Well Being ◽  
Elementary Level ◽  
Counseling Services ◽  
Elementary School Counselors ◽  
Job Opportunities ◽  
Elementary School Counseling ◽  
K 12

Elementary school counselors are instrumental in student success and well-being; unfortunately, school counselors at the elementary level also have higher caseloads and more tenuous job opportunities. Thus, there exists a need to advocate for elementary school counseling. Previous research has examined school counseling advocacy across K–12 settings and included advocacy as one aspect of larger studies. Given this gap in the literature, we conducted a phenomenological investigation to examine the lived experiences of professionals who reported successfully advocating for elementary school counseling positions and roles. We discuss findings and implications, including applying results to the school counseling profession, in an effort to bolster elementary school counseling and better school counseling services to students.

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