The Development And Validation Of The School Counseling Program Report Card — Student Version

2014 ◽  
Vol 18 (1) ◽  
pp. 111-124
Author(s):  
Tyler Kimbel ◽  
Elysia Clemens
Keyword(s):  
School Counseling ◽  
Report Card ◽  
Counseling Program ◽  
School Counseling Program ◽  
Student Version ◽  
Development And Validation

The Development and Validation of the School Counseling Program Report Card – Student Version

2014 ◽  
Vol 18 (1) ◽  
pp. 2156759X0001800
Author(s):  
Tyler Kimbel ◽  
Elysia V. Clemens
Keyword(s):  
Program Evaluation ◽  
Student Perceptions ◽  
School Counseling ◽  
Report Card ◽  
Evaluation Instrument ◽  
Counseling Program ◽  
Evaluation Tool ◽  
Expert Review ◽  
School Counseling Program ◽  
Student Version

The School Counseling Program Report Card - Student Version is a program evaluation tool designed to capture high school student perceptions of school counseling services. This article describes the initial instrument development process. Exploratory factor analysis (N = 305) yielded a 22-item instrument with three subscales that mirror the ASCA National Model domains. Reliability of subscales ranged from α = .89 to .91. Expert review and concurrent validity tests demonstrated initial support for the use of this program evaluation instrument to gather process-level data.

The Transition of a School Counseling Program

2020 ◽  
pp. 225-246
Author(s):  
Sladjana Sandy Rakich ◽  
Sonia Rodriguez ◽  
Ronald Morgan
Keyword(s):  
School Counseling ◽  
School Counselors ◽  
Progress Monitoring ◽  
Teaching Effectiveness ◽  
Counseling Program ◽  
Online Program ◽  
Study Approach ◽  
School Counseling Program ◽  
Course Redesign ◽  
Online Setting

This chapter outlines the evolution of a Master of School Counseling Program from a traditional in-person model to an asynchronous online program with an integrated field experience component. It utilizes a case study approach to how this transition occurred with an overview of the process and strategies used for the program course redesign presented. The primary goal of the redesign efforts was to sustain efficient student instructor engagement in an online setting while training aspiring school counselors for the complex 21st century educational settings. This chapter also includes a brief literature review of best practices, rubrics used for program development, progress monitoring, and program assessment. Additionally, descriptive data that is presented illustrates the perspectives of adjunct faculty and students in regard to teaching effectiveness, student engagement and satisfaction in an asynchronous fast paced online program.

The School-Wide Cultural Competence Observation Checklist for School Counselors: An Exploratory Factor Analysis

2008 ◽  
Vol 11 (4) ◽  
pp. 2156759X0801100 ◽  
Author(s):  
Judith A. Nelson ◽  
Rebecca M. Bustamante ◽  
Eric D. Wilson ◽  
Anthony J. Onwuegbuzie
Keyword(s):  
Factor Analysis ◽  
Cultural Competence ◽  
School Counseling ◽  
School Counselors ◽  
Exploratory Factor Analysis ◽  
Counseling Program ◽  
School Counseling Program ◽  
Two Factors ◽  
Cultural Competence Assessment ◽  
Diverse Groups

This study was designed to assess the (score) construct-related validity of an instrument called the School-Wide Cultural Competence Observation Checklist (SCCOC). The instrument was developed to use as a tool in conducting culture audits as a means of assessing school-wide cultural competence, or how well a school's programs, policies, and practices reflect the perspectives and experiences of diverse groups. An exploratory factor analysis was used to identify the factor structure of the SCCOC. Results revealed that the SCCOC contained two factors that explained 72.1% of the total variance. These factors, called Policy (22 items) and Practice (11 items), yielded score reliability coefficients of .97 and .89, respectively. Recommendations for incorporating a school-wide cultural competence assessment as part of a school counseling program are then discussed.

Critical Incidents in the Development of Supportive Principals: Facilitating School Counselor-Principal Relationships

2007 ◽  
Vol 10 (4) ◽  
pp. 2156759X0701000
Author(s):  
Colette T. Dollarhide ◽  
Alexanderia T. Smith ◽  
Matthew E. Lemberger
Keyword(s):  
Qualitative Study ◽  
School Counseling ◽  
School Counselors ◽  
School Counselor ◽  
Critical Incidents ◽  
Effective Leadership ◽  
Counseling Program ◽  
Structured Interviews ◽  
School Counseling Program ◽  
Prior Experiences

The qualitative study in this article explores critical incidents that may facilitate the support a principal provides for a school counseling program. Through structured interviews, supportive principals are asked to reflect on their prior experiences with school counselors, their educational exposure to school counseling, and their recommendations for school counselors. Results suggest that by demonstrating effective leadership and systemic interactions, school counselors can foster relationships with principals that can help them expand their roles and their programs.

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