Framework of anti‐racist school counseling competencies: A Delphi study

2021 ◽  
Author(s):  
Jaimie Stickl Haugen ◽  
Kenya G. Bledsoe ◽  
Melanie Burgess ◽  
Marsha L. Rutledge
Keyword(s):  
School Counseling ◽  
Delphi Study ◽  
Counseling Competencies

Identifying a School Counseling Research Agenda: A Delphi Study

2005 ◽  
Vol 44 (3) ◽  
pp. 214-228 ◽  
Author(s):  
Carey Dimmitt ◽  
John C. Carey ◽  
Wendy McGannon ◽  
Ivar Henningson
Keyword(s):  
School Counseling ◽  
Delphi Study ◽  
Research Agenda

scholarly journals Classroom Management Competencies for School Counselors: A Delphi Study

2018 ◽  
Vol 22 (1) ◽  
pp. 2156759X1983429
Author(s):  
Helen Runyan ◽  
Tim Grothaus ◽  
Rebecca E. Michel
Keyword(s):  
Classroom Management ◽  
School Counseling ◽  
School Counselors ◽  
Delphi Study ◽  
Core Curriculum ◽  
Essential Element ◽  
Management Competencies ◽  
Knowledge And Skills ◽  
Comprehensive Program ◽  
Management Knowledge

The school counseling core curriculum is an essential element of a comprehensive program. School counselors need to be proficient in classroom management to successfully implement this intervention, yet few recent empirical investigations of school counselors’ classroom management knowledge and skills exist. We conducted a Delphi study with school counseling classroom management experts to create a consensus list of competencies associated with effective classroom management for school counselors. We provide implications for school counseling stakeholders.

Rehabilitation Counseling Competencies for Working with Veterans: Delphi Study Findings

2018 ◽  
Vol 49 (3) ◽  
pp. 30-38
Author(s):  
George Mamboleo ◽  
John Blake ◽  
Jennifer Taylor ◽  
Jeffrey Daniels ◽  
Kendra Thorne
Keyword(s):  
Delphi Study ◽  
Clinical Training ◽  
Rehabilitation Counseling ◽  
Professional Competencies ◽  
Counseling Competencies ◽  
Response Data ◽  
Competency Training ◽  
Rehabilitation Work ◽  
Successful Rehabilitation ◽  
Personal Research

Civilian clinicians are increasingly involved in working with veteran clients, and the demand for services by civilian providers will continue to rise (Luby, 2012). Likewise, recent rehabilitation counseling research underscores the need to address professional competencies for rehabilitation clinicians working with veterans (Frain, Bishop, Tansey, Sanchez, & Wijngaard, 2013). The present study is a focused empirical investigation of clinical competency training for successful rehabilitation work with veterans with disabilities. The authors report quantitative findings from a Delphi study focused on response data provided by a panel of 16 rehabilitation clinicians with expertise in veteran services. Panelists ranked the importance of 18 professional competencies and provided information about their education, training, and professional development. The most frequently identified sources of expertise in veteran issues were on-the-job training (81%) and personal research/reading (43.8%), indicating that clinical training programs may not provide sufficient training in graduate school on professional competencies required for successful rehabilitation work with veterans with disabilities.

Recommendations for School Counselors: Applying the Multicultural and Social Justice Counseling Competencies (MSJCC) in Assisting Korean Adolescent Students in the United States

2019 ◽  
Vol 23 (1) ◽  
pp. 2156759X2090301
Author(s):  
Carleton H. Brown ◽  
Sang Min Shin
Keyword(s):  
United States ◽  
Social Justice ◽  
School Counseling ◽  
School Counselors ◽  
The United States ◽  
Counseling Competencies ◽  
Asian Student ◽  
Adolescent Students ◽  
Korean Adolescent ◽  
Adolescent Student

The school counseling profession strongly encourages practitioners to work within a multicultural and a social justice perspective. More literature is needed that clarifies exactly how school counselors can use such a perspective in working with Asian student populations. We describe how school counselors can use the Multicultural and Social Justice Counseling Competencies framework in school counseling with the rapidly growing Korean adolescent student population in the United States.

scholarly journals Guidance Counselors or School Counselors: How the Name of the Profession Influences Perceptions of Competence

2018 ◽  
Vol 22 (1) ◽  
pp. 2156759X1985565
Author(s):  
Brett Zyromski ◽  
Tyler D. Hudson ◽  
Emily Baker ◽  
Darcy Haag Granello
Keyword(s):  
School Counseling ◽  
School Counselors ◽  
School Counselor ◽  
Guidance Counselors ◽  
Guidance Counselor ◽  
Counseling Competencies

