Using a national sample of 155 school counselors, we examined the relationships between school counselors' personal and environmental factors and their involvement in partnerships with families of color. We found positive correlations between school counselor self-efficacy, multicultural competence, and involvement in partnerships. Multiple regression analysis indicated that self-efficacy about partnerships and multicultural knowledge served as predictors of school counselor involvement in partnerships with families of color. We discuss implications for school counselor efforts in establishing these partnerships.
Although the American School Counselor Association National Model reflects the importance of high-quality school counseling core curriculum, or classroom guidance, as part of a comprehensive school counseling program, school counselors are often challenged by the complexities of designing an effective classroom guidance curriculum. This conceptual paper addresses these challenges by proposing the use of Understanding by Design, a research-based approach to curriculum design used widely in K-12 classrooms across the United States and internationally, to strengthen classroom guidance planning. We offer principles for developing a classroom guidance curriculum that yields more meaningful and powerful lessons, makes instruction more cohesive, and focuses on what is critical for student success.
Culturally responsive servant leadership may serve as a model for school counselor and teacher graduate students to create collaborative partnerships in the K-12 setting. Currently, research about servant leadership in school counselor and teacher preparation programs is limited, and research regarding teacher-school counselor partnerships. Thus, the authors propose an interdisciplinary project in which graduate students in school counseling and teacher preparation programs work collaboratively to create culturally responsive professional development integrating the components of the servant leadership framework. The authors expect the outcome of the project to impact graduate students’ continued professional endeavors, and inform future quantitative and qualitative studies regarding teacher-school counselor collaborative partnerships.
The authors evaluated an unfolding case‐based approach to a practicum in counseling course infusing crisis, trauma, and disaster preparation for changes in students’ crisis self‐efficacy across a semester. The course, informed by constructivist‐developmental pedagogy and centered on the unfolding case, resulted in significant increases in students’ crisis self‐efficacy.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.