scholarly journals “If We Don’t Define Our Roles, Someone Else Will”: Professional Advocacy in School Counseling

2018 ◽  
Vol 22 (1) ◽  
pp. 2156759X1984833 ◽  
Author(s):  
Stacey Havlik ◽  
Marie Ciarletta ◽  
Emily Crawford
Keyword(s):  
School Counseling ◽  
School Counselors ◽  
School Counselor ◽  
American School Counselor Association ◽  
Important Work ◽  
American School ◽  
Professional Advocacy

Professional advocacy in the field of school counseling is critical to promote the profession and ensure that school counselors are engaged in appropriate roles that are aligned with the American School Counselor Association (ASCA). To better understand how they are engaging in this important work, we interviewed and surveyed school counselors about their experiences with professional advocacy. Findings suggest that school counselors possess strengths and face challenges when advocating for their roles.

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.

Introduction to the Special Issue

2017 ◽  
Vol 21 (1b) ◽  
pp. 2156759X1877298
Author(s):  
Anita A. Young ◽  
Colette T. Dollarhide
Keyword(s):  
Social Justice ◽  
School Counseling ◽  
School Counselors ◽  
School Counselor ◽  
Professional School ◽  
Social Justice Leadership ◽  
Special Issue ◽  
American School Counselor Association ◽  
American School ◽  
School Counseling Programs

In this introduction article to the special issue of Professional School Counseling on “School Counseling Leadership in Practice,” the guest editors advance the next evolution of school counseling leadership by presenting a compilation of research, conceptual, and practitioner articles. The special issue emphasizes how school counselors can lead efforts endorsed by the American School Counselor Association Mindsets & Behaviors, examines ways social justice leadership is manifested in school counseling programs, and explores new leadership paradigms.

School Counselor Program Choice and Self-Efficacy: Relationship to Achievement Gap and Equity

2010 ◽  
Vol 13 (3) ◽  
pp. 2156759X1001300
Author(s):  
Nancy Bodenhorn ◽  
Edward W. Wolfe ◽  
Osaro E. Airen
Keyword(s):  
Achievement Gap ◽  
School Counselors ◽  
Self Efficacy ◽  
School Counselor ◽  
Achievement Gaps ◽  
National Study ◽  
American School Counselor Association ◽  
American School ◽  
Program Approach ◽  
Gap Data

This article reports the results of a national study of American School Counselor Association members (N = 860). Information includes level of school counselor self-efficacy, type of program, status of achievement gap, and equity in their schools. School counselors with higher self-efficacy were more aware of achievement gap data, and school counselors who indicated a program approach and high self-efficacy were more likely to report narrowing achievement gaps. One fifth reported no awareness of achievement gap data. Implications for school counselors are included.

Teacher Perceptions of the Professional School Counselor Role: A National Study

2009 ◽  
Vol 12 (5) ◽  
pp. 2156759X0901200
Author(s):  
Summer M. Reiner ◽  
Robert D. Colbert ◽  
Rachelle Pérusse
Keyword(s):  
Teacher Perceptions ◽  
School Counselors ◽  
National Survey ◽  
School Counselor ◽  
Professional School ◽  
National Study ◽  
American School Counselor Association ◽  
American School ◽  
Counselor Role ◽  
Professional School Counselor

In a national survey, teachers were asked about their perceptions of the professional school counselor role as defined by the American School Counselor Association (ASCA, 2005). Teachers were questioned about the extent that they believed that school counselors should engage in and were engaged in a variety of tasks endorsed as appropriate or inappropriate by ASCA. This research revealed that teachers agreed that school counselors should engage in 13 and were engaged in 12 of the 16 appropriate responsibilities.

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.

The ASCA National School Counseling Research Center: A Brief History and Agenda

2006 ◽  
Vol 9 (4) ◽  
pp. 2156759X0500900
Author(s):  
Russell A. Sabella
Keyword(s):  
School Counseling ◽  
School Counselor ◽  
Research Center ◽  
American School Counselor Association ◽  
American School ◽  
Future Goals ◽  
National School

In this article, the American School Counselor Association National School Counseling Research Center's history, development, and future goals are described.

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.

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