Empowerment Theory for the Professional School Counselor: A Manifesto for What Really Matters

2007 ◽  
Vol 10 (4) ◽  
pp. 327-332 ◽  
Author(s):  
Carlos Hipolito-Delgado ◽  
Courtland Lee
Keyword(s):  
School Counselor ◽  
Professional School ◽  
Empowerment Theory ◽  
Professional School Counselor

Empowerment Theory for the Professional School Counselor: A Manifesto for What Really Matters

2007 ◽  
Vol 10 (4) ◽  
pp. 2156759X0701000
Author(s):  
Carlos P. Hipolito-Delgado ◽  
Courtland C. Lee
Keyword(s):  
School Counselors ◽  
School Counselor ◽  
Professional School ◽  
Empowerment Theory ◽  
Professional School Counselor ◽  
Professional School Counselors

Borrowing from the legacy of feminist and multicultural theories, various counseling fields have applied portions of empowerment theory to their work with oppressed clients. This article examines the main concepts associated with empowerment theory and provides important implications for professional school counselors.

National Certification: Evidence of a Professional School Counselor?

2007 ◽  
Vol 10 (4) ◽  
pp. 2156759X0701000 ◽  
Author(s):  
Amy Milsom ◽  
Patrick Akos
Keyword(s):  
No Child Left Behind ◽  
School Counselors ◽  
School Counselor ◽  
Educational Programs ◽  
Professional School ◽  
Archival Data ◽  
Left Behind ◽  
Professional School Counselor ◽  
National Certification ◽  
The Relationship

National certification and the professionalism of school counselors are becoming more salient, particularly as a result of the No Child Left Behind Act. Archival data were used to examine the relationship between preparation at programs accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP) and national certification for school counselors. Significantly more individuals who obtained the National Certified Counselor credential were graduates of CACREP-accredited programs while the majority of school counselors who obtained the National Certified School Counselor credential were graduates of non-accredited programs. Implications for school counselors are examined.

Counselor Education Accountability: Training the Effective Professional School Counselor

2006 ◽  
Vol 10 (2) ◽  
pp. 2156759X0601000 ◽  
Author(s):  
Pamelia E. Brott
Keyword(s):  
Identity Development ◽  
Counselor Education ◽  
School Counselor ◽  
Learning Experiences ◽  
Professional School ◽  
Counselors In Training ◽  
Action Research Project ◽  
Education Practice ◽  
Professional School Counselor ◽  
Education Accountability

With recent calls for accountability in school counseling, it is imperative that counselor educators are structuring the professional identity development of counselors-in-training through guided learning experiences with a focus on demonstrated effectiveness. The author presents examples of course objectives and learning experiences from five courses in a counselor education program that specifically address training the effective professional school counselor. Suggested classroom activities, projects, and resources are included. An action research project undertaken by the author demonstrates her accountability through a disciplined process of inquiry to improve counselor education practice for training the effective professional school counselor.

The Brotherhood: Empowering Adolescent African-American Males toward Excellence

2009 ◽  
Vol 12 (6) ◽  
pp. 2156759X0901200
Author(s):  
Shelby Wyatt
Keyword(s):  
Academic Achievement ◽  
African American ◽  
African American Males ◽  
School Counselor ◽  
Male Students ◽  
Professional School ◽  
Mentoring Program ◽  
Empowerment Theory ◽  
Social Growth ◽  
Nguzo Saba

A review of the literature reveals that African-American males do not achieve at the same academic levels as their White counterparts. This article reports the effectiveness of a school-based male mentoring program established by a professional school counselor in an urban high school that formed a relationship of support for male students enhancing academic achievement. The program incorporates the principles of the ASCA National Model®, empowerment theory, and Nguzo Saba. Results indicate that participation in a mentoring program can improve student academic achievement and foster personal and social growth and aspirations of success.

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