Developmental School Counseling Program Research Articles

Adapting Chi Sigma Iota Principles and Practices of Leadership Excellence to a School Counseling Leadership Context

ABSTRACTThis article adapts the Chi Sigma Iota (CSI) Principles and Practices of Leadership Excellence (PPLE) to a school counseling context to enhance leadership excellence. This further bridges the gap between counseling leadership broadly and school counseling leadership. The authors explore the implementation of a Comprehensive Developmental School Counseling Program (CDSCP) through the use of the CSI PPLE to further develop research, training, and practice.

Play Therapy in School Counseling

Play therapy is an empirically supported intervention used to address a number of developmental issues faced in childhood. Through the natural language of play, children and adolescents communicate feelings, thoughts, and experiences. Schools provide an ideal setting for play therapy in many ways; however, several challenges exist in implementing play therapy as a preventative or responsive intervention in the school setting. This article presents a brief overview of play therapy as a component of a comprehensive developmental school counseling program. The authors present a case study outlining how child-centered play therapy as a theoretical approach to play therapy can be used to effectively work with a child experiencing emotional and academic issues in the school setting.

Play Therapy in School Counseling

Play therapy is an empirically supported intervention used to address a number of developmental issues faced in childhood. Through the natural language of play, children and adolescents communicate feelings, thoughts, and experiences. Schools provide an ideal setting for play therapy in many ways; however, several challenges exist in implementing play therapy as a preventative or responsive intervention in the school setting. This article presents a brief overview of play therapy as a component of a comprehensive developmental school counseling program. The authors present a case study outlining how child-centered play therapy as a theoretical approach to play therapy can be used to effectively work with a child experiencing emotional and academic issues in the school setting.

Predicting Student Outcome Measures Using the ASCA National Model Program Audit

This study explored the prediction of student outcome variables from the ASCA model level of program implementation. A total sampling of schools from two suburban school districts was conducted. Outcome variables were measures of math and reading achievement scores, attendance and graduation rates.At a time when accountability within the school counseling profession is at the forefront, school counselors are required to present evidence which validates the effectiveness of daily practices. The American School Counselor Association (ASCA) created a framework for implementing comprehensive developmental school counseling programs through specification of standards and competencies. But does degree of implementation of the ASCA National Model (2005) affect the ability of school counselors to meet student needs? This assertion is supported by correlative or indirect research which indicates the positive effects of fully implemented school counseling programs (Brigman & Campbell, 2003; Carrell & Carrell, 2006; Lapan, Gysbers, & Kayson, 2007; Lapan, Gysbers, & Petroski, 2001; Lapan, Gysbers, & Sun, 1997; McGannon, Carey, & Dimmitt, 2005; Nelson, Gardner, & Fox, 1998; Sink, 2005; Sink & Stroh, 2003; Whiston & Wachter, 2008).A focus on attaining the goals of a comprehensive program is essential to initiate systemic change and to establish the school counseling program as an integral part of the total educational process. School counselors develop and refine their roles in order to meet the diverse needs of students and the school community. Transitioning from the traditional guidance program, or no program at all, to a comprehensive, developmental school counseling program is a demanding task, but is attainable through collaboration among school counselors and stakeholders. A program audit is a fundamental step in this process as well as in evaluating where a counseling program currently is and establishing where the program aims to go in the future.ASCA (2005) presented a standardized framework for creating a comprehensive school counseling program that supports the academic, career and personal/social development of students throughout their academic careers. According to ASCA, a school counseling program is comprehensive, preventative and developmental in nature. This framework provides school counselors with an all-inclusive approach to program foundation, delivery, management and accountability. Similar to the Education Trust (2009) and College Board (2009), ASCA promotes a new vision for the school counseling profession which reflects accountability, advocacy, leadership, collaboration, and systemic change within schools, positioning professional school counselors as essential contributors to student success.The extant literature reveals much support for the positive benefits of school counseling programs for students. As a result of fully implemented school counseling programs, students enjoy higher grades (Lapan et al., 2001; Lapan et al., 1997), better school climate (Lapan et al., 1997), higher satisfaction with education (Lapan et al., 2001; Lapan et al., 1997), more relevant education (Lapan et al., 2001), higher ACT scores (Nelson et al., 1998), and greater access to more advanced math, science, technical and vocational courses (Nelson et al., 1998). Studies also have provided evidence of fewer classroom disruptions and improved peer behavior among students who participated in comprehensive school counseling programs (Brigman & Campbell, 2003; Lapan, 2001; Lapan et al., 2007; Lapan et al., 1997; Sink, 2005; Sink & Stroh, 2003).The program audit is an evaluation tool used to determine the extent to which components of a comprehensive program are implemented and helps to make decisions concerning future directions that a school counseling program will take. A program audit, or process evaluation assists school counselors in implementing the standards and components of a comprehensive school counseling program, in addition to identifying areas for improvement or enhancement (ASCA, 2005). …

LGBTQ Responsive School Counseling Supervision

There remains a lag in the development and implementation of effective strategies to serve lesbian, gay, bisexual, transgender, and questioning (LGBTQ) adolescents in schools. Although practitioners and scholars have begun to discuss how school counselors can provide effective services for LGBTQ students, there is minimal supervision literature to guide this work. This article presents an application of supervision that integrates LGBTQ Responsive School Counseling across the supervision of a comprehensive developmental school counseling program. Using the American School Counseling Association's National Model as a guideline, the authors provide a vehicle for supervisors to structure their work with professional school counselors.

Examining Discrepancies Between Actual and Preferred Practice of School Counselors

This study of elementary, middle, and high school counselors (N = 361) investigated the discrepancies, and the factors predictive of the discrepancies, between the actual practice and preferred practice in interventions associated with a comprehensive, developmental school counseling program. Results indicated that school counselors preferred to spend their time in accord with best practice. Subsequently, selected professional, employment, self‐efficacy, and school climate variables were found to predict differences between actual and preferred practice.

School Counselors Walking the Walk and Talking the Talk: A Grounded Theory of Effective Program Implementation

Comprehensive, developmental school counseling programming has been associated with numerous benefits for students and is considered current best practice. A qualitative, grounded theory study was conducted to investigate eight professional school counselors employed across grade level, geographic setting, and region within the United States. This article presents this research and the emergent model for successful comprehensive, developmental school counseling program implementation. Implications for school counselor education and practice, as well as future research, are discussed.

School Counselors Walking the Walk and Talking the Talk: A Grounded Theory of Effective Program Implementation

Comprehensive, developmental school counseling programming has been associated with numerous benefits for students and is considered current best practice. A qualitative, grounded theory study was conducted to investigate eight professional school counselors employed across grade level, geographic setting, and region within the United States. This article presents this research and the emergent model for successful comprehensive, developmental school counseling program implementation. Implications for school counselor education and practice, as well as future research, are discussed.

Collaboration Between Speech— Language Pathologists and School Counselors

Speech—language pathologists (SLPs) and school counselors are working on adopting alternatives to traditional service delivery models. Collaborative consultation is one approach that may alleviate the pressures resulting from expanding workloads and scope of practice for both professions. To facilitate collaborative efforts, an awareness of the changes in school counselor training and roles is essential. This article describes a developmental school counseling program and providing suggestions for integrating SLP goals and objectives for students with communication disorders into such a program.

Serving Students with Disabilities

School counseling services to students with disabilities and special needs are an essential component of a comprehensive developmental school counseling program. The authors examine some of the issues facing school counselors in working with students with disabilities and offer examples of specific interventions they can implement.