Empowering Marginalized Parents

2017 ◽  
Vol 21 (1b) ◽  
pp. 2156759X1877358 ◽  
Author(s):  
Jungnam Kim ◽  
Kathryn Fletcher ◽  
Julia Bryan
Keyword(s):  
School Counseling ◽  
School Counselors ◽  
Leadership Practices ◽  
School Counselor ◽  
Case Vignette ◽  
Parent Empowerment ◽  
Leadership Framework ◽  
Empowerment Model ◽  
School Counselor Leadership ◽  
Counseling Practices

We describe a parent empowerment model focused on how school counselors facilitate empowerment of parents, especially marginalized parents, to support and advocate for their children. Based on Young and Bryan’s school counselor leadership framework, the parent empowerment model was designed to guide school counselors in developing programs that help marginalized parents become actively involved in their children’s education. We present school counselor leadership practices that foster empowerment for marginalized parents with an example case vignette and discuss implications for school counseling practices.

School Counselors’ Emotional Intelligence and Its Relationship to Leadership

2017 ◽  
Vol 21 (1b) ◽  
pp. 2156759X1877298 ◽  
Author(s):  
Patrick R. Mullen ◽  
Daniel Gutierrez ◽  
Sean Newhart
Keyword(s):  
Emotional Intelligence ◽  
School Counseling ◽  
School Counselors ◽  
Self Efficacy ◽  
School Counselor ◽  
Future Research ◽  
Leadership Experiences ◽  
School Counselor Leadership ◽  
The Relationship

In this investigation, we examined the relationship between emotional intelligence, leadership self-efficacy (LSE), self-leadership, and leadership experiences among a sample of practicing school counselors. School counselors who reported higher levels of emotional intelligence also reported greater LSE, self-leadership, and leadership experiences. We discuss the implications of these findings for the practice of school counseling and potential future research on school counselor leadership.

Leadership Practices Linked to Involvement in School–Family–Community Partnerships

2017 ◽  
Vol 21 (1) ◽  
pp. 2156759X1876189 ◽  
Author(s):  
Julia A. Bryan ◽  
Anita Young ◽  
Dana Griffin ◽  
Cheryl Holcomb-McCoy
Keyword(s):  
School Counselors ◽  
Leadership Practices ◽  
School Counselor ◽  
Linear Regression Analysis ◽  
Multiple Linear Regression Analysis ◽  
Community Partnerships ◽  
School Counselor Leadership ◽  
Leadership Dimensions ◽  
Collaborative Climate ◽  
And Training

Using the School Counselor Leadership Survey and the School Counselor Involvement in Partnerships Survey, this study of 546 school counselors explored which of the 5 school counselor leadership dimensions were associated with involvement in school–family–community partnerships. A hierarchical multiple linear regression analysis revealed that the leadership dimension that predicted counselor partnership involvement was systemic collaboration along with self-efficacy and role perceptions about partnerships, collaborative climate, and principal expectations. The authors discuss practice and training implications for school counselors.

Enhancing School Counselor Accountability: The Large Group Guidance Portfolio

2007 ◽  
Vol 11 (2) ◽  
pp. 2156759X0701100
Author(s):  
Jennifer Curry ◽  
Glenn W. Lambie
Keyword(s):  
School Counseling ◽  
School Counselors ◽  
Stakeholder Engagement ◽  
School Counselor ◽  
Professional School ◽  
Large Group ◽  
Accountability Measures ◽  
School Counseling Programs ◽  
Large Group Guidance ◽  
Group Guidance

Professional school counselors (PSCs) are being asked to employ accountability measures to support the merit of their comprehensive, developmental programs. Further, to address the problem of PSC role ambiguity, it has been suggested that PSCs become proactive professional advocates and work to promote greater stakeholder engagement in their school counseling programs. The utilization of a large group guidance portfolio may address these issues. This article (a) reviews the need for PSC accountability measures and stakeholder engagement, (b) presents a case illustration of a PSC using a large group guidance portfolio, and (c) offers implications for PSCs.

