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.

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.

scholarly journals School Counselors’ Exposure to Student Suicide, Suicide Assessment Self-Efficacy, and Workplace Anxiety: Implications for Training, Practice, and Research

2021 ◽  
Vol 11 (3) ◽  
pp. 327-339
Author(s):  
Alexander T. Becnel ◽  
Lillian Range ◽  
Theodore P. Remley, Jr.
Keyword(s):  
School Counselors ◽  
Self Efficacy ◽  
School Counselor ◽  
Graduate Training ◽  
National Sample ◽  
American School Counselor Association ◽  
Suicide Assessment ◽  
Suicide Training ◽  
The Impact ◽  
Training Practice

In a national sample of current school counselors with membership in the American School Counselor Association (N = 226), we examined the prevalence of suicide training among school counselors as well as differences in suicide assessment self-efficacy and workplace anxiety between school counselors who were exposed to student suicide and those who were not. The results indicate that 38% of school counselors were not prepared for suicide prevention during graduate training. Although school counselors’ exposure to suicide was not related to their workplace anxiety, those who were exposed to a student suicide attempt had higher suicide assessment self-efficacy scores than those who were not. This study demonstrates the impact of suicide exposure on school counselors and the need for additional suicide assessment training.

The Validity and Reliability of Counseling Internship Supervision Training Module among Academic Supervisors and Site Supervisors

2021 ◽  
Vol 12 (3) ◽  
pp. 332-342
Author(s):  
Norazani Ahmad Et.al
Keyword(s):  
School Counselors ◽  
Public Universities ◽  
Target Population ◽  
Validity And Reliability ◽  
Training Module ◽  
The Public ◽  
Supervision Training ◽  
Supervision Process ◽  
Site Supervisors ◽  
Supervision Model

This study aims to develop theCounseling Internship Supervision Training Module that can benefit the academic supervisors at public universities. This training module is one of the efforts in increasing academic supervisors’ efficacy in the theoretical and skill aspects in counseling supervision. This module is developed based on a systematic supervision model namely theSystem Approach to Supervision (SAS) by Holloway (1995). This module contains 5 stages of supervision and they comprise of 16 activities. Session 1: Introduction, Session 2: Pre-supervision Skills, Session 3: Supervision Process, Session 4: Supervision Evaluationand Session 5: Post-Supervision Skills and Actions. This study is carried out to test the validity and reliability of theCounseling Internship Supervision Training Module. A total of 10 assessors for the module validity comprises of academic supervisors at the public universities such as UPSI, UM, UPM and UKM who are also lecturers in the counseling field. Meanwhile to measure the module’s reliability, a total of 30 school counselors inBatang Padang were involved as the respondents of the study. The finding with regard to the module’s validity shows that the minimum percentage value is 82 percent for the statement “The module content can be implemented following the steps determined”and the statement “the module content can increase the supervisor’s character more effectively”. The maximum percentage is 87 percent for the statement “this module content can fulfill the target population”. Meanwhile, for the reliability coefficient finding, the alphaCronbachCounseling Internship Supervision Training Module on the 30 school counselors in the district ofBatang Padang is high, which is 0.984. This study implication shows that this module can serve as the teaching module to supervisors to train them to become effective supervisors.

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 Supervision Training on Genetic Counselor Supervisory Identity Development

2014 ◽  
Vol 23 (6) ◽  
pp. 1056-1065 ◽  
Author(s):  
Carrie L. Atzinger ◽  
Kimberly Lewis ◽  
Lisa J. Martin ◽  
Geoffrey Yager ◽  
Catherine Ramstetter ◽  
...  
Keyword(s):  
Identity Development ◽  
Genetic Counselor ◽  
Supervision Training ◽  
The Impact

Growing Together: A Developmental Model for Training School Counseling Site Supervisors

2016 ◽  
Vol 20 (1) ◽  
pp. 1096-2409-20.1. ◽  
Author(s):  
Pamelia E. Brott ◽  
Victoria Stone ◽  
Tamara E. Davis
Keyword(s):  
School Counseling ◽  
School Counselors ◽  
School Counselor ◽  
Developmental Model ◽  
Research Approach ◽  
Counselors In Training ◽  
Training Experience ◽  
Practical Action ◽  
Action Research Approach ◽  
Site Supervisors

Using a practical action research approach, the authors sought to better understand school counseling site supervisors’ training. This article describes the collaborative leadership of the Northern Virginia School Counseling Leadership Team to develop and provide a model for school counselor site supervision. Based on 3 years of data, the authors describe who participates and their needs, strengths, and concerns as site supervisors. Results support the need to provide supervision training to increase school counselors’ self-efficacy as supervisors so that they can deliver an effective training experience for practicum and internship counselors-in-training.

The Career Fair as a Vehicle for Enhancing Occupational Self-Efficacy

2006 ◽  
Vol 10 (2) ◽  
pp. 2156759X0601000
Author(s):  
Pit Kolodinsky ◽  
Vincent Schroder ◽  
George Montopoli ◽  
Scott McLean ◽  
Peter A. Mangan ◽  
...  
Keyword(s):  
Career Development ◽  
School Counselors ◽  
Self Efficacy ◽  
School Counselor ◽  
Social Cognitive ◽  
Cognitive Learning ◽  
National Standards ◽  
Test Analysis ◽  
Post Test ◽  
Development Objectives

Career development objectives, as codified in the American School Counselor Association's National Standards, can be overshadowed by the growing emphasis on academic standards, testing, and accountability so thematic of national educational and public policy initiatives. The career fair vehicle, which proactively employs the wisdom of social cognitive learning and self-efficacy theory (Bandura, 1995), may be well suited to this challenge. In this study, 139 predominantly high school-aged adolescents attending a career fair were exposed to a variety of mostly female professionals discussing and demonstrating their professions. Pre- and post-test analysis of occupational self-efficacy, or confidence in performing the duties associated with a range of occupations, revealed that this variable was strongly influenced in the short term. The authors discuss these results in the context of self-efficacy theory as well as implications for school counselors engaged in career development.

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.

School Counselors’ Emotional Intelligence and Its Relationship to Leadership

2017 ◽  
Vol 21 (1b) ◽  
pp. 2156759X1877298 ◽  
Author(s):  
Patrick R. Mullen ◽  
Daniel Gutierrez ◽  
Sean Newhart
Keyword(s):  
Emotional Intelligence ◽  
School Counseling ◽  
School Counselors ◽  
Self Efficacy ◽  
School Counselor ◽  
Future Research ◽  
Leadership Experiences ◽  
School Counselor Leadership ◽  
The Relationship

In this investigation, we examined the relationship between emotional intelligence, leadership self-efficacy (LSE), self-leadership, and leadership experiences among a sample of practicing school counselors. School counselors who reported higher levels of emotional intelligence also reported greater LSE, self-leadership, and leadership experiences. We discuss the implications of these findings for the practice of school counseling and potential future research on school counselor leadership.

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.

Sign in / Sign up

Export Citation Format

Share Document