Are Middle School Counseling Programs Meeting Early Adolescent Needs? A Survey of Principals and Counselors

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.

Section: Discussionsupporting

confidence: 64%

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

Olsen

Parikh‐Foxx

Flowers

et al. 2016

“…Pointing to role and foci differences, Kimber and Campbell (2013) found that discrepancies existed between principals' and school counselors' interpretations of ethical dilemmas and recommended that a stronger relationship between the two roles could assist in aligning viewpoints. Differences on programmatic views between school counselors and principals were also found by McCotter and Cohen (2013). A strengthened principal-school counselor relationship also impacts specific student populations.…”

Section: Feautured Researchmentioning

confidence: 92%

Communication Factors as Predictors of Relationship Quality: A National Study of Principals and School Counselors

Duslak

Geier

2016

This study examined the effects of meeting frequency, structured meeting times, annual agreements, and demographic variables on school counselor perceptions of their relationship with their building principal. Results of a regression analysis indicated that meeting frequency accounted for 26.7% of the variance in school counselor-reported relationship quality scores. More frequent meetings were associated with higher ratings of relationship quality. The presence of a structured meeting time and an annual agreement positively influenced relationship quality to a lesser extent. This indicates that meetings between a principal and a school counselor do not need to be formally structured in order to be an effective method of building relationships between these two parties. School counselors and principals can base practice from these findings by intentionally creating opportunities for frequent meetings.

“…Principals may be unaware of the ASCA National Model or may have different perceptions about the duties of school counselors (Bringman, Mueller, & Lee, 2010; Leuwerke et al, 2009; Pérusse, Goodnough, Donegan, & Jones, 2004). For example, McCotter and Cohen (2013) found that New Jersey middle school counselors and principals had differing perceptions about student needs across academic, social/emotional, and career domains. When administrators, teachers, and students expect school counselors to engage in duties misaligned with their expertise, counselors are unable to complete the duties they were trained to perform (DeMato & Curcio, 2004; Gruman et al, 2013; Scarborough & Culbreth, 2008).…”

Section: School Counselor Job Dutiesmentioning

confidence: 99%

Exploring the Job Duties That Impact School Counselor Wellness: The Role of RAMP, Supervision, and Support

Randick

Dermer

Michel

2018

The authors examined the predictive relationship between the performance of job duties informed by the American School Counselor Association (ASCA) National Model and overall wellness of school counselors. We also examined the relationship between organizational factors (i.e., Recognized ASCA Model Program, supervision, and support), the frequency of job duties performed, and overall wellness. The results revealed a predictive relationship between some of the job duties school counselors perform and wellness. We provide implications for school counseling practice and training programs.