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Strengthening K-12 School Counseling Programs aims to help school counselors, counselors in training, school administrators, and other members of the school community develop and strengthen developmental school counseling programs. Providing a step-by-step approach to planning and managing a comprehensive developmental counseling program, this book encourages school and community-based counseling teams coordinate their efforts to design coherent, complementary programs rather than competing, fragmented ones. This second edition is significantly expanded, including additional information on preparing the advisory team and building a foundation of core beliefs and governing values. Also included is an example of a Counseling Program Activity Guide, as well as a chapter devoted to examples from the field from school systems in Arkansas, Missouri, Kansas and Tokyo, Japan.
"The ASCA National Model reflects a comprehensive approach to the design, implementation and assessment of a school counseling program that improves student success. The publication defines the school counselor's role in implementation of a school counseling program and provides step-by-step tools to build each componenet of your school counseling program, including defining, managing, delivering and assessing. This fourth edition reflects current education practices, aligns with the ASCA Mindsets & Behaviors for Student Success: K-12 College- and Career-Readiness Standards for Every Student and the ASCA professional standards & competencies and assists school counselors in developing an examplary school counseling program"-[P. 4], Cover.
Counselors are an important part of our schools and student development. According to the American School Counselor Association (ASCA) there are three domains of development in which school counselors have received specialized training: academic development, career development, and social/emotional development (ASCA, 2012). These domains, along with ASCA’s four themes (leadership, advocacy, collaboration and systemic change) make up the ASCA National Model framework for school counseling programs (ASCA, 2012). However, many counseling programs in the state of Arkansas do not implement this model as part of their program. This study investigated the lack of implementation of the ASCA model in Arkansas counseling programs. The follow research questions guided the study: 1. How well aligned to the ASCA National Model do Arkansas counselors report their school counseling program as being? and 2. What barriers do school counselors in Arkansas face when attempting to align their comprehensive school counseling programs with the ASCA National Model? The survey instrument that was employed in this study was adapted from the American School Counselor Association Readiness Survey from the University of Massachusetts – Amherst College of Education. As a result of the survey and open response question, counselors identified lack of time, advocacy, resources and lack of knowledge as barriers to implementing the ASCA National Model framework in their school counseling programs. The results of the responses received from this study provided implications for counselors and administrators to work together to improve school counseling programs across Arkansas.
This research study describes a quantitative examination of Arkansas school counselors' perceptions of their knowledge about the McKinney-Vento homeless Assistance Act and how involved they are with partnership practices in meeting the needs of homeless children and families. The study also examined what type of training school counselors have received to work with homeless children, youth and families. The study's purpose was to examine school counselors' experiences while working with homeless students. The study explored school counselors' perceptions of the McKinney-Vento Homeless Assistance Act for homeless children, youth and families in their schools. This study supports the social justice framework where school counselors are in a key position to promote equal opportunities for all homeless children and youth. The study also is supported by Maslow's Theory (1954) in its emphasis on the importance of meeting the student's basic physiological needs of food, water and shelter before a student can progress towards self-actualization and achieve academic success. The findings of the research study indicated Arkansas school counselors were knowledgeable of McKinney-Vento Homeless Assistance Act requirements. Findings highlighted the importance for school counselors to actively engage in partnership practices with community stakeholders to address the needs of homeless students as well as how participating in training to support addressing the needs of homeless students is vital.