Revealing School Counselors’ Perspectives on Using Physical Activity and Consulting with Coaches

2017 ◽  
Vol 21 (1) ◽  
pp. 1096-2409-21.1.
Author(s):  
Laura Hayden ◽  
Meghan Ray Silva ◽  
Kaitlin Gould
Keyword(s):  
Physical Activity ◽  
School Counselors ◽  
School System ◽  
Life Skills ◽  
Socioemotional Development ◽  
Asca National Model ◽  
School Based ◽  
National Model ◽  
Consultative Process ◽  
Practical Implications

This study reveals school counselors’ perspectives on using physical activity and a consultative process with coaches to provide school-based support for youth. Emerging from this exploration are ways that school-based physical activity might be used to help students develop life skills and to remove barriers to systemic integration of socioemotional development through physical activity into the school system. Practical implications focus on system-based change and collaborative opportunities using the ASCA National Model.

scholarly journals Louisiana School Counselors’ Daily Activities and the ASCA National Model: A Complex History and a Hopeful Future

2021 ◽  
Vol 17 (5) ◽  
Author(s):  
Wendy D. Rock ◽  
Jennifer Curry
Keyword(s):  
Mixed Methods ◽  
Best Practices ◽  
School Counseling ◽  
School Counselors ◽  
State Policy ◽  
Daily Activities ◽  
Asca National Model ◽  
State Legislation ◽  
Developmental Models ◽  
National Model

This mixed methods, concurrent nested study was designed to explore the extent to which one state’s school counselors report daily activities that align to the ASCA National Model (ASCA, 2005, 2012, 2019). In spite of federal and state legislation, state policy, and a state model supporting best practices for school counseling, a significant number of school counselors in this study (approximately 25%) report barriers to implementing comprehensive, developmental models. These barriers include inordinate amounts of duty, testing, and coordination of specialized services. However, with nearly three out of four school counselors in the sample reporting knowing and implementing pieces of the ASCA National Model (ASCA, 2005, 2012, 2019), we remain hopeful for the future of school counseling in Louisiana.

Future School Principals’ Views of the Roles of Professional School Counselors

2007 ◽  
Vol 11 (1) ◽  
pp. 2156759X0701100
Author(s):  
Charles C. Chata ◽  
Larry C. Loesch
Keyword(s):  
School Counselors ◽  
Educational Administration ◽  
School Principals ◽  
Professional School ◽  
Asca National Model ◽  
National Model ◽  
Professional School Counselors ◽  
The University ◽  
University Council ◽  
Future School

A clinical simulation technique was used to investigate how future school principals view the roles of professional school counselors, particularly as those responsibilities are represented in the ASCA National Model®. The 244 respondents were principals-in-training (i.e., graduate students) officially enrolled in educational administration programs at member institutions of the University Council for Educational Administration. These principals-in-training were able to differentiate between appropriate and inappropriate roles of professional school counselors, and the results generally were independent of their demographic characteristics.

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.

Informing Principals: The Impact of Different Types of Information on Principals’ Perceptions of Professional School Counselors

2009 ◽  
Vol 12 (4) ◽  
pp. 2156759X0901200
Author(s):  
Wade C. Leuwerke ◽  
Janice Walker ◽  
Qi Shi
Keyword(s):  
School Counselors ◽  
Professional School ◽  
System Support ◽  
Asca National Model ◽  
Different Types ◽  
National Model ◽  
Guidance Curriculum ◽  
Types Of Information ◽  
The Impact ◽  
Principals Perceptions

The study in this article provided principals with different types of information about professional school counseling and examined the impact on their perceptions. Results demonstrated that information about the ASCA National Model® influenced principals’ perceptions of the amount of time counselors should allocate to delivery of the guidance curriculum, system support, and responsive services, as well as ratings of the importance of performing inappropriate tasks in meeting the education mission of the school.

Day-to-Day Activities of School Counselors: Alignment with New Directions in the Field and the ASCA National Model®

2007 ◽  
Vol 10 (4) ◽  
pp. 2156759X0701000
Author(s):  
Mary E. Walsh ◽  
James G. Barrett ◽  
Jillian DePaul
Keyword(s):  
School Counseling ◽  
School Counselors ◽  
Considerable Time ◽  
Elementary School Counselors ◽  
Asca National Model ◽  
Role Changes ◽  
New Directions ◽  
National Model ◽  
Counseling Literature ◽  
Newly Hired

Role changes in the profession of school counseling take considerable time to be enacted in practice. The purpose of the study in this article is to examine whether newly hired elementary school counselors working in urban settings can implement (a) new directions for practice that have emerged in the recent school counseling literature (i.e., a programmatic, collaborative, and preventive approach), and (b) the components that reflected these new directions embedded in the Delivery System of the ASCA National Model®.

