Beyond the Issues of School Counselor Accountability

Myrick, Robert D.

doi:10.1080/00256307.1984.12022360

Cited by 11 publications

(8 citation statements)

References 13 publications

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“…Spawned by declining school systems in a turbulent society, formal and informal educational reform movements are underway across the United States. Myrick (1984) warned that &dquo;administrators and the general public are openly critical and are beginning to question the value of counselor positions&dquo; (p. 213). He cited the elimination of counseling programs in many school districts as cause for immediate concern, warning that there was &dquo;too little evidence based on fundamental research and evaluation procedures to support counselors during this impending national crisis&dquo; (p. 213).…”

Section: Purpose Of the Studymentioning

confidence: 99%

Defending a Vital Program: School Counselors Define Their Roles

Ballard

Murgatroyd

1999

NASSP Bulletin

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In response to a troubled society, the scope and function of school counseling programs have changed, leaving many, including administrators, confused as to their primary purpose. This confusion has caused the elimination of counselors in some districts as an answer to budgetary constraints. Administrators play a crucial role in shaping these programs. Understanding and marketing the vitality of school counselors may be critical to ensuring their survival.

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Section: Purpose Of the Studymentioning

confidence: 99%

Defending a Vital Program: School Counselors Define Their Roles

Ballard

Murgatroyd

1999

NASSP Bulletin

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“…Research is crucial because it identifies best practices, supports accountability, demonstrates the impact of school counseling on student outcomes, and helps professionals in the field develop their knowledge base (Cramer, Herr, Morris, & Frantz, 1970;Deck, Cecil, & Cobia, 1990;Dimmitt, 2003;Erpenbach, 1984;Myrick, 1984). With the advent of the No Child Left Behind Act (2002), developing a school counseling research agenda has new urgency, because public school professionals will be required to demonstrate that they are implementing evidence-based interventions and counselor educators will need to train school counselors in rigorous program evaluation, research, and data use skills (Carey, 2003).…”

mentioning

confidence: 99%

Identifying a School Counseling Research Agenda: A Delphi Study

Dimmitt

Carey

McGannon

et al. 2005

Counselor Education and Supervision

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The authors conducted a Delphi study to identify important research questions regarding school counseling. During 3 consecutive rounds of e-mail queries, an expert panel of 21 school counseling educators and practitioners were asked to identify the goals of school counseling research, develop specific research questions, and rate the importance of the questions. The highest rated research questions concerned school counseling interventions that have an impact on academic achievement and the effects of school counseling programs on student outcomes. The panel's final list of 42 research questions can help counselor educators, graduate students, and practitioners develop research projects that most effectively meet the needs of the field.

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“…The ASCA National Model calls on school counselors to be data-driven -to use data to identify student needs and evaluate the effectiveness of programs that intend to affect student outcomes. However, most school counselors lack the data use and evaluation skills necessary to effectively engage in the types of accountability efforts the ASCA National Model proposes (Bauman, 2004;Myrick, 1984;Wilson, 1985). To address this issue, literature describing methods specifically for school counselors to conduct research and engage in evaluation activities on a local level are appearing, such as single-subject research designs (Foster, Watson, Meeks, & Young , Volume 1 Number 1 July 2009 2002), using school-wide data (Hayes, Nelson, Tabin, Pearson, & Worthy, 2002), school counseling program evaluation (Curcio, Mathai, & Roberts, 2003), school counseling-focused models of data-driven decision making (Reynolds & Hines, 2000;Isaacs, 2003;Stone & Dahir, 2007), and a model of evidence-based practice specific to school counseling (Dimmitt, Carey, & Hatch, 2007).…”

Section: Volume 1 Number 1 July 2009mentioning

confidence: 99%

Journal of Counselor Preparation and Supervision Volume 1, Number 1

McHenry¹

2009

JCPS

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The mission of the Journal of Counselor Preparation and Supervision is to provide a high quality platform for research, theory and practices of counselor educators, counselor supervisors and professional counselors. We believe the journal chronicles current issues, concerns and potential solutions that enable counselors to continue to grow and develop as practitioners, educators and human beings. The journal publishes high-quality articles that have undergone a thorough and extensive blind peer-review. There are six general categories that help focus the content of the journal. Research. These articles focus on research (qualitative, quantitative, mixed) in counselor preparation, professional development, supervision, and professional practice. Techniques. These articles focus on professional models for teaching empirically grounded techniques used by professional counselors, as well as teaching and supervision techniques used in professional preparation programs. Counselor Development. These articles include insightful commentary on means by which professional counselors can continue to develop professionally. Effective teaching strategies for counseling students as well as continuing education for experienced counselors will be highlighted. Supervision. These articles specifically target ideas, research, and practice related to counselor supervision. These articles should investigate and discuss supervisory issues from a perspective applicable to site supervisors, counselor educators and/or clinical supervisors (e.g., supervising professionals working toward a professional counseling license). Issues, Concerns and Potential Solutions. These articles identify and discuss significant issues facing the field of professional counseling with particular focus on issues in counselor preparation, professional development, and supervision. Exploration of these topics should include elaboration of the concerns as well as an examination of potential remedies or effective responses to the issues. Clinical Supervisors Stories. These articles describe current issues in counselor preparation and supervision from the perspective of site supervisors. The emphasis on these articles should focus on the story of the issue, potential solutions and the uniqueness of the message. Authors are encouraged to forgo significant literature review and attend directly to the intended message to the field.

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Beyond the Issues of School Counselor Accountability

Cited by 11 publications

References 13 publications

Defending a Vital Program: School Counselors Define Their Roles

Defending a Vital Program: School Counselors Define Their Roles

Identifying a School Counseling Research Agenda: A Delphi Study

Journal of Counselor Preparation and Supervision Volume 1, Number 1

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