Counselling self-efficacy as a mediator between computer self-efficacy and attitudes toward tele-mental health among school counsellors in Malaysia

BackgroundMobile health (mHealth) apps might have the potential to promote self-management of people with multiple sclerosis (MS) in everyday life. However, the uptake of MS apps remains poor, and little is known about the facilitators and barriers for their efficient utilization, such as technology acceptance.ObjectiveThe aim of this study was to examine the acceptance of mHealth apps for disease management in the sense of behavioral intentions to use and explore determinants of utilization among people with MS based on the Unified Theory of Acceptance and Use of Technology (UTAUT).MethodsParticipants for this Web-based cross-sectional study were recruited throughout Germany with the support of regional MS associations and self-help groups. To identify determinants of intention to use MS apps, a measure based on the UTAUT was adapted with 4 key determinants (performance expectancy, effort expectancy, social influence, and facilitating conditions) and extended by Intolerance of Uncertainty (IU) and electronic health literacy. Potential influencing effects of both MS and computer self-efficacy (C-SE) as mediators and fatigue as a moderator were analyzed using Hayes’s PROCESS macro (SPSS version 3.0) for IBM SPSS version 24.0.ResultsA total of 98 participants (mean age 47.03 years, SD 10.17; 66/98, 67% female) with moderate fatigue levels completed the survey. Although most participants (91/98, 92%) were daily smartphone users, almost two-thirds (62/98, 63%) reported no experience with MS apps. Overall, the acceptance was moderate on average (mean 3.11, SD 1.31, minimum=1 and maximum=5), with lower scores among persons with no experience (P=.04) and higher scores among current users (P<.001). In multiple regression analysis (R2=63% variance explained), performance expectancy (beta=.41) and social influence (beta=.33) were identified as significant predictors of acceptance (all P<.001). C-SE was confirmed as a partial mediator in the relationship between IU and acceptance (indirect effect: B=−.095, 95% CI −0.227 to −0.01). Furthermore, a moderated mediation by C-SE was shown in the relationship between IU and behavioral intentions to use MS apps for low (95% CI −0.42 to −0.01) and moderate levels (95% CI −0.27 to −0.01) of fatigue.ConclusionsOverall, this exploratory pilot study indicates for the first time that positive expectations about the helpfulness for self-management purposes and social support might be important factors to be considered for improving the acceptance of MS apps among smartphone users with MS. However, given some inconsistent findings, especially regarding the role of effort expectancy and IU and self-efficacy, the conceptual model needs replication with a larger sample of people with MS, varying more in fatigue levels, and a longitudinal assessment of the actual usage of MS apps predicted by acceptance in the sense of behavioral intentions to use.

Tele-mental health has emerged as an effective way to extend mental health services to diverse and geographically dispersed populations. However, the success of these programs is not solely dependent on technology, but also on the counsellors' willingness and readiness to embrace it in their professional practice. This underscores the significant role of counsellors' attitudes towards technology in executing such initiatives. The present study aimed to explore the relationship between computer self-efficacy and attitudes towards tele-mental health among school counsellors. The methodology applied inclusion and exclusion criteria based on the Ebscohost and Google Scholar databases. The results of this review address that the relationship between computer self-efficacy and attitudes toward tele-mental health among school counsellors highlights that higher confidence in using technology (computer selfefficacy) leads to more positive attitudes toward tele-mental health, as effective training and experience with digital tools make counsellors more willing and adept at integrating telemental health services into their practice. Through the process, ten articles in total were chosen. These results hold important implications for counselling practice, training, and policy formulation, emphasising the necessity of incorporating technology-related training into counselling education programs and providing ongoing support for counsellors in adopting tele-mental health approaches.

