Training School Counselors to Serve as Antibullying Specialists

2021 ◽  
pp. 358-376
Author(s):  
Nicole Arcuri Sanders
Keyword(s):  
School Counselors ◽  
School Counselor ◽  
Underserved Populations ◽  
Department Of Education ◽  
American School Counselor Association ◽  
School Counseling Programs ◽  
Comprehensive School Counseling ◽  
Comprehensive School Counseling Programs ◽  
Additional Role ◽  
The U.S

This chapter explores school counselors' role in accordance to the nation's indicated most extensive and comprehensive antibullying policy by the U.S. Department of Education (US DOE) as well as in alignment with the position of the American School Counselor Association (ASCA). The author introduces and evaluates bullying implications for underserved populations and research concerning the experiences of school counselors when serving students in the additional role designated by the model policy, antibullying specialist. This chapter identifies research driven suggestions for most effective practices counselor educators can train school counselors to advocate for when designing and implementing their comprehensive school counseling programs with prevention and intervention components.

Developmental Counseling and Therapy as a Model for School Counselor Consultation with Teachers

2007 ◽  
Vol 10 (4) ◽  
pp. 2156759X0701000
Author(s):  
Elysia Clemens
Keyword(s):  
School Counselors ◽  
School Counselor ◽  
Individual Counseling ◽  
Effect Change ◽  
School Counseling Programs ◽  
Developmental Counseling ◽  
Comprehensive School Counseling ◽  
Comprehensive School Counseling Programs ◽  
Consultation Model ◽  
Developmental Counseling And Therapy

Referral requests for individual counseling pose a threat to the implementation of comprehensive school counseling programs (Jackson & White, 2000). Consulting with teachers is one way that school counselors can efficiently respond to some referrals while also providing system support. Using a developmental counseling and therapy–based consultation model, school counselors can assess how a teacher is conceptualizing a student's behavior, respond to the stress a teacher may feel connected to that behavior, and indirectly effect change in a classroom system.

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.

RAMP and PBIS: “They Definitely Support One Another”: The Results of a Phenomenological Study (Part One)

2017 ◽  
Vol 21 (1) ◽  
pp. 1096-2409-21.1. ◽  
Author(s):  
Emily Goodman-Scott ◽  
Tim Grothaus
Keyword(s):  
School Counselors ◽  
Behavioral Interventions ◽  
School Counselor ◽  
Phenomenological Study ◽  
Phenomenological Inquiry ◽  
Positive Behavioral Interventions ◽  
School Counseling Programs ◽  
Comprehensive School Counseling ◽  
Comprehensive School Counseling Programs ◽  
The Impact

Scholars have explored the impact of comprehensive school counseling programs on student outcomes, including those programs that garnered the RAMP (Recognized ASCA [American School Counselor Association] Model Program) designation. A surfeit of empirical examinations of positive behavioral interventions and supports (PBIS) outcomes also are extant. Although researchers have investigated RAMP and PBIS individually and conceptual articles have suggested models for aligning these two frameworks, scholarly investigations of their interaction are scarce. Researchers in this study conducted a phenomenological inquiry with 10 school counselors employed in schools that featured both a RAMP designation and implementation of PBIS with fidelity. The researchers determined four resulting themes regarding school counselors’ lived experiences working in schools with both the RAMP designation and high levels of PBIS implementation: (a) RAMP–PBIS interaction, (b) “the data is amazing,” (c) “part of the [school] culture,” and (d) challenges and benefits.

Using the ASCA National Model® to Facilitate School Transitions

2007 ◽  
Vol 10 (3) ◽  
pp. 2156759X0701000
Author(s):  
Carey Dimmitt ◽  
Jay Carey
Keyword(s):  
School Counselors ◽  
School Counselor ◽  
School Transitions ◽  
Asca National Model ◽  
School Counseling Programs ◽  
Comprehensive School Counseling ◽  
Comprehensive School Counseling Programs ◽  
National Model ◽  
Effective Program ◽  
Program Components

The American School Counselor Association has developed the ASCA National Model® in order to provide school counselors with a structure for effective practice. The ASCA National Model can help school counselors think proactively about how they can best serve the students in their schools, and it contains ideas and tools for developing comprehensive school counseling programs that use the current best practices in the field. This article briefly summarizes the ASCA National Model and uses the model to identify effective program components for addressing student transitions.

Comprehensive School Counseling Programs and Academic Achievement— A Rejoinder to Brown and Trusty

2005 ◽  
Vol 9 (1) ◽  
pp. 2156759X0500900
Author(s):  
Christopher A. Sink
Keyword(s):  
Academic Achievement ◽  
School Counseling ◽  
School Counselors ◽  
Evaluation Studies ◽  
Comprehensive School ◽  
School Counseling Program ◽  
Causal Connections ◽  
School Counseling Programs ◽  
Comprehensive School Counseling ◽  
Comprehensive School Counseling Programs

In this brief article, the author responds to Brown and Trusty's assertion that based on the deficiencies of existing comprehensive school counseling program (CSCP) research, school counselors need not focus their time and effort on showing causal connections between their programs and measures of student academic achievement. Rather than defending the specific merits of the CSCP research, this rejoinder article addresses (a) the larger issue of whether Brown and Trusty have mischaracterized a key underlying results-based assumption of CSCPs, as well as (b) the value of multiple research paradigms in CSCP evaluation studies, and (c) the importance of systemic thinking and collaboration within CSCP research.

Comprehensive School Counseling Programs, Job Satisfaction, and the ASCA National Model

2011 ◽  
Vol 15 (2) ◽  
pp. 2156759X1101500 ◽  
Author(s):  
Jaymes R. Pyne
Keyword(s):  
Job Satisfaction ◽  
School Counseling ◽  
School Counselor ◽  
Comprehensive School ◽  
Asca National Model ◽  
Counseling Programs ◽  
School Counseling Programs ◽  
Comprehensive School Counseling ◽  
Comprehensive School Counseling Programs ◽  
National Model

This study examined the level of school counselor job satisfaction and implementation of comprehensive school counseling programs in secondary schools in one state. Participants included 103 secondary school counselors selected using a cluster sampling of Michigan public school districts. The Job in General (JIG) scale was used to measure their job satisfaction. The Comprehensive School Counseling Implementation Measure (CSCIM), based on the ASCA National Model, was used to measure the level of implementation of a comprehensive school counseling program in their schools. The individual items “administrative support” and “facilitating communication between staff” on the CSCIM showed high correlations with job satisfaction, while moderate to high correlations were found in the items “serving all students,” “clearly written and defined program philosophy,” and “creating time for planning and evaluating the program.” This article discusses limitations of this study and suggested directions for further research.

scholarly journals Implementation Challenges and Training Needs for Comprehensive School Counseling Programs in Wisconsin High Schools

2012 ◽  
Vol 16 (2) ◽  
pp. 2156759X0001600 ◽  
Author(s):  
Alan W. Burkard ◽  
Mark Gillen ◽  
Michael J. Martinez ◽  
Sarah Skytte
Keyword(s):  
High Schools ◽  
School Counseling ◽  
School Counselors ◽  
Comprehensive School ◽  
Counseling Programs ◽  
Implementation Challenges ◽  
School Counseling Programs ◽  
Comprehensive School Counseling ◽  
Comprehensive School Counseling Programs ◽  
Professional Development Training

The data from this study details the challenges to implementing comprehensive school counseling programs in Wisconsin high schools. Results suggest that current professional development training practices may be ineffective in assisting high school counselors to implement key components of the ASCA National Model in their schools. This article discusses obstacles to conducting more rigorous, statewide evaluations, and describes connections to markers of student success.

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