Authors discuss the importance of school counselors addressing spiritual and religious issues in ethically meeting the developmental and cultural needs of K-12 students. Domains of spiritual and religious competence for professional counselors, published by the Association for Spiritual, Ethical, and Religious Values in Counseling (ASERVIC, 2009), are examined in relation to their relevance for professional school counselors. The authors introduce expert-reviewed Spiritual and Religious Competencies for School Counselors to supplement the American School Counselor Association (ASCA) School Counselor Competencies (ASCA, 2012). Implications for practice are presented along with strategies for integrating the competencies into a comprehensive school counseling program.
This article reports on the development and the exploration of the underlying psychometric properties of the School Counselor Self-Advocacy Questionnaire, a measure of skills school counselors can use to advocate for their roles and programs. An exploratory factor analysis (N = 188) suggested a unidimensional model, and a confirmatory factor analysis indicated the overall model robustly explains the data, accounting for 80% of the variance. Cronbach's alpha reliability estimates ranged from .84 to .87 for the questionnaire and the estimates of concurrent validity were promising. Implications for school counselor advocacy practice are also included.
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