School counselors’ leadership experiences in multi‐tiered systems of support: Prioritizing relationships and shaping school climate

2021 ◽  
Author(s):  
Emily Goodman‐Scott ◽  
Jolie Ziomek‐Daigle
Keyword(s):  
School Climate ◽  
School Counselors ◽  
Leadership Experiences ◽  
Systems Of Support

Development and Exploratory Factor Analysis of the Interventionist Multitiered Systems of Support Multicultural Competence Scale

2021 ◽  
Vol 25 (1) ◽  
pp. 2156759X2110504
Author(s):  
Mary Edwin ◽  
Michael W. Bahr
Keyword(s):  
Factor Analysis ◽  
School Counselors ◽  
Exploratory Factor Analysis ◽  
Multicultural Competence ◽  
Cultural Awareness ◽  
Culturally Responsive ◽  
Cultural Knowledge ◽  
Competence Scale ◽  
Cultural Skills ◽  
Systems Of Support

This article describes the development of a measure of interventionists' competence in implementing culturally responsive multitiered systems of support (MTSS) practices. We ran an exploratory factor analysis (EFA) on a 30-question survey that measured the multicultural competence of 651 school counselors and psychologists in MTSS implementation. The EFA indicated a five-factor structure of the Interventionist MTSS Multicultural Competence Scale (IMMCS): (a) Cultural Knowledge, (b) Cultural Awareness, (c) Cultural Skills, (d) Cultural Appreciation, and (e) Respect for Cultural Differences.

scholarly journals Advances in Measurement in School-Wide Positive Behavioral Interventions and Supports

2019 ◽  
Vol 40 (1) ◽  
pp. 3-5
Author(s):  
Kent McIntosh ◽  
Kathleen Lynne Lane
Keyword(s):  
School Climate ◽  
Behavioral Interventions ◽  
Fidelity Of Implementation ◽  
Special Issue ◽  
Research Focus ◽  
Positive Behavioral Interventions ◽  
Staff Commitment ◽  
Systems Of Support

In recent years, there has been an increased research focus on developing tools to support the design, installation, and evaluation of tiered systems of support. In this special issue, we focus on research validating freely available tools to (a) measure fidelity of implementation of school-wide positive behavioral interventions and supports (SWPBIS), (b) assess staff commitment to implement SWPBIS, (c) inform development of teaching matrices, (d) examine issues of sustainability, and (e) assess school climate.

Creating Positive School Experiences for Students with Disabilities

2006 ◽  
Vol 10 (1_suppl) ◽  
pp. 2156759X0601001 ◽  
Author(s):  
Amy Milsom
Keyword(s):  
School Climate ◽  
Students With Disabilities ◽  
School Counselors ◽  
School Personnel ◽  
School Experiences ◽  
School Policies ◽  
Attitudes And Behaviors ◽  
And Behaviors ◽  
General School

The school experiences of students with disabilities can be positively or negatively influenced by the attitudes and behaviors of students and school personnel and by general school policies. School counselors can take the lead in assessing school climate in relation to students with disabilities and initiating interventions or advocating for change when appropriate. This article provides an overview of factors to consider in creating positive school experiences for students with disabilities and suggestions for intervention efforts.

scholarly journals School Counselors’ Leadership Role in Creating a Collaborative School Climate for Linguistically Diverse Students

2021 ◽  
Vol 10 (6) ◽  
pp. 7
Author(s):  
Nadire Gulcin Yildiz
Keyword(s):  
School Climate ◽  
School Counselors ◽  
School System ◽  
School Counselor ◽  
Critical Role ◽  
Linguistically Diverse ◽  
School Community ◽  
Leadership Role ◽  
Diverse Students ◽  
Linguistically Diverse Students

School systems are increasingly diverse communities, with a broadening diversity of students and staff alike. School counselors play a critical role in creating a welcoming school climate within the school community. As a catalyst for change within the school system, school counselors can create an effective community partnership culture for schools and families that is collaborative and welcoming for all. This article will discuss the importance of creating a collaborative school climate for linguistically diverse students (LDS) in order to promote their overall well-being and school achievement. With this objective in mind, a review of the literature on school counselor’s leadership role within the school community will be discussed, before embarking on an investigation into the effectiveness of counselors as agents of systemic change in facilitating engagement. A discussion of school counselors’ role in creating a welcoming school climate towards LDS within the school and school community could pave the way for a more positive organizational culture. Using a systemic approach, which aims to generate greater understanding and awareness, school counselors have the power to play a critical role in the transformation of the school system, especially for students from diverse backgrounds (Aydin, 2011; McCall-Perez, 2000; Schwallie-Giddis, Anstrom, Sanchez, Sardi, & Granato, 2004).

