American School Counselor Association Research Articles

School counselors in the classroom: A systematic review

AbstractThe American School Counseling Association has continuously defined school counselors as having a role in the classroom across four different iterations of the ASCA Model. And yet, the amount of scholarly production is limited along with the amount of time school counselors report actually spending time in the classroom with students. Further, the social‐emotional learning (SEL) movement, among others, has encouraged the utilization of teachers in classrooms to provide lessons and interventions related to the social‐emotional development of students rather than school counselors who have been trained to do so. The current study examines the literature on school counselor‐facilitated classroom interventions over the past 30 years utilizing systematic review procedures to do so. The results indicate that only 40 classroom intervention studies have been published in peer‐reviewed journals over the past 30 years. Implications for counselor education scholars and school counselors are discussed.

Social justice content in counseling journals: Comparison of publication rates

AbstractSocial justice is listed as a professional value for the American Counseling Association (ACA) (2014), yet professional publication in this topic may not be commensurate with its importance to the profession. This article presents the results of a qualitative content analysis (QCA, Schreier, 2012) of titles and abstracts of 917 articles in 18 ACA journals and one American School Counselor Association journal to document each journal's publication rate of social justice‐related articles for 2 years: 2018 (2 years before the ACA Anti‐Racism Statement, 2020) and 2022 (2 years after the statement). Results for each journal are presented, and topics of social justice content are listed. Implications are provided for researchers, association leaders, editors, and reviewers.

Group Counseling for Black Male Students: A Strengths-Based Approach

The American School Counselor Association calls for counselors to utilize multitiered systems of support to minimize gaps. Specifically, Tier 2 interventions provide a method to address equity issues and foster growth. Black male students experience the greatest disparities in schools; therefore, school counselors should consider culturally affirming, strengths-based groups to meet these students’ needs. This practitioner research outlines an intervention resulting in participants’ decreased discipline referrals and enhanced social/emotional skills.

Discipline in schools: exploring the role of the school counselor

ABSTRACT Opportunities for school counselors to engage in advocacy through leadership, collaboration, and systemic change are plentiful, and advocacy related to disciplinary practices is important given the inequities often reported. This study explored the roles 84 school counselors held in relation to discipline within the framework of the American School Counselor Association’s (ASCA) best practice guidelines. Results reflected roles consistent with ASCA’s guidelines as well as opportunities for improvement. Targeted recommendations for advocacy are shared.

Leading and supporting school counselors through evaluation systems: A national study

AbstractThe American School Counselor Association (ASCA) School Counselor Professional Standards & Competencies can provide the foundation for guiding and evaluating school counselors’ practices and programs (ASCA, 2019). When appropriate measures are used to evaluate PK‐12 school counselors, teachers, principals, and student support specialists, practice in schools may improve. The purpose of this study was to analyze the content and tools state‐level departments of education in the United States have developed to evaluate school counselors throughout PK‐12 schools. Data were collected and analyzed based on a rubric of three respected evaluation frameworks. Results of the study revealed that about three‐fourths of 51 state agencies indicated that they have developed a specialized and specific evaluation tool for school counselors, while one‐fourth of state agencies do not have a specific evaluation tool for school counselors. As an implication, some important assessment areas are missing on many of the evaluation tools that do exist. Our findings from the analysis of the school counselor evaluation tools provide insights into how pre‐service and in‐service principals and school counselors, higher education faculty, and policymakers can work together and consider how best to evaluate school counselors based on their specific roles and responsibilities to address students’ social‐emotional; academic; and career, college, and life readiness needs.

Understanding the Experiences of Rural School Counselors Implementing Trauma-Informed Practices

School counselors are trained to address a wide range of student needs, including academic progress, college and career readiness, and social emotional wellness. Recent public health issues such as the COVID-19 pandemic, the opioid crisis, and racial violence have created an increased need for and focus on the social emotional work of school counselors. Trauma-informed practices (TIP) have become key strategies for school counselors interested in addressing student trauma within a school context. Per the American School Counselor Association (ASCA), school counselors are ethically responsible for utilizing evidence-based methods to address the holistic needs of students, especially when implementing trauma-informed care. Previous research indicates that rural schools, and by extension the school counselors within, generally feel unprepared and under-resourced to address crises or trauma. However, little is known about the implementation of TIP within rural school settings or by rural school counselors. Given that approximately one-fifth of the United States’ child population occupies rural schools, and rural communities have been found to experience more intense, frequent and specialized forms of trauma, it is critical to understand the experiences of rural school counselors addressing trauma within their schools. Therefore, this phenomenological investigation focused on exploring the lived experience of implementing TIP for eight rural school counselors across the United States. Three themes emerged: emotional experience of implementing TIP, support for implementing TIP, and practical logistics for implementing TIP. Considerations for enhancing the supports and addressing the challenges of TIP implementation for rural school counselors are discussed, as well as suggestions for future research.

