scholarly journals School Counselor and School Psychologist Perceptions of Accountability Policy: Lessons from Virginia

2014 ◽  
Author(s):  
Ryan Ruff
Keyword(s):  
School Counselors ◽  
School Psychologists ◽  
School Counselor ◽  
School Psychologist ◽  
Positive Culture ◽  
School Level ◽  
Classroom Context ◽  
Job Roles ◽  
Teacher Student ◽  
The Impact

This paper is concerned with the professional efficacy of school counselors and school psychologists that operate under the umbrella of accountability reforms. Research questions addressed counselor and psychologist job roles and responsibilities, as well as their personal perspectives on the impact of accountability reforms on both the classroom context and student socio-emotional development. Interviews were conducted with counselors and psychologists of varying professional experience and school level, with analysis following analytic induction. Results indicate that the efficacy of student support personnel has been negatively impacted by accountability reforms, but schools that maintain a positive culture dedicated to excellence minimize that effect. Additionally, results highlight the unanticipated consequences of accountability on the teacher, student, and counselor/psychologist relationship and emphasize the need to cultivate a nurturing socio-emotional environment for students.

Working Beyond the Bell

2017 ◽  
Vol 21 (1) ◽  
pp. 2156759X1877513
Author(s):  
Amanda Winburn ◽  
Rebekah Reysen ◽  
Eric Suddeath ◽  
Mandy Perryman
Keyword(s):  
Life Satisfaction ◽  
School Counselors ◽  
Big Five ◽  
Counselor Training ◽  
School Counselor ◽  
Big Five Personality Traits ◽  
School Level ◽  
Big Five Personality ◽  
School Settings ◽  
Lower Life Satisfaction

The purpose of this study is to explore workaholism tendencies and their relationship to the Big Five personality traits and life satisfaction within a school counselor population. Results indicate that school counselors employed in high school settings experience significantly higher levels of workaholism tendencies than those at the elementary or middle school level, and school counselors with neurotic tendencies are most likely to be workaholics. Data also showed that school counselors with higher levels of workaholism have lower life satisfaction. We discuss implications for school counselor training and practice.

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.

Response to Intervention: An Opportunity for School Counselor Leadership

2011 ◽  
Vol 14 (3) ◽  
pp. 2156759X1101400
Author(s):  
Theresa Ryan ◽  
Carol J. Kaffenberger ◽  
Amy Gleason Carroll
Keyword(s):  
Elementary School ◽  
Response To Intervention ◽  
School Counselor ◽  
Best Practice ◽  
School Level ◽  
Implementation Team ◽  
School Counselor Leadership ◽  
Rti Model ◽  
The Impact

This article describes a novel implementation of a response to intervention (RTI) model at the elementary school level, with particular focus on the role of the school counselor. The RTI process was used with all K-2 students as a way of delivering research-based best practice to all students, and as a way of documenting the educational progress of students identified as at risk for school problems. A member of the development and implementation team, the school counselor collected data to estimate the impact of the model on student progress after the first year of data collection. The article also shares implications for the role of the elementary school counselor.

Improved Attitude and Achievement: A Case Study of an Elementary School Academic Advisement Intervention

2017 ◽  
Vol 21 (1) ◽  
pp. 1096-2409-21.1.
Author(s):  
Barry Kamrath ◽  
Teresa Brooker
Keyword(s):  
Elementary School ◽  
School Counselors ◽  
School Counselor ◽  
Academic Advisement ◽  
Effective Response ◽  
School Counseling Program ◽  
Future Success ◽  
Elementary School Counseling ◽  
The Impact

School counselors are often called upon to develop and implement academic interventions. In this case study of one urban elementary school, a school counselor conducted a small group academic advisement intervention. The results suggest that integrating the activities into the elementary school counseling program can be an effective Response to Intervention (RTI) component that advances academic achievement and improves attendance and discipline issues. This article presents the impact of the intervention on student and parent attitudes toward school and future success and shares implications for school counselors.

The Impact of School Counseling Supervision on Practicing School Counselors’ Self-Efficacy in Building a Comprehensive School Counseling Program

2019 ◽  
Vol 23 (1) ◽  
pp. 2156759X2094772
Author(s):  
Angela Tang
Keyword(s):  
School Counseling ◽  
School Counselors ◽  
Self Efficacy ◽  
School Counselor ◽  
Best Practice ◽  
Counseling Supervision ◽  
Model Framework ◽  
School Counseling Program ◽  
Quasi Experimental ◽  
The Impact

This quasi-experimental pretest/posttest study using the School Counseling Self-Efficacy Scale examined whether school-counseling-specific supervision increased self-efficacy related to school counseling best practice. The study included supervision of 24 practicing school counselors using the School Counseling Supervision Model framework. Supervision groups had significant increases in self-efficacy scores compared to nonparticipants ( p = .02), with a medium-to-large effect size ( d = .62). Findings suggest that school-counseling-specific supervision can increase school counselor self-efficacy related to professional practice.

