Research-Informed Adaptable Model for the Prevention of Suicide in Schools (RAMPSS)

2021 ◽  
Vol 25 (1) ◽  
pp. 2156759X2110231
Author(s):  
Shannon Lynch McFarlin ◽  
Kimberly McGough
Keyword(s):  
Suicide Prevention ◽  
School Counselor ◽  
School Systems ◽  
Comprehensive Model ◽  
Educational Community ◽  
American School Counselor Association ◽  
American School ◽  
Suicide Rates ◽  
National Model ◽  
K 12

With increased suicide rates among youth during recent decades, the K–12 educational community still lacks a comprehensive model for suicide prevention that is tailorable for school systems. With this article, we present the Research-Informed Adaptable Model for the Prevention of Suicide in Schools (RAMPSS). A multitiered system of support, RAMPSS includes (a) all four major components of the American School Counselor Association National Model and (b) options for research-based responsive services at each tier level.

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.

Addressing the Sociocultural Determinants of African American Students’ Academic Achievement: The Four Themes of the American School Counselor Association’s National Model and the Role of School Counselors

2016 ◽  
Vol 54 (8) ◽  
pp. 1149-1175 ◽  
Author(s):  
Jonathan P. Rust
Keyword(s):  
Academic Achievement ◽  
African American ◽  
School Counselors ◽  
African American Students ◽  
School Counselor ◽  
Sociocultural Factors ◽  
Systematic Change ◽  
American School ◽  
American Students ◽  
National Model

Social justice, ensuring that all students receive access to equitable educational resources and opportunities to succeed academically, is a guiding principle for school counselors. With this ideal in mind, specific sociocultural factors that affect the academic achievement of African American students in urban school settings are considered. Subsequently, the four themes of the American School Counselor Association’s National Model—leadership, advocacy, collaboration, and systematic change—are used to provide school counselors in urban schools with guidelines to address the academic achievement of African American students related to these sociocultural factors.

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.

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