Listen to the Voices: School Counselors and Comprehensive School Counseling Programs

School Counselors' Perceptions of Their Academic Preparedness and Job Activities

“…Researchers have documented that school counselors in different building levels performed and prioritized job activities differently (Dahir et al, 2009;Hatch & Chen-Hayes, 2008;Perera-Diltz & Mason, 2008;Rayle & Adams, 2008;Scarborough, 2005;Scarborough & Culbreth, 2008;Studer et al, 2011). However, school counselors in the present study did not report a significant difference by building level for the recommended actual job activities but did report small statistically significant differences for the "other" actual job activities.…”

“…Although researchers have examined school counselors' perceptions of their actual job activities (e.g., Scarborough, 2005;Scarborough & Culbreth, 2008) and the degree of perceived preparedness (Bridgeland & Bruce, 2011;Kolodinsky et al, 2009;Pérusse & Goodnough, 2005), further exploration of school counselors' perceptions of the effectiveness of their academic preparation to perform work-related practices is warranted. Examining school counselors' perceived preparation and practice by building level is necessary because myriad researchers have repeatedly reported differences in performed and prioritized job activities by building level (Dahir et al, 2009;Hatch & Chen-Hayes, 2008;Perera-Diltz & Mason, 2008;Rayle & Adams, 2008;Scarborough, 2005;Scarborough & Culbreth, 2008;Studer et al, 2011).…”

The Contribution of School Counselors’ Self‐efficacy to Their Programmatic Service Delivery

“…For the purpose of this investigation, programmatic service delivery embodies the direct and indirect counseling and educational interventions school counselors facilitate to meet their comprehensive, developmental, school counseling program's mission and goals, as described by the ASCA (; Scarborough, ). Factors that impede school counselors’ facilitation of student services are identified, including (a) fear of failing or inadequacy (Dollarhide, Gibson, & Saginak, ); (b) limited counselor acceptance of roles within comprehensive school counseling (Dahir, Burnham, & Stone, ); (c) role conflict and ambiguity (DeMato & Curcio, ); (d) high student‐to‐counselor ratios (ASCA, ; Lapan, Gysbers, Stanley, & Pierce, ); (e) time spent on noncounseling activities (ASCA, ; Burnham & Jackson, ); and (f) limited administrative awareness (Lieberman, ). Factors identified as having a positive relationship with counselors’ programmatic service delivery include job satisfaction (Pyne, ), leadership practices (Shillingford & Lambie, ), school counselor–principal relationship and advocacy skill (Clemens, Milsom, & Cashwell, ), and self‐efficacy and outcome expectancy (Clark, ; Scarborough & Culbreth, ).…”

The Practice and Perceptions of School Counsellors: A View from Urban China

“…The enunciation of guidelines such as those in the ASCA National Model would likely provide counsellors with a framework to organize the guidance curriculum as well as the entire counselling program. The proliferation and acceptance of this model has had a tremendous impact on the counselling profession in the U.S. (Dahir et al 2008). Further, such a tool could be informative for administrators ) and other stakeholders about how counsellors make an impact on students' lives and educational outcomes.…”