Advocacy in the IEP Process: Strengths-Based School Counseling in Action

2008 ◽  
Vol 12 (2) ◽  
pp. 2156759X0801200 ◽  
Author(s):  
Jill A. Geltner ◽  
Teresa N. Leibforth
Keyword(s):  
Special Education ◽  
School Counseling ◽  
School Counselors ◽  
Family Involvement ◽  
School Counselor ◽  
Student Support Team ◽  
National Model ◽  
Iep Process ◽  
504 Plan ◽  
Special Education Process

As the number of students in schools receiving special education services rises, the need for advocacy for these students increases as well. Because school counselors already possess specialized training beneficial to all stakeholders in the special education process, the potential for school counselors’ role in the Individualized Education Plan (IEP) process is quickly increasing. This article addresses how school counselors can collaborate with teachers and special education teams in the IEP, 504 plan, and other student support team processes. School counselors can model positive communication and assist the team in identifying student and environmental strengths while also increasing family involvement. Specific ways that school counselors can collaborate with planning teams are discussed and direct links are made to Strength-Based School Counseling (Galassi & Akos, 2007) and the ASCA National Model® (American School Counselor Association, 2005).

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.

Mechanisms of Matriculation: School Counseling Resources and College Going for Latino Men

2021 ◽  
Vol 25 (1) ◽  
pp. 2156759X2110400
Author(s):  
Tracy Arámbula Ballysingh ◽  
Virginia Snodgrass Rangel ◽  
Eliaquin A. Gonell ◽  
Victor Benito Sáenz
Keyword(s):  
School Counseling ◽  
School Counselors ◽  
Social Reproduction ◽  
School Counselor ◽  
Future Research ◽  
Latino Men ◽  
Research And Practice ◽  
College Going ◽  
Latino Boys ◽  
11Th Grade

This study extends prior work on the college-going efforts of Latino boys and adolescents (Latinos) by examining the extent to which meeting with a school counselor is related to their college-going aspirations and whether they apply to and ultimately matriculate to college. The study utilizes social capital and social reproduction theories to hypothesize about school counselors’ role in Latinos’ postsecondary matriculation. Utilizing data from the High School Longitudinal Study of 2009, we used logistic regression to test the hypotheses that contact with a school counselor is related to an increased likelihood of intent to matriculate, application to 4-year institutions, and enrollment in college. We found that Latinos were just as likely as their White counterparts to aspire to college and just as likely to enroll if they applied. Moreover, those odds were not related to having visited a school counselor in ninth or 11th grade. We also found that Latinos who met with a school counselor in ninth grade were significantly less likely to apply to a 4-year institution while those who met with a counselor in 11th grade were significantly more likely to apply. We discuss the implications of our findings in light of existing research and make recommendations for future research and practice.

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.

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 Leadership Practices of School Counselors

2009 ◽  
Vol 13 (2) ◽  
pp. 2156759X0901300
Author(s):  
E. C. M. Mason ◽  
H. George McMahon
Keyword(s):  
School Counseling ◽  
School Counselors ◽  
Exploratory Study ◽  
Leadership Practices ◽  
Work Setting ◽  
Counseling Profession ◽  
School Population ◽  
Professional Licensure

Leadership is a vital skill called for by the school counseling profession. However, limited research has been done to examine how leadership is characterized by practicing school counselors. The purpose of the exploratory study in this article was to assess leadership practices of school counselors, and to analyze the relationships among demographics, experience, training, work setting, and leadership practices. Results presented are part of a larger study. Findings revealed that age, experience, size of school population, and professional licensure predicted leadership practices of school counselors.

Producing Evidence to Show Counseling Effectiveness in the Schools

2006 ◽  
Vol 9 (4) ◽  
pp. 2156759X0500900
Author(s):  
Jeannine R. Studer ◽  
Aaron H. Oberman ◽  
Reagan H. Womack
Keyword(s):  
School Counseling ◽  
School Counselors ◽  
School Counselor ◽  
Assessment Instruments ◽  
Counseling Program ◽  
Training And Education ◽  
School Counseling Program ◽  
Step Model ◽  
School Counseling Programs ◽  
Testing Instruments

School counselors have been remiss in documenting how the school counseling program is an essential component to the growth of school-aged youth. As a result, school counseling programs and personnel either have been eliminated or school counselors have been assigned duties that do not reflect their training and education. Many school counselors complain that existing assessment instruments either are too expensive or do not adequately reflect the program objectives and goals. This article provides a step-by-step model for designing testing instruments that can be effective in producing data that reflect program or intervention results. An example of how a middle school counselor assessed her leadership program is included.

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