Examining School Counselors’ Commitments to Social Justice Advocacy

Researchers conducted a qualitative, phenomenological investigation of the lived experiences of a sample of 10 school counselors in current or recent RAMP (Recognized ASCA [American School Counselor Association] Model Program) schools that also implemented positive behavioral interventions and supports (PBIS) with high fidelity. Researchers found two themes and related subthemes regarding school counselor roles. The first theme was school counselors' roles and responsibilities, with subthemes (a) makes sense with their role and (b) roles across tiers. The second theme was ASCA National Model themes in action. Subthemes were (a) advocacy and systemic change, (b) leadership, and (c) collaboration. The authors discuss findings, limitations, implications, and future research related to this study.

Section: The Asca National Model Themes In Actionsupporting

confidence: 74%

School Counselors' Roles in RAMP and PBIS a Phenomenological Investigation (Part Two)

Goodman‐Scott

Grothaus

2017

“…uring the last decade, the school counseling profession has explicitly embraced advocacy as an essential role and expectation (Crethar, 2010;Feldwisch & Whiston, 2016;Field & Baker, 2004;Lee, 2012;Ratts, DeKruyf, & Chen-Hayes, 2007;Ratts & Ford, 2010;Singh, Urbano, Haston, & McMahon, 2010). However, little research relates to the measurement of school counselor advocacy competency (Wood, 2012) and the measurements that exist were not specifically developed to measure school counselor advocacy competency, have low reliability and validity, or have not been validated.…”

mentioning

confidence: 99%

Advocacy Competency of School Counselors: an Exploratory Factor Analysis

Haskins

Singh

2016

This article describes the initial development of the School Counseling Advocacy Assessment to measure school counselor advocacy competency and includes the psychometric results regarding the reliability and factor structure. An exploratory factor analysis revealed a five-factor model that accounted for 71% of the variance. The subscales are Collaboration with School Groups, Political and Social Actions to Change the System, Individual Student Empowerment, Actions to Reduce Achievement Barriers, and Media Advocacy. The authors discuss implications for school counselors and school counselors in training.

“…(Adams & Bell, 2016, p. 3)With the debut of the Transforming School Counseling Initiative in the 1990s and the introduction of the ASCA’s National Model in 2003, the goals of social justice became positioned as foundational to school counselor identity and practice. For almost two decades, school counselors have been charged with being assertive, culturally competent, organizational/social change agents, and advocates for all students, including traditionally marginalized and underrepresented children who would otherwise continue to experience achievement gaps (Bemak & Chung, 2008; Feldwisch & Whiston, 2015; Grimes, Haskins, & Paisley, 2013; Toporek, Lewis, & Crethar, 2009).…”

Section: Theoretical and Practical Fit Between School Counseling And Rpmentioning

confidence: 99%

The Hand of Professional School Counseling Meets the Glove of Restorative Practices

Smith

Garnett

Herbert

et al. 2017

To introduce restorative practices (RP) to the school counseling literature, the authors explicate the hand in glove fit between the RP model for schools and school counselor identity and scope of practice. Drawing from the American School Counselor Association's (ASCA) National Model, ASCA's Ethical Standards for School Counselors, multitiered systems of support (MTSS), and the school counseling literature, the authors make the case for the profession of school counseling to take up RP and integrate the model into school counseling research, theory, and practice.