Context: The use of technology and computers in health care has been reported to improve nurses' decision-making and competencies, which in turn increase the quality of health-care practice.&#x0D; Aim: of this study is to assess and compare nursing students’ computer self-efficacy and attitudes toward its use in a health care setting in the Faculty of nursing – Benha and Hail Universities.&#x0D; Methods: A descriptive comparative cross-sectional study design was used to achieve the current study aim. The study conducted in the Faculty of Nursing - Banha University, Egypt, and Faculty of Nursing – Hail University, Kingdom of Saudi Arabia. Quota sampling of 219 students was chosen as follows; 190 students from the Faculty of Nursing - Banha University and 29 students from the Faculty of Nursing – Hail University. A structured self-administered questionnaire covering sociodemographic data, the pretest for attitudes toward computers in healthcare, and computer self-efficacy scales were the tool used to collect the study data. &#x0D; Results: 33% of nursing students from Benha University were have a realistic view of current computer capabilities in health care. In contrast, 28% of nursing students from Hail had a very positive view of computer use in health care. Nursing students at Hail University have the highest mean score compared to Benha nursing students (79.45±15.85 &amp; 61.2±7.25, respectively) in their attitudes toward computer and computer self-efficacy. Benha nursing students have moderate computer self-efficacy compared with Hail nursing students who have a high computer self-efficacy level. A highly statistically significant relationship was detected between students' attitudes toward computers and computer self-efficacy (p-value=0.000). Also, there was a highly positive, statistically significant correlation between the demographic variables of nursing students and both students’ attitudes toward computers in health care and computer self-efficacy (p-value =0.00).&#x0D; Conclusion: Nursing students in both universities have a positive attitude toward computer use. A significant difference between the mean scores of the two groups in their attitude toward computer and self-efficacy was detected, with a highly statistically significant correlation between both students’ attitudes and their self-efficacy. Also, a significant relationship revealed between the studied students’ demographics and their attitude and self-efficacy. Future studies are recommended to evaluate existing technologies in terms of acceptance, effectiveness, and efficiency in real-life settings and to examine its effect on patient outcomes. Nurse educators should design training courses and educational programs to enhance computer self-efficacy beliefs among nursing students.

Objectives This study aims to identify the perceptions of middle and high school teachers regarding the subjective and individual competencies of professional counselors through focus group interviews(FGI). The findings will provide foundational data for forming a Q sample for the application of Q methodology. Methods To achieve this, we identified the current status of professional counselors in middle and high schools, conducted a literature study on the capabilities of professional counselors, and conducted FGI(Focus Group Interviews) targeting middle and high school teachers in Seoul and Gyeonggi regions, and Giorgi(1985) Data were analyzed through the application of the four presented phenomenological analysis methods and triangulation, and the results were presented. Results The analysis results revealed the following findings: First, there is a recognized need for an increase in the number of professional counselors due to the rising psychological issues and maladjustment problems among students in current secondary schools. Second, there is a perceived necessity for enhancing the professionalism of professional counselors. Third, conflicts have arisen between school members and professional counselors, indicating the need for a clear establishment of the counselors' roles within the school. Fourth, there is a recognition of the need to strengthen the status and improve the treatment of professional counselors. Fifth, there is a perceived need for a revision of the qualifications and recruitment standards for professional counselors. Conclusions Therefore, in order for professional counselors in middle and high schools to perform their duties smoothly, it is judged that policy and institutional support is needed to enhance the expertise of professional counselors and to improve the status, treatment, and authority of professional counselors in schools. It is hoped that these research results will serve as basic data for establishing the roles and duties of professional counselors in middle and high schools.

The Covid-19 pandemic marks an era of using online as a medium of learning communication, including counseling services. School Counselor are required to use ICT as a form of adaptation to learning with students. The research design using a quantitative Structural equation modeling aimed to test correlation of two or more variables. The participants are 214 School Counselor who are members of the Indonesian Guidance and Counseling Association (ABKIN) and the Guidance and Counseling Teacher Council (MGBK). This study measures the participation of School Counselor who fill out online questionnaires with respect to their perceptions of maximizing the use of ICT in providing counseling services. Measurement of the successful use of ICT in Guidance and counseling (BK) services during a pandemic will be measured through the attributes of Computer Anxiety (CA), Computer Self-Efficacy (CSA), Collegial Collaboration (CC), Lack Facility (LF), Perceive Usefulness (PU), and Perceived Ease of Use (PEOU). The results showed findings in which all attributes have a significant outcome on the use of ICT on School Counselor.

