Perceptions of Arkansas School Counselors Regarding the Barriers of Implementing the ASCA National Model PDF Download
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Author: Keri Ann Rathbun
Publisher:
ISBN:
Category : Arkansas
Languages : en
Pages : 244
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Book Description
Counselors are an important part of our schools and student development. According to the American School Counselor Association (ASCA) there are three domains of development in which school counselors have received specialized training: academic development, career development, and social/emotional development (ASCA, 2012). These domains, along with ASCA’s four themes (leadership, advocacy, collaboration and systemic change) make up the ASCA National Model framework for school counseling programs (ASCA, 2012). However, many counseling programs in the state of Arkansas do not implement this model as part of their program. This study investigated the lack of implementation of the ASCA model in Arkansas counseling programs. The follow research questions guided the study: 1. How well aligned to the ASCA National Model do Arkansas counselors report their school counseling program as being? and 2. What barriers do school counselors in Arkansas face when attempting to align their comprehensive school counseling programs with the ASCA National Model? The survey instrument that was employed in this study was adapted from the American School Counselor Association Readiness Survey from the University of Massachusetts – Amherst College of Education. As a result of the survey and open response question, counselors identified lack of time, advocacy, resources and lack of knowledge as barriers to implementing the ASCA National Model framework in their school counseling programs. The results of the responses received from this study provided implications for counselors and administrators to work together to improve school counseling programs across Arkansas.
Author: Keri Ann Rathbun
Publisher:
ISBN:
Category : Arkansas
Languages : en
Pages : 244
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Book Description
Counselors are an important part of our schools and student development. According to the American School Counselor Association (ASCA) there are three domains of development in which school counselors have received specialized training: academic development, career development, and social/emotional development (ASCA, 2012). These domains, along with ASCA’s four themes (leadership, advocacy, collaboration and systemic change) make up the ASCA National Model framework for school counseling programs (ASCA, 2012). However, many counseling programs in the state of Arkansas do not implement this model as part of their program. This study investigated the lack of implementation of the ASCA model in Arkansas counseling programs. The follow research questions guided the study: 1. How well aligned to the ASCA National Model do Arkansas counselors report their school counseling program as being? and 2. What barriers do school counselors in Arkansas face when attempting to align their comprehensive school counseling programs with the ASCA National Model? The survey instrument that was employed in this study was adapted from the American School Counselor Association Readiness Survey from the University of Massachusetts – Amherst College of Education. As a result of the survey and open response question, counselors identified lack of time, advocacy, resources and lack of knowledge as barriers to implementing the ASCA National Model framework in their school counseling programs. The results of the responses received from this study provided implications for counselors and administrators to work together to improve school counseling programs across Arkansas.
Author: Bryan O. Rivera
Publisher:
ISBN:
Category : Educational counseling
Languages : en
Pages : 49
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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.
Author: Susanna Capri Posey Brooks
Publisher:
ISBN:
Category :
Languages : en
Pages : 128
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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.
Author:
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
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.
Author: Heather J. Fye
Publisher:
ISBN:
Category : Burn out (Psychology)
Languages : en
Pages : 268
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Book Description
The purpose of the study was to determine the predictive value of the level of implementation of the American School Counselor Association (ASCA) National Model, several demographic variables, perceived job satisfaction, perceived job stress, coping styles and responses, level of role ambiguity, and level of role conflict on school counselors’ level of burnout (research question one). Additionally, the purpose of this study was to determine the impact of several demographic and environmental factors to explain the variance in the ASCA National Model implementation in different school settings (research question two). A demographic survey and several instrumentations were used to investigate the research questions. Participants completed the instrumentations in Qualtrics. The participants were 208 school counselors working full-time with at least one year of experience as a school counselor and a member of the ASCA. Multiple linear regression analyses were conducted for the research questions. Results of research question one showed perceived job stress, level of role conflict, perceived job satisfaction, level of role ambiguity, and the amount of time engaged in consultation monthly accounted for 62.0% of the variance in level of burnout for school counselors. Results of research question two revealed the percentage of non-counseling duties school counselors engaged in weekly and level of role ambiguity accounted for 35.3% of the variance in level of implementation of the ASCA National Model. A discussion of the results, implications, limitations of the study, and recommendations for future research were presented in relation to the present study.
