The Experts below are selected from a list of 13698 Experts worldwide ranked by ideXlab platform
Mary Ann Clark - One of the best experts on this subject based on the ideXlab platform.
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integrating social justice advocacy with national standards of practice implications for School Counselor education
Counselor Education and Supervision, 2010Co-Authors: Andrea L Dixon, Catherine Tucker, Mary Ann ClarkAbstract:Social justice in the education of all K-12 students begins with School Counselors; preparing School Counselors as advocates and leaders who can implement these principles in U.S. Schools begins with Counselor educators. Suggestions for intentional preparation of School Counselors to be social justice advocates in Schools by integrating the principles of the National Center for Transforming School Counseling with the American School Counselor Association National Model for School Counseling Programs (2005) and the Council for Accreditation of Counseling and Related Educational Programs 2009 Standards are described. Ideas for educating School Counselors as effective advocates in the context of specific training experiences throughout Counselor training programs are provided.
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stretching leadership a distributed perspective for School Counselor leaders
Professional school counseling, 2009Co-Authors: Chris Janson, Carolyn B Stone, Mary Ann ClarkAbstract:Leadership is a central role of the School Counselor. However, this role is often intimidating to School Counselors and School counseling students when viewed as a solitary undertaking. In contrast to the view that leadership is an individual responsibility, the distributed leadership perspective offers a counterview in which School leadership is stretched over multiple leaders. The application of the distributed leadership perspective to School counseling practice might serve to alleviate School Counselor apprehension regarding leadership, while contributing to an understanding of "how" this leadership occurs, as well as how it might be improved.
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School Counselor inclusion a collaborative model to provide academic and social emotional support in the classroom setting
Journal of Counseling and Development, 2009Co-Authors: Mary Ann Clark, Jennifer Crandall BremanAbstract:The increasingly diverse student demographics reflect a myriad of needs in the interrelated arenas of educational achievement, social-behavioral adjustment, and career development, while federal legislation, the ethical standards of the American School Counselor Association (ASCA; 2004a), and the ASCA (2005a) National Model have emphasized academic achievement and success for all students. This article describes a new model of School Counselor “inclusion” that involves collaboration with classroom teachers and changes the setting of School Counselor interventions to the classroom for small-group and individual work.
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changing Schools changing Counselors a qualitative study of School administrators conceptions of the School Counselor role
Professional school counseling, 2005Co-Authors: Ellen S Amatea, Mary Ann ClarkAbstract:This qualitative study utilized a grounded theory methodology to assess the conceptions about the School Counselor role held by 26 administrators employed in public elementary, middle, or high Schools. The study was designed to build a deeper understanding of how School administrators conceptualized the School Counselor role. Four distinctive role sets were found. They were differentiated in terms of primary work activities valued, extent of Counselor-staff work role coordination, and type of specialized knowledge required. Findings suggest that there is a need for a more conscious development of Counselor leadership skills and role expectations by Counselors themselves and by Counselor preparation programs.
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teacher perceptions and expectations of School Counselor contributions implications for program planning and training
Professional school counseling, 2004Co-Authors: Mary Ann Clark, Ellen S AmateaAbstract:The researchers examined the perceptions of 23 teachers in elementary, middle, and high Schools regarding necessary counseling and guidance services, how these services might best be delivered, and teachers' expectations about School Counselor contributions and working relationships. The researchers also examined the resulting reflections of the graduate student interviewers regarding their future work as professional School Counselors. Implications for training and practice are discussed. ********** The role of the School Counselor has long been debated within the field, and various models and means of accountability have been presented, tried, and evaluated over the past several decades. Comprehensive counseling and guidance programs that incorporate academic, career development, and social/emotional domains have been described in the professional literature for many years (Gysbers & Henderson, 2000; Myrick, 2003). School administrators, teachers, and parents often may view the Counselor's role from their own perspectives (Burnham & Jackson, 2000). There has been a recent shift in emphasis to the perception of the School Counselor as an educational leader, student advocate, and social change agent (Clark & Stone, 2000; House & Martin, 1998; Stone & Clark, 2001). This leadership role entails increased collaborative interventions with those people who are significant in the lives of students (Cooper & Sheffield, 1994). In the vast majority of states, there has been an increased emphasis on high academic achievement for all students. Statewide competency-based testing results have become an increasingly high priority in our K-12 Schools. The No Child Left Behind Act (2001) has established new math and reading testing requirements and has authorized funds for states to develop, select, and design their own tests (National Association of Secondary School Principals, 2002). Much pressure has been placed on students and educators at all levels to raise academic standards, with regard to achievement test scores as well as increased credit and more rigorous coursework requirements for graduation from high School (Quaglia, 2000). And, the "achievement gap" between minority and majority students as demonstrated by test scores and high School and college graduation rates is contributing to the call for higher academic standards and accountability measures for all students (Isaacs, 2003). The development of the American School Counselor Association (ASCA) National Standards (Campbell & Dahir, 1997) and the ASCA National Model: A Framework for School Counseling Programs (ASCA, 2003a) has provided the impetus and rationale for establishing the School counseling program as an integral component of the mission of each School. The ASCA National Standards and the National Model help the profession address questions about our role as School Counselors, how we fit into the overall mission of the School, and how we contribute to academic achievement of students (Schwallie-Giddis, ter Maat, & Pak, 2003). The four domains included in the National Model--foundation, delivery system, management system, and accountability--make up a comprehensive model for effective service delivery. Experts agree that establishing meaningful connections between teachers and students in the class rooms, as well as among the students themselves, is essential for the mission of education to be successful (Dodd, 2000; Mulgan, 1996). Many educators assert that too much instructional time is taken up with classroom management issues including the lack of positive communication between teacher and student(s) (Dodd). The educators are recognizing that when Schools attend to students' social and emotional skills, the academic achievement of children increases, the incidence of problem behaviors decreases, and the quality of the relationships surrounding each child improves (Cummings & Haverty, 1997; Elias et al. …
Rachelle Perusse - One of the best experts on this subject based on the ideXlab platform.
