scholarly journals Competence in Program Evaluation and Research Assessed by State School Counselor Licensure Examinations

2018 ◽  
Vol 22 (1) ◽  
pp. 2156759X1879383
Author(s):  
John C. Carey ◽  
Ian Martin ◽  
Karen Harrington ◽  
Michael S. Trevisan
Keyword(s):  
Program Evaluation ◽  
School Counseling ◽  
School Counselors ◽  
School Counselor ◽  
State School ◽  
Counseling Program ◽  
Licensure Examinations ◽  
School Counseling Program ◽  
Research Competencies

This study investigated how state licensure examinations address school counseling program evaluation and research. In the 31 states that require them, examinations gave little attention to measuring competencies associated with designing and conducting a program evaluation. We found variability in how these examinations addressed research competencies. These results indicate a need for greater clarity and understanding on the part of state examiners regarding what school counselors need to know and be able to do in terms of program evaluation and research.

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.

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.

scholarly journals School Counselor Perceptions of a Comprehensive School Counseling Model and Implications for Practice

2020 ◽  
Vol 10 (2) ◽  
pp. 33-45
Author(s):  
Marva Brewington ◽  
Jason Kushner
Keyword(s):  
School Counseling ◽  
School Counselors ◽  
School Counselor ◽  
Comprehensive School ◽  
Counseling Program ◽  
School Students ◽  
School Counseling Program ◽  
Comprehensive School Counseling ◽  
Counselor Perceptions ◽  
School Counselor Perceptions

The study examined school counselor perceptions of the American School Counseling Association’s Comprehensive School Counseling Program (CSCP) on academic outcomes (better-reported grades and better-standardized scores) of middle school students with a focus on recommendations for the tasks and responsibilities of school counselors. The study was qualitative and used a phenomenological approach through semi-structured face-to-face interviews to provide inquiry into school counselors’ perceptions of an effective school counseling program.

Development and Initial Investigation of the School Counseling Program Evaluation Scale

2008 ◽  
Vol 11 (4) ◽  
pp. 2156759X0801100
Author(s):  
Susan C. Whiston ◽  
O. Tolga Aricak
Keyword(s):  
Program Evaluation ◽  
Social Development ◽  
School Counseling ◽  
School Counselor ◽  
Goodness Of Fit ◽  
Academic Career ◽  
National Standards ◽  
Counseling Program ◽  
School Counseling Program ◽  
School Counseling Programs

This article evaluates the initial psychometric qualities of the School Counseling Program Evaluation Survey (SCoPES). SCoPES is a 64-item instrument designed to correspond to The National Standards for School Counseling Programs (Campbell & Dahir, 1997). Coefficient alphas on the overall score and the three subscales (i.e., Academic, Career, and Personal/Social Development) were all above .90. All items had significant factor loadings with the specified subscales. The loadings for Academic Development were .38 to .79; for Career Development, .42 to .78; and for Personal/Social Development, .36 to.70. The indexes of goodness-of-fit supported a three-factor instrument. Additionally, students with more contacts with their school counselor reported more career competencies than did students who had never met with a counselor.

Advocacy Without Adversity: Developing an Understanding of Micropolitical Theory to Promote a Comprehensive School Counseling Program

2021 ◽  
Vol 25 (1) ◽  
pp. 2156759X2110066
Author(s):  
Jeremy P. Oehrtman ◽  
Colette T. Dollarhide
Keyword(s):  
School Counseling ◽  
School Counselors ◽  
School System ◽  
School Counselor ◽  
Comprehensive School ◽  
Counseling Program ◽  
Counseling Profession ◽  
School Counseling Program ◽  
Comprehensive School Counseling ◽  
Micropolitical Theory

School counselors are urged to create systemic change within a school system by working as an advocate, leader, and collaborator within the school. Each of these roles requires a school counselor to be skilled in micropolitics and micropolitical literacy. This article explores the main concepts of micropolitical theory and its application to the school counseling profession. We also discuss the limitations and implications of this position.

