Selecting School Counselors: What Administrators Should Look for in Prospective Counselors

Beale, Andrew V.; McCay, Elizabeth

doi:10.1080/00098650109599203

Cited by 20 publications

(12 citation statements)

References 6 publications

(11 reference statements)

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“…The factors contributing to the school principal-counselor relationship have a dