School or Guidance Counselor: How the Title Influences Public Perception

Baker, Emily; Zyromski, Brett; Granello, Darcy Haag

doi:10.1177/2156759x20981034

Cited by 10 publications

(8 citation statements)

References 41 publications

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“…Effectively meeting student needs requires that counselors advocate for their roles. Advocating includes educating principals, educators, and community members about their titles (Baker et al, 2021;Zyromski et al, 2018), participating in professional development, and dedicating themselves to providing more student-centered services versus school-centered (Blake, 2020;Lambie et al, 2019;Savitz-Romer et al, 2021;Wilder, 2018).…”

Section: Discussionmentioning

confidence: 99%

“…Historically, the school counseling profession has struggled to define its roles and responsibilities (Cinotti, 2014; DeKruyf et al., 2013). Variations across states, districts, and among school leaders in how school counselors' work is defined, how they are supported and supervised (Randick et al., 2018), as well as their job titles (Baker et al., 2021; Zyromski et al., 2018), illustrate the inconsistency in utilizing school counselors to support student outcomes (Blake, 2020). The ASCA National Model (2019) recommends that school counselors spend 80% of their time delivering direct and indirect services.…”

Section: Introductionmentioning

confidence: 99%

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Exploring school counseling during the first wave of COVID‐19

Villares

Starrett

Limberg

2022

Jour of Counseling & Develop

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In the wake of the COVID-19 outbreak, school counselors played an essential role in helping students, teachers, and families pivot to new learning environments and implemented services to promote students' academic, social-emotional, and career development. In this study, we analyzed school counselors' (N = 589) delivery of program services and their individual and school characteristics to identify four approaches to school counseling: reactive, universal, consultative/collaborative, and comprehensive during the first wave of the pandemic. School counselors in the reactive profile spent most of their time engaged in noncounselor-duties and reported the highest levels of burnout. Conversely, counselors belonging to the comprehensive profile devoted the most time to delivering consultation, coordination, counseling, and curriculum services and limited engagement in noncounseling-related duties. This study emphasizes the importance of defining the school counselors' roles and responsibilities and the extent to which school counselors were able to deliver their school counselor services during the global pandemic.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Exploring school counseling during the first wave of COVID‐19

Villares

Starrett

Limberg

2022

Jour of Counseling & Develop

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“…While research has shown that school leaders and administrators have misconceptions about the work of counselors (e.g., Lewis et al, 2020), there is evidence that this confusion is also prevalent among the general public. This was clear from recent work by Baker et al (2021) which found that the public perceives the titles "school counselor" and "guidance counselor" differently; specifically, the public rated "school counselors" as more competent despite these titles being used synonymously in the counseling profession. In recent years, ASCA (2019d) and others have advocated for using the term "school counselor" in lieu of "guidance counselor" as they believe it more accurately reflects the role of today's counselors who, as educators, advocates, and leaders, do much more than provide course and career advice.…”

Section: Role Confusionmentioning

confidence: 99%

“…In recent years, ASCA (2019d) and others have advocated for using the term "school counselor" in lieu of "guidance counselor" as they believe it more accurately reflects the role of today's counselors who, as educators, advocates, and leaders, do much more than provide course and career advice. Baker et al (2021) showed, however, that the general public is not aware of these updated roles. This confusion is deleterious given that it can affect how parents and guardians perceive counselors' credibility and competence, and consequently, their likelihood of seeking out school counseling services for their children.…”

Section: Role Confusionmentioning

confidence: 99%

An Ecological Examination of School Counseling Equity

Savitz-Romer¹,

Nicola²

2021

Urban Rev

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Amidst the rapid expansion of education reform aimed at promoting educational equity, noticeably absent has been a focus on school counseling-a profession uniquely positioned to support students' postsecondary, social emotional, and academic development. Despite research continually affirming the positive influence of counselors on students, uneven access to counseling support across US public schools, especially in urban areas, remains a reality today. Notably, high student-tocounselor ratios in schools that educate a large proportion of students of color and those living in low-income communities suggest that those students most in need of access to counseling support are the least likely to receive it. In this essay, we outline school counselors' unique roles in supporting minoritized youth and draw on Bronfenbrenner's (The ecology of human development: experiments in nature and design, Harvard University Press, Cambridge, 1979) ecological systems theory to consider the nested systems in which counselors work-systems which, we argue, place constraints on school counseling equity. This systems-level framing moves away from casting the limitations of our current student support model as an individual-level, personnel issue and instead conceptualizes it as an organizational one that must be remedied to ensure all students have equal access to critical counseling support.

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“…Their professional responsibilities range from individual counseling, group counseling, and classroom lessons to family outreach and college and career readiness counseling (ASCA, n.d.). However, despite national standards, a professional model, and guidance on appropriate roles, these professionals face varying expectations of their role and responsibilities from students, parents, school principals, teachers, and even counselors themselves (Baker et al, 2021; Lewis et al, 2020; Zyromski et al, 2018). This is partially due to the fact that roles are context bound, meaning an individual’s understanding of the expectations for their role is influenced by organizational features in their environment.…”

Section: Role Theory and School Counselorsmentioning

confidence: 99%

When the Kids Are Not Alright: School Counseling in the Time of COVID-19

Savitz-Romer¹,

Rowan-Kenyon

Nicola³

et al. 2021

AERA Open

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The unprecedented arrival of COVID-19 upended the lives of American children with rapid shifts to remote and hybrid schooling and reduced access to school-based support. Growing concerns about threats to students’ mental health and decreased numbers of students transitioning to postsecondary education suggest access to school counselors is needed more than ever. Although previous research on school counselors finds they promote positive postsecondary, social emotional, and academic outcomes for students, further studies highlight the organizational constraints, such as an overemphasis on administrative duties and unclear role expectations, that hinder their work. Drawing on survey and focus group data, our mixed methods study documents school counselors’ experiences during the COVID-19 crisis, including the opportunities and constraints facing their practice. Findings suggest there should be a concerted effort to reduce the role ambiguity and conflict in counselors’ roles so they are better able to meet students’ increased needs.

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School or Guidance Counselor: How the Title Influences Public Perception

Cited by 10 publications

References 41 publications

Exploring school counseling during the first wave of COVID‐19

Exploring school counseling during the first wave of COVID‐19

An Ecological Examination of School Counseling Equity

When the Kids Are Not Alright: School Counseling in the Time of COVID-19

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