Given the increase of violence against Black, Indigenous, People of Color (BIPOC), there is no doubt a need to tackle racialized violence in schools. This phenomenological study draws on semi-structured interviews with school counselors to explore their experiences and practices to disrupt the racialized disciplinary practices that disproportionally target Black, Indigenous, and Students of Color. We draw on theories of racialized organizations and organizational routines to better understand how school counselors make sense of their practices in racialized disciplinary practices that dehumanize and criminalized youth of color. Findings from this study revealed two themes: 1) school counselors’ perceived neutrality towards disciplinary practices and 2) school counselors’ advocacy in racialized school discipline practices. This study offers some implications for professional school counseling organization, counselor educators, and school counselors to inform their anti-racist pedagogy to dismantle racialized punitive practices in schools.

Students become more actively involved in their studies when teachers integrate ICT into their lessons. Since computer self-efficacy is positively related to the integration of technology in education, improving pre-service teachers' computer self-efficacy could increase their intention to use technology. The present study explores the association between computer self-efficacy (basic technology skills, advanced technology skills, and technology for pedagogy) and pre-service teachers' intentions to use technology (traditional use of technology and constructivist use of technology). Data collected from 267 Bahrain Teachers College students were used to validate the questionnaires using confirmatory factor analysis. The Structural equation modeling approach was used to explore the hypothesized relationships. Mediation analysis was also performed, and the results indicated that basic technology skills and advanced technology skills mediated the relationship between technology for pedagogy and the traditional use of technology. Advanced technology skills did not mediate the relationship between technology for pedagogy and constructivist use of technology.

The National Office for School Counselor Advocacy stated that secondary students need better support from professional school counselors when making decisions regarding their postsecondary education and career. The present qualitative study explored school counselors' perceptions of competence in the area of career counseling, and resulted in the following themes: challenges to delivery, opportunity, self-doubt, reliance on colleagues, and the use of technology. Recommendations for college and career readiness best practice were incorporated with the findings from the National Office for School Counselor Advocacy report.Keywords: school counselor, career counseling, competence, postsecondary education, qualitative studyNo step in life, unless it may be the choice of a husband or wife, is more important than the choice of a vocation.... These vital problems should be solved in a careful, scientific way, with due regard to each person's aptitudes, abilities, ambitions, resources, and limitations, and the relations of these elements to the conditions of success in different industries. (Parsons, 1909, p. 3)Young people exploring career decisions are often left to their own searches to find direction in this complex process. Ninety-five percent of high school seniors expect to attain some form of college education, yet more and more are delaying entry after high school, frequently changing colleges or majors when they do enter, or taking time off throughout their programs (Altbach, Gumport, & Berdahl, 2011). According to The College Board National Office for School Counselor Advocacy (NOSCA), professional school counselors need to better support students during the decision-making process in order to streamline their progress toward postsecondary education and career readiness (Barker & Satcher, 2000; Bridgeland & Bruce, 2014). School counselors must balance this heady task with accountability in other areas, such as academic achievement, social and emotional development, and related administrative duties.The American School Counselor Association (ASCA) National Model for School Counseling (ASCA Model) was developed and recently updated by the Recognized ASCA Model Program (RAMP), which supports school counselors and counselor educators by standardizing and enhancing the practices of these professionals (ASCA, 2012). With the release of NOSCA's survey results, a new movement in school counselor reform emerged, which calls for standardization of practices involving college access for all students. According to The College Board (Bridgeland & Bruce, 2014), this reform is necessary to highlight the lack of support students receive in their pursuit of higher educational goal attainment.School counselors have historically lacked a clear identity in role and function (Bridgeland & Bruce, 2014; Clemens, Milsom, & Cashwell, 2009; Dodson, 2009; Johnson, Rochkind, & Ott, 2010; Reiner, Colbert, & Perusse, 2009), and in response, many states have adopted the use of some form of the ASCA Model as a guide for practicing school counselors (Martin & Carey, 2012; Martin, Carey, & DeCoster, 2009). Not all states provide such guidance for their school counselors and, as a result, some school counselors are left with little continuity among schools, even within the same school district. Some counselor educators have called for more support and supervision for school counselors (Brott, 2006; DeVoss & Andrews, 2006; Somody, Henderson, Cook, & Zambrano, 2008); however, a gap between education and professional responsibility, and consequently liability, has remained apparent (Foster, Young, & Hermann, 2005; Perusse & Goodnough, 2005). It is important to note that the aforementioned reform is linked directly to the roles and functions of school counselors (Clemens, Milsom, & Cashwell, 2009; Perusse & Goodnough, 2005). According to NOSCA, 71% of school counselors surveyed stated that they believed academic planning related to college and career readiness was important, but only 31% believed their school was successful in fulfilling students' needs in that area (Bridgeland & Bruce, 2014). …

