Partners in Justice: School Counselors and Teachers Creating Classrooms for Social Justice

DeVoss, Joyce A.; Surmitis, Kendra A.

doi:10.1007/978-3-319-12349-3_9

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Discussion and Implications For Practice1

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2021

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Cited by 2 publications

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“…For participants in this study, the model provided a basis for advocacy and a guide for where to dedicate time during periods of uncertainty or when inappropriate duties were assigned. Encountering such issues is common—school counselors often find that administrators have incomplete or inaccurate understanding of the school counseling role (DeVoss & Andrews, 2006). Practicing school counselors, therefore, should consider beginning with an annual agreement to help administrators better appropriate duties for school counselors.…”

Section: Discussion and Implications For Practicementioning

confidence: 99%

“We’re Powerful Too, You Know?” A Narrative Inquiry Into Elementary School Counselors’ Experiences of the RAMP Process

Duquette

2021

Professional School Counseling

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This study utilized a qualitative narrative inquiry to explore the experiences of eight elementary school counselors who successfully applied for and received Recognized ASCA Model Program (RAMP) designation for their schools. Participants provided insight into motivations, resources, and other considerations that contributed to their success in earning RAMP distinction. The overarching theme, Don’t be afraid to engage in RAMP process, serves to enlighten and guide current and future school counselors in pursuing RAMP designation. This article discusses findings, implications, and future directions for research related to this study.

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Section: Discussion and Implications For Practicementioning

confidence: 99%