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.

The Use of the ASCA National Model® in Supervision

2006 ◽  
Vol 10 (1) ◽  
pp. 2156759X0601000
Author(s):  
Jeannine R. Studer ◽  
Aaron Oberman
Keyword(s):  
School Counseling ◽  
School Counselors ◽  
School Counselor ◽  
Counselor Trainees ◽  
American School Counselor Association ◽  
Asca National Model ◽  
Grade Levels ◽  
School Counseling Program ◽  
National Model ◽  
Counseling Model

This study investigated the types of supervisory activities provided to school counselor trainees. The researchers examined the responses of 73 practicing school counselors from the Southern region who were members of the American School Counselor Association. The supervisory activities provided to trainees working in a traditional school counseling program were compared with trainees performing in a developmental program as recommended in the ASCA National Model®. The researchers also examined the years of experience as a school counselor, the amount of training received in supervision, differences in supervision at various grade levels, and the principal's understanding of the school counselor's role when working in a traditional or a transformed school counseling model. Implications for school counselors are included.

The Hand of Professional School Counseling Meets the Glove of Restorative Practices

2017 ◽  
Vol 21 (1) ◽  
pp. 2156759X1876189 ◽  
Author(s):  
Lance C. Smith ◽  
Bernice R. Garnett ◽  
Alyxandra Herbert ◽  
Nicholas Grudev ◽  
Jamilah Vogel ◽  
...  
Keyword(s):  
School Counseling ◽  
School Counselors ◽  
School Counselor ◽  
Theory And Practice ◽  
Professional School ◽  
Restorative Practices ◽  
Asca National Model ◽  
Counselor Identity ◽  
National Model ◽  
Counseling Literature

To introduce restorative practices (RP) to the school counseling literature, the authors explicate the hand in glove fit between the RP model for schools and school counselor identity and scope of practice. Drawing from the American School Counselor Association’s (ASCA) National Model, ASCA’s Ethical Standards for School Counselors, multitiered systems of support (MTSS), and the school counseling literature, the authors make the case for the profession of school counseling to take up RP and integrate the model into school counseling research, theory, and practice.

Listen to the Voices: School Counselors and Comprehensive School Counseling Programs

2009 ◽  
Vol 12 (3) ◽  
pp. 2156759X0901200
Author(s):  
Carol A. Dahir ◽  
Joy J. Burnham ◽  
Carolyn Stone
Keyword(s):  
School Counseling ◽  
School Counselors ◽  
School Counselor ◽  
Comprehensive School ◽  
Asca National Model ◽  
Comprehensive School Counseling ◽  
Professional Development Needs ◽  
National Model ◽  
New Vision ◽  
Comprehensive Programs

Presently, many state departments of education and school counselor associations have published second-generation documents aligned with the ASCA National Model® (American School Counselor Association, 2005). This research study analyzed some school counselors’ readiness to deliver comprehensive programs by assessing their attitudes, beliefs, and priorities for key program elements affirmed in the ASCA National Model. The results identified gaps in the school counselors’ ability to embrace and implement the new vision of comprehensive school counseling during the initial stages of implementation and thus informed professional development needs.

School Counselors' Roles in RAMP and PBIS a Phenomenological Investigation (Part Two)

2017 ◽  
Vol 21 (1) ◽  
pp. 1096-2409-21.1. ◽  
Author(s):  
Emily Goodman-Scott ◽  
Tim Grothaus
Keyword(s):  
School Counselors ◽  
Behavioral Interventions ◽  
School Counselor ◽  
Future Research ◽  
American School Counselor Association ◽  
Asca National Model ◽  
Roles And Responsibilities ◽  
Positive Behavioral Interventions ◽  
National Model ◽  
Qualitative Phenomenological

Researchers conducted a qualitative, phenomenological investigation of the lived experiences of a sample of 10 school counselors in current or recent RAMP (Recognized ASCA [American School Counselor Association] Model Program) schools that also implemented positive behavioral interventions and supports (PBIS) with high fidelity. Researchers found two themes and related subthemes regarding school counselor roles. The first theme was school counselors' roles and responsibilities, with subthemes (a) makes sense with their role and (b) roles across tiers. The second theme was ASCA National Model themes in action. Subthemes were (a) advocacy and systemic change, (b) leadership, and (c) collaboration. The authors discuss findings, limitations, implications, and future research related to this study.

scholarly journals Exploring the Job Duties That Impact School Counselor Wellness: The Role of RAMP, Supervision, and Support

2018 ◽  
Vol 22 (1) ◽  
pp. 2156759X1882033 ◽  
Author(s):  
Nicole M. Randick ◽  
Shannon Dermer ◽  
Rebecca E. Michel
Keyword(s):  
School Counselors ◽  
School Counselor ◽  
Organizational Factors ◽  
American School Counselor Association ◽  
Asca National Model ◽  
Asca Model ◽  
Counselor Wellness ◽  
National Model ◽  
Job Duties ◽  
Predictive Relationship

The authors examined the predictive relationship between the performance of job duties informed by the American School Counselor Association (ASCA) National Model and overall wellness of school counselors. We also examined the relationship between organizational factors (i.e., Recognized ASCA Model Program, supervision, and support), the frequency of job duties performed, and overall wellness. The results revealed a predictive relationship between some of the job duties school counselors perform and wellness. We provide implications for school counseling practice and training programs.

The Unique Nature of Middle School Counseling

2005 ◽  
Vol 9 (2) ◽  
pp. 2156759X0500900
Author(s):  
Patrick Akos
Keyword(s):  
Middle School ◽  
School Counseling ◽  
School Counselors ◽  
School Counselor ◽  
Asca National Model ◽  
Middle School Counselors ◽  
Unique Nature ◽  
National Model ◽  
School Philosophy ◽  
Distinctive Role

While all levels of school counseling share similarities, the development of early adolescents and the ecology of the middle school require a distinctive role for middle school counselors. This article explores the implications of development and the middle school philosophy on the application of middle school counselor practice and the application of the ASCA National Model®.

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.

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