Role ambiguity in professional school counseling is an ongoing concern despite recent advances with comprehensive school counseling models. The study outlined in this article examined role diffusion as a possible factor contributing to ongoing role ambiguity in school counseling. Participants included 109 graduate students enrolled in a CACREP-accredited counseling program at a large southwestern university. Findings suggest that providing direct counseling services is the most unique and least diffused role for today's school counselors. The authors also review implications for professional school counselors and recommendations for future research.Keywords: school counselors, role ambiguity, role diffusion, comprehensive school counseling, direct counseling servicesSchool counselor roles and functions have been examined by scholars for many decades (Astramovich, Hoskins, & Coker, 2013; Burnham & Jackson, 2000; Gysbers 2004; Herr, 2003; Lieberman, 2004; Myrick, 1987). As professional school counseling evolved, standards of practice were developed as a means for solidifying professional identity and to help guide the specific duties expected of school counselors (Dahir, Burnham, & Stone, 2009; Dollarhide & Saginak, 2012). School counseling as a distinct profession has proliferated in the 21 st century, yet inconsistencies in school counselor roles and functions have continued to challenge the field (Astramovich, Hoskins, & Bartlett, 2010; Culbreth, Scarborough, Banks-Johnson, & Solomon, 2005). This article defines and presents the results of a study of role diffusion among school counselors and calls for renewed emphasis on the professional counseling function of today's school counselors.Historically, several school counseling models have been discussed in the literature, each emphasizing various school counselor roles. Myrick (1987) and Gysbers and Henderson (2006) created developmental guidance models for school counseling that emphasized individual and small-group counseling services, guidance lessons, individual planning, and system support duties. Schmidt (2003) promoted an essential services model of school counseling that focused on the individual and group counseling, appraisal, coordination, and consultation roles of the counselor. Campbell and Dahir (1997) presented a set of national standards for school counseling programs that emphasized school counselor duties in the academic, career and personal-social domains. Based on the work of Campbell and Dahir (1997), the American School Counselor Association (ASCA, 2003) published its initial National Model for school counseling programs. Later, Brown and Trusty (2005) suggested a strategic comprehensive school counseling model that emphasized the developmental and preventive roles of the school counselor along with a focus on supporting student academic achievement. Most recently, ASCA (2012) published an updated edition of its National Model that emphasized the school counselor's role in the implementation of a school counseling core curriculum, individual student planning, and responsive services, including individual, group, and crisis counseling. A common goal of these organizational frameworks for school counseling programs was to identify appropriate roles and duties for school counselors.Models of school counseling were developed in part to strengthen and clarify the professional identity of school counselors, yet the specific roles of school counselors in educational systems have continued to be debated and refined (ASCA, 2012; Keys, Bemak, & Lockhart, 1998; Whiston, 2002,2004). During the past decade, the Transforming School Counseling Initiative (TSCI; The Education Trust, 2009) and ASCA's (2012) National Model have been discussed extensively in the school counseling literature. In contrast to earlier school counseling models, both the ASCA National Model and TSCI placed an increased emphasis on the academic support and advocacy roles of professional school counselors, while minimizing the role of providing direct counseling services to students (Astramovich et al. …

This study investigated how school counselors and principals perceive their professional relationship with each other. Specifically, it used Q methodology to develop 45 statements about the relationship between the school counselor and the principal. Subsequently, 39 professional school counselors and principals sorted the statements. Four factors emerged, each representing a distinct view of this relationship. The factors were analyzed using a distributed leadership framework. Although each factor contains constructive attributes of the school-counselor–principal relationship, one factor contains characteristics closely approximating the distributed leadership framework reflected in the literature and in the current school counselor and administrator professional standards.

