School Counselors and the School Leadership Team

Geiger, Sarah N.; Oehrtman, Jeremy P.

doi:10.1177/2156759x20903566

Cited by 8 publications

(9 citation statements)

References 29 publications

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“…Finally, our findings underscore the importance and impact of effective partnerships between principals and school counselors (Geiger & Oehrtman, 2020;Hines et al, 2020). Our findings also reinforce the imperative that those who prepare principals and school counselors both champion and model effective collaboration (Boyland et al, 2019;Lowery et al, 2018).…”

Section: Discussionsupporting

confidence: 73%

“…As Boyland et al (2019) might put it, they have increased their micro-level social capital . Connected to earlier research (e.g., Geiger & Oehrtman, 2020 ; Hines et al, 2020 ), students are likely to be the beneficiaries of such increased joint efforts to support their academic, career, and social/emotional development.…”

Section: Discussionmentioning

confidence: 99%

“…A number of the Professional Standards for Educational Leaders (PSEL; National Policy Board for Educational Administration, 2015) likewise highlight the importance of collaboration to support student success (i.e., 1.c., 2.b., 8.e., 10.h.). The alignment of the principal and school counseling professional standards extends the rationale for a joint commitment to pursue effective partnerships for the benefit of all students (Geiger & Oehrtman, 2020;Hines et al, 2020). From their synthesis of 2 decades' worth of research on how principals positively impact students and schools, Grissom et al (2021) identified as crucial the collaboration in which principals engage with faculty members.…”

Section: School Counselors As Partners In Student Successmentioning

confidence: 99%

See 2 more Smart Citations

What’s COVID-19 Got to Do With It? Implementing the 2020 Connecticut Comprehensive School Counseling Framework

Trombly

Parzych

Generali

et al. 2022

Professional School Counseling

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The Connecticut Comprehensive School Counseling Framework was released in November 2020—8 months into the COVID-19 pandemic. The purpose of this mixed-methods study was to explore the progress made by principals and school counselors in implementing the new framework, and to understand the impact of the pandemic on their efforts to do so. We found significant overlap between the perceptions and priorities expressed by participating principals and school counselors. Particularly noteworthy was the fact that both groups described increased collaboration within their schools.

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Section: Discussionsupporting

confidence: 73%

Section: Discussionmentioning

confidence: 99%

Section: School Counselors As Partners In Student Successmentioning

confidence: 99%

See 1 more Smart Citation

What’s COVID-19 Got to Do With It? Implementing the 2020 Connecticut Comprehensive School Counseling Framework

Trombly

Parzych

Generali

et al. 2022

Professional School Counseling

View full text Add to dashboard Cite

show abstract

“…Using this process, school counselors can lead efforts within their schools to create positive impacts for students. Through the development of shared goals and shared decision-making, use of the evidence-based school counseling model and participating in a school leadership team, a school counselor can utilize evidence-based interventions to run a comprehensive school counseling program that more effectively meets the needs of all students (Geiger & Oehrtman, 2020). They become directly part of every department where they will be attending regularly meetings with class advisers, teachers, and if needed, management team meetings.…”

Section: Discussionmentioning

confidence: 99%

Counseling Challenges in the New Normal : Inputs for Quality Guidance and Counseling Program

Arrieta

Valeria²,

Belen³

2021

Counsellia

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<p>With no face-to-face classes until a vaccine is available, schools have to adjust and learning must continue in different modalities. In the Philippines, online learning delivery is the primary mode of learning with many private schools adapting it. Learning continuity plan was created and the Department of Education set the most essential learning competencies for school year 2020-2021. Since education is a holistic approach, the mental and emotional well-being of the students must also be given significant attention. Counseling, a strong support in the welfare of the students, is needed to address the different concerns of the students. However, guidance counselors see a lot of challenges in providing counseling to students in an online environment. They have doubts in being truly present with the students. Potential mental and emotional health issues have been identified and preparations were made that will make the guidance and counseling services more felt and reliable despite being in an online modality. This study aims to find out the challenges that the guidance counselors encountered in providing counseling service to students. It also aims to identify the issues and concerns experienced by the students in online learning and the interventions provided by the guidance counselors in handling them. It found out that mental health issues, feeling of isolation, voluminous requirements and unstable internet connection were the concerns of the students. In addressing them, they provided individual and group counseling, communicated with the parents, collaborated more closely with the class advisers, teachers, and academic heads, strengthened the homeroom and guidance period, and held mental health activities. From the experiences, their realizations and new gained insights will be used as bases in enhancing the guidance and counseling program for school year 2021-2022.</p>

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“…Geiger and Oehrtman (2020) suggested a model for implementing interventions in schools that includes developing a leadership team, using data to identify needs, identifying interventions, and evaluating effectiveness. School counselors can encourage their principals to adopt this model and begin by working together to identify a leadership team to coordinate school efforts.…”

Section: Action Planning For Sex-based Harassment Preventionmentioning

confidence: 99%

Prevention of Sex-Based Harassment in K–12 Schools

Cunningham

Sowell

2021

Professional School Counseling

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Student sex-based harassment has a negative impact on individual students and on the school environment. This review of the literature describes the evolution of sex-based harassment from elementary through high school, clarifies the relationship between bullying and sex-based harassment, and summarizes the research-based system and individual factors that support the development of such harassment in schools. Based on the research, we recommend the adoption of a comprehensive planning process for prevention that addresses the factors that reinforce student sex-based harassment and supports the school’s bullying prevention efforts. School counselors can advocate for and play a leadership role in both developing and implementing a school-wide plan that includes needs assessment and evaluation. We offer suggestions for system-wide and individual interventions for school personnel and Tier 1–3 prevention and problem-solving interventions for students to support a healthy school environment free of sex-based harassment.

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School Counselors and the School Leadership Team

Cited by 8 publications

References 29 publications

What’s COVID-19 Got to Do With It? Implementing the 2020 Connecticut Comprehensive School Counseling Framework

What’s COVID-19 Got to Do With It? Implementing the 2020 Connecticut Comprehensive School Counseling Framework

Counseling Challenges in the New Normal : Inputs for Quality Guidance and Counseling Program

Prevention of Sex-Based Harassment in K–12 Schools

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