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teacher perceptions of the professional School Counselor role a national study
Professional school counseling, 2009Co-Authors: Summer M Reiner, Robert D Colbert, Rachelle PerusseAbstract:In a national survey, teachers were asked about their perceptions of the professional School Counselor role as defined by the American School Counselor Association (ASCA, 2005). Teachers were questioned about the extent that they believed that School Counselors should engage in and were engaged in a variety of tasks endorsed as appropriate or inappropriate by ASCA. This research revealed that teachers agreed that School Counselors should engage in 13 and were engaged in 12 of the 16 appropriate responsibilities.
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a comparison of existing School Counselor program content with the education trust initiatives
Counselor Education and Supervision, 2001Co-Authors: Rachelle Perusse, Gary E GoodnoughAbstract:In a national survey of entry-level School Counselor preparation programs, Counselor educators were asked about the extent to which they addressed, in their classes, concepts defined by The Education Trust literature and the extent to which these concepts were important in preparing School Counselors. The relationship between existing programs and The Education Trust initiatives for the preparation of School Counselors is discussed.
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a national survey of School Counselor preparation programs screening methods faculty experiences curricular content and fieldwork requirements
Counselor Education and Supervision, 2001Co-Authors: Rachelle Perusse, Gary E Goodnough, Carolyn J NoelAbstract:This article describes the results of a national survey regarding the preparation of entry-level School counseling students. The questionnaire asked Counselor educators about credit hours, screening methods, previous faculty experiences in a School setting, course content, and fieldwork requirements. Survey results revealed similarities and differences among School Counselor preparation programs.
Gary E Goodnough - One of the best experts on this subject based on the ideXlab platform.
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a comparison of existing School Counselor program content with the education trust initiatives
Counselor Education and Supervision, 2001Co-Authors: Rachelle Perusse, Gary E GoodnoughAbstract:In a national survey of entry-level School Counselor preparation programs, Counselor educators were asked about the extent to which they addressed, in their classes, concepts defined by The Education Trust literature and the extent to which these concepts were important in preparing School Counselors. The relationship between existing programs and The Education Trust initiatives for the preparation of School Counselors is discussed.
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a national survey of School Counselor preparation programs screening methods faculty experiences curricular content and fieldwork requirements
Counselor Education and Supervision, 2001Co-Authors: Rachelle Perusse, Gary E Goodnough, Carolyn J NoelAbstract:This article describes the results of a national survey regarding the preparation of entry-level School counseling students. The questionnaire asked Counselor educators about credit hours, screening methods, previous faculty experiences in a School setting, course content, and fieldwork requirements. Survey results revealed similarities and differences among School Counselor preparation programs.
Julia Bryan - One of the best experts on this subject based on the ideXlab platform.
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the School Counselor leadership survey confirmatory factor analysis and validation
Measurement and Evaluation in Counseling and Development, 2018Co-Authors: Anita Young, Julia BryanAbstract:Researchers examined data from a national sample of 776 School Counselors to further determine the factor structure of the School Counselor Leadership Survey. Confirmatory factor analyses supported...
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the parent high School Counselor relationship and students postsecondary enrollment
Journal of Counselor Leadership and Advocacy, 2017Co-Authors: Jungnam Kim, Renae D Mayes, Erik M Hines, Julia BryanAbstract:ABSTRACTThis study examined the association between the high School Counselor–parent relationship and students’ postsecondary enrollment (PSE) in a nationally representative sample of 4,406 parents selected from the High School Longitudinal Study of 2009. Findings indicated that parents’ postsecondary expectations, their participation in Schools, and STEM engagement were all positively related to students’ postsecondary enrollment. Parent contact with the School Counselor was negatively associated with taking postsecondary classes.
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the School Counselor leadership survey instrument development and exploratory factor analysis
Professional school counseling, 2015Co-Authors: Anita Young, Julia BryanAbstract:This study examined the factor structure of the School Counselor Leadership Survey (SCLS). Survey development was a threefold process that resulted in a 39-item survey of 801 School Counselors and School Counselor supervisors. The exploratory factor analysis indicated a five-factor structure that revealed five key dimensions of School Counselor leadership: (a) interpersonal influence, (b) systemic collaboration, (c) resourceful problem solving, (d) professional efficacy, and (e) social justice advocacy. This article discusses implications for practice, research, and training.
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a multidimensional study of School family community partnership involvement School School Counselor and training factors
Professional school counseling, 2010Co-Authors: Julia Bryan, Dana GriffinAbstract:ultidimensional study examines both the dimensions of School Counselors' involvement in School-family-community partnerships and the factors related to their involvement in partnerships. The School Counselor Involvement in Partnerships Survey was revised and its factor structure examined. Principal factor analyses revealed three dimensions of partnership involvement. A national sample of 217 School Counselors was drawn from the Common Core of Data, and hierarchical regression analyses indicated that collaborative School climate, School principal expectations, School Counselor self-efficacy about partnerships, role perceptions, time constraints, and hours of partnership-related training were associated with School Counselor overall involvement in partnerships. Implications for School Counselor practice, training, and research are discussed
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Who Sees the School Counselor for College Information? A National Study.
Professional School Counseling, 2009Co-Authors: Julia Bryan, Cheryl Holcomb-mccoy, Cheryl Moore-thomas, Norma L. Day-vinesAbstract:Using the 2002 Educational Longitudinal Study database a national survey conducted by the National Center of Education Statistics the authors investigated the characteristics of students who seek out professional School Counselors in order to receive college information. Results indicated that African Americans and female students were more likely to contact the School Counselor for college information. In addition, students in high-poverty, large Schools and Schools with smaller numbers of Counselors were less likely to seek School Counselors for college information. School Counselors' postsecondary aspirations for students also impacted students' contact with the School Counselor. Implications for School Counselors and future research are included.
Matthew J. Beck - One of the best experts on this subject based on the ideXlab platform.
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Ecological Considerations and School Counselor Advocacy with LGBT Students
Journal of Counselor Leadership and Advocacy, 2017Co-Authors: Matthew J. Beck, Meredith A. Rausch, Haley D. Wikoff, Laura L. GalloAbstract:ABSTRACTThe School counseling literature contains little research and practice-based scholarship to support School Counselors’ work with LGBT youth within School contexts, which may be at odds with the ethical and professional responsibilities of the School Counselor. This article adopts an ecological framework to help School Counselors navigate potential ethical issues when working with and advocating on behalf of LGBT students. Ecological and systemic recommendations are outlined to help strengthen the ethical practice of School Counselors.
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bolstering the preparation of School Counselor principal teams for work with lgbt youth recommendations for preparation programs
Journal of Lgbt Issues in Counseling, 2016Co-Authors: Matthew J. BeckAbstract:This article outlines the role of Counselor educators to assist School Counselors-in-training in developing effective working relationships with School principals regarding lesbian, gay, bisexual, and transgender (LGBT) topics in K-12 settings. The author provides a rationale for implementing the School Counselor–principal alliance in the preparation program, where future School Counselors and principal trainees can work across programs and collaboratively address ways to strengthen each other's future roles as effective decision makers that promote success for LGBT students. Pedagogical recommendations for supporting and strengthening the School Counselor-principal alliance within School counseling training programs are provided.
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developing the fearless School Counselor ally and advocate for lgbtqiq youth strategies for preparation programs
Journal of Lgbt Issues in Counseling, 2014Co-Authors: Matthew J. Beck, Meredith A. Rausch, Susannah M WoodAbstract:To better serve the lesbian, gay, bisexual, transgender, queer, intersex, and questioning (LGBTQIQ) youth population, Counselor educators can assist School Counselors-in-training in developing advocacy competencies within their training programs. A focus on advocacy competencies outlined by the American Counseling Association (ACA) and the American School Counselor Association (ASCA) standards, and infusion of techniques throughout the education process, may increase levels of comfort for neophyte School Counselors-in-training when working with LGBTQIQ youth. To increase efficacy in this multicultural population, myriad environments representative of the systemic nature of the School environment and culture must be examined and explored through training processes. These authors discuss intervention strategies for Counselor educators to develop future School Counselor advocacy, which align with the ACA advocacy competency domain areas.