Critical success factors for motivating and sustaining women's ICT learning

Professional school counselors have been called to action. They understand the urgency of using data to reduce barriers to student achievement, to evaluate the effectiveness of their programs and curricula, and, ultimately, to demonstrate their effectiveness as a school counselor (House & Martin, 1998; Isaacs, 2003; Rowell, 2005; Sexton, Schofield, & Whiston, 1997). This special issue of Professional School Counseling is dedicated to practitioner research--practicing school counselors using data to reduce barriers to student achievement and increase their use of evidence-based practices. The role of the school counseling profession has changed dramatically in the past 10 years and the call for using data has transformed school counseling programs and practices (American School Counselor Association [ASCA], 2005; House & Martin, 1998). The transformation of school counselors has been driven by the recognition that the achievement gap, identified as the impetus for education reform, has not been reduced and that school counselors play a critical role in reducing barriers to student success (Education Trust, 1997; Haycock, 2001; Holcomb-McCoy, 2007; House & Martin, 1998). The ASCA National Model[R] (2005) has provided the framework that guides current practices and program development and calls for increased school counselor accountability. One of the key factors in the transformation of school counseling movement is the recognition that school counselors are key members of the school counseling leadership team and can be central to the school's mission to identify and reduce barriers to achievement. In order for school counselors to effectively play this role, they need to understand why there is an urgency to collect and use data (Dahir & Stone, 2009; Holcomb-McCoy, 2007) and they need to know how to collect and use data. Counseling leadership--counselor educators and researchers--has responded by creating useful frameworks for understanding the purposes of collecting data, and how to make sense of the data one collects (Brigman, 2006; Carey & Dimmitt, 2006; Dimmitt, Carey, & Hatch, 2007; Gilchrist, 2007; Holcomb-McCoy, 2007; Kaffenberger & Young, 2007; Poynton & Carey, 2006; Rowell, 2005, 2006; Stone & Dahir, 2007). School counselor education programs have responded by incorporating the use of data and accountability strategies into current training, however, not all practicing school counselors have had access to this training or access to available resources (Paisley & Hayes, 2003; Rowell, 2005). While Professional School Counseling is the flagship publication showcasing school counselor research and best practices, the reality is that most of the contributions to the journal have come from university-based researchers and counselor educators who are helping to craft what it means to be a transformed school counselor delivering a comprehensive evidence-based school counseling program that uses data to drive decision making and program development. At the same time, there has been a call for more rigorous research that clearly demonstrates school counselors' contribution to closing the achievement gap and increasing student achievement (Brigman, Webb, & Campbell, 2007; Dahir, 2009; Dahir & Stone, 2009; Dimmitt, Carey, & Hatch, 2007; Poynton & Carey, 2006; Rowell, 2006). Another reality is that until recently, school counselors have not been trained to use accountability strategies and have not taken the time to collect data that will help them understand how students are being served by their programs and what role they can play in reducing the achievement gap. Given the requirements of No Child Left Behind (U.S. Department of Education, 2002), it is no longer a choice--school counselors must demonstrate that they not only know how to collect data but are regularly using data to make decisions about best practices and connecting their programs to student achievement (Dahir & Stone, 2009; Dollarhide & Lemberger, 2006). …

