School Counselors' Role in Advocating for Students Who Self-Injure

2021 ◽  
pp. 214-234
Author(s):  
Nicole A. Stargell ◽  
Victoria E. Kress ◽  
Christine A. McAllister ◽  
Heather Nicole Paessler-Chesterton
Keyword(s):  
Best Practices ◽  
School Counselors ◽  
School Counselor ◽  
School Personnel ◽  
Legal Issues ◽  
Warning Signs ◽  
American School Counselor Association ◽  
Self Injury ◽  
Ethical And Legal Issues ◽  
The Relationship

This chapter will explore best practices among school counselors for advocacy, prevention, and intervention related to addressing self-injury. In this chapter, the functions and purpose of Self-Injury (SI) will be explored, along with the relationship between SI and suicidality, and potential complications of SI. Ethical and legal issues associated with SI, including special considerations from the American School Counselor Association (ASCA), will also be addressed. Next, warning signs and risk factors for SI will be presented, and common myths will be discussed. Finally, the importance of collaborating with school personnel is highlighted, and best practices for school counselors working with students who engage in SI are provided.

Examining the Relationship Between School Counselors’ Age, Years of Experience, School Setting, and Self-Perceived Transformational Leadership Skills

2017 ◽  
Vol 21 (1b) ◽  
pp. 2156759X1877358 ◽  
Author(s):  
Christina Lowe ◽  
Donna M. Gibson ◽  
Ryan G. Carlson
Keyword(s):  
Transformational Leadership ◽  
School Counselors ◽  
Negative Correlation ◽  
School Counselor ◽  
Leadership Skills ◽  
School Setting ◽  
Influential Factors ◽  
Years Of Experience ◽  
American School Counselor Association ◽  
The Relationship

This study examined influential factors in the development of transformational leadership skills of school counselors who are the members of the American School Counselor Association. Using multiple regression with a sample of 102 practicing school counselors, we examined the influence of age and/or years of experience to self-perceived transformational leadership skills. Results indicated no significance between age and self-perceived transformational leadership scores, but they showed a negative correlation between years of experience and transformational leadership. We discuss implications for counselor educators and school counselor leaders.

An Examination of the Role of Online Technology in School Counseling

2014 ◽  
Vol 18 (1) ◽  
pp. 2156759X0001800 ◽  
Author(s):  
Tracy M. Steele ◽  
Darlene E. Jacokes ◽  
Carolyn B. Stone
Keyword(s):  
School Counselors ◽  
School Counselor ◽  
National Study ◽  
American School Counselor Association ◽  
Beliefs And Practices ◽  
Professional Boundaries ◽  
Online Technology ◽  
Online Technologies ◽  
Mitigating Factors

A national study conducted with the members of the American School Counselor Association (ASCA) database examined school counselors’ utilization of online technologies. The researchers also explored beliefs and practices and examined mitigating factors such as school counselors’ background, training, and experience. Training impacted counselors’ belief in the advantages of technology and their level of comfort. Females were significantly more likely to blur personal and professional boundaries irrespective of their training. The article discusses implications for school counselors.

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 Counselors and College Readiness Counseling

2017 ◽  
Vol 21 (1) ◽  
pp. 2156759X1878429 ◽  
Author(s):  
Beth H. Gilfillan
Keyword(s):  
College Readiness ◽  
School Counselors ◽  
School Counselor ◽  
College Admission ◽  
Essential Elements ◽  
Professional Organizations ◽  
Student Needs ◽  
American School Counselor Association ◽  
Practical Applications ◽  
College Ready

School counselors are vital to helping students become college ready. Professional organizations (i.e., American School Counselor Association, Council for Accreditation of Counseling and Related Programs, and National Association for College Admission Counseling) highlight the need for school counselors to provide college readiness counseling, yet the particular skills and knowledge needed to provide it have not been comprehensively explored. This conceptual article with practical applications identifies student needs, responsibilities of school counselors, training of school counselors, and advocacy issues as essential elements to develop college readiness counseling.

The School Counselor Caseload and the High School-to-College Pipeline

2014 ◽  
Vol 116 (10) ◽  
pp. 1-30 ◽  
Author(s):  
Chenoa S. Woods ◽  
Thurston Domina
Keyword(s):  
High School ◽  
School Counselors ◽  
School Counselor ◽  
College Enrollment ◽  
Multinomial Logistic Regression ◽  
School Level ◽  
Enrollment Rates ◽  
High School To College ◽  
Transition From High School ◽  
The Relationship

Background Advising students on the transition from high school to college is a central part of school counselors’ professional responsibility. The American School Counselor Association recommends a school counselor caseload of 250 students; however, prior work yields inconclusive evidence on the relationship between school counseling and school-level counseling resources and students’ college trajectories. Focus of Study This study evaluates the relationship between access to school counselors and several critical indicators of student transitions between high school and college. Research Design The study utilizes the Education Longitudinal Study of 2002 to explore the relationships between the school counselor caseload and students’ progress throughout the high school-to-college pipeline. The key indicator is the counselor caseload for students at a given high school, measured as the number of 10th graders per counselor at the high school at which each student is enrolled. The outcome variables are students’ college expectations, whether students spoke with a counselor about college, taking the SAT, and college enrollment. Logistic and multinomial logistic regression analyses are applied to examine the relationships between these variables. Findings Students in schools with small counselor caseloads enjoy greater success at navigating the high school-to-college pipeline. Controlling for student- and school-level characteristics, students in schools where counselors are responsible for advising a large number of students are less likely to speak with a counselor about college, plan to attend college, take the SAT, and enroll in a four-year college. Conclusions The findings support the claim that a smaller school counselor caseload may increase students’ access to key college preparation resources and raise four-year college enrollment rates.

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.

Ethical and Legal Standards in Social Work: Consistency and Conflict

2005 ◽  
Vol 86 (2) ◽  
pp. 163-169 ◽  
Author(s):  
Frederic G. Reamer
Keyword(s):  
Decision Making ◽  
Social Work ◽  
Social Workers ◽  
Legal Issues ◽  
Ethical Standards ◽  
Comprehensive Overview ◽  
Case Examples ◽  
Legal Standards ◽  
Ethical And Legal Issues ◽  
The Relationship

Social workers frequently encounter circumstances involving ethical and legal issues. In many instances, relevant ethical and legal standards complement each other; however, in some circumstances, ethical and legal standards conflict. This article provides a comprehensive overview of the relationship between U.S. ethical and legal standards in social work. The author presents a conceptually based typology of 4 types of relationships between legal and ethical standards. Case examples are included. The author concludes with a decision-making framework designed to enhance social workers' constructive management of difficult decisions involving ethical and legal standards.

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.

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.

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