scholarly journals A Comparison of Accountability Models in School Counseling Programs

Konselor ◽  
2020 ◽  
Vol 9 (3) ◽  
Author(s):  
Mujiyati Mujiyati ◽  
Shinta Mayasari ◽  
Sofwan Adiputra
Keyword(s):  
School Counseling ◽  
Evaluation Model ◽  
Descriptive Analysis ◽  
Document Analysis ◽  
Counseling Services ◽  
Analysis Method ◽  
Counseling Program ◽  
Advantages And Disadvantages ◽  
School Counseling Program ◽  
School Counseling Programs

The purpose of this study is to analyze the strengths and weaknesses of each accountability evaluation model in order to make it easier for counselors to understand it. The method used is qualitative research that focuses on meanings, definitions, characteristics, symbols and explanations of the concepts learned. Research data is collected through literature review and document analysis. In this study, descriptive document analysis methods were used in data analysis. Descriptive analysis method is a method that aims to test the facts and meanings of research systematically. This model is formed based on different initial goals in the implementation of counseling services. The counselor can choose one of the models that are appropriate to the situation and easy to apply in his school. Accountability Evaluation Models of School Counseling Program has advantages and disadvantages of each. The counselor should choose one model that is appropriate to the situation and easy to implement in his school so that the implementation of the school counseling program can be measured and planned in the future.

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.

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.

School Counseling Programs Identifying Academic Development Needs

2021 ◽  
pp. 002205742110164
Author(s):  
Jennifer L. Parzych ◽  
Margaret Generali ◽  
Olcay Yavuz
Keyword(s):  
School Counseling ◽  
Faculty Perceptions ◽  
Academic Development ◽  
Counseling Services ◽  
High Poverty ◽  
High Poverty Schools ◽  
Academic Counseling ◽  
School Counseling Program ◽  
School Counseling Programs ◽  
Comprehensive School Counseling

This study examined student, parent, and faculty perceptions of academic development needs and related comprehensive school counseling program services from four urban middle and high schools. Participants ( n = 1,032) completed a survey designed to assist schools in planning and evaluating their career and college readiness programs, and exploring perceived student support needs. Statistically significant differences were observed in stakeholder perceptions among 12 identified interventions that support improved academic development, through factorial analysis of variance (ANOVA) and pairwise comparisons analysis. Findings provide valuable information about prioritizing student academic counseling services strategically and effectively, to meet program needs of students in high-poverty schools.

scholarly journals Grit and Growth Mindset Contribution to School Counseling Services

SAGE Open ◽  
2021 ◽  
Vol 11 (2) ◽  
pp. 215824402110145
Author(s):  
Jeannie L. Larberg ◽  
Leslie H. Sherlin
Keyword(s):  
School Counseling ◽  
School Counselors ◽  
Comprehensive School ◽  
Counseling Services ◽  
Counseling Program ◽  
School Counseling Program ◽  
Comprehensive School Counseling ◽  
Comprehensive School Counseling Program ◽  
Predictive Relationship ◽  
Job Activities

School counselors are essential staff in an education setting, contributing to student success by delivering critical services when implementing a comprehensive school counseling program. The study examined the predictive relationships of school counselors’ level of grit and mindset with their activities performed in programmatic service delivery. This novel study contributed to the expansion of grit and mindset predictive relationship with school counselor’s activities performed in a comprehensive counseling program. Practical implications were discussed, and further research is warranted to identify other factors that are predictive of counselor’s job activities in a comprehensive school counseling program.

scholarly journals EFFECTIVENESS OF SCHOOL COUNSELING PROGRAMS ON ACADEMIC ACHIEVEMENT OF SECONDARY SCHOOL STUDENTS IN KIAMBU COUNTY, KENYA

2020 ◽  
Vol 5 (35) ◽  
pp. 58-64
Author(s):  
Lucy Gachenia ◽  
Margaret Mwenje
Keyword(s):  
High School ◽  
Academic Achievement ◽  
Academic Performance ◽  
Secondary School ◽  
School Counseling ◽  
Secondary School Students ◽  
Counseling Services ◽  
Counseling Program ◽  
School Students ◽  
Counseling Programs

The school counseling program is meant to assist students to deal with psycho-social and behavioral challenges, which normally affect their academic performance. In order to achieve this goal, the Kenyan government has previously committed resources towards establishing counseling programs in schools. The aim of this study was to establish how effective these counseling programs are in assisting secondary school learners in Kiambu County to achieve academically. Primary data was derived from 80 high school adolescents, 8 counselors, and 8 academic Dean of Students who were purposively sampled from 8 schools that were randomly selected. The study was qualitatively done, and self-determination theory was used to guide the study. Data were analyzed for the identification of counseling program characteristics and student improvement indices. These were presented in tables, charts, frequencies, and percentages based on the responses from the respondents. Further, a correlation between the two variables of the study was examined. Findings depicted that 65.7% of the students sampled said that counseling services offered at school satisfied their needs, 74.3% reported an improvement in their academic performance as a result of those counseling services and 87% felt more positive about school life after receiving counseling services. The study concluded that comprehensive counseling programs improved academic performance among high school students. The study intended to inform education planners, principals, and administrators on the role counseling would play in enhancing academic achievement among secondary school students.

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