Author: Katina Bookard
Publisher:
ISBN:
Category : Educational counseling
Languages : en
Pages : 112
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Book Description
The purpose of this correlational study was to test to see if there was a relationship between time reduction of the roles and responsibilities of a school counselor and the Response to Intervention (RTI) process in an elementary school setting. This study examined the perceived effects of the RTI process on the roles and responsibilities of a school counselor. This study will looked at the perception of self- efficacy of school counselors and if they feel they are being effective to the students they serve. School counselors from elementary schools in North Carolina completed the Concerns-Based Adoption Model of the Stages of Concern questionnaire that accesses information about people's attitudes, reactions, or feelings about a program or practice. School counselors are known for only dealing with social and emotional problems of students in schools across the country. After the No Child Left Behind (NCLB) act, every educator in the school has been given the responsibility of teaching academics in K-12 schools including school counselors. The majority of the time, school counselors lead or participate in problem solving teams which give them the opportunity to fulfill the requirement of reaching students academically. NCLB and RTI reflect the same goal of providing a high quality education for every child. RTI is a multi-tiered approach to help struggling learners. Using student outcome data, RTI can be used to make decisions about interventions needed for students to improve academically. The finds from this study indicated a positive correlation between the criterion variable (RTI process) and time reduction, perception of self-efficacy, and academic achievement. There was no significance with Exceptional Children's referrals and placement of Exceptional Children's placement.
Author: Emily Goodman-Scott
Publisher: Taylor & Francis
ISBN: 1000890570
Category : Psychology
Languages : en
Pages : 470
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Book Description
The revision of this innovative book provides school counseling students, practitioners, leaders, supervisors, and faculty with information and resources regarding the alignment and implementation of school counseling, specifically comprehensive school counseling programs. Complementing and expanding upon the audience’s knowledge and implementation of CSCPs such as the ASCA 2019 National Model, chapters include a strong theoretical and research base as well as related practical examples from the field—including case studies of practicing school counselors, and relevant, hands-on resources and tools to assist school counselors facilitate MTSS. New topics such as culturally sustaining and antiracist practice are woven into the chapters, in addition to covering the response to the COVID-19 pandemic, mental health crises, and capturing timely and current practices in K-12 education and school counseling. Innovative, unique, and including a plethora of useful tools and resources, this guide to MTSS and school counseling is ideal for graduate students and current school counselors in the field.
Author: Heather Barnard
Publisher:
ISBN:
Category :
Languages : en
Pages : 98
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Book Description
Research has indicated that the previous model of identifying students that need additional assistance by being placed in special education has not shown as effective as the Response to Intervention (RTI) method. As a result of implementing response-based RTI, staff have able to identify students sooner and aid them with their needs more accurately. In addition to other school staff, school counselors are beginning to become an advocate in the process as team members. School counselors are called to follow the American School Counselor Association (ASCA) National Model when creating a comprehensive school counseling program. Being a member of the RTI team to develop, implement and evaluate the program are essential steps in meeting the foundation given by ASCA. This project explains and explores how the role of school counselor works alongside with the three-tiered RTI process. In addition, it looks at ideas for implementation.
Author:
Publisher:
ISBN: 9781732000308
Category :
Languages : en
Pages :
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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.
Author:
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
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Book Description
Substance use has the potential to impact a student's academic success; however, school counselors are in a position to intervene and provide support to these students to potentially mitigate the impact of the students' use. Research shows that school-based interventions are effective in reducing substance use, but school counselors may not feel clinically prepared to provide these services. A random sample of school counselors in the state of Virginia practicing at the middle and high school level completed a survey regarding their feelings and perceptions of substance use intervention and support, including their self-efficacy to provide services, level of training, and views of the need within their schools. The data were compared to results from research conducted by Dassira (2019) investigating substance use intervention and support of school psychologists practicing in Virginia. Data suggests that despite graduate training in substance use intervention, the majority of school counselors do not feel prepared to intervene with students. The majority of participants also see a need in their schools for increased services, and do believe providing interventions is in their role as a school counselor. The results support increasing substance use screening and intervention in schools, as well as promoting increased training and collaboration between school professionals.
Author: Jacqueline Johnson (Ph.D.)
Publisher:
ISBN:
Category : Educational psychology
Languages : en
Pages : 334
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Book Description
School psychologists, school social workers, and school guidance counselors perform job-related tasks that originated from social reform and societal changes at the beginning of the 20th century. The evolution of professional identity for each professional group is revealed through a general review of historical events, including compulsory education, national representation, federal legislation, and the articulation of standards for training and practice. School psychologists evolved as specialists that applied clinical methods to assess school-aged youth who presented needs that challenged the school system. School social workers originated as teachers that utilized casework skills to connect school staff to the homes and communities of children. School guidance counselor work emerged from broad social concerns for vocational readiness that took hold in the schools. Despite noticeably unique roles and functions among school-based professionals, recognition of commonalities among school-based personnel hints to a common core of competencies in professional approaches to improve the school-related problems of children and youth. Specific job-related roles and functions were described, identified under five broad service areas, and applied to develop a survey instrument. School psychologists, social workers, and guidance counselors were surveyed to examine their perceptions of their own and each other's job-related roles and functions within the school setting to determine ratings of frequency of task performance, and to explore attitudes regarding shared and unique job roles among pupil personnel service workers. Data were analyzed in repeated measures ANOVA. A significant main effect was indicated in one domain (i.e., Assessment). Significant interactions effects were indicated in all domains. Ratings suggested that more areas of commonality than uniqueness exist in job roles and functions among school psychologists, social workers, and guidance counselors. Responses were modified by the professional title of respondents. Role uniqueness was indicated when job-related items were closely associated with a profession's historical roots. Attitudes regarding shared and unique roles and functions among school-based professional were discussed. Research findings and their implications are addressed in relation to service delivery, coordination, and comprehensiveness. Areas of future research are outlined.
Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 756
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Book Description
Author: Norman R. Stewart
Publisher:
ISBN:
Category : Counseling in secondary education
Languages : en
Pages : 386
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Book Description
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 352
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Book Description
Author: Vasanne Sheree Tinsley
Publisher:
ISBN:
Category : Job satisfaction
Languages : en
Pages : 200
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Book Description
