The Contribution of School Counselors' Altruism to Their Degree of Burnout

2016 ◽  
Vol 20 (1) ◽  
pp. 1096-2409-20.1. ◽  
Author(s):  
Dodie Limberg ◽  
Glenn Lambie ◽  
E. H. Robinson
Keyword(s):  
School Counselors ◽  
Emotional Exhaustion ◽  
School Counselor ◽  
Counselor Educators ◽  
Statistical Analyses ◽  
Personal Accomplishment ◽  
Counselor Role ◽  
And Behavior

The school counselor role embodies altruistic intention and behavior, but may lead to burnout. This study tested the hypothesized directional relationship that school counselors scoring at higher levels of altruism would have lower levels of burnout (emotional exhaustion, depersonalization, personal accomplishment). The results of the statistical analyses supported the hypothesized relationship, indicating that altruism contributes to lower levels of burnout. This article discusses implications for school counselors and school counselor educators.

Data and Research that Matter: Mentoring School Counselors to Publish Action Research

2016 ◽  
Vol 20 (1) ◽  
pp. 1096-2409-20.1. ◽  
Author(s):  
Erin C. M. Mason ◽  
Christy Land ◽  
Ian Brodie ◽  
Kathleen Collins ◽  
Claudia Pennington ◽  
...  
Keyword(s):  
Student Achievement ◽  
Action Research ◽  
School Counseling ◽  
School Counselors ◽  
School Counselor ◽  
Counselor Educators ◽  
Research Projects ◽  
Local School ◽  
Counseling Programs ◽  
School Counseling Programs

Data and research serve as powerful advocacy tools in highlighting the effectiveness of school counselors and school counseling programs. School counselor educators can be key mentors who support practitioners in sharing the findings of local school action research. This article focuses on four unique projects by school counselors that demonstrate specific outcomes in student achievement and the mentoring efforts in guiding the dissemination of their results. The authors discuss recommendations for school counselors and counselor educators based on the mentoring process and publishable action research projects.

Introduction to the Special Issue: School Counselors Transforming Schools for Lesbian, Gay, Bisexual, Transgender, and Queer (LGBTQ) Students

2017 ◽  
Vol 20 (1a) ◽  
pp. 1096-2409-20.1a ◽  
Author(s):  
Anneliese A. Singh ◽  
Joseph G. Kosciw
Keyword(s):  
School Counseling ◽  
School Counselors ◽  
School Environment ◽  
School Counselor ◽  
Empirical Studies ◽  
Counselor Educators ◽  
Professional School ◽  
Special Issue ◽  
Lgbtq Students

The special issue of Professional School Counseling on “School Counselors Transforming Schools for Lesbian, Gay, Bisexual, Transgender, and Queer (LGBTQ) Students” contains six empirical studies practicing school counselors and school counselor educators can use to inform their own training and refine their interventions with LGBTQ students in order to transform the school environment into an affirming one for LGBTQ students.

School Counselors Support Student Spirituality through Developmental Assets, Character Education, and ASCA Competency Indicators

2011 ◽  
Vol 14 (5) ◽  
pp. 2156759X1101400 ◽  
Author(s):  
Robert A. Dobmeier
Keyword(s):  
Character Education ◽  
School Counselors ◽  
School Counselor ◽  
Developmental Assets ◽  
Counselor Educators ◽  
Professional Organizations ◽  
Developmental Domains

This article identifies the Search Institute's Developmental Assets, character education, and the ASCA National Model's Competency Indicators as education-based programs in which spirituality is accessed for children to enhance resiliency. The author presents school counselor interventions based on these three programs that mutually support spiritual with other developmental domains. He also identifies responsibilities of school counselors, professional organizations, district stakeholders, and counselor educators to address ethical and legal concerns.

School Counselors’ Strategies for Social Justice Change: A Grounded Theory of What Works in the Real World

2010 ◽  
Vol 13 (3) ◽  
pp. 2156759X1001300 ◽  
Author(s):  
Anneliese A. Singh ◽  
Alessandra Urbano ◽  
Meg Haston ◽  
Eleanor McMahan
Keyword(s):  
Social Justice ◽  
Grounded Theory ◽  
School Counselors ◽  
School Counselor ◽  
Power Structures ◽  
Self Advocacy ◽  
School Communities ◽  
Counselor Role ◽  
Difficult Dialogues ◽  
Using Data

A qualitative study used a grounded theory methodology to explore the strategies that 16 school counselors who self-identified as social justice agents used to advocate for systemic change within their school communities. Findings included seven overarching themes: (a) using political savvy to navigate power structures, (b) consciousness raising, (c) initiating difficult dialogues, (d) building intentional relationships, (e) teaching students self-advocacy skills, (f) using data for marketing, and (g) educating others about the school counselor role of advocate.

scholarly journals “A Different Way”: The Experiences of Latinx Parents with School Counselors

