“…School counselor characteristics associated with best practice include counselor acceptance of the roles within comprehensive school counseling (Dahir, Burnham, & Stone, 2009), level of training (Dahir et al, 2009; Mustaine, Pappalardo, & Wyrick, 1996), graduate training in the ASCA National Model, years of experience (Studer, Diambra, Breckner, & Heidl, 2011), graduation from a program accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP; Scarborough & Culbreth, 2008), job satisfaction (Pyne, 2011), leadership practices (Shillingford & Lambie, 2010), advocacy skills (Clemens, Milsom, & Cashwell, 2009), administrative awareness (Lieberman, 2004), fear of failing (Dollarhide et al, 2008), self-efficacy (Ernst, Bardhoshi, & Lanthier, 2017; Mullen & Lambie, 2016), and outcome expectancy (Scarborough & Culbreth, 2008). Aspects of the environment found to be related to comprehensive program delivery include the support, communication, and cooperation of school personnel (Atici, 2014; Borders, 2002; Studer et al, 2011) including principals (Borders & Drury, 1992; Cole, 1991; Fye et al, 2017; Leuwerke, Walker, & Shi, 2009; Studer & Oberman, 2006; Walsh, Barrett, & DePaul, 2007). Other external factors include principals’ knowledge of school counselors’ appropriate roles (Fye et al, 2017), school counselor role inconsistencies (DeMato & Curcio, 2004; Johnson, Nelson, & Henriksen, 2011), time spent on non-counseling-related activities (Burnham & Jackson, 2000; Dixon Rayle & Adams, 2007; Fye et al, 2017; Lapan, Whitcomb, & Aleman, 2012; Scarborough & Culbreth, 2008), and high student-to-school counselor ratios (Lapan, Gysbers, Stanley, & Pierce, 2012).…”