School Counselors’ Perceptions of Barriers to Implementing a RAMP-Designated School Counseling Program

Hilts, Derron; Kratsa, Kristi; Joseph, Matthew; Kolbert, Jered B.; Crothers, Laura M.; Nice, Matthew L.

doi:10.1177/2156759x19882646

Cited by 25 publications

(55 citation statements)

References 61 publications

(108 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Often, when someone needed to be assigned to testing, 504 coordination, scheduling, or other similar tasks, it frequently fell to the school counselor. Other researchers have had similar findings (Fye, Miller, & Rainey, 2018;Hilts, Kratsa, Joseph, Kolbert, Crothers, & Nice, 2019;Randick et al, 2019). Asking school counselors to do activities outside of the roles they were trained for has been shown to lead to stress, emotional exhaustion, burnout, role conflict, and career dissatisfaction (Holman, Nelson, & Watts, 2019;Kim & Lambie, 2018;McCarthy, Kerne, Calfa, Lambert, & Guzman, 2010;Semmer, Jacobshagen, Meier, Elfering, Beehr, Kälin, & Tschan, 2015).…”

Section: Discussionsupporting

confidence: 66%

Louisiana School Counselors’ Daily Activities and the ASCA National Model: A Complex History and a Hopeful Future

Rock

Curry

2021

IJEPL

View full text Add to dashboard Cite

This mixed methods, concurrent nested study was designed to explore the extent to which one state’s school counselors report daily activities that align to the ASCA National Model (ASCA, 2005, 2012, 2019). In spite of federal and state legislation, state policy, and a state model supporting best practices for school counseling, a significant number of school counselors in this study (approximately 25%) report barriers to implementing comprehensive, developmental models. These barriers include inordinate amounts of duty, testing, and coordination of specialized services. However, with nearly three out of four school counselors in the sample reporting knowing and implementing pieces of the ASCA National Model (ASCA, 2005, 2012, 2019), we remain hopeful for the future of school counseling in Louisiana.

show abstract

Section: Discussionsupporting

confidence: 66%

Louisiana School Counselors’ Daily Activities and the ASCA National Model: A Complex History and a Hopeful Future

Rock

Curry

2021

IJEPL

View full text Add to dashboard Cite

show abstract

“…The overemphasis on administrative duties is deleterious not only because it can contribute to occupational burnout and low job satisfaction (Holman et al, 2019), but also because it reduces time for implementing comprehensive school counseling programs (Fye et al, 2017;Hilts et al, 2019). These expectations to take on noncounseling work are especially prevalent in urban schools and those serving marginalized populations (Monteiro-Leitner et al, 2006), further perpetuating inequity by drawing counseling away from the most vulnerable students.…”

Section: Role Ambiguitymentioning

confidence: 99%

An Ecological Examination of School Counseling Equity

Savitz-Romer¹,

Nicola²

2021

Urban Rev

View full text Add to dashboard Cite

Amidst the rapid expansion of education reform aimed at promoting educational equity, noticeably absent has been a focus on school counseling-a profession uniquely positioned to support students' postsecondary, social emotional, and academic development. Despite research continually affirming the positive influence of counselors on students, uneven access to counseling support across US public schools, especially in urban areas, remains a reality today. Notably, high student-tocounselor ratios in schools that educate a large proportion of students of color and those living in low-income communities suggest that those students most in need of access to counseling support are the least likely to receive it. In this essay, we outline school counselors' unique roles in supporting minoritized youth and draw on Bronfenbrenner's (The ecology of human development: experiments in nature and design, Harvard University Press, Cambridge, 1979) ecological systems theory to consider the nested systems in which counselors work-systems which, we argue, place constraints on school counseling equity. This systems-level framing moves away from casting the limitations of our current student support model as an individual-level, personnel issue and instead conceptualizes it as an organizational one that must be remedied to ensure all students have equal access to critical counseling support.

show abstract

“…Practitioners are therefore unable to see themselves within RAMPspecific publications, causing the process to seem abstract and inaccessible. In line with the recommendations of previous literature (e.g., Hilts et al, 2019), this article serves to illuminate the RAMP process.…”

Section: Rationale For the Current Studymentioning

confidence: 53%

“…Actual ratios are often higher (ASCA, 2019b), which may affect quality of service delivery. In fact, Hilts and colleagues (2019) found that school counselors saw high ratios as a significant impediment to beginning the RAMP process. The findings of the current investigation, however, indicate that ratio alone should not be a hindrance to beginning or successfully completing the RAMP process.…”

Section: Discussion and Implications For Practicementioning

confidence: 99%

“We’re Powerful Too, You Know?” A Narrative Inquiry Into Elementary School Counselors’ Experiences of the RAMP Process

Duquette

2021

Professional School Counseling

View full text Add to dashboard Cite

This study utilized a qualitative narrative inquiry to explore the experiences of eight elementary school counselors who successfully applied for and received Recognized ASCA Model Program (RAMP) designation for their schools. Participants provided insight into motivations, resources, and other considerations that contributed to their success in earning RAMP distinction. The overarching theme, Don’t be afraid to engage in RAMP process, serves to enlighten and guide current and future school counselors in pursuing RAMP designation. This article discusses findings, implications, and future directions for research related to this study.

show abstract

School Counselors’ Perceptions of Barriers to Implementing a RAMP-Designated School Counseling Program

Cited by 25 publications

References 61 publications

Louisiana School Counselors’ Daily Activities and the ASCA National Model: A Complex History and a Hopeful Future

Louisiana School Counselors’ Daily Activities and the ASCA National Model: A Complex History and a Hopeful Future

An Ecological Examination of School Counseling Equity

“We’re Powerful Too, You Know?” A Narrative Inquiry Into Elementary School Counselors’ Experiences of the RAMP Process

Contact Info

Product

Resources

About