Activities and Role of School-Based Counselors in the US: A National Survey of American Counseling Association Members

Fan, Kui Yuan; Carey, John C.; Martin, Ian; Li, He

doi:10.25774/8nz2-4y62

Cited by 5 publications

(11 citation statements)

References 21 publications

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“…To ensure we obtained adequate numbers of counselors from rural and urban schools, we purchased contact details for those counselors through MDR Education (n = 3,000) and sent those individuals a survey link directly. We oversampled rural and urban counselors given their low response rate in previous national surveys (e.g., Fan et al, 2019;Harris, 2013) and because there are fewer counselors working in rural districts than in suburban and urban areas (Gagnon & Mattingly, 2016).…”

Section: Phase 1: National Survey Of 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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Section: Phase 1: National Survey Of 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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“…Nearly all school counselors reported providing crisis counseling, coordinating with parents to support students’ mental health, and making referrals to outside mental health providers; and more than half provided mental health counseling and classroom programming. School counselors were least likely to use assessments to monitor and promote students’ mental health (Fan et al, 2019 ). Eklund et al ( 2020 ) found that, on average, school psychologists spend more time providing universal mental health supports (5–9 h per week) versus targeted services (1–4 h per week).…”

Section: Resultsmentioning

confidence: 99%

“… MH mental health. Fan et al ( 2019 ) and Eklund et al ( 2020 ) reported the percentage of participants who engaged in each activity. Bohnenkamp et al ( 2015 ) reported the response frequency rank order for each activity …”

Section: Resultsmentioning

confidence: 99%

Roles and Functions of School Mental Health Professionals Within Comprehensive School Mental Health Systems

Zabek

Lyons

Alwani

et al. 2022

School Mental Health

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Mental health concerns are on the rise among youth, contributing to a growing need for school-based mental health services. However, challenges to service provision arise due, in part, to workforce shortages, service fragmentation, and inefficient allocation of staff time. The current study describes the professional competencies and time allocation of four school-based mental health professions (i.e., school counselors, school psychologists, school social workers, and school nurses) in order to demonstrate how schools can leverage the skills of their existing staff to coordinate a comprehensive approach to support student mental health. First, we identified the core clinical competencies needed to implement the key features of comprehensive school mental health systems. Then, we crosswalked these clinical competencies with the training standards of the four professions. Finally, we conducted a systematic review of the literature to understand how these professionals’ time is allocated, as well as their responsibilities related to the provision of mental health services. Results demonstrated that, although all four professions receive training in most of the core competencies needed to implement comprehensive school mental health services, their skillsets are often underutilized in day-to-day practice. Thus, we concluded that there are at least two untapped opportunities for school leaders to support student mental health—first, maximize the use of school mental health professionals through task-shifting (i.e., reassigning tasks less central to mental health service delivery to other staff), and second, implement an integrated model of school mental health services to efficiently leverage the mental health training of professionals. Supplementary Information The online version contains supplementary material available at 10.1007/s12310-022-09535-0.

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“…States. The ISSCA-US measures how school counselors view activities represented by the items as appropriate to the role of the school counselor (Fan et al, 2019). Items were developed using rational-empirical methods and synthesis of the ASCA National Model with other ASCA-based statements and standards, and the measure is intended to represent the broad scope of school counselors' actual work (Fan et al, 2019).…”

Section: International Survey Of School Counselors' Activities-unitedmentioning

confidence: 99%

“…The ISSCA-US measures how school counselors view activities represented by the items as appropriate to the role of the school counselor (Fan et al, 2019). Items were developed using rational-empirical methods and synthesis of the ASCA National Model with other ASCA-based statements and standards, and the measure is intended to represent the broad scope of school counselors' actual work (Fan et al, 2019). The developers identified six subscales across 38 items and recommended analyzing the subscales separately to provide more nuance in conceptualizing school counselors' roles and activities.…”

Section: International Survey Of School Counselors' Activities-unitedmentioning

confidence: 99%

The Relationship Between School Counselors’ Role Beliefs and Practice with and on Behalf of LGBTQQI Youth

Moe

Goodman‐Scott

Boulden

et al. 2022

Professional School Counseling

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School counselors completed measures of school counselor activity and role beliefs; competence with lesbian, gay, bisexual, transgender, queer, questioning, and intersex (LGBTQQI) issues; and school-based LGBTQQI advocacy and awareness. Hierarchical multiple regression identified that LGBTQQI clinical skill predicts school counselor LGBTQQI advocacy and awareness, adjusting for school counselor demographics, sexual-affective and gender identities, activity beliefs, building level, and LGBTQQI training. We discuss implications for school counselor training and practice.

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Activities and Role of School-Based Counselors in the US: A National Survey of American Counseling Association Members

Cited by 5 publications

References 21 publications

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

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

Roles and Functions of School Mental Health Professionals Within Comprehensive School Mental Health Systems

The Relationship Between School Counselors’ Role Beliefs and Practice with and on Behalf of LGBTQQI Youth

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