A Statewide Evaluation of the Outcomes of the Implementation of ASCA National Model School Counseling Programs in Utah High Schools

2012 ◽  
Vol 16 (2) ◽  
pp. 89-99 ◽  
Author(s):  
John Carey ◽  
Karen Harrington ◽  
Ian Martin ◽  
Dawn Stevenson
Keyword(s):  
High Schools ◽  
School Counseling ◽  
Asca National Model ◽  
Counseling Programs ◽  
School Counseling Programs ◽  
National Model ◽  
Model School

A Statewide Evaluation of the Outcomes of the Implementation National Model School Counseling Programs in Utah High Schools

2012 ◽  
Vol 16 (2) ◽  
pp. 2156759X0001600
Author(s):  
John Carey ◽  
Karen Harrington ◽  
Ian Martin ◽  
Dawn Stevenson
Keyword(s):  
High Schools ◽  
School Counseling ◽  
Student Outcomes ◽  
Asca National Model ◽  
Counseling Programs ◽  
School Counseling Program ◽  
School Counseling Programs ◽  
National Model ◽  
Program Characteristics ◽  
Additional Support

A statewide evaluation of school counseling programs in Utah high schools explored which features of the ASCA National Model were related to student educational outcomes. The authors used hierarchical linear regression and Pearson correlations to examine relationships between program characteristics and student outcomes. School counseling program features accounted for statistically significant portions of the variance in critical student outcomes. Results provide additional support to previous studies that found benefits for students associated with more complete implementation of comprehensive school counseling programs. These findings also indicate that implementing features of the ASCA National Model is associated with improved student outcomes.

A Statewide Evaluation of the Outcomes of the Implementation of Asca National Model School Counseling Programs in Rural and Suburban Nebraska High Schools

2012 ◽  
Vol 16 (2) ◽  
pp. 2156759X0001600 ◽  
Author(s):  
John Carey ◽  
Karen Harrington ◽  
Ian Martin ◽  
Donna Hoffman
Keyword(s):  
High Schools ◽  
School Counseling ◽  
Student Outcomes ◽  
Asca National Model ◽  
Counseling Programs ◽  
Developmental Guidance ◽  
Guidance Program ◽  
School Counseling Programs ◽  
National Model ◽  
Program Characteristics

A statewide evaluation of school counseling programs in rural and suburban Nebraska high schools investigated which features of the ASCA National Model were related to student educational outcomes. The authors used hierarchical linear regression and Pearson correlations to explore relationships between program characteristics and student outcomes. Analyses suggested that school counseling program features accounted for statistically significant portions of the variance in a number of important student outcomes. These findings provide support for previous studies linking benefits to students with the more complete implementation of a comprehensive developmental guidance program. Implementing features of the ASCA National Model was associated with improved student outcomes.

Comprehensive School Counseling Programs, Job Satisfaction, and the ASCA National Model

2011 ◽  
Vol 15 (2) ◽  
pp. 2156759X1101500 ◽  
Author(s):  
Jaymes R. Pyne
Keyword(s):  
Job Satisfaction ◽  
School Counseling ◽  
School Counselor ◽  
Comprehensive School ◽  
Asca National Model ◽  
Counseling Programs ◽  
School Counseling Programs ◽  
Comprehensive School Counseling ◽  
Comprehensive School Counseling Programs ◽  
National Model

This study examined the level of school counselor job satisfaction and implementation of comprehensive school counseling programs in secondary schools in one state. Participants included 103 secondary school counselors selected using a cluster sampling of Michigan public school districts. The Job in General (JIG) scale was used to measure their job satisfaction. The Comprehensive School Counseling Implementation Measure (CSCIM), based on the ASCA National Model, was used to measure the level of implementation of a comprehensive school counseling program in their schools. The individual items “administrative support” and “facilitating communication between staff” on the CSCIM showed high correlations with job satisfaction, while moderate to high correlations were found in the items “serving all students,” “clearly written and defined program philosophy,” and “creating time for planning and evaluating the program.” This article discusses limitations of this study and suggested directions for further research.

The ASCA National Model, Accountability, and Establishing Causal Links between School Counselors’ Activities and Student Outcomes: A Reply to Sink

2005 ◽  
Vol 9 (1) ◽  
pp. 2156759X0500900
Author(s):  
Duane Brown ◽  
Jerry Trusty
Keyword(s):  
School Counseling ◽  
School Counselors ◽  
Student Outcomes ◽  
Asca National Model ◽  
Counseling Programs ◽  
School Counseling Programs ◽  
Comprehensive School Counseling ◽  
Comprehensive School Counseling Programs ◽  
National Model ◽  
Made In

Sink takes exception to two of the assertions made in the article “School Counselors, Comprehensive School Counseling Programs, and Academic Achievement: Are School Counselors Promising More Than They Can Deliver?” In this article, the authors respond to Sink's concerns and reassert their contentions that the focus of research dealing with school counseling should be on establishing causal links between school counselors’ interventions and outcomes rather than school counseling programs.

ASCA National Model®: The Foundation for Supervision of Practicum and Internship Students

2007 ◽  
Vol 10 (3) ◽  
pp. 2156759X0701000
Author(s):  
Sally Murphy ◽  
Carol Kaffenberger
Keyword(s):  
School Counseling ◽  
Training Model ◽  
Asca National Model ◽  
Counseling Programs ◽  
School Settings ◽  
School Counseling Programs ◽  
Student Counselors ◽  
National Model ◽  
K 12 ◽  
And Training

Providing quality supervision for student counselors in pre-K–12 school settings is both a responsibility and a challenge for professionals in the field. While the ASCA National Model® for School Counseling Programs provides a detailed structure for school counseling programs, it does not explicitly include a supervision element within its four basic components. This article presents a unique supervision format and training model specifically developed within the framework of the ASCA National Model.

Strengths-Based School Counseling and the ASCA National Model®

2008 ◽  
Vol 12 (2) ◽  
pp. 2156759X0801200
Author(s):  
John P. Galassi ◽  
Dana Griffin ◽  
Patrick Akos
Keyword(s):  
Public Schools ◽  
School Counseling ◽  
Systemic Change ◽  
Comprehensive School ◽  
Asca National Model ◽  
Counseling Programs ◽  
School Counseling Programs ◽  
Comprehensive School Counseling ◽  
Comprehensive School Counseling Programs ◽  
National Model

Articles in this special issue illustrate how Strengths-Based School Counseling complements the ASCA National Model® by strengthening the foundation of comprehensive school counseling programs, emphasizing promotion-oriented delivery, reinforcing the accountability and evidence base, engaging in developmental advocacy, and highlighting the counselor's leadership role in systemic change and as a collaborator in school-family-community partnerships. We provide examples of these and offer further suggestions for strengths-based practice and research. These include a downward extension of comprehensive school counseling programs to the preschool programs that are attached to many public schools, research on interventions designed to enhance such evidence-based student strengths such as the multicultural personality, and drawing on knowledge from related disciplines to enrich theory, practice, and research about the newer themes of leadership, advocacy, collaboration, and systemic change.

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