Aligning Comprehensive School Counseling Programs and Positive Behavioral Interventions and Supports to Maximize School Counselors’ Efforts

2015 ◽  
Vol 19 (1) ◽  
pp. 1096-2409-19.1. ◽  
Author(s):  
Goodman-Scott Emily ◽  
Betters-Bubon Jennifer ◽  
Donohue Peg
Keyword(s):  
School Climate ◽  
School Counseling ◽  
School Counselors ◽  
Behavioral Interventions ◽  
Comprehensive School ◽  
Counseling Programs ◽  
Positive Behavioral Interventions ◽  
School Counseling Programs ◽  
Comprehensive School Counseling ◽  
Comprehensive School Counseling Programs

School counselors are tasked with contributing to a safe and preventative school climate serving students’ academic, career, and social/emotional needs through comprehensive school counseling program implementation. Positive Behavioral Interventions and Supports (PBIS) prioritizes a positive school climate, is widely implemented in the United States, and has been recommended by influential educational stakeholders. School counselors can assist with PBIS implementation; however, no thorough description exists of the alignment between comprehensive school counseling programs and PBIS. In this article, the authors conceptualize this alignment, aiming to increase school counselors’ and stakeholders’ understanding of and advocacy for this alignment to maximize school counselors’ efforts. The article provides school counseling implications and recommendations.

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.

scholarly journals Integrating Yoga into a Comprehensive School Counseling Program: A Qualitative Approach

2018 ◽  
Vol 22 (1) ◽  
pp. 2156759X1985792
Author(s):  
Julia V. Taylor ◽  
Donna M. Gibson ◽  
Abigail H. Conley
Keyword(s):  
School Counseling ◽  
School Counselors ◽  
Lived Experiences ◽  
Comprehensive School ◽  
Counseling Programs ◽  
Qualitative Research Design ◽  
School Counseling Program ◽  
School Counseling Programs ◽  
Comprehensive School Counseling ◽  
Comprehensive School Counseling Programs

Using an exploratory phenomenological qualitative research design, this study investigated the lived experiences of 10 school counselors who integrate yoga into their comprehensive school counseling programs. Analysis of data revealed five significant themes and subsequent subthemes describing the participants’ lived experiences of yoga integration within their school counseling programs. We include implications for research and practice.

The Beliefs and Practices of School Counselors who Use Data to Implement Comprehensive School Counseling Programs

2011 ◽  
Vol 15 (2) ◽  
pp. 2156759X1101500 ◽  
Author(s):  
Anita Young ◽  
Carol Kaffenberger
Keyword(s):  
Achievement Gap ◽  
School Counseling ◽  
School Counselors ◽  
Comprehensive School ◽  
Counseling Programs ◽  
Beliefs And Practices ◽  
School Counseling Programs ◽  
Comprehensive School Counseling ◽  
Comprehensive School Counseling Programs ◽  
Using Data

School counselors are required to implement accountability strategies in order to increase student performance and contribute to closing the achievement gap. This study investigates the beliefs and practices of school counselors who have earned national recognition for implementing comprehensive school counseling programs based on identifying program goals and using data to close the achievement gap. The study asked Recognized ASCA Model Program (RAMP) school counselors how they use data to inform program decisions and their beliefs about using data. The results suggest that school counselors who have earned RAMP understand the importance of using data to provide services to students and drive program evaluation and improvement. Participation in the RAMP process appears to have a positive impact on data practices and school counselors’ beliefs about the importance of using data.

School Counselors, Comprehensive School Counseling Programs, and Academic Achievement: Are School Counselors Promising more than they Can Deliver?

2005 ◽  
Vol 9 (1) ◽  
pp. 2156759X0500900 ◽  
Author(s):  
Duane Brown ◽  
Jerry Trusty
Keyword(s):  
Academic Achievement ◽  
School Counseling ◽  
School Counselors ◽  
Research Literature ◽  
Comprehensive School ◽  
Counseling Programs ◽  
School Counseling Programs ◽  
Comprehensive School Counseling ◽  
Comprehensive School Counseling Programs ◽  
National Model

The ASCA National Model® (ASCA, 2003) suggests that the school counselor's primary mission is the improvement of academic achievement. This article examines the research literature regarding school counselors’ efforts related to academic achievement and concludes that there is little support for the suppo-sition that comprehensive school counseling programs improve achievement. Conversely, there is a growing body of evidence that suggests that school counselors can use strategic interventions to improve academic achievement.

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