Comprehensive School Counseling Programs: In Some Schools for Some Students but not in all Schools for All Students

Lapan, Richard T.

doi:10.1177/2156759x1201600201

Cited by 14 publications

(22 citation statements)

References 2 publications

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“…Furthermore, the ASCA's () School Counselor Competencies provide standards for school counselors’ aptitudes, including the facilitation of direct and indirect services. Yet, counselors continue to struggle with regard to spending their time on preferred counseling activities (Scarborough & Culbreth, ), and an implementation gap for comprehensive school counseling services hinders beneficial outcomes for students (Lapan, ).…”

Section: School Counselors’ Programmatic Service Delivery and Self‐efmentioning

confidence: 99%

“…Direct and indirect student services are a central task for school counselors (ASCA, ); however, counselors’ roles are often ambiguous, and their assigned duties may be inappropriate (DeMato & Curcio, ; Scarborough, ; Scarborough & Culbreth, ). Also, attention has been drawn to an existing implementation gap between the framework described by the ASCA () National Model and the comprehensive school counseling services performed by school counselors (Lapan, ). Thus, identifying factors that contribute to increased programmatic service delivery is essential for the field of school counseling and is a relevant topic for educational research.…”

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confidence: 99%

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The Contribution of School Counselors’ Self‐efficacy to Their Programmatic Service Delivery

Mullen

Lambie

2016

Psychology in the Schools

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Self‐efficacy pertains to individuals’ belief about their capability to accomplish a task; consequently, school counselors’ positive self‐efficacy is a theoretically based prerequisite for their facilitation of school‐based interventions. In addition, school counselor‐led interventions and comprehensive, developmental guidance programs benefit students’ personal social, academic, and career development. Therefore, this investigation examined the contribution of practicing school counselors’ (N = 693) self‐efficacy in relation to the frequency of their programmatic service delivery. The findings indicate that participants’ self‐efficacy scores contributed to the frequency of their programmatic service delivery (48% of the variance explained). Implications for school counselors, supervisors, and educational researchers are discussed.

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Section: School Counselors’ Programmatic Service Delivery and Self‐efmentioning

confidence: 99%

mentioning

confidence: 99%

The Contribution of School Counselors’ Self‐efficacy to Their Programmatic Service Delivery

Mullen

Lambie

2016

Psychology in the Schools

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“…There is some research has been done to develop media student services in individual service planning, research Zamroni [8] [11] using the module untukk improve students' career planning in secondary schools2. Research Lapan [12] about Comprehensive school counseling programs: In some schools for some students but not in all schools for all students18. Research Whiston [13] about Review of school counseling outcome research24 .…”

Section: Resultsmentioning

confidence: 99%

Evaluation Of Individual Student Planning in Junior High School Yogyakarta City: Discrepancy Model

Bhakti¹,

Kumara²,

Astuti³

et al. 2018

Proceedings of the 2nd International Conference on Education Innovation (ICEI 2018)

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This electronic document is a "live" template and already defines the components of your paper [title, text, heads, etc.] in its style sheet. This study aims to determine the discrepancy between the performance of individual student planning of Junior High School in Yogyakarta with standards. This study uses a standard of Guidelines for Performance Based on regulation Permendikbud no 111 2014[1] and ASCA National Model third edition 2012. Standard reads, "individual student planning consists of ongoing systemic activities designed to help students establish personal goals and develop future plans, such as individual learning plans and graduation plans. School counselors use these activities to help all students plan, monitor and manage their own learning as well as to achieve academic, career and personal/social competencies aligned with the school counseling core curriculum". This study is an evaluation research. Evaluations were performed in this study using a discrepancy model. The approach used is a systems approach that is focused on appraisal, advisement, placement, and career development of individual student planning. Based on the analysis of the results of the evaluation, individual student planning in Junior High School in Yogyakarta is still far from standard. The results of this study recommend to counselors to improve the quality of the individual student planning, so give a positive impact on students success study.

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“…Comprehensive school counseling Lapan (2012) suggested that a comprehensive personalized counseling program in a school requires more than career or guidance counseling. Through counseling, students can acquire self-regulation skills through the exploration of emotions, motives, consequences of behaviour, and positive reinforcement of good behaviour, which can result in fewer disciplinary incidents in schools (Lapan, 2012;Nielsen, 1979). Comprehensive school counseling can comprise "cooling off" rooms for time-out, group therapy (3 hours / week), and individual counseling or guided group interaction (peer counseling over 12 weeks) (Nielsen, 1979).…”

Section: Conflict Resolution and Social-cognitive Skills Trainingmentioning

confidence: 99%

Alternative School Discipline Principles and Interventions: An Overview of the Literature

Jean-Pierre

Parris²

2019

mje

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Increasing evidence shows that punitive discipline is ineffective and detrimental. Using empowerment theory and the opportunity-to-learn conceptual framework, this literature review seeks to broaden school personnel’s knowledge of alternative discipline interventions. Searching ERIC and JSTOR databases, we looked for English language, North American literature published between 1996 and 2016 that discussed alternative individual and school-wide disciplinary approaches. The literature we found indicates that punitive measures are counter-productive; that several alternative disciplinary models share common principles; and that studies point to favourable outcomes of some alternative school discipline models. While the transition towards alternative discipline may require additional resources and years of adjustment, a healthier school climate can foster the empowerment and academic achievement of marginalized students.

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Comprehensive School Counseling Programs: In Some Schools for Some Students but not in all Schools for All Students

Cited by 14 publications

References 2 publications

The Contribution of School Counselors’ Self‐efficacy to Their Programmatic Service Delivery

The Contribution of School Counselors’ Self‐efficacy to Their Programmatic Service Delivery

Evaluation Of Individual Student Planning in Junior High School Yogyakarta City: Discrepancy Model

Alternative School Discipline Principles and Interventions: An Overview of the Literature

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