School Counselors’ Emotional Intelligence and Its Relationship to Leadership

2017 ◽  
Vol 21 (1b) ◽  
pp. 2156759X1877298 ◽  
Author(s):  
Patrick R. Mullen ◽  
Daniel Gutierrez ◽  
Sean Newhart
Keyword(s):  
Emotional Intelligence ◽  
School Counseling ◽  
School Counselors ◽  
Self Efficacy ◽  
School Counselor ◽  
Future Research ◽  
Leadership Experiences ◽  
School Counselor Leadership ◽  
The Relationship

In this investigation, we examined the relationship between emotional intelligence, leadership self-efficacy (LSE), self-leadership, and leadership experiences among a sample of practicing school counselors. School counselors who reported higher levels of emotional intelligence also reported greater LSE, self-leadership, and leadership experiences. We discuss the implications of these findings for the practice of school counseling and potential future research on school counselor leadership.

Black Girls Matter

2017 ◽  
Vol 21 (1b) ◽  
pp. 2156759X1877359
Author(s):  
Pamela N. Harris ◽  
Marquita S. Hockaday ◽  
Marcia H. McCall
Keyword(s):  
Servant Leadership ◽  
School Counselors ◽  
School Counselor ◽  
Black Girls ◽  
Female Students ◽  
Black Female ◽  
Leadership Characteristics ◽  
Future Research ◽  
Leadership Experiences ◽  
School Counselor Leadership

Servant leadership may serve as a framework for school counselors to meet the needs of Black female students. Through mixed methodology research, the authors examined comparisons between school counselor and servant leadership frameworks. They also investigated the leadership experiences of seven practicing school counselors when serving Black female students. Findings emphasize both similarities and differences between school counselor leadership and servant leadership characteristics. This article provides implications for practice, training, and future research.

Measuring School Climate Among Spanish-Speaking Students: A Systematic Review of Primary Methodological Studies

2019 ◽  
Vol 41 (4) ◽  
pp. 464-480 ◽  
Author(s):  
Lauren Rocha ◽  
A. Stephen Lenz ◽  
Yahyahan Aras
Keyword(s):  
United States ◽  
Systematic Review ◽  
School Climate ◽  
School Counselors ◽  
Internal Consistency ◽  
The United States ◽  
Spanish Speaking ◽  
Climate Assessment ◽  
K 12 ◽  
Methodological Studies

The present study is a systematic review of school climate measures developed for a Spanish-speaking K-12 population. Four instruments were included in the analyses representing data of 9,236 students with a mean of sample size of 2,309 students. Evidences for test content and internal structure were the most frequent representation of psychometric validity. Internal consistency, represented by Cronbach’s alpha, ranged between 0.62 and 0.94. In addition, three instruments were translated from scales developed in the United States as evidence for test content validity. The findings of validity evidence, internal consistency, and context will guide school counselors in deciding the appropriate school climate measure to use among United States Latina/o students in Spanish. Consequently, the school climate assessment will compel school stakeholders to use results to advocate for the growth and inclusivity of Latina/o students.

Aligning Comprehensive School Counseling Programs and Positive Behavioral Interventions and Supports to Maximize School Counselors’ Efforts

2015 ◽  
Vol 19 (1) ◽  
pp. 1096-2409-19.1. ◽  
Author(s):  
Goodman-Scott Emily ◽  
Betters-Bubon Jennifer ◽  
Donohue Peg
Keyword(s):  
School Climate ◽  
School Counseling ◽  
School Counselors ◽  
Behavioral Interventions ◽  
Comprehensive School ◽  
Counseling Programs ◽  
Positive Behavioral Interventions ◽  
School Counseling Programs ◽  
Comprehensive School Counseling ◽  
Comprehensive School Counseling Programs

School counselors are tasked with contributing to a safe and preventative school climate serving students’ academic, career, and social/emotional needs through comprehensive school counseling program implementation. Positive Behavioral Interventions and Supports (PBIS) prioritizes a positive school climate, is widely implemented in the United States, and has been recommended by influential educational stakeholders. School counselors can assist with PBIS implementation; however, no thorough description exists of the alignment between comprehensive school counseling programs and PBIS. In this article, the authors conceptualize this alignment, aiming to increase school counselors’ and stakeholders’ understanding of and advocacy for this alignment to maximize school counselors’ efforts. The article provides school counseling implications and recommendations.

An Examination of Factors that Relate to School Counselors' Knowledge and Skills in Multi-Tiered Systems of Support

2016 ◽  
Vol 20 (1) ◽  
pp. 1096-2409-20.1. ◽  
Author(s):  
Jacob Olsen ◽  
Sejal Parikh-Foxx ◽  
Claudia Flowers ◽  
Bob Algozzine
Keyword(s):  
School Counselors ◽  
Counselor Training ◽  
Structural Equation ◽  
School Counselor ◽  
Online Survey ◽  
Training Programs ◽  
Equation Modeling ◽  
Knowledge And Skills ◽  
Survey Results ◽  
Systems Of Support

Using structural equation modeling (SEM), the authors examined factors that relate to school counselors' knowledge and skills in multi-tiered systems of support (MTSS). A sample of 4, 066 school counselors participated in an online survey. Results indicated that school counselors' time spent on ASCA-aligned activities predicted more MTSS knowledge and skills. This article presents implications for school counselor training programs, counselor educators, school counselor leaders, and practicing school counselors.

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