The Hand of Professional School Counseling Meets the Glove of Restorative Practices

2017 ◽  
Vol 21 (1) ◽  
pp. 2156759X1876189 ◽  
Author(s):  
Lance C. Smith ◽  
Bernice R. Garnett ◽  
Alyxandra Herbert ◽  
Nicholas Grudev ◽  
Jamilah Vogel ◽  
...  
Keyword(s):  
School Counseling ◽  
School Counselors ◽  
School Counselor ◽  
Theory And Practice ◽  
Professional School ◽  
Restorative Practices ◽  
Asca National Model ◽  
Counselor Identity ◽  
National Model ◽  
Counseling Literature

To introduce restorative practices (RP) to the school counseling literature, the authors explicate the hand in glove fit between the RP model for schools and school counselor identity and scope of practice. Drawing from the American School Counselor Association’s (ASCA) National Model, ASCA’s Ethical Standards for School Counselors, multitiered systems of support (MTSS), and the school counseling literature, the authors make the case for the profession of school counseling to take up RP and integrate the model into school counseling research, theory, and practice.

Experiences of Black Males With Dyslexia in the U.S. Education System

2021 ◽  
Vol 25 (1_part_4) ◽  
pp. 2156759X2110400
Author(s):  
M. Ann Shillingford ◽  
S. Kent Butler ◽  
Michelle D. Mitchell ◽  
Nevin J. Heard
Keyword(s):  
School Counselors ◽  
Black Males ◽  
School Counselor ◽  
Male Students ◽  
Evidence Based ◽  
Ethical Standards ◽  
Asca National Model ◽  
Institutional Barriers ◽  
Black Male Students ◽  
National Model

Black male students with dyslexia not proffered suitable accommodations may have their futures severely impacted by institutional barriers. Inappropriate interventions often lead to educational hardships despite students having educational prowess to achieve scholastically. This article addresses how school counselors, driven by the components of the American School Counselor Association’s ASCA National Model and ASCA Ethical Standards, can serve as advocates for Black males with dyslexia by championing evidence-based multitiered systems of support designed to provide ethically sound assessments and placements.

Listen to the Voices: School Counselors and Comprehensive School Counseling Programs

2009 ◽  
Vol 12 (3) ◽  
pp. 2156759X0901200
Author(s):  
Carol A. Dahir ◽  
Joy J. Burnham ◽  
Carolyn Stone
Keyword(s):  
School Counseling ◽  
School Counselors ◽  
School Counselor ◽  
Comprehensive School ◽  
Asca National Model ◽  
Comprehensive School Counseling ◽  
Professional Development Needs ◽  
National Model ◽  
New Vision ◽  
Comprehensive Programs

Presently, many state departments of education and school counselor associations have published second-generation documents aligned with the ASCA National Model® (American School Counselor Association, 2005). This research study analyzed some school counselors’ readiness to deliver comprehensive programs by assessing their attitudes, beliefs, and priorities for key program elements affirmed in the ASCA National Model. The results identified gaps in the school counselors’ ability to embrace and implement the new vision of comprehensive school counseling during the initial stages of implementation and thus informed professional development needs.

School Counselors' Roles in RAMP and PBIS a Phenomenological Investigation (Part Two)

2017 ◽  
Vol 21 (1) ◽  
pp. 1096-2409-21.1. ◽  
Author(s):  
Emily Goodman-Scott ◽  
Tim Grothaus
Keyword(s):  
School Counselors ◽  
Behavioral Interventions ◽  
School Counselor ◽  
Future Research ◽  
American School Counselor Association ◽  
Asca National Model ◽  
Roles And Responsibilities ◽  
Positive Behavioral Interventions ◽  
National Model ◽  
Qualitative Phenomenological

Researchers conducted a qualitative, phenomenological investigation of the lived experiences of a sample of 10 school counselors in current or recent RAMP (Recognized ASCA [American School Counselor Association] Model Program) schools that also implemented positive behavioral interventions and supports (PBIS) with high fidelity. Researchers found two themes and related subthemes regarding school counselor roles. The first theme was school counselors' roles and responsibilities, with subthemes (a) makes sense with their role and (b) roles across tiers. The second theme was ASCA National Model themes in action. Subthemes were (a) advocacy and systemic change, (b) leadership, and (c) collaboration. The authors discuss findings, limitations, implications, and future research related to this study.

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