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.

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.

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.

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.

LEAD With Data

2017 ◽  
Vol 21 (1b) ◽  
pp. 2156759X1877327 ◽  
Author(s):  
Rebecca E. Michel ◽  
Sonya Lorelle ◽  
Katherine M. Atkins
Keyword(s):  
School Counselors ◽  
School Counselor ◽  
Graduate Program ◽  
Training Model ◽  
American School Counselor Association ◽  
Counselors In Training ◽  
Leadership Skill ◽  
Leadership Model ◽  
Qualitative Research Study ◽  
National Model

The listen, evaluate, advocate, disseminate (LEAD) training model for leadership skill development among school counselors in training is grounded in the American School Counselor Association National Model and Kouzes and Posner’s transformational leadership model. We introduce the LEAD model and report the results of a qualitative research study that investigated the lived experiences of 13 school counselors in training who participated in LEAD training during their counseling graduate program. We also discuss training implications for school counselors.

Implementation Science: A Path Toward Strengthening School Counselor Practice

2019 ◽  
Vol 23 (1) ◽  
pp. 2156759X1987812
Author(s):  
Jeffrey M. Warren ◽  
Gary W. Mauk
Keyword(s):  
Implementation Science ◽  
School Counselors ◽  
Student Outcomes ◽  
School Counselor ◽  
Evidence Based ◽  
American School Counselor Association ◽  
Model Case ◽  
Implementation Framework ◽  
Case Examples ◽  
National Model

Implementation science (IS) includes deliberate actions that facilitate the translation of research into practice. School counselors can use IS within the context of evidence-based practice to deliver, evaluate, and sustain programs and interventions that maximize student outcomes. This article offers an implementation framework and drivers that complement and can strengthen the application of the American School Counselor Association National Model. Case examples demonstrate the value of IS in school counselor practice.

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.

Experiences of Black Males With Dyslexia in the U.S. Education System

2021 ◽  
Vol 25 (1_part_4) ◽  
pp. 2156759X2110400
Author(s):  
M. Ann Shillingford ◽  
S. Kent Butler ◽  
Michelle D. Mitchell ◽  
Nevin J. Heard
Keyword(s):  
School Counselors ◽  
Black Males ◽  
School Counselor ◽  
Male Students ◽  
Evidence Based ◽  
Ethical Standards ◽  
Asca National Model ◽  
Institutional Barriers ◽  
Black Male Students ◽  
National Model

Black male students with dyslexia not proffered suitable accommodations may have their futures severely impacted by institutional barriers. Inappropriate interventions often lead to educational hardships despite students having educational prowess to achieve scholastically. This article addresses how school counselors, driven by the components of the American School Counselor Association’s ASCA National Model and ASCA Ethical Standards, can serve as advocates for Black males with dyslexia by championing evidence-based multitiered systems of support designed to provide ethically sound assessments and placements.

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.

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