Four Views of the Professional School Counselor—Principal Relationship:A Q-Methodology Study

2008 ◽  
Vol 11 (6) ◽  
pp. 353-361 ◽  
Author(s):  
Christopher Janson ◽  
Matthew Militello ◽  
Natalie Kosine
Keyword(s):  
Q Methodology ◽  
School Counselor ◽  
Professional School ◽  
Professional School Counselor

Four Views of the Professional School Counselor-Principal Relationship: A Q-Methodology Study

2008 ◽  
Vol 11 (6) ◽  
pp. 2156759X0801100
Author(s):  
Christopher Janson ◽  
Matthew Militello ◽  
Natalie Kosine
Keyword(s):  
School Improvement ◽  
School Counselors ◽  
Q Methodology ◽  
School Counselor ◽  
Professional School ◽  
Professional Relationship ◽  
Professional School Counselor ◽  
The Relationship ◽  
School Improvement Initiatives ◽  
Interpersonal Collaboration

This study in this article investigated how school counselors and principals perceive their professional relationship. Q methodology was used to develop 45 opinion statements about the relationship between school counselors and principals, and 39 professional school counselors and principals then sorted the statements. Four factors emerged representing different viewpoints of this relationship. Each contained constructive attributes of the school counselor–principal relationship, but one factor exhibited an appreciation of the context of interpersonal collaboration along with the content of school improvement initiatives.

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.

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