Pub Date : 2023-01-01DOI: 10.1177/2156759x231165495
Mary Edwin, Jennifer Fisher
School counselors are to leverage purposeful interventions to support the career development of gifted and talented students. This study investigated school counselors’ experiences and self-efficacy in providing career counseling to high-ability visual artists (HAVAs). Participants reported feeling confident in their ability to provide career counseling to HAVAs. Qualitative analyses yielded four themes: giftedness across disciplines, under-preparedness, willingness to learn, and willingness to collaborate. We share recommendations for school counselor practice and training.
{"title":"School Counselors’ Experience and Self-Efficacy in Providing Career Counseling to High-Ability Visual Artists","authors":"Mary Edwin, Jennifer Fisher","doi":"10.1177/2156759x231165495","DOIUrl":"https://doi.org/10.1177/2156759x231165495","url":null,"abstract":"School counselors are to leverage purposeful interventions to support the career development of gifted and talented students. This study investigated school counselors’ experiences and self-efficacy in providing career counseling to high-ability visual artists (HAVAs). Participants reported feeling confident in their ability to provide career counseling to HAVAs. Qualitative analyses yielded four themes: giftedness across disciplines, under-preparedness, willingness to learn, and willingness to collaborate. We share recommendations for school counselor practice and training.","PeriodicalId":74580,"journal":{"name":"Professional school counseling","volume":"15 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72741013","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-01DOI: 10.1177/2156759x231165497
Carleton H. Brown, David Knight
Although previous studies have examined the influence of school counselor ratios on student outcomes for various states, no prior studies of counselor ratios focused on schools in Texas. Utilizing data from the National Center for Education Statistics, the Stanford Education Data Archive, the U.S. Census Bureau, and the Texas Education Agency, we found that lower ratios were significantly associated with student achievement and dropout and graduation rates in Texas.
{"title":"Staffing Schools to Support the Classroom: Examining Student-to-School-Counselor Ratios and Academic Student Outcomes in Texas","authors":"Carleton H. Brown, David Knight","doi":"10.1177/2156759x231165497","DOIUrl":"https://doi.org/10.1177/2156759x231165497","url":null,"abstract":"Although previous studies have examined the influence of school counselor ratios on student outcomes for various states, no prior studies of counselor ratios focused on schools in Texas. Utilizing data from the National Center for Education Statistics, the Stanford Education Data Archive, the U.S. Census Bureau, and the Texas Education Agency, we found that lower ratios were significantly associated with student achievement and dropout and graduation rates in Texas.","PeriodicalId":74580,"journal":{"name":"Professional school counseling","volume":"170 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74326397","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-01DOI: 10.1177/2156759x231187618
Russell A. Sabella, Krista Bixler, Maureen Ungarean, Onder Koklu, Ann L. Tilman
Some evidence shows that educational leaders have become more aware and knowledgeable of school counseling programs since the ASCA National Model was released more than 20 years ago. However, such research is based on self-reported perceptions and experiences. This study aimed to develop an inventory to objectively assess the level of knowledge about comprehensive school counseling programs among educational leaders. After developing the Educational Leaders’ Knowledge of School Counseling Inventory (ELKSCI), we collected validity and reliability data among school counseling experts and leaders.
{"title":"Validating the Educational Leaders’ Knowledge of School Counseling Inventory","authors":"Russell A. Sabella, Krista Bixler, Maureen Ungarean, Onder Koklu, Ann L. Tilman","doi":"10.1177/2156759x231187618","DOIUrl":"https://doi.org/10.1177/2156759x231187618","url":null,"abstract":"Some evidence shows that educational leaders have become more aware and knowledgeable of school counseling programs since the ASCA National Model was released more than 20 years ago. However, such research is based on self-reported perceptions and experiences. This study aimed to develop an inventory to objectively assess the level of knowledge about comprehensive school counseling programs among educational leaders. After developing the Educational Leaders’ Knowledge of School Counseling Inventory (ELKSCI), we collected validity and reliability data among school counseling experts and leaders.","PeriodicalId":74580,"journal":{"name":"Professional school counseling","volume":"52 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79947360","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-01DOI: 10.1177/2156759x231199738
Allison Roberts, Emily C. Goodman-Scott, Natalie A. Edirmanasinghe
In response to the lack of literature, we conducted a phenomenological study of 10 school counselors in four states and nine school districts exploring their experiences providing virtual school counseling services during the beginning stages of the COVID-19 pandemic, when many K–12 schools were closed. Results of this study indicated that overall, school counselors found the experience of providing virtual services during the initial stages of the pandemic to be negative, with their stated experiences centering around three themes: (a) difficulty meeting with students in virtual settings (i.e., feeling frustration and grief due to challenges meeting with students virtually), (b) abrupt adjustment (i.e., sudden changes and the need to pivot quickly, due to the pandemic), and (c) the challenge of addressing mental health complexities (i.e., difficulty in meeting nuanced mental health needs). We provide implications for practice, preparation, school/district policy, and research surrounding virtual school counseling during times of crisis and recovery, such as the COVID-19 pandemic. Last, we discuss implications for virtual school counseling within the future of school counseling.
