The Transition of a School Counseling Program

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.

Download Full-text

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

Professional School Counseling ◽

10.1177/2156759x0801100401 ◽

2008 ◽

Vol 11 (4) ◽

pp. 2156759X0801100 ◽

Cited By ~ 1

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.

Download Full-text

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

Professional School Counseling ◽

10.1177/2156759x0701000409 ◽

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.

Download Full-text

Producing Evidence to Show Counseling Effectiveness in the Schools

Professional School Counseling ◽

10.1177/2156759x0500900405 ◽

2006 ◽

Vol 9 (4) ◽

pp. 2156759X0500900

Author(s):

Jeannine R. Studer ◽

Aaron H. Oberman ◽

Reagan H. Womack

Keyword(s):

School Counseling ◽

School Counselors ◽

School Counselor ◽

Assessment Instruments ◽

Counseling Program ◽

Training And Education ◽

School Counseling Program ◽

Step Model ◽

School Counseling Programs ◽

Testing Instruments

School counselors have been remiss in documenting how the school counseling program is an essential component to the growth of school-aged youth. As a result, school counseling programs and personnel either have been eliminated or school counselors have been assigned duties that do not reflect their training and education. Many school counselors complain that existing assessment instruments either are too expensive or do not adequately reflect the program objectives and goals. This article provides a step-by-step model for designing testing instruments that can be effective in producing data that reflect program or intervention results. An example of how a middle school counselor assessed her leadership program is included.

Download Full-text

School Counselor Perceptions of a Comprehensive School Counseling Model and Implications for Practice

Administrative Issues Journal Education Practice and Research ◽

10.5929/2020.10.2.3 ◽

2020 ◽

Vol 10 (2) ◽

pp. 33-45

Author(s):

Marva Brewington ◽

Jason Kushner

Keyword(s):

School Counseling ◽

School Counselors ◽

School Counselor ◽

Comprehensive School ◽

Counseling Program ◽

School Students ◽

School Counseling Program ◽

Comprehensive School Counseling ◽

Counselor Perceptions ◽

School Counselor Perceptions

The study examined school counselor perceptions of the American School Counseling Association’s Comprehensive School Counseling Program (CSCP) on academic outcomes (better-reported grades and better-standardized scores) of middle school students with a focus on recommendations for the tasks and responsibilities of school counselors. The study was qualitative and used a phenomenological approach through semi-structured face-to-face interviews to provide inquiry into school counselors’ perceptions of an effective school counseling program.

Download Full-text

Competence in Program Evaluation and Research Assessed by State School Counselor Licensure Examinations

Professional School Counseling ◽

10.1177/2156759x18793839 ◽

2018 ◽

Vol 22 (1) ◽

pp. 2156759X1879383

Author(s):

John C. Carey ◽

Ian Martin ◽

Karen Harrington ◽

Michael S. Trevisan

Keyword(s):

Program Evaluation ◽

School Counseling ◽

School Counselors ◽

School Counselor ◽

State School ◽

Counseling Program ◽

Licensure Examinations ◽

School Counseling Program ◽

Research Competencies

This study investigated how state licensure examinations address school counseling program evaluation and research. In the 31 states that require them, examinations gave little attention to measuring competencies associated with designing and conducting a program evaluation. We found variability in how these examinations addressed research competencies. These results indicate a need for greater clarity and understanding on the part of state examiners regarding what school counselors need to know and be able to do in terms of program evaluation and research.

