School Counselors’ Perceptions of Barriers to Implementing a RAMP-Designated School Counseling Program

2019 ◽  
Vol 23 (1) ◽  
pp. 2156759X1988264
Author(s):  
Derron Hilts ◽  
Kristi Kratsa ◽  
Matthew Joseph ◽  
Jered B. Kolbert ◽  
Laura M. Crothers ◽  
...  
Keyword(s):  
School Counseling ◽  
School Counselors ◽  
Administrative Support ◽  
Principal Component ◽  
Office Work ◽  
Asca National Model ◽  
Asca Model ◽  
School Counseling Program ◽  
National Model ◽  
Common Barriers

This study examined what school counselors perceive to be consistent barriers to implementing a program that adheres to the ASCA National Model. The Recognized ASCA Model Program (RAMP) designates such implementation. Principal component analysis revealed six common barriers: lack of confidence, lack of administrative support, time spent on clerical and office work, lack of teacher and parent support to implement aspects of the ASCA National Model, time spent on testing and monitoring, and time constraints. Logistic regression indicated three of the six barriers were significant predictors of RAMP status. 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.

scholarly journals Louisiana School Counselors’ Daily Activities and the ASCA National Model: A Complex History and a Hopeful Future

2021 ◽  
Vol 17 (5) ◽  
Author(s):  
Wendy D. Rock ◽  
Jennifer Curry
Keyword(s):  
Mixed Methods ◽  
Best Practices ◽  
School Counseling ◽  
School Counselors ◽  
State Policy ◽  
Daily Activities ◽  
Asca National Model ◽  
State Legislation ◽  
Developmental Models ◽  
National Model

This mixed methods, concurrent nested study was designed to explore the extent to which one state’s school counselors report daily activities that align to the ASCA National Model (ASCA, 2005, 2012, 2019). In spite of federal and state legislation, state policy, and a state model supporting best practices for school counseling, a significant number of school counselors in this study (approximately 25%) report barriers to implementing comprehensive, developmental models. These barriers include inordinate amounts of duty, testing, and coordination of specialized services. However, with nearly three out of four school counselors in the sample reporting knowing and implementing pieces of the ASCA National Model (ASCA, 2005, 2012, 2019), we remain hopeful for the future of school counseling in Louisiana.

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.

A Statewide Evaluation of the Outcomes of the Implementation National Model School Counseling Programs in Utah High Schools

2012 ◽  
Vol 16 (2) ◽  
pp. 2156759X0001600
Author(s):  
John Carey ◽  
Karen Harrington ◽  
Ian Martin ◽  
Dawn Stevenson
Keyword(s):  
High Schools ◽  
School Counseling ◽  
Student Outcomes ◽  
Asca National Model ◽  
Counseling Programs ◽  
School Counseling Program ◽  
School Counseling Programs ◽  
National Model ◽  
Program Characteristics ◽  
Additional Support

A statewide evaluation of school counseling programs in Utah high schools explored which features of the ASCA National Model were related to student educational outcomes. The authors used hierarchical linear regression and Pearson correlations to examine relationships between program characteristics and student outcomes. School counseling program features accounted for statistically significant portions of the variance in critical student outcomes. Results provide additional support to previous studies that found benefits for students associated with more complete implementation of comprehensive school counseling programs. These findings also indicate that implementing features of the ASCA National Model is associated with improved student outcomes.

Day-to-Day Activities of School Counselors: Alignment with New Directions in the Field and the ASCA National Model®

2007 ◽  
Vol 10 (4) ◽  
pp. 2156759X0701000
Author(s):  
Mary E. Walsh ◽  
James G. Barrett ◽  
Jillian DePaul
Keyword(s):  
School Counseling ◽  
School Counselors ◽  
Considerable Time ◽  
Elementary School Counselors ◽  
Asca National Model ◽  
Role Changes ◽  
New Directions ◽  
National Model ◽  
Counseling Literature ◽  
Newly Hired

Role changes in the profession of school counseling take considerable time to be enacted in practice. The purpose of the study in this article is to examine whether newly hired elementary school counselors working in urban settings can implement (a) new directions for practice that have emerged in the recent school counseling literature (i.e., a programmatic, collaborative, and preventive approach), and (b) the components that reflected these new directions embedded in the Delivery System of the ASCA National Model®.

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.

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