Understanding the Recommended Student-To-Counselor Ratio’s Persistence: An Institutional Theory Perspective

For decades the American School Counselor Association has recommended that schools employ one counselor for every 250 students, but there is limited evidence the policy promotes student success. This article investigates the origins of the 60-year-old recommendation, examining how and why it has persisted. Drawing on historical documents, it reconstructs how the 250 number was derived during the 1950s and then uses a framework of institutionalization within organizational fields to explain how the ratio became cemented within and beyond the counseling field. By highlighting how the 250-to-1 recommendation is an anachronism, this article raises questions about its continued relevance.

Parental Rights Laws and the Impact on Mental Health Services and Counseling for Adolescents.

Parental Rights Laws and the Impact on Mental Health Services and Counseling for Adolescents.

Mental Health Excellence in Schools Act reintroduced

U.S. Senators Kevin Cramer (R‐N.D.), Jeanne Shaheen (D‐N.H.), and Todd Young (R‐Ind.) have reintroduced the Mental Health Excellence in Schools Act legislation to address the shortage of mental health providers in schools. Specifically, the bill would boost the pipeline of individ‐uals training to become school psychologists, counselors and social workers by authorizing the U.S. Department of Education to help cover students’ costs at certain graduate programs via partnerships with eligible academic institutions, according to a news release from Cramer's office. “Like so many fields across the state, there simply aren't enough school‐based mental health professionals. Ensuring our kids’ well‐being and academic success should be our first priority,” said Cramer. “Our bill will alleviate the financial strain of earning a graduate degree by encouraging more practitioners to work in schools across the state.” The National Association of School Psychologists recommends a ratio of one school psychologist per 500 students. However, the national average ratio is estimated to be approximately one school psychologist per 1,200 students, with wide variation among states. The senators’ legislation looks to bridge this gap. It is endorsed by the National Association of School Psychologists, the American School Counselor Association, the School Social Work Association of America, the American Counseling Association, and the American Psychological Association. Reps. Brian Fitzpatrick (R‐Pa.) and Jared Golden (D‐Maine) lead the companion bill in the House.

Content Analysis of Child and Adolescent Counseling Outcome Studies in Counseling Journals

ABSTRACT This content analysis provides an overview of articles specific to outcome-based research on children and adolescents in the counseling field published in the American Counseling Association (ACA), American School Counselor Association (ASCA), and American Mental Health Counseling Associated (AMHCA) affiliated journals between the years 2012 and 2021. Results indicated that minimal articles (133 articles or 3.11%) were outcome research examining efficacy of counseling interventions across community and school settings with most of interventions being evidence-based and group-based, and the target outcome being prosocial behavior. Of 133 articles, Journal of Child and Adolescent Counseling is the most prevalent journal that published outcome research with children and adolescents (18.45%), followed by Journal of Specialist in Group Work (12.97%), and Professional School Counseling (7.04%). The paper concludes with a discussion of limitations and recommendations for future research.

An Analysis of School Counselors Time Spent on ASCA Aligned Activities

Multivariate regression analysis was used to examine variables that predict how school counselors spend their time on American School Counselor Association (ASCA) National Model aligned activities were examined using multivariate regression analysis. A sample of 4,598 school counselors participated in an online survey. The number of years licensed/certified, caseload size, school size, socioeconomic status of students, diversity of school, and secondary school level status significantly predicted how school counselors spend their time. Results provide an updated account of how school counselors spend their time and can inform professional development and strategies focused on improving time spent on ASCA aligned activities.

Development of a Scale for Measuring the Competencies of Islamic Counselors

The competence of an individual's personality is a crucial aspect in determining the success of guidance and counseling services. It is important to measure the personality competence of Islamic counselors to assess their preparedness to fulfill their responsibilities in the workplace. This measurement serves as a benchmark for the quality of prospective Islamic counselors and can be used as an evaluation tool. The objective of this study is to develop a scale to measure the personality competence of prospective Islamic counselors based on the American School Counselor Association (ASCA), the American Counseling Association (ACA), and the Minister of National Education Regulation of the Republic of Indonesia Number 27 Year 2008 related to counselor competencies. The study employed a qualitative approach in formulating statement items and a quantitative approach to test the internal validity of the scale. The internal validity was confirmed through V-Aiken analysis and Confirmatory Factor Analysis (CFA) using the Kaiser Meyer Olkin (KMO) test. Additionally, the reliability of the scale was tested using the Cronbach Alpha method. The results showed that the Islamic counselor personality competence scale was declared to be valid and reliable for all indicators and items.

Student-To-School-Counselor Ratios, School-Level Factors, and Leadership Practices of School Counselors: A National Investigation

Since 1965, the American School Counselor Association (ASCA) has recommended a student-to-school-counselor ratio of 250:1; however, a large disparity exists in school counselor caseloads across the United States. To date, most of the literature highlights the positive impact that lower ratios have on student outcomes, yet literature exploring the potential relationships between school counselor caseload and ecological contextual factors is scant. This study examined the association between student-to-school-counselor ratios and school-level variables, school counselor demographics, perceived school climate, and leadership practices. The results, based on a national sample, revealed that school counselors’ racial identity (i.e., identifying as White), school-level variables (i.e., percentages of students with disabilities, students who are bi/multilingual, White students, and White faculty members) were significantly associated with school counselors’ odds of meeting a 250:1 student-to-school-counselor ratio. School counselors with a ratio of 250:1 or lower scored slightly lower in leadership practices. This article discusses implications for practice, policy, and future research.

