This study examined what school counselors perceive to be consistent barriers to implementing a program that adheres to the ASCA National Model. The Recognized ASCA Model Program (RAMP) designates such implementation. Principal component analysis revealed six common barriers: lack of confidence, lack of administrative support, time spent on clerical and office work, lack of teacher and parent support to implement aspects of the ASCA National Model, time spent on testing and monitoring, and time constraints. Logistic regression indicated three of the six barriers were significant predictors of RAMP status. We discuss implications for the school counseling profession.

This study investigated how emerging adults’ processes of individuation from their parents relate to their perceptions of Arnett’s defining features of emerging adulthood. It specifically examined differences in perceptions of emerging adulthood and individuation as functions of college-going versus non-college-going status, age across the full emerging adult range (18–29), and living situation (independently or with parents), as well as explored these factors’ potential moderating roles. Structural equation modeling analyses showed many of the positive dimensions of individuation (such as self-reliance and support-seeking from parents) related to the more adaptive features of emerging adulthood (such as identity exploration and sense of possibilities), though not all relations suggested developmental desirability. Perceptions of emerging adulthood differed by both college-going status and age; college-going status moderated many of the individuation-emerging adulthood relationships. The findings suggest perceptions of emerging adulthood cannot be fully understood without considering the roles of college-going, age, and individuation.

One thousand university students were e-mailed a survey about relationships they had established on the Internet. Of the 248 who returned the survey, eighty-eight (36%) indicated they had formed a friendship with another individual in an on-line setting. Nineteen (22%) described it as a close romantic relationship. These respondents were e-

This study examined the self-efficacy of school counselors’ college knowledge in the college process. Exploratory factor analysis revealed five characteristic factors: school counselors’ knowledge related to the college application process, systems advocacy, direct services with disadvantaged populations, direct service with special populations, and coordination of college access events. Hierarchical regression analyses revealed that both school counselors’ individual characteristics (e.g., years of experience, race/ethnicity, time engaged in advising, conducting lessons, and using technology and data) and ecological factors (e.g., school level, rate of college-going culture) were significant predictors of school counselors’ self-efficacy for promoting college knowledge. We discuss implications for equity and school counselors’ training.

The present work describes the development of a new measure of school counselors’ perceived self-efficacy regarding their knowledge of information and processes necessary to effectively guide their students through the college transition process. Researchers developed the School Counselor Efficacy for College Knowledge Questionnaire and examined data from a national sample of 600 school counselors to determine its psychometric properties and factor structure. Exploratory and confirmatory factor analyses supported use of a modified five-factor model. Results showed strong internal consistency and preliminary evidence for convergent and divergent validity of the resultant scales.