Download Full-text

The School Counseling Program Implementation Survey: Initial Instrument Development and Exploratory Factor Analysis

Professional School Counseling ◽

10.1177/2156759x1001400201 ◽

2010 ◽

Vol 14 (2) ◽

pp. 2156759X1001400

Author(s):

Elysia V. Clemens ◽

John C. Carey ◽

Karen M. Harrington

Keyword(s):

Factor Analysis ◽

School Counseling ◽

School Counselors ◽

Exploratory Factor Analysis ◽

Program Implementation ◽

Factor Model ◽

Computer Software ◽

Counseling Program ◽

Initial Development ◽

School Counseling Program

This article details the initial development of the School Counseling Program Implementation Survey and psychometric results including reliability and factor structure. An exploratory factor analysis revealed a three-factor model that accounted for 54% of the variance of the intercorrelation matrix and a two-factor model that accounted for 47% of the variance. Cronbach's alpha reliability estimates for subscales ranged from .79 to .87. Subscales of the instrument may be used to assess ASCA National Model program implementation, programmatic orientation, school counseling services, and school counselors’ use of computer software.

Download Full-text

Measuring Classroom Climate: A Validation Study of the My Child’s Classroom Inventory–Short Form for Parents

Professional School Counseling ◽

10.1177/2156759x19860132 ◽

2018 ◽

Vol 22 (1) ◽

pp. 2156759X1986013 ◽

Cited By ~ 1

Author(s):

Melissa Mariani ◽

Christopher A. Sink ◽

Elizabeth Villares ◽

Carolyn Berger

Keyword(s):

School Counseling ◽

School Counselors ◽

Peer Relations ◽

Validation Study ◽

Classroom Climate ◽

Factor Model ◽

Short Form ◽

Reliability And Validity ◽

Counseling Program ◽

School Counseling Program

Researchers assessed reliability and validity information to determine the utility of the My Child’s Class Inventory–Short Form (MCCI-SF) using 657 parents/caregivers. A four-factor model was generated reflective of the following classroom dimensions: Peer Relations, Competitiveness, Difficulty, and Satisfaction. Using the MCCI-SF in conjunction with its companion instruments, the My Class Inventory–Short Form Revised and the My Class Inventory–Short Form for Teachers can provide school counselors with useful accountability data about their school counseling program.

Download Full-text

Bringing Mental Health Needs into Focus through School Counseling Program Transformation

Professional School Counseling ◽

10.1177/2156759x1201600506 ◽

2013 ◽

Vol 16 (5) ◽

pp. 2156759X1201600 ◽

Cited By ~ 5

Author(s):

Diana H. Gruman ◽

Toby Marston ◽

Holly Koon

Keyword(s):

Mental Health ◽

School Counseling ◽

School Counselors ◽

Work Conditions ◽

Professional School ◽

Identification System ◽

Counseling Program ◽

Health Concerns ◽

School Counseling Program ◽

Mental Health Concerns

Professional school counselors are educational leaders with training and expertise to address the mental health concerns of students. Unfortunately, work conditions at some schools can create barriers to the delivery of effective mental health services. This article presents a case of one rural, diverse high school that transformed its school counseling program to better meet the mental health concerns of students. Through the use of data-based decision making, school-wide advisory, and a computerized identification system, the school counseling program now offers a more timely and effective delivery of mental health interventions to students in need.

Download Full-text

Advocacy Without Adversity: Developing an Understanding of Micropolitical Theory to Promote a Comprehensive School Counseling Program

Professional School Counseling ◽

10.1177/2156759x211006623 ◽

2021 ◽

Vol 25 (1) ◽

pp. 2156759X2110066

Author(s):

Jeremy P. Oehrtman ◽

Colette T. Dollarhide

Keyword(s):

School Counseling ◽

School Counselors ◽

School System ◽

School Counselor ◽

Comprehensive School ◽

Counseling Program ◽

Counseling Profession ◽

School Counseling Program ◽

Comprehensive School Counseling ◽

Micropolitical Theory

School counselors are urged to create systemic change within a school system by working as an advocate, leader, and collaborator within the school. Each of these roles requires a school counselor to be skilled in micropolitics and micropolitical literacy. This article explores the main concepts of micropolitical theory and its application to the school counseling profession. We also discuss the limitations and implications of this position.

Download Full-text