The intent of this article is to discuss the importance of training school counselors in providing adequate services to students with special needs, as mandated by special education law and supported by school counseling standards created by the American School Counselor Association (ASCA). In addition, the lack of adequate and unified training for school counselors in this area will be explored. This article suggests implementing a more consistent school counselor education program across institutions that would include coursework and experiences in special education that are in alignment with the standards of ASCA, legal obligations, and daily counselor roles. Examples of ways to incorporate such experiences and assignments into courses across counselor training programs are provided.Keywords: counselor education, school counselor, special education, counselor training, American School Counselor AssociationThe enactment of special education laws and mandates such as the Education for All Handicapped Children Act of 1975 (PL 94-142) and the Individuals with Disabilities Education Act (IDEA), which require schools to provide free appropriate public education to all students within the regular education setting, have immensely impacted the school counseling profession (Bowen & Glenn, 1998; Dunn & Baker, 2002; Milsom, 2002; Owens, Thomas, & Strong, 2011). The number of students identified as appropriate to receive special education services is growing (Dunn & Baker, 2002; McEachem, 2003; Owens et ah, 2011). Therefore, school counselors are now required to provide equal services to more students with special needs within the regular education setting. Similarly, school counselors are required to take a more active role in the Individual Education Program (IEP) process, from identification to implementation, than what was previously expected in the past (Dunn & Baker, 2002; Milsom, Goodnough, & Akos, 2007; Owens et ah, 2011). School counselors' involvement in special education is not only required by specific legislation, but also poses ethical considerations regarding to direct and indirect services for students with special needs. In response to legislation, the American School Counselor Association (ASCA) has advocated for school counselor involvement in special education and published guidelines for servicing students with special needs (Isaacs, Greene & Valesky, 1998; Myers, 2005; Studer & Quigney, 2005).Despite a study conducted by Studer and Quigney (2003) which showed that school counselors are becoming more involved with special education by serving on teams that assist with disability identification and implementation of services, counselor education programs are not adequately training future school counselors to deal with changing roles and responsibilities included in servicing students with special needs (McEachem, 2003; Milsom & Akos, 2003; Romano, Paradise, & Green, 2009; Studer & Quigney, 2005). Additionally, there is a dearth of recent research in the literature addressing concerns that special education is not being adequately addressed in school counselor preparation programs. Although there is an increasing trend in school counselor training programs to include some instruction about special education (Studer & Quigney, 2005), no specific suggestions for implementing such content into the curriculum have been published to date. In response, this article provides ideas and recommendations for infusing special education content throughout the school counseling curriculum required by the Council for Accreditation of Counseling and Related Educational Programs (CACREP). Counselor education programs must recognize the importance of the school counselor in the lives of students with disabilities, and adequate training should become a priority.Students with Special Needs, the School Counselor and the LawSince the enactment of special education laws and mandates such as the Education for All Handicapped Children Act of 1975 (PL 94-142) and IDEA, the role of the school counselor has continued to evolve (Bowen & Glenn, 1998; Dunn & Baker, 2002; Milsom, 2002; Owens et al. …

Following more than a decade of influence by the Transforming School Counseling Initiative (Education Trust, 1998, 2007) that promoted a new vision of school counselors as assertive advocates and social activists (House & Hayes, 2002; House & Martin, 1998; Martin, 2002), professional school counselors are currently in a pivotal role to collaboratively lead school transformation at the local, state, regional, and national levels (Kaffenberger, Murphy, & Bemak, 2006). The importance of school counselors as leaders is evidenced in the ASCA National Model[R] (American School Counselor Association, 2005), wherein leadership is indicated as one of the four major themes of school counseling along with collaboration and teaming, advocacy, and systemic change. Beyond being leaders in the design, implementation, management, and evaluation of comprehensive school counseling programs, school counselors play a ubiquitous role in leading the education mission and process for the development of student academic, career, and personal/social growth. Further, as school systems become more diverse and complex, the resounding call for professional school counselors to be leaders of social justice and educational reform continues. Scholarly discourse on the role of the school counselor as an advocate and agent of social justice has been well documented (Baker & Gerler, 2004; Education Trust, 1998, 2007; Lee & Goodnough, 2007; Walker, 2006). Indeed, the preamble to ASCA's (2004) Ethical Standards for School Counselors explicates that school counselors are leaders and advocates who affirm diversity while promoting equitable access to educational resources, excellence in education, and postsecondary education for all students. Unfortunately, in spite of the focus to reform schools toward equity, the historical gaps between student groups have continued to persist (Roberts, 2004). As schools and communities continue to become more demographically diverse (Roberts), recognizing and challenging systemic oppression become key skills for school counselors in support of their advocacy for students and their efforts to remove social barriers that impede achievement (Bemak & Chung, 2005; Kiselica & Robinson, 2001; Ratts, DeKruyf, & Chen-Hayes, 2007). Preparing for the professional roles of change agent and promoter of social justice is crucial and involves a personal commitment to affirming diversity (Holcomb-McCoy & Chen-Hayes, 2007). Beyond this essential commitment, having the competencies to advocate is also critical. As editors and counselor educators, we believe that at the core of school counselor social justice practice is leadership. However, the related literature on school counselor leadership theory and practice has only recently begun to gain prominence. For example, Amatea and West-Olatunji (2007) explored the role of school counselors as leaders in high-poverty schools. In their article they illuminated the need for school counselors to collaborate with teachers and to assist school-based professionals in creating a climate of cultural acceptance while encouraging the success of all students. The focus of the article by Amatea and West-Olatunji was unique in that it underscored how school counselor leadership may positively impact access to community resources, educational outcomes, and systemic support of impoverished students. Following their lead, our intent as co-editors was to highlight, specifically, research and conceptual works dedicated to leadership in school counseling. In this special issue of Professional School Counseling, articles were selected that represent contributions to school counselor leadership theory and practice in order to stimulate further thought on the topic, as well as to motivate readers to conduct additional research on school counselor leadership. We further hope to encourage an ongoing professional dialogue about what are the salient characteristics of school counselor leadership and how counselor educators can teach and model leadership and advocacy skills in order to prepare professionals who are ready to actively participate in educational reform to benefit all students. …