School counselors ( n = 276) were given a measure of school counseling competencies and standards. About half the participants completed a version of the survey that used the term “Guidance Counselor” ( n = 131) and half completed a version of the survey that used the term “School Counselor.” Participants who completed the surveys that used the term “Guidance Counselor” were statistically significantly less likely to believe that school counselors were able to perform the 25 tasks on the survey.

scholarly journals Counseling Competencies in Audiology: A Modified Delphi Study

2019 ◽  
Vol 28 (2) ◽  
pp. 285-299 ◽  
Author(s):  
Alex Meibos ◽  
Karen Muñoz ◽  
Michael Twohig
Keyword(s):  
Clinical Education ◽  
Delphi Study ◽  
Graduate Training ◽  
Critical Role ◽  
Future Research ◽  
Counseling Competencies ◽  
Counseling Training ◽  
Modified Delphi ◽  
Counseling Competency ◽  
Effective Counseling

Purpose Counseling practices in audiology play a critical role in helping patients and families understand, accept, and adjust to the dynamic impacts ear-related disorders have on their lives. The purpose of this study was to identify what competencies (i.e., knowledge, skills, and attitudes) are important for audiologists to possess to provide effective counseling in practice. Method A modified Delphi study design was used to survey a panel of 33 professionals with expertise in audiologic counseling from 5 different countries. In the 1st survey round, experts were asked to respond to 3 open-ended prompts. Responses were condensed and revised into items experts were asked to rate during the 2nd and 3rd survey rounds, on a 6-point Likert scale of importance. Results A total of 819 items were generated from the open-ended prompts. A total of 72 items were included in the 2nd and 3rd rounds of survey instruments. Consensus was met on 64 audiologic counseling competency items. Conclusions The competency items identified in this study reflect important knowledge, skills, and attitudes that are important to audiologic counseling. Items that met consensus in this study can inform competencies audiology students can acquire during graduate training. Practice guidelines in the field currently lack the necessary clarity and detail needed for implementation of counseling competencies in clinical education. Future research is needed to explore factors important for implementation of evidence-based counseling training in graduate audiology programs.

The Assessment of School Counseling Competencies as a Tool to Support School Counseling Students, Supervisors, and Training Programs

2021 ◽  
Vol 25 (1) ◽  
pp. 2156759X2098105
Author(s):  
Glenn W. Lambie ◽  
Jaimie Stickl Haugen
Keyword(s):  
School Counseling ◽  
School Counselors ◽  
School Counselor ◽  
Academic Career ◽  
Counseling Students ◽  
Counseling Competencies ◽  
Counselors In Training ◽  
Developmental Needs ◽  
Counseling Trainees ◽  
Counseling Professionals

The Assessment of School Counseling Competencies (ASCC) is a measure designed to assess school counseling trainees’ student learning outcomes in four domains: (a) school counseling program development; (b) academic, career, and social/emotional student services; (c) evaluation and assessment; and (d) professional dispositions and behaviors. The ASCC aligns with standards from the Council for Accreditation of Counseling and Related Educational Programs and the American School Counselor Association, supporting sound evaluation processes and continuous programmatic improvement. This article (a) reviews the developmental needs of school counselors in training and the importance of sound evaluation measures; (b) introduces the ASCC as a tool to promote the development of reflective, ethical, and effective school counseling professionals; and (c) offers implications of the ASCC for quality program evaluation and research.

Forecasting an Inclusive Future: School Counseling Strategies to Deconstruct Educational Heteronormativity

2017 ◽  
Vol 20 (1a) ◽  
pp. 1096-2409-20.1a ◽  
Author(s):  
Molly M. Strear
Keyword(s):  
Social Justice ◽  
Queer Theory ◽  
School Counseling ◽  
School Counselors ◽  
Delphi Study ◽  
School Counselor ◽  
Counselor Educators ◽  
Critical Discourse ◽  
Social Justice Advocacy ◽  
Future School

This Delphi study engaged a panel of 14 school counselor educators and school counselors in a critical discourse to generate school counseling strategies to deconstruct educational heteronormativity. This study resulted in 51 school counseling strategies that school counselors can employ to deconstruct educational heteronormativity. This article also provides an introduction to heteronormativity and queer theory to demonstrate how school counselors can engage in social justice advocacy through intentional practice.

Updating the School Counseling Research Agenda: A Delphi Study

2017 ◽  
Vol 56 (3) ◽  
pp. 177-192 ◽  
Author(s):  
Elizabeth Villares ◽  
Carey Dimmitt
Keyword(s):  
School Counseling ◽  
Delphi Study ◽  
Research Agenda
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