{"title":"The Experiences of School Counselors Providing Virtual Services During COVID-19: A Phenomenological Investigation","authors":"Allison Roberts, Emily C. Goodman-Scott, Natalie A. Edirmanasinghe","doi":"10.1177/2156759x231199738","DOIUrl":"https://doi.org/10.1177/2156759x231199738","url":null,"abstract":"In response to the lack of literature, we conducted a phenomenological study of 10 school counselors in four states and nine school districts exploring their experiences providing virtual school counseling services during the beginning stages of the COVID-19 pandemic, when many K–12 schools were closed. Results of this study indicated that overall, school counselors found the experience of providing virtual services during the initial stages of the pandemic to be negative, with their stated experiences centering around three themes: (a) difficulty meeting with students in virtual settings (i.e., feeling frustration and grief due to challenges meeting with students virtually), (b) abrupt adjustment (i.e., sudden changes and the need to pivot quickly, due to the pandemic), and (c) the challenge of addressing mental health complexities (i.e., difficulty in meeting nuanced mental health needs). We provide implications for practice, preparation, school/district policy, and research surrounding virtual school counseling during times of crisis and recovery, such as the COVID-19 pandemic. Last, we discuss implications for virtual school counseling within the future of school counseling.","PeriodicalId":74580,"journal":{"name":"Professional school counseling","volume":"200 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83025760","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-01DOI: 10.1177/2156759x231182144
E. Mason, Rebecca E. Michel, A. Young, Jacob Olsen, Christina A. Tillery, Mia Kim Chang
This replication study examines the relationship between school counselor leadership and school counseling program implementation, but with a larger sample and additional measures of leadership. In the original study (Mason, 2008) using Kouzes and Posner’s Leadership Practices Inventory (2003), only Model the Way and Enable Others to Act subscales were predictors of program implementation, while in this study all subscales were predictors. The findings extend prior research, specifically that school counselor transformational leadership behavior strongly predicted comprehensive school counseling program implementation. We also found that specific leadership practices and behaviors, including modeling and systematic collaboration, accounted for the greatest variance in program implementation. Finally, exposure to the American School Counselor Association’s ASCA National Model and working in a Recognized ASCA Model Program (RAMP) predicted program implementation. We discuss the implications of the findings with respect to today’s educational climate.