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.

Cognitive-behavioural therapy for children with behavioural difficulties in the Singapore mainstream school setting

2011 ◽  
Vol 32 (6) ◽  
pp. 616-631 ◽  
Author(s):  
Lay See Yeo ◽  
Pui Meng Choi
Keyword(s):  
School Psychologists ◽  
Peer Relationships ◽  
Cognitive Behavioural Therapy ◽  
School Psychologist ◽  
Self Esteem ◽  
Behavioural Therapy ◽  
Control Groups ◽  
Behavioural Difficulties ◽  
Cognitive Behavioural ◽  
The Impact

The present study investigated the effectiveness of a cognitive-behavioural therapy (CBT) programme delivered by a school psychologist for children with behavioural difficulties in Singapore elementary school classrooms. It examined the impact of a 12-session, psychoeducational group intervention in helping misbehaving pupils to control their school and home behaviours, maintain peer relationships, and improve self-esteem. Ninety-five pupils, aged between 8- and 12-years-old ( M = 10.08, SD = 1.10) were randomly assigned to CBT (experimental) groups and control groups. The CBTgroups learned and practised skills in self-monitoring, problem-solving, and self-management. The control groups discussed rule compliance and role-played behaviours that conformed to school rules. CBT groups improved significantly in school and home behaviours, self-control, social skills, and self-esteem compared to control groups. Effect sizes ranged from moderate (0.50) to large (2.94). Gains in self-esteem were maintained at follow-up for experimental groups only. The feasibility ofimplementing group CBT was discussed in light of competing demands on school psychologists to deliver diverse psychological services to children.

scholarly journals The Impact of the School Counselor Supervision Model on the Self-Efficacy of School Counselor Site Supervisors

2017 ◽  
Vol 21 (1) ◽  
pp. 1096-2409-21.1. ◽  
Author(s):  
Carleton H. Brown ◽  
Arturo Olivárez ◽  
Lorraine DeKruyf
Keyword(s):  
Identity Development ◽  
School Counselors ◽  
Self Efficacy ◽  
School Counselor ◽  
Counselor Supervision ◽  
Critical Element ◽  
Supervision Training ◽  
Site Supervisors ◽  
Supervision Model ◽  
The Impact

Supervision is a critical element in the professional identity development of school counselors; however, available school counseling-specific supervision training is lacking. The authors describe a 4-hour supervision workshop based on the School Counselor Supervision Model (SCSM; Luke & Bernard, 2006) attended by 31 school counselors from three southern U.S. school districts. Employing a pre-experimental pretest-posttest research design using the Site Supervisor Self-Efficacy Survey-revised (DeKruyf, 2011), the authors found a significant positive relationship (t (30) = 9.31, p & .001; Cohen's d = 1.67) between supervision training and supervisor self-efficacy. These findings bolstered the efficacy of the SCSM. The authors discuss research and practical implications of this study.

scholarly journals Noninstructional Spending Improves Noncognitive Outcomes: Discontinuity Evidence from a Unique Elementary School Counselor Financing System

2010 ◽  
Vol 5 (2) ◽  
pp. 105-137 ◽  
Author(s):  
Randall Reback
Keyword(s):  
Mental Health ◽  
Elementary Schools ◽  
School Counselors ◽  
Skill Acquisition ◽  
Behavioral Problems ◽  
Student Behavior ◽  
School Counselor ◽  
Financing System ◽  
Future Earnings ◽  
The Impact

Children's noncognitive skills, mental health, and behavior are important predictors of future earnings and educational attainment. Their behavior in the classroom also affects their peers' behavior and achievement. There is limited prior evidence, however, concerning the impact of school resources on student behavior. Some elementary schools employ counselors whose primary purpose is to help improve students' behavior, mental health, and noncognitive skill acquisition. This article estimates regression discontinuity models exploiting Alabama's unique financing system for school counselors. Alabama fully subsidizes counselor appointments for all elementary schools, with the number of appointments based on schools' prior year enrollments using discrete enrollment cutoffs. The results suggest that greater counselor subsidies reduce the frequency of disciplinary incidents but do not strongly influence mean student achievement test scores. Increases in counselors moderate relatively severe behavioral problems without necessarily improving systemic behavior affecting classroom learning.

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