Comparison Findings of School Counselor Beliefs About ASCA National Model School Counseling Program Components Using the SCPCS

Abstract

The School Counseling Program Component Scale (SCPCS) was developed to measure beliefs about program components of the American School Counselor Association (ASCA) National Model. In 2002, results from the SCPCS indicated that “using data” was ranked as less important than other program components. The current follow-up study was conducted in 2009. Results from this study indicated that the component subscales are consistent and reliable. Notable shifts were found in “use of data for program planning” and “use of data for accountability” subscales, suggesting that school counselors may have begun to prioritize the value of using data.

Development of School Counselors’ Evaluator Identity: An Investigation of the Factors Contributing to Program Evaluation Engagement

“…Data-based decision making has long been accepted as an essential practice for school counselors in developing, implementing, and assessing their school counseling programs (ASCA, 2019;Dimmitt et al, 2007;Zyromski et al, 2021). The critical skills and competencies that are required of school counselors to practice program evaluation in their professional roles has been well noted in previous research (Hatch et al, 2015;Poynton & Carey, 2006;Zyromski et al, 2021), yet continues to be overlooked in professional training and practice. This requires a further examination of school counselor Previous research studies focused primarily on the knowledge and skills associated with program evaluation for school counselors (Astramovich, 2016;Maras et al, 2013).…”

Understanding the factors that influence school counselor advocacy for LGBTQ students

“…(ASCA, 2016, p. 1). School counselors are uniquely trained and qualified to address the academic, career, and social/emotional needs of students, while also creating comprehensive programs that promote the success of all students (ASCA, n.d. (Hatch, Poynton, Pérusse, 2015). The most recent version of the ASCA National Model was adopted in 2012 and has been a tool for counselors to utilize when building a comprehensive school counseling program that focuses on student achievement.…”

“…The most recent version of the ASCA National Model was adopted in 2012 and has been a tool for counselors to utilize when building a comprehensive school counseling program that focuses on student achievement. The model continues to offer a framework for school counselor practice which includes four components: foundation, delivery system, management, and accountability (ASCA, 2012;Hatch et al, 2015).…”

Applying for RAMP Using a Cohort Model: Results of a Multilevel Case Study

“…By 2009, nearly all states had adopted a model ( n = 44; Martin et al, 2009). According to researchers in 2015, the national emphasis on comprehensive school counseling programs improved school counselors’ professional beliefs and priorities (Hatch et al, 2015). Thus, comprehensive program models such as the ASCA National Model are known in the school counseling profession as providing a flexible framework and a standardized professional identity, situating school counselors as leaders, advocates, collaborators, and systemic change agents within their schools and the larger pre-K–12 educational setting (ASCA, 2019a; Hatch et al, 2015; Martin et al, 2009; Sink & MacDonald, 1998).…”