这项复制研究考察了学校辅导员领导力和学校咨询项目实施之间的关系，但采用了更大的样本和额外的领导力测量。在使用Kouzes和Posner的领导实践量表(2003)的原始研究(Mason, 2008)中，只有Model the Way和Enable Others to Act子量表是计划实施的预测因子，而在本研究中，所有子量表都是预测因子。研究结果延伸了先前的研究，特别是学校辅导员变革型领导行为对学校综合咨询项目的实施有很强的预测作用。我们还发现，具体的领导实践和行为，包括建模和系统协作，在项目实施中占最大的差异。最后，接触美国学校辅导员协会的ASCA国家模式，并在公认的ASCA模式项目(RAMP)中工作，预测了项目的实施。我们讨论了研究结果对当今教育环境的影响。
{"title":"School Counselor Leadership and Program Implementation Revisited: Findings From a National Sample","authors":"E. Mason, Rebecca E. Michel, A. Young, Jacob Olsen, Christina A. Tillery, Mia Kim Chang","doi":"10.1177/2156759x231182144","DOIUrl":"https://doi.org/10.1177/2156759x231182144","url":null,"abstract":"This replication study examines the relationship between school counselor leadership and school counseling program implementation, but with a larger sample and additional measures of leadership. In the original study (Mason, 2008) using Kouzes and Posner’s Leadership Practices Inventory (2003), only Model the Way and Enable Others to Act subscales were predictors of program implementation, while in this study all subscales were predictors. The findings extend prior research, specifically that school counselor transformational leadership behavior strongly predicted comprehensive school counseling program implementation. We also found that specific leadership practices and behaviors, including modeling and systematic collaboration, accounted for the greatest variance in program implementation. Finally, exposure to the American School Counselor Association’s ASCA National Model and working in a Recognized ASCA Model Program (RAMP) predicted program implementation. We discuss the implications of the findings with respect to today’s educational climate.","PeriodicalId":74580,"journal":{"name":"Professional school counseling","volume":"174 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79699910","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-01DOI: 10.1177/2156759x221150004
Melanie Burgess, Emily C. Goodman-Scott, Gülşah Kemer, Kristy L. Carlisle, R. Carlisle
According to the American School Counselor Association, school counseling interns’ competence should be measured by an instrument grounded in professional standards. However, no valid and reliable instrument exists to assess school counseling interns’ competencies. We created and validated a school counseling supervision instrument with four subscales: Foundational Skills and Dispositions, Multicultural Considerations and Student Services, General Education and Special Education Process, and Classroom Management and Collaboration/Consultation. We provide implications for interns, site supervisors, and university supervisors/faculty.
{"title":"Development and Evaluation of the School Counseling Internship Competency Scale","authors":"Melanie Burgess, Emily C. Goodman-Scott, Gülşah Kemer, Kristy L. Carlisle, R. Carlisle","doi":"10.1177/2156759x221150004","DOIUrl":"https://doi.org/10.1177/2156759x221150004","url":null,"abstract":"According to the American School Counselor Association, school counseling interns’ competence should be measured by an instrument grounded in professional standards. However, no valid and reliable instrument exists to assess school counseling interns’ competencies. We created and validated a school counseling supervision instrument with four subscales: Foundational Skills and Dispositions, Multicultural Considerations and Student Services, General Education and Special Education Process, and Classroom Management and Collaboration/Consultation. We provide implications for interns, site supervisors, and university supervisors/faculty.","PeriodicalId":74580,"journal":{"name":"Professional school counseling","volume":"28 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82867239","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-01DOI: 10.1177/2156759x221143932
Melissa Mecadon-Mann, Malti Tuttle
School counselors may choose to pursue clinical supervision after they graduate from a master’s program even though they are not required to do so. This quantitative study utilized a survey research design to examine the differences between school counselor professional identity (SCPI) development and post-master’s supervision. Results from this study indicate significant differences in components of SCPI between school counselors who participated in post-master’s supervision and those who did not. School counselors who pursued post-master’s supervision had stronger identity scores focused on roles and responsibilities, leadership, and social justice advocacy.
{"title":"School Counselor Professional Identity in Relation to Post-Master’s Supervision","authors":"Melissa Mecadon-Mann, Malti Tuttle","doi":"10.1177/2156759x221143932","DOIUrl":"https://doi.org/10.1177/2156759x221143932","url":null,"abstract":"School counselors may choose to pursue clinical supervision after they graduate from a master’s program even though they are not required to do so. This quantitative study utilized a survey research design to examine the differences between school counselor professional identity (SCPI) development and post-master’s supervision. Results from this study indicate significant differences in components of SCPI between school counselors who participated in post-master’s supervision and those who did not. School counselors who pursued post-master’s supervision had stronger identity scores focused on roles and responsibilities, leadership, and social justice advocacy.","PeriodicalId":74580,"journal":{"name":"Professional school counseling","volume":"10 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85999220","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-01DOI: 10.1177/2156759x231190328
Melissa S. Ockerman, Eva N. Patrikakou, A. Novakovic
The current study presents results of a quantitative analysis of K–12 school counselors’ perceptions on and preparedness for college and career readiness counseling in a large urban school district serving a diverse, low-income student population. We highlight differences between K–8 and high school counselors’ perceptions related to preparedness, their preservice and in-service training in college and career readiness, and subsequent time allotted to these activities. We also discuss implications for future in-service and preservice training.