2017 ◽  
Vol 9 (2) ◽  
pp. 95-111
Author(s):  
Malti Tuttle ◽  
Natoya Haskins
Keyword(s):  
School Counselors ◽  
School Counselor ◽  
Phenomenological Study ◽  
Cultural Theory ◽  
Relational Cultural Theory ◽  
Counselors In Training ◽  
Call To Action ◽  
Cultural Systems ◽  
Counselor Role

This phenomenological study aimed to identify the essence of the lived experiences of Latinx parents as they relate to school counselors. A Relational Cultural Theory (RCT) Framework was used to explore the experiences of Latinx parents with school counselors. Twelve Latinx parents were interviewed from three counties in a Southeastern state to share their experiences with school counselors to provide recommendations for practice to the school counseling specialty and school counselors in training. The five overarching themes identified were: (1) Disconnections Between Educational and Cultural Systems; (2) Growth Fostering Relationships Between Latino/a Parents and School Counselors; (3) Sense of Worth Based on Quality of Experiences with School Counselors; (4) Desired Connections Based on Experiences with School Counselors; and (5) Knowledge of the School Counselor Role Built on Mutuality. These findings provided insight as to how the parents experienced their interactions with school counselors to support a social justice call to action.

Advocacy and Impact: A Comparison of Administrators’ Perceptions of the High School Counselor Role

2009 ◽  
Vol 12 (6) ◽  
pp. 2156759X0901200
Author(s):  
Tammy Dodson
Keyword(s):  
High School ◽  
School Counselors ◽  
School Counselor ◽  
Administrator Perceptions ◽  
Significant Finding ◽  
Model Program ◽  
Asca Model ◽  
Counselor Role ◽  
High School Counselor ◽  
Negative Perceptions

This article compares administrators’ perceptions of the high school counselor role in a Recognized ASCA Model Program (RAMP) versus the perceptions that administrators had of the high school counselor role in counseling departments that had not received the RAMP designation. An analysis of the data revealed that administrators from both RAMP and non-RAMP designated counseling programs had both positive and negative perceptions of the appropriate and inappropriate roles of the school counselor role. The most significant finding in the administrator perceptions was that RAMP administrators viewed their school counselors as having a significant role in collaborating with teachers to present guidance curriculum lessons.

Teacher Perceptions of the Professional School Counselor Role: A National Study

2009 ◽  
Vol 12 (5) ◽  
pp. 2156759X0901200
Author(s):  
Summer M. Reiner ◽  
Robert D. Colbert ◽  
Rachelle Pérusse
Keyword(s):  
Teacher Perceptions ◽  
School Counselors ◽  
National Survey ◽  
School Counselor ◽  
Professional School ◽  
National Study ◽  
American School Counselor Association ◽  
American School ◽  
Counselor Role ◽  
Professional School Counselor

In a national survey, teachers were asked about their perceptions of the professional school counselor role as defined by the American School Counselor Association (ASCA, 2005). Teachers were questioned about the extent that they believed that school counselors should engage in and were engaged in a variety of tasks endorsed as appropriate or inappropriate by ASCA. This research revealed that teachers agreed that school counselors should engage in 13 and were engaged in 12 of the 16 appropriate responsibilities.

Forecasting an Inclusive Future: School Counseling Strategies to Deconstruct Educational Heteronormativity

2017 ◽  
Vol 20 (1a) ◽  
pp. 1096-2409-20.1a ◽  
Author(s):  
Molly M. Strear
Keyword(s):  
Social Justice ◽  
Queer Theory ◽  
School Counseling ◽  
School Counselors ◽  
Delphi Study ◽  
School Counselor ◽  
Counselor Educators ◽  
Critical Discourse ◽  
Social Justice Advocacy ◽  
Future School

This Delphi study engaged a panel of 14 school counselor educators and school counselors in a critical discourse to generate school counseling strategies to deconstruct educational heteronormativity. This study resulted in 51 school counseling strategies that school counselors can employ to deconstruct educational heteronormativity. This article also provides an introduction to heteronormativity and queer theory to demonstrate how school counselors can engage in social justice advocacy through intentional practice.

When Theory Collides with Practice: One Day in the Life of a Middle School Counselor

2005 ◽  
Vol 9 (1) ◽  
pp. 2156759X0500900
Author(s):  
Holowiak-Urquhart Chris ◽  
Elizabeth R. Taylor
Keyword(s):  
Middle School ◽  
School Counselors ◽  
School Counselor ◽  
Counselor Educators ◽  
Human Existence ◽  
Viktor Frankl ◽  
The World ◽  
Personal Qualities

Viktor Frankl (1984) stated, “One of the main features of human existence is the capacity to rise above such conditions, to grow beyond them. Man is capable of changing the world for the better if possible and of changing himself for the better if necessary” (p. 133). Effective counselors do this daily, rising above conditions, seizing opportunities to change the world of the youth with whom they work, and, in so doing, changing themselves. One counselor records her day as it happened, illus-trating the roles and personal qualities that often are overlooked by counselor educators and researchers but are common to many school counselors. The names have been changed to protect confidentiality.

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