Development and Evaluation of the School Counseling Internship Competency Scale

According to the American School Counselor Association, school counseling interns’ competence should be measured by an instrument grounded in professional standards. However, no valid and reliable instrument exists to assess school counseling interns’ competencies. We created and validated a school counseling supervision instrument with four subscales: Foundational Skills and Dispositions, Multicultural Considerations and Student Services, General Education and Special Education Process, and Classroom Management and Collaboration/Consultation. We provide implications for interns, site supervisors, and university supervisors/faculty.

Exploring Latinx College Students' Experiences With High School Counselors

Only a few researchers have used qualitative methods to explore Latinx students' experiences and testimonials with their high school counselors. These studies, conducted more than 10 years ago, found that Latinx students reported negative experiences with high school counselors, such as low academic expectations and lack of availability. In the current study, we interviewed eight Latinx college students from the southern United States to learn about their experiences with their high school counselors. The following five themes emerged from interpretative phenomenological analysis of the data: (a) high academic expectations, (b) advisement, (c) lack of availability and accessibility, (d) no social or emotional support, and (e) limited career development. Two crucial implications from this study are that school counselors need to be engaged in all activities aligned with the American School Counselor Association guidelines and should remind Latinx students regularly about school counselors’ essential roles and responsibilities in academic, career, and social/emotional development. We discuss additional implications.

School Counselor Leadership and Program Implementation Revisited: Findings From a National Sample

This replication study examines the relationship between school counselor leadership and school counseling program implementation, but with a larger sample and additional measures of leadership. In the original study (Mason, 2008) using Kouzes and Posner’s Leadership Practices Inventory (2003), only Model the Way and Enable Others to Act subscales were predictors of program implementation, while in this study all subscales were predictors. The findings extend prior research, specifically that school counselor transformational leadership behavior strongly predicted comprehensive school counseling program implementation. We also found that specific leadership practices and behaviors, including modeling and systematic collaboration, accounted for the greatest variance in program implementation. Finally, exposure to the American School Counselor Association’s ASCA National Model and working in a Recognized ASCA Model Program (RAMP) predicted program implementation. We discuss the implications of the findings with respect to today’s educational climate.

Liberatory school counseling practices to promote freedom dreaming for Black youth

The American School Counseling Association calls for professional school counselors to support the holistic development and success of all students. However, the field of school counseling is riddled with practices that have harmed and dehumanized Black students. For example, school counselors engage in practices (e.g., social–emotional learning and vocational guidance), which work to reinforce white supremacy and dehumanize Black students. Further, school counselors may also contribute to the ways that the basic and unique needs of Black students are overlooked, leading to the continued systemic adultification of Black students. What is needed is a radical imagination of school counseling, which centers on homeplace as the foundation in order to engage in freedom dreaming. In this article, the authors engage this radical imagination to detail an antiracist view of school counseling practice that embraces freedom dreaming and homeplace through healing and Indigenous educational practices, youth-led school counseling, and critical hip-hop practices to promote joy, creativity, power, love, resistance, and liberation.

A Culturally Affirming Shared Leadership Framework

The American School Counselor Association (ASCA) encourages school counselors to promote equity experiences for all students through leadership, advocacy, and collaboration. School counselors and school administrators (e.g., principals, assistant principals) are uniquely positioned to combine their social capital in an effort to create a positive school culture and empower students who have been historically oppressed. We acknowledge the existence of current leadership approaches applicable to the educational setting; however, the literature lacks action steps for these professionals to collaboratively utilize their leadership skills as they champion social justice. Therefore, we present a culturally affirming, shared leadership framework that may be applied within P–12 schools and school counselor and leadership educator preparation programs.

ASCA National Model implementation predicting school counselors’ job satisfaction with role stress mediating variables

AbstractThe present study surveyed a sample of school counselors (N = 220) on American School Counselor Association (ASCA) National Model implementation and role stress related to their job satisfaction. A path analysis was conducted to examine the relationships between the variables. ASCA National Model implementation predicted school counselor job satisfaction with role ambiguity and role incongruity as significant mediating variables. Role conflict was not a significant mediating variable. Implications, limitations, and future research for the school counseling profession are discussed.

Development and Factor Structure of the School Counselor Noncognitive Skills Scale: High School Students Perceptions’ of Noncognitive Skills Services

School counselors play an integral role in fostering students’ noncognitive skills (e.g., social/emotional skills, mindsets) identified within the American School Counselor Association Mindsets & Behaviors Standards. We analyzed responses from a sample of 1484 high school students to explore the factor structure of the School Counselor Noncognitive Skills Scale (SCNSS). Results of an exploratory and confirmatory factor analysis yielded a three-factor solution: (a) Values and Decision Making, (b) Social/Emotional Skills, and (c) Future Planning. We discuss the rationale for the SCNSS in relation to evidence-based school counseling, describe the development and factor structure of the SCNSS, and offer implications for school counselors and future research.