School counseling is at a crossroads. External pressures, such as education reform, the development of a single counselor identity, and serving the needs of all stakeholders, are exerted on school counseling. In 2009, the Journal of and Development published a special edition specifically asking, Where lies the future? for school counselors (Dahir, 2009). School counseling, as a specialization of the counseling profession, appears to be experiencing a crisis of identity. Historically, school counselors viewed their role as mediating the physical, personal, social, and behavior obstacles impeding students' academic success (Erford, 2011; Schellenberg, 2008). Currently, there is an attempt to shift school counselors to become education reform leaders focused on academic achievement of youth (Erford, 2011; Schellenberg, 2008). The departure from the traditional role of the school counselor seems to be redesigning the school counselor as an academic interventionist (Baker, 2001). Essentially, the crisis appears to be centered on whether school counselors are educators (with knowledge of counseling theories and techniques), or counselors (working within an educational environment), and whether academic achievement or holistic student development is the primary focus of school counselors. The future of school counseling may depend on which road is selected during this crisis of identity. While it has been acknowledged that there is more than one possible pathway in the future development of school counseling (Dahir, 2009), we believe that the American School Counselor Association (ASCA) has selected an avenue of identifying school counselors as educators primarily focused on academic achievement that could be potentially devastating to school counseling. Background School counselors clearly have responsibilities to the counseling profession and to the students of the schools in which they work. This past decade, school counselors were pressured by leadership to change their role within schools. This intentional role change seems to be influenced by education reform efforts, and how leadership has interpreted the call for change. Role and Identity Historically, over the past century, role ambiguity has been a central issue for school counselors, yet the leadership has suggested, identity is not a central concern to ASCA (Kraus, Kleist, & Cashwell, 2009). Perhaps it is in the opinion of leaders that they have sufficiently met their goal to one vision, one voice for school counseling programs (ASCA, 2005; ASCA, 2012). The question remains, whose vision and voice? The vision and voice does not seem to be aligned with the other counseling organizations, including the American Association (ACA), which is the largest organization that represents counselors, and a parent organization of ASCA. ACA has been working to establish a professional identity that can be shared by all counselors, no matter their specialty (ACA, 2010; Kraus et al., 2009, p.60), including school counselors. The 20/20 representatives, which included such groups as CACREP, NBCC, Chi Sigma Iota, and the divisions of ACA (including the leadership), identified seven principles critical to the mission of continuing to move the counseling profession forward (ACA, 2010). The Principles were endorsed by 29 of the organizations that represent the specialty areas, in addition to the certifying and accrediting bodies, within the counseling profession. ASCA, however, declined to support the seven principles, but indicated that if the statements were to be operationalized, and believed that the statements represented the views of ASCA, that they would sign on at that time (R. S. Wong, personal communication, July 30, 2009). After the seven principles were adopted by the other counseling organizations, the 20/20 representatives used the Delphi Method to create a visioning statement, Counseling is a professional relationship that empowers diverse individuals, families, and groups to accomplish mental health, wellness, education, and career goals (ACA, 2010, para. …