Experiences of Implementing a Comprehensive Guidance and Counseling Program at the Elementary Level

An effective elementary school counselor's support of students with disabilities: A case study

“…Similar to Bronfenbrenner and Ceci (1994) emphasizing the power of close and reciprocal face‐to‐face interactions, findings from this study suggest the type of relationship between participants and the school counselor influence role perceptions. These findings are also consistent with Johnson et al (2011) who note that perceptions about a school's comprehensive counseling program vary according to participants' positions.…”

Experiences With Elementary School Counseling Advocacy

“…Professional advocacy is critical for elementary school counselors whose positions are not guaranteed in many school districts (Duarte & Hatch, 2014; NCES, 2020) and whose roles have been misaligned with ASCA’s (2019b) recommendations for comprehensive school counseling programs (Havlik et al, 2019; Johnson et al, 2011). Despite these challenges, the majority of the school counseling advocacy literature to date has addressed K–12, with limited research focused solely on elementary school counseling professional advocacy.…”

“…Some elementary school counselors may face challenges with role confusion and delivery of services arising from being assigned a routine or related arts schedule for classroom instruction (Milsom et al, 2020). Elementary school counselors may also be assigned to work in multiple schools, have changes in administration, and encounter different expectations from various school administrators over time, all of which could lead to varied levels of comprehensive program implementation (Johnson et al, 2011). Recognizing the potential personal toll of these challenges is important.…”

Paradigmatic Challenges in School Counselling: Correlates and Reflections on Practice

“…Actually, similar problems were experienced around the world. For example, there were inconsistencies and confusion in counsellors' roles (Dahir, 2004;Gysbers, 2002;Johnson, Nelson, & Henriksen, 2011), differences in counsellor-principal priorities and perceptions (Dahir, Burnham, Stone, & Cobb, 2010), and inconsistent expectations of students, parents, and administrators from counsellors (Natividad, 2010). To solve these problems, official guidelines for accreditation and role definition should be set and school structures in which counsellors feel supported and motivated should be established (Doğan, 2000;Ender, Saricali, Satici, & Eraslan-Capan, 2018;Stockton & Güneri, 2011).…”