{"title":"Fostering Continuity in College and Career Counseling K–12: Training and Perceived Confidence Between K–8 and High School Counselors","authors":"Melissa S. Ockerman, Eva N. Patrikakou, A. Novakovic","doi":"10.1177/2156759x231190328","DOIUrl":"https://doi.org/10.1177/2156759x231190328","url":null,"abstract":"The current study presents results of a quantitative analysis of K–12 school counselors’ perceptions on and preparedness for college and career readiness counseling in a large urban school district serving a diverse, low-income student population. We highlight differences between K–8 and high school counselors’ perceptions related to preparedness, their preservice and in-service training in college and career readiness, and subsequent time allotted to these activities. We also discuss implications for future in-service and preservice training.","PeriodicalId":74580,"journal":{"name":"Professional school counseling","volume":"12 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81573803","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-01DOI: 10.1177/2156759X231161524
Taneshia Greenidge, Sondra Smith-Adcock, Huzeyfe Cakmakci, Yi-Wen Su
The purpose of this study is to explore school counselors' experiences migrating counseling services online during the COVID-19 pandemic. Using a transcendental phenomenological approach, we conducted in-depth interviews with 14 school counselors with a focus on the use of technology and transformative practices. Findings of the study included five composite themes: (a) changes in school counseling services using technology; (b) reaching families for equity; (c) changes in relationship with stakeholders; (d) school counselors' adjustment to grief, loss, and role confusion; and (e) positive outcomes for the future. We discuss the essence of the lived experience and implications for school counselors.
{"title":"A Transcendental Phenomenology of School Counselors' Lived Experiences Transforming Remote Counseling Services During the COVID-19 Pandemic.","authors":"Taneshia Greenidge, Sondra Smith-Adcock, Huzeyfe Cakmakci, Yi-Wen Su","doi":"10.1177/2156759X231161524","DOIUrl":"https://doi.org/10.1177/2156759X231161524","url":null,"abstract":"<p><p>The purpose of this study is to explore school counselors' experiences migrating counseling services online during the COVID-19 pandemic. Using a transcendental phenomenological approach, we conducted in-depth interviews with 14 school counselors with a focus on the use of technology and transformative practices. Findings of the study included five composite themes: (a) changes in school counseling services using technology; (b) reaching families for equity; (c) changes in relationship with stakeholders; (d) school counselors' adjustment to grief, loss, and role confusion; and (e) positive outcomes for the future. We discuss the essence of the lived experience and implications for school counselors.</p>","PeriodicalId":74580,"journal":{"name":"Professional school counseling","volume":"27 1","pages":"2156759X231161524"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9996162/pdf/10.1177_2156759X231161524.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9113807","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-01DOI: 10.1177/2156759x231177624
Leah Davis, Kelton Harward, Antonieta Yazzie
Through utilizing a qualitative case study approach, this practitioner-led research examined levels of collaboration between seven secondary English language development (ELD) teachers and eight school counselors within one school district. With data drawn from interviews, study results indicate that both school counselors and teachers see the benefit of closer collaborations through established frameworks that promote the establishment and maintenance of collaborative relationships. We offer implications for practice.
{"title":"Counselor–Teacher Collaboration in Multilingual Learner Contexts: A Qualitative Case Study Investigating Counselor–Teacher Partnerships","authors":"Leah Davis, Kelton Harward, Antonieta Yazzie","doi":"10.1177/2156759x231177624","DOIUrl":"https://doi.org/10.1177/2156759x231177624","url":null,"abstract":"Through utilizing a qualitative case study approach, this practitioner-led research examined levels of collaboration between seven secondary English language development (ELD) teachers and eight school counselors within one school district. With data drawn from interviews, study results indicate that both school counselors and teachers see the benefit of closer collaborations through established frameworks that promote the establishment and maintenance of collaborative relationships. We offer implications for practice.","PeriodicalId":74580,"journal":{"name":"Professional school counseling","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76176566","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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