School Counselors Talk Program Evaluation in a Class-Based Qualitative Research Project

2020 ◽  
Vol 23 (1_part_3) ◽  
pp. 2156759X2090356
Author(s):  
Morgan E. Kiper Riechel ◽  
Jordon J. Beasley ◽  
Ebony Howard ◽  
Kelly Culbertson
Keyword(s):  
Qualitative Research ◽  
Program Evaluation ◽  
School Counselors ◽  
Research Study ◽  
Evidence Based ◽  
Master's Level ◽  
Counseling Program ◽  
Graduate Course ◽  
Qualitative Research Study ◽  
School Counseling Program

Students in a master’s-level graduate course in school counseling program evaluation conducted a qualitative research study to investigate school counselors’ experiences with evidence-based program delivery and evaluation. We discuss the study’s findings that illuminated themes of challenges faced by school counselors with implications for evidence-based practice. The abbreviated methodology used in this study showed promise for school counselors in the field to conduct qualitative action research that may demonstrate adequate trustworthiness and credibility.

The Transition of a School Counseling Program

2020 ◽  
pp. 225-246
Author(s):  
Sladjana Sandy Rakich ◽  
Sonia Rodriguez ◽  
Ronald Morgan
Keyword(s):  
School Counseling ◽  
School Counselors ◽  
Progress Monitoring ◽  
Teaching Effectiveness ◽  
Counseling Program ◽  
Online Program ◽  
Study Approach ◽  
School Counseling Program ◽  
Course Redesign ◽  
Online Setting

This chapter outlines the evolution of a Master of School Counseling Program from a traditional in-person model to an asynchronous online program with an integrated field experience component. It utilizes a case study approach to how this transition occurred with an overview of the process and strategies used for the program course redesign presented. The primary goal of the redesign efforts was to sustain efficient student instructor engagement in an online setting while training aspiring school counselors for the complex 21st century educational settings. This chapter also includes a brief literature review of best practices, rubrics used for program development, progress monitoring, and program assessment. Additionally, descriptive data that is presented illustrates the perspectives of adjunct faculty and students in regard to teaching effectiveness, student engagement and satisfaction in an asynchronous fast paced online program.

The School-Wide Cultural Competence Observation Checklist for School Counselors: An Exploratory Factor Analysis

2008 ◽  
Vol 11 (4) ◽  
pp. 2156759X0801100 ◽  
Author(s):  
Judith A. Nelson ◽  
Rebecca M. Bustamante ◽  
Eric D. Wilson ◽  
Anthony J. Onwuegbuzie
Keyword(s):  
Factor Analysis ◽  
Cultural Competence ◽  
School Counseling ◽  
School Counselors ◽  
Exploratory Factor Analysis ◽  
Counseling Program ◽  
School Counseling Program ◽  
Two Factors ◽  
Cultural Competence Assessment ◽  
Diverse Groups

This study was designed to assess the (score) construct-related validity of an instrument called the School-Wide Cultural Competence Observation Checklist (SCCOC). The instrument was developed to use as a tool in conducting culture audits as a means of assessing school-wide cultural competence, or how well a school's programs, policies, and practices reflect the perspectives and experiences of diverse groups. An exploratory factor analysis was used to identify the factor structure of the SCCOC. Results revealed that the SCCOC contained two factors that explained 72.1% of the total variance. These factors, called Policy (22 items) and Practice (11 items), yielded score reliability coefficients of .97 and .89, respectively. Recommendations for incorporating a school-wide cultural competence assessment as part of a school counseling program are then discussed.

The Impact of School Counseling Supervision on Practicing School Counselors’ Self-Efficacy in Building a Comprehensive School Counseling Program

2019 ◽  
Vol 23 (1) ◽  
pp. 2156759X2094772
Author(s):  
Angela Tang
Keyword(s):  
School Counseling ◽  
School Counselors ◽  
Self Efficacy ◽  
School Counselor ◽  
Best Practice ◽  
Counseling Supervision ◽  
Model Framework ◽  
School Counseling Program ◽  
Quasi Experimental ◽  
The Impact

This quasi-experimental pretest/posttest study using the School Counseling Self-Efficacy Scale examined whether school-counseling-specific supervision increased self-efficacy related to school counseling best practice. The study included supervision of 24 practicing school counselors using the School Counseling Supervision Model framework. Supervision groups had significant increases in self-efficacy scores compared to nonparticipants ( p = .02), with a medium-to-large effect size ( d = .62). Findings suggest that school-counseling-specific supervision can increase school counselor self-efficacy related to professional practice.

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.

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