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Teacher Perceptions of the American School Counselor Association's National Model in an Urban Setting

Author : Bryan O. Rivera

Publisher :

Page : 49 pages

File Size : 46,70 MB

Release : 2011

Category : Educational counseling

ISBN :

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Book Description

The development of the ASCA's National Standards and Model has helped define the profession and provided a framework for school counselors to implement in designing a program. Despite recent clarity in the school counseling profession, barriers still exist, especially in urban settings. As collaborators, teachers perceptions were measured in regards to urban school counselors implementing ASCA's Model and its components (Elements/Themes). Overall, results showed that teachers were in favor of the ASCA National Model and its components. Teacher's [sic] gender and number of years teaching did not significantly influence responses to survey questions. Despite high perceptions of the model, more research needs to be conducted in urban schools to determine if this model is practical and feasible.



Teacher Perceptions of the Professional School Counselor Role: Value, Effectiveness, and Collaborative Willingness

Author : Summer Marie Reiner

Publisher :

Page : 110 pages

File Size : 49,59 MB

Release : 2007

Category :

ISBN : 9780549043829

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Book Description

The ASCA National Model represents a developmental, comprehensive counseling program that focuses on program foundation, delivery, management, and accountability (Campbell & Dahir, 1997). The ASCA National Model is believed to be dependent on collaborative relationships with other stakeholders. Teachers represent a powerful group of stakeholders, as they can influence the effectiveness of the school counseling program. In a national survey, high school teachers (n=401) were asked about their perceptions of school counselors. The focus of this research study was to ascertain: (a) the value teachers place on the appropriate role responsibilities and inappropriate role activities as described in the ASCA Executive Summary; (b) their perception of school counselor engagement in the appropriate responsibilities and inappropriate activities as described in the ASCA Executive Summary; (c) teacher willingness to collaborate with school counselors; and (d) their perception of school counselor willingness to collaborate with other stakeholders including teachers. This research revealed that there is still a need: (a) to increase teacher awareness on the role of the school counselor; (b) for school counselors to demonstrate their effectiveness; and (c) for school counselors to pursue collaborative relationships with teachers.



Implementation of the American School Counseling Association National Model

Author : Susanna Capri Posey Brooks

Publisher :

Page : 128 pages

File Size : 30,67 MB

Release : 2014

Category :

ISBN :

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Book Description

The researcher examined school counselors' and administrator's perceptions of the readiness level to implement the American School Counseling Association (ASCA) National Model. The researcher evaluated the differences in perceived readiness, between counselors and administrators, across in each of the 7 ASCA National Model District Readiness Survey indicators (i.e., community support, leadership, guidance curriculum, school counselor' beliefs and attitudes, school counselors' skills, district resources, and staffing/time use). The researcher also addressed certain school and position characteristics that could be predictors of the readiness level. The predictor variables included: highest degree of education, age, student-to-counselor ratio, years of total experience in schools, years of counseling and/or administrative experience, gender, ethnicity, grade level of school, and school role. The research provided evidence that school counselors perceived their district to be ready in the areas of School Counselors' Skills, and School Counselors' Beliefs and Attitudes indicators. The areas where school counselors indicated they perceived their school district as minimally ready were Leadership, Community Support, and Guidance Curriculum. In the areas of Staffing/Time Use and District Resources, school counselors reported perceiving their school district as being not ready. School administrators perceived their district to be ready in the areas of Community Support, Leadership, Guidance Curriculum, School Counselors' Beliefs and Attitudes, and School Counselors' Skills indicators. The areas where school administrators indicated they perceived their school district as minimally ready were Staffing/Time Use and District Resources. There were no areas in which administrators reported perceiving their school district as being not ready. Based on school counselor perceptions, the "overall" readiness level of their district was minimally ready to implement the ASCA National Model. Based on school administrator perceptions, the "overall" readiness level of their district was ready to implement the ASCA National Model. The school counselor and administrator perceptions were significantly different across all 7 readiness factors of the ASCA National Model District Readiness Survey. The classification of school counselors and administrator was determined to account for 30.4% of the variance in the overall perception of district readiness level to implement the ASCA National Model.



IMPLEMENTATION OF THE AMERICAN SCHOOL COUNSELING ASSOCIATION NATIONAL MODEL: READINESS LEVEL OF MISSISSIPPI SCHOOL DISTRICTS BASED ON SCHOOL COUNSELOR PERCEPTIONS.

Author :

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Page : pages

File Size : 50,70 MB

Release : 2004

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ISBN :

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Implementation of the American School Counseling Association National Model: Readiness Level of Mississippi School Districts Based on School Counselor Perceptions Abstract The researcher examined school counselors? perceptions of the readiness level of school districts in Mississippi to implement the American School Counseling Association (ASCA) National Model. The researcher also addressed certain school and counselor characteristics that could be predictors of this level of readiness. The predictor variables included grade level of counselor?s school (elementary, middle, high school/vocational), number of years of counseling experience, years of experience as a classroom teacher, student-to-counselor ratio, age, race, and level of education (M.S., Ed. S., Ph. D.). The dependent variable was the school counselor?s perceived level of readiness of the school district based on their overall scores on the ASCA National Model District Readiness Survey. The researcher also examined the perceived readiness level of school districts in the State of Mississippi in each of the 7 ASCA National Model readiness indicators (i. e., community support, leadership, guidance curriculum, school counselors? beliefs and attitudes, school counselors? skills, district resources, and staffing/time use). Based on mean scores for the seven readiness indicators on the ASCA National Model District Readiness Survey, school counselors perceived two indicators as being ready to implement the ASCA National Model: School Counselors? Beliefs and Attitudes and School Counselors? Skills. School counselors perceived three indicators as being minimally ready: Community Support, Leadership, and Guidance Curriculum. School counselors perceived two indicators as being not ready to implement the ASCA National Model: District Resources and Staffing/Time Use. Based on school counselor perceptions, the?overall? readiness level of Mississippi school districts to implement the ASCA National Model is a minimal lev.



Searching for a "true" Professional Identity

Author : Sherylanne Carole Diodato

Publisher :

Page : 325 pages

File Size : 16,46 MB

Release : 2014

Category :

ISBN :

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This dissertation research examines and critiques the perceptions and lived experiences of urban secondary school counselors, administrators, and teachers on the roles of school counseling in urban education. The role of school counseling in urban education has been misunderstood for decades perpetuating tensions in the role, resulting in school counselors having much difficulty developing a "true" professional identity. Following one year of data collected through 30 school counselor, 8 administrator, and 24 teacher interviews, and American School Counselor Association curriculum analysis, I argue that the perceptions about the role of school counseling impact the professional identity of urban school counselors influencing their practice with their historically marginalized students. Specifically, the role definitions of school counselors that are embedded in the organizational identity contribute to the tensions in the role causing role ambiguity and intrapersonal and interpersonal role conflict for urban school counselors.



Implementation of the ASCA National Model By Professional School Counselors in Urban Schools

Author : Joelle Nixon

Publisher :

Page : 94 pages

File Size : 28,78 MB

Release : 2018

Category :

ISBN : 9780355932775

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Book Description

School counselors in the 21st century have changed the way society understands the profession in both theory and practice. The focal point of the American School Counselor Association’s (ASCA) National Model is for school counselors to promote student success by reducing the existing achievement gap found among students of color, poor students, or underachieving students and their more advantaged peers (ASCA, 2005). However, little data is available on the activities of school counselors and the percentage of African American students in urban schools. The purpose of my study was to explore the relationship between the frequency of activities performed by school counselors as defined in the ASCA National Model and the percentage of African American students in urban schools. I used a known validated instrument, the School Counselor Activity Rating Scale (SCARS) which measures the frequency with which school counselors perform activities recommended by the ASCA National Model (Scarborough, 2005). My results showed that many of the participants were Caucasian (56%) and women (91%). The average age of the participants in my study was 37 years old. While a plurality of the participants (41%) worked in high schools, the other participants were employed evenly in the other three settings of elementary, middle/jr., or other/combination. I discovered that in terms of years employed as a school counselor in their current setting, most of the participants (71%) had been in their current school fewer than five years in an urban school. Most of the counselors (69%) had obtained a master’s degree in school counseling from a program accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP). School counselors working in schools with various ranges of African American students took part in my study. The average school counselor that responded to my study had (48%) Africa American students in their schools. School counselors working in urban schools implement many of the activities recommended by the ASCA National Model on a frequent basis. I conducted Pearson correlations to identify a relationship between school counselor activities and the percentage of African American students in schools. The results show no significant relationship between school counselors’ activities and the percentage of African American students. Practicing school counselors as well as administrators in urban schools can gain insight from the results of my study.



ASCA National Model

Author : American School Counselor Association

Publisher :

Page : 152 pages

File Size : 20,59 MB

Release : 2019

Category : Educational counseling

ISBN : 9781929289592

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Book Description

"The ASCA National Model reflects a comprehensive approach to the design, implementation and assessment of a school counseling program that improves student success. The publication defines the school counselor's role in implementation of a school counseling program and provides step-by-step tools to build each componenet of your school counseling program, including defining, managing, delivering and assessing. This fourth edition reflects current education practices, aligns with the ASCA Mindsets & Behaviors for Student Success: K-12 College- and Career-Readiness Standards for Every Student and the ASCA professional standards & competencies and assists school counselors in developing an examplary school counseling program"-[P. 4], Cover.



School Counseling

Author : American School Counselor Association

Publisher :

Page : 320 pages

File Size : 43,49 MB

Release : 1967

Category : Counseling

ISBN :

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The Texas Model for Comprehensive School Counseling Programs

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Publisher :

Page : pages

File Size : 25,62 MB

Release : 2018-02-15

Category :

ISBN : 9781732000308

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Book Description

The Texas Model for Comprehensive School Counseling Programs is a resource to develop effective and high quality comprehensive school counseling programs that align with Texas statutes and rules governing the work of school counselors. It outlines a process for tailoring school counseling programs to meet the varying needs of students across an array of school districts through implementation of the four components of school counseling programs, Guidance Curriculum, Responsive Services, Individual Planning, and System Support. With this resource, a school counselor will learn to use campus-specific data to identify the unique needs of a campus and design a comprehensive school counseling program to meet those needs. Recognizing the important roles of the entire educational community, the Texas Model for Comprehensive School Counseling Programs provides examples of how parents, teachers, administrators, principals and school counselors can best contribute to implementation of each of the four components of comprehensive school counseling programs. It provides a developmental framework for a school counseling program curriculum that includes activities at each grade level to enhance students¿ educational, career, personal and social development.



Teacher Expectations and Perceptions of the School Counselor's Role

Author : LaRhonda Michelle Cockrell

Publisher :

Page : 216 pages

File Size : 49,86 MB

Release : 2020

Category : Educational counseling

ISBN :

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Book Description

The purpose of this study was to examine teacher perceptions and expectations about the role of school counselors in various school districts. This research study examined teacher perceptions and expectations in all grade levels, examined similarities and/or differences related to teacher expectations and the 'appropriate' and 'inappropriate' activities outlined in the ASCA's National Model, and determined to what extent teacher expectations correlate to their perceptions of school counseling. A mixed method approach was used to address the research questions. Data from this study indicated that teachers' expectations of the school counselor role and their perception of the school counseling profession correlate to their overall understanding of school counseling.