RAMP and PBIS: “They Definitely Support One Another”: The Results of a Phenomenological Study (Part One)

Abstract

S chool counselors are charged with promoting student achievement and enhancing students' academic, career, and social/emotional outcomes through implementing a data-driven comprehensive school counseling program that is aligned with their schools' academic mission (American School Counselor Association [ASCA], 2012). Although comprehensive school counseling programs have existed for over 40 years, the ASCA National Model framework for the construction and delivery of a comprehensive program is currently in its 15th year and third edition (ASCA, 2012). The ASCA National Model's four components delineate the building of a school counseling program foundation, managing the program's implementation, delivering direct and indirect services to students and stakeholders, and evaluating and improving the student outcomes associated with the program. The model's four themes call school counselors to collaborate with stakeholders as leaders and advocates in promoting the systemic changes needed to support equitable access and achievement for all students (ASCA, 2012). In 2003, ASCA initiated the RAMP (Recognized ASCA Model Program) designation to highlight "school counseling programs that have demonstrated advanced implementation of comprehensive, results-based, developmental programs" (ASCA, 2012, p. xi). Despite the rigor associated with earning the RAMP designation (e.g., at least 90% of the possible points in 12 rubric areas must be achieved), in

School Counselors' Roles in RAMP and PBIS a Phenomenological Investigation (Part Two)

“…Thus, while overall positive, school counselors may have a plethora of roles and experiences with PBIS implementation. As such, this study supports recent reports calling for enhanced school counselor training to better prepare school counselors to fulfill their roles implementing both comprehensive programs and PBIS (Goodman-Scott & Grothaus, 2017;Sink & Ockerman, 2016).…”

“…acting collaboration (Patrikakou et al, 2016), many of the school counselors in the present study struggled with delegation (Goodman-Scott & Grothaus, 2017). While the results of this study enhance the call for school counselor collaboration with stakeholders, they also clearly elucidate the challenges.…”

“…Phenomenological studies examine trends across several participants' lived experiences for a given phenomenon (Creswell, 2013). The research team followed Creswell's six steps for a phenomenological study, as described in the previous manuscript (Goodman-Scott & Grothaus, 2017). First, the researchers described their experiences and biases with PBIS and RAMP, then bracketed their assumptions in an effort to focus on the participants' experiences.…”

COVID-19’s Effect on Students: How School Counselors Rise to the Rescue

“…By creating a comprehensive school counseling program and aligning its concepts with multitiered programs such as positive behavioral interventions and supports and MTSS teams within the building, school counselors will be able to assist in enhancing student success; socially, academically, and behaviorally (Goodman-Scott & Grothaus, 2018). Moreover, such school-wide programs aid in the perception of safer schools (Betters-Bubonet al, 2016;Goodman-Scott & Grothaus, 2018) as well as other positive perceptions of school climate and the overall health of a school (Goodman-Scott et al, 2015).…”

Recognized ASCA Model Program (RAMP) and Student Outcomes in Elementary and Middle Schools

“…To date, a small number of published journal studies have investigated RAMP. Goodman-Scott and Grothaus (2017a, 2017b) examined the congruence between RAMP and positive behavioral intervention and supports (PBIS) in the roles school counselors play and the goals of PBIS programming. Published studies examining associations between RAMP and student outcomes have generally returned statistically insignificant results.…”