Louisiana School Counselors’ Daily Activities and the ASCA National Model: A Complex History and a Hopeful Future

Abstract

This mixed methods, concurrent nested study was designed to explore the extent to which one state’s school counselors report daily activities that align to the ASCA National Model (ASCA, 2005, 2012, 2019). In spite of federal and state legislation, state policy, and a state model supporting best practices for school counseling, a significant number of school counselors in this study (approximately 25%) report barriers to implementing comprehensive, developmental models. These barriers include inordinate amounts of duty, testing, and coordination of specialized services. However, with nearly three out of four school counselors in the sample reporting knowing and implementing pieces of the ASCA National Model (ASCA, 2005, 2012, 2019), we remain hopeful for the future of school counseling in Louisiana.

School counselors’ experiences strengthening classroom instruction through professional development

“…In a related study, Rock and Curry (2021) found that 37% of surveyed school counselors did not implement a comprehensive counseling curriculum that addressed the ASCA Student Standards. Some respondents reported not being “allowed” to facilitate classroom instruction, since teachers could not be asked to give up any instructional time (Rock & Curry, 2021, p. 13). Additionally, in a study of high school counselors, Gruman et al.…”

“…Given disparities in comprehensive school counseling program implementation, school counselors may benefit from professional development (PD) that fosters an understanding of implementing elements of the ASCA National Model effectively (Kneale et al., 2018; Young & Kaffenberger, 2016). Rock and Curry's (2021) recent study of school counselors’ attempts to implement the model underscored the need for such PD. The researchers found that numerous school counselors who believed they were implementing model elements with fidelity were not, and they did not fully understand what the model's advocated services entailed (Rock & Curry, 2021).…”

“…Rock and Curry's (2021) recent study of school counselors’ attempts to implement the model underscored the need for such PD. The researchers found that numerous school counselors who believed they were implementing model elements with fidelity were not, and they did not fully understand what the model's advocated services entailed (Rock & Curry, 2021). Calls for effective school counseling PD about the model's elements and other topics are well documented (Kneale et al., 2018), with some scholars specifically noting the benefits of PD led by counselor educators in partnership with districts (Young & Kaffenberger, 2016).…”

“…A significant body of research documents the positive effects of educators’ use of curricular approaches that reflect the science of learning (e.g., Deans for Impact, 2015) and target students’ conceptual understanding (e.g., Schmidt et al., 2004; Willingham, 2009; Willis, 2006). However, varied factors may challenge school counselors’ work to design and implement purposeful lessons, such as time constraints or role conflict resulting from the assignment of non‐counseling duties (Fye et al., 2018; Randick et al., 2018; Rock & Curry, 2021). Because the service of classroom instruction lies at the intersection of school counselors’ functions as an educator and a provider of preventative wellness support, it may also raise identity‐based ambiguities for those who do not possess the unified identity of an educator who is oriented by counseling (Levy & Lemberger‐Truelove, 2021).…”

School Counselors and Administrators Agree: Time and Testing are Barriers

“…The American School Counselor Association (ASCA, 2019a) 4th Edition National Model (ASCA-NM) discusses the roles of a school counselor and notes that they are trained to do brief counseling to address mental health needs. However, school counselors are often tasked with non-counseling duties, such as test coordination and leading specialized student service meetings, instead of directly working with students and their mental health wellness needs (Rock & Curry, 2021).…”