Author: Chantelle M. Peterson
Publisher:
ISBN: 9781339069784
Category : Counseling
Languages : en
Pages : 158
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Book Description
This study examined how school counselor trainees perceived their knowledge, confidence, and ability to implement and engage in the American School Counselor Association (ASCA) National Model activities at their internship sites. In addition, participants gave their perceptions of duties/activities that are not part of the ASCA National Model such as non-counseling and case manager duties. Overall, this study agrees with previous research showing that school counselor trainees have the knowledge and confidence regarding the ASCA National Model; however, they were lacking the opportunity to implement and engage in some of the model's activities. Most of the participants were expected to complete the non-counseling duties at a high rate; even though, they were not exposed to these duties during their academic training.
Author: American School Counselor Association
Publisher:
ISBN: 9781929289592
Category : Educational counseling
Languages : en
Pages : 152
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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.
Author: Rachael Gwin Ammons
Publisher:
ISBN:
Category :
Languages : en
Pages : 119
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Book Description
The American School Counseling Association (ASCA) created the American School Counseling National Model to guide best practices in the school setting. Professional school counselors are encouraged to implement this model in order to increase student achievement and personal/social growth through a comprehensive school counseling program. Although this is the recommended model for school counselors, many districts have failed to implement it. This study examined the relationship among beliefs, various demographic variables, and program implementation to determine the combination of variables that would best explain the variance in program implementation. Data collected through the School Counseling Program Implementation Scale (SCPIS) and School Counseling Program Component Scale (SCPCS) instruments were analyzed through hierarchical multiple regression to determine regression models that best accounted for prediction of program implementation. Based on this research, school counselor beliefs in using data for program improvement accounted for the greatest degree of variance in specific model implementation.
Author: Angela McCoy Harless
Publisher:
ISBN: 9781321942781
Category : Educational counseling
Languages : en
Pages : 230
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Book Description
This study is an exploration of the actual and preferred practices of Arkansas K-12 school counselors in low, mid, and high-poverty schools using the School Counselor Activity Rating Scale (Scarborough, 2005), follow-up questionnaires, and interviews. The qualitative component of this study brings to light the contextual factors that prevent school counselors from providing direct and indirect services to students outlined in the ASCA National Model. This research study examines the hidden dynamics of the counselor/principal relationship and how this relationship has a pivotal role in the realization of a fully comprehensive developmental school counseling program. This study contributes to the knowledge and understanding of administrators, school officials, school counselors, counselor educators, and government officials concerning the role and function of the school counselor. The goal of this research is to promote change in policy and organizational infrastructure in order to give school counselors the authority to advocate, lead, and direct their own school counseling programs in order to provide appropriate and timely services for all students.
Author: Kevin Duquette
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
The focus of this study was on elementary school counselors who successfully received the American School Counselor Associations (ASCA) Recognized ASCA Model Program (RAMP) distinction for their schools. The purpose was to provide insight into the motivations, perceived personal characteristics, organizational factors, and other important considerations that played a role in counselors ability to successfully obtain RAMP distinction, as well as the perceived consequences of doing so. Cottrells role theory (1941) and Scheins organizational culture and leadership (1985, 2004) provided a basis for the theoretical framework of this study, which posited that school counselors implementation of comprehensive school counseling programs would be influenced by counselors personal characteristics and organizational culture of schools and districts. Eight elementary school counselors participated in in-depth semi-structured interviews. Interviews were formed into narratives of the RAMP experience after which thematic analysis (Saldaa, 2009) was conducted to derive findings common across participants stories.Findings included two themes of 1) Dont be afraid to engage in the RAMP process, and 2) The value of the RAMP process comes from how it changes counselors perceptions of themselves. The findings indicated that in addition to RAMP distinction validating the presence of a data-driven comprehensive school counseling program, much of the distinctions value came from engaging in the RAMP process. Reception of RAMP distinction was a positive experience for school counselors through its ability to change perceptions of themselves as practitioners and professionals. Future research is needed to explore the RAMP experience for counselors at the secondary level to provide a more holistic understanding of the process for school counselors across settings.
