scholarly journals Supervision Experiences of Rural School Counselors

2018 ◽  
Vol 36 (2) ◽  
Author(s):  
Tara A. Wilson ◽  
Susan Schaeffer ◽  
Mary Alice Bruce
Keyword(s):  
Focus Groups ◽  
School Counselors ◽  
Clinical Supervision ◽  
Rural Areas ◽  
Professional Growth ◽  
School Counselor ◽  
Structured Interview ◽  
Rural School ◽  
Professional School ◽  
Supervision Training

This qualitative study explored the needs of professional school counselors and school counselor interns located in rural areas with regard to clinical supervision, consultation, and professional growth.  Four separate focus groups (n=21) were conducted.  To allow for consistency across focus groups, a series of six structured interview questions were used.  Results of the data analysis revealed six themes which included unique issues of rural school counselors, dynamics of rural living, supervision from school administrators, supporting development through technology, desire for increased connection through supervision, and the identification of roles and responsibilities.  Implications of this study indicate a crucial need to increase supervision training opportunities for current school counselors and interns.  Technology and active participation with professional organizations may provide a platform for rural school counselors to receive supervision training and offer increased professional connection to solidify their counseling identity.  

scholarly journals Rural School Principals’ Perception of the School Counselor's Role

2018 ◽  
Vol 30 (3) ◽  
Author(s):  
Gerta Bardhoshi ◽  
Kelly Duncan
Keyword(s):  
Service Delivery ◽  
School Counselors ◽  
Service Provision ◽  
School Counselor ◽  
School Principals ◽  
Rural School ◽  
Professional Standards ◽  
Professional School ◽  
American School Counselor Association

Responding to the lack of clarity related to the defined role of the school counselor, the authors investigated school principals (n = 538), in a rural Midwest state, and their perceptions of the role of the school counselor. The survey utilized was developed based on professional standards of service delivery for professional school counselors as identified by the American School Counselor Association and a listing of identified appropriate and inappropriate school counselor tasks. Results indicate that school principals see responsive service provision as an essential task of the school counselor. School principals also perceive a number of ASCA identified inappropriate tasks as being important. Recommendations are made to further enhance school principals' understanding of the appropriate role of the school counselor.  

Enhancing School Counselor Accountability: The Large Group Guidance Portfolio

2007 ◽  
Vol 11 (2) ◽  
pp. 2156759X0701100
Author(s):  
Jennifer Curry ◽  
Glenn W. Lambie
Keyword(s):  
School Counseling ◽  
School Counselors ◽  
Stakeholder Engagement ◽  
School Counselor ◽  
Professional School ◽  
Large Group ◽  
Accountability Measures ◽  
School Counseling Programs ◽  
Large Group Guidance ◽  
Group Guidance

Professional school counselors (PSCs) are being asked to employ accountability measures to support the merit of their comprehensive, developmental programs. Further, to address the problem of PSC role ambiguity, it has been suggested that PSCs become proactive professional advocates and work to promote greater stakeholder engagement in their school counseling programs. The utilization of a large group guidance portfolio may address these issues. This article (a) reviews the need for PSC accountability measures and stakeholder engagement, (b) presents a case illustration of a PSC using a large group guidance portfolio, and (c) offers implications for PSCs.

National Certification: Evidence of a Professional School Counselor?

2007 ◽  
Vol 10 (4) ◽  
pp. 2156759X0701000 ◽  
Author(s):  
Amy Milsom ◽  
Patrick Akos
Keyword(s):  
No Child Left Behind ◽  
School Counselors ◽  
School Counselor ◽  
Educational Programs ◽  
Professional School ◽  
Archival Data ◽  
Left Behind ◽  
Professional School Counselor ◽  
National Certification ◽  
The Relationship

National certification and the professionalism of school counselors are becoming more salient, particularly as a result of the No Child Left Behind Act. Archival data were used to examine the relationship between preparation at programs accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP) and national certification for school counselors. Significantly more individuals who obtained the National Certified Counselor credential were graduates of CACREP-accredited programs while the majority of school counselors who obtained the National Certified School Counselor credential were graduates of non-accredited programs. Implications for school counselors are examined.

School Counseling Leadership Team: A Statewide Collaborative Model to Transform School Counseling

2006 ◽  
Vol 9 (4) ◽  
pp. 2156759X0500900
Author(s):  
Carol J. Kaffenberger ◽  
Sally Murphy ◽  
Fred Bemak
Keyword(s):  
School District ◽  
School Counseling ◽  
School Counselors ◽  
School Counselor ◽  
Leadership Team ◽  
Professional School ◽  
Collaborative Model ◽  
Counseling Supervisors ◽  
Future Plans

The School Counseling Leadership Team (SCLT) is a model of a collaborative team formed to advocate for the transformed role of professional school counselors. The members of the SCLT included school district counseling supervisors, counselor educators, and leaders of statewide school counselor organizations. This article reviews the need for and evolution of the SCLT, its goals, accomplishments, and future plans. Suggestions and guidelines are offered for replicating the model.

School Counselor Assignment in Secondary Schools

2009 ◽  
Vol 13 (1) ◽  
pp. 2156759X0901300
Author(s):  
Patrick Akos ◽  
Heidi Schuldt ◽  
Meg Walendin
Keyword(s):  
Secondary Schools ◽  
School Counselors ◽  
School Counselor ◽  
Professional School ◽  
Future Research ◽  
Research Directions ◽  
Secondary School Counselors ◽  
Significant Difference ◽  
Future Research Directions ◽  
Preliminary Study

Research has not yet begun to investigate the practice or impact of school counselor assignment. A preliminary study sought to explore the nature and consequences of school counselor assignment practices in secondary schools. Secondary school counselors from one large Southeastern school district were asked to complete a questionnaire created for the purpose of this study. The results suggest a significant difference between school counselor assignment at the middle and high school levels. Middle schools predominantly utilized grade-level assignment while high schools used alphabetical assignment. Distinct advantages and challenges were indicated by school counselors from each assignment type. Implications for professional school counselors and future research directions are provided.

In the Aftermath of a School Hostage Event: A Case Study of One School Counselor's Response

2007 ◽  
Vol 10 (5) ◽  
pp. 2156759X0701000
Author(s):  
Jeffrey A. Daniels ◽  
Mary C. Bradley ◽  
Daniel P. Cramer ◽  
Amy Winkler ◽  
Kisha Kinebrew ◽  
...  
Keyword(s):  
Mental Health ◽  
School District ◽  
School Counselors ◽  
Health Facility ◽  
Crisis Intervention ◽  
School Counselor ◽  
Counseling Students ◽  
Professional School ◽  
Mental Health Facility

The authors interviewed a school counselor to determine her response to an armed hostage event in a classroom. They found that her primary interventions took place after the perpetrator had been taken into custody, through counseling students who had been in the room, contacting professionals from the school district and the local mental health facility for help, and coordinating these other professionals. Results are presented in light of the crisis intervention literature. Finally, implications for professional school counselors are discussed.

Supportive Learning Communities and the Transformative Role of Professional School Counselors

2008 ◽  
Vol 12 (2) ◽  
pp. 2156759X0801200
Author(s):  
Christopher A. Sink ◽  
Cher Edwards
Keyword(s):  
Learning Communities ◽  
School Counselors ◽  
School Counselor ◽  
Multicultural Competency ◽  
Professional School ◽  
School Counseling Programs ◽  
Comprehensive School Counseling ◽  
Comprehensive School Counseling Programs ◽  
Caring Communities ◽  
Professional School Counselors

This article considers some of the key processes and methods needed to reenvision and transform comprehensive school counseling programs (CSCPs) as strengths-based, prevention-focused learning communities. Specifically, following a discussion of evidence-based “school as community” models found in the literature and how they relate, in part, to the American School Counselor Association's (2005) CSCP framework, professional school counselors are provided with effective techniques to assess student resiliency characteristics and enhance multicultural competency to support and maintain their CSCPs as caring communities of learning.

Socially Focused, Situationally Driven Practice: A Study of Distributed Leadership among School Principals and Counselors

2007 ◽  
Vol 17 (4) ◽  
pp. 409-442 ◽  
Author(s):  
Matthew Militello ◽  
Chris Janson
Keyword(s):  
School Counselors ◽  
Distributed Leadership ◽  
Q Methodology ◽  
School Counselor ◽  
School Principals ◽  
Professional Standards ◽  
Professional School ◽  
Professional Relationship ◽  
Leadership Framework ◽  
The Relationship

This study investigated how school counselors and principals perceive their professional relationship with each other. Specifically, it used Q methodology to develop 45 statements about the relationship between the school counselor and the principal. Subsequently, 39 professional school counselors and principals sorted the statements. Four factors emerged, each representing a distinct view of this relationship. The factors were analyzed using a distributed leadership framework. Although each factor contains constructive attributes of the school-counselor–principal relationship, one factor contains characteristics closely approximating the distributed leadership framework reflected in the literature and in the current school counselor and administrator professional standards.

Third Culture Kids: Implications for Professional School Counseling

2011 ◽  
Vol 15 (1) ◽  
pp. 2156759X1101500 ◽  
Author(s):  
Dodie Limberg ◽  
Glenn W. Lambie
Keyword(s):  
Middle School ◽  
School Counseling ◽  
School Counselors ◽  
International Business ◽  
School Counselor ◽  
Educational Needs ◽  
Third Culture Kids ◽  
Case Illustration ◽  
Professional School ◽  
Third Culture

The increase of international business, military placements, and immigration has led to an increase in students attending schools in a country other than where they were born: third culture kids (TCKs). TCKs have unique educational needs, necessitating the support of their school counselors. This article (a) defines and introduces the needs and characteristics of TCKs, (b) reviews interventions for school counselors working with TCKs during transitional stages, and (c) presents a case illustration of a middle school counselor employing the suggested strategies.

scholarly journals School Counselors Walking the Walk and Talking the Talk: A Grounded Theory of Effective Program Implementation

2008 ◽  
Vol 11 (6) ◽  
pp. 2156759X0801100
Author(s):  
Janna L. Scarborough ◽  
Melissa Luke
Keyword(s):  
Grounded Theory ◽  
School Counseling ◽  
School Counselors ◽  
Program Implementation ◽  
School Counselor ◽  
Best Practice ◽  
The United States ◽  
Professional School ◽  
Future Research ◽  
Effective Program

Comprehensive, developmental school counseling programming has been associated with numerous benefits for students and is considered current best practice. A qualitative, grounded theory study was conducted to investigate eight professional school counselors employed across grade level, geographic setting, and region within the United States. This article presents this research and the emergent model for successful comprehensive, developmental school counseling program implementation. Implications for school counselor education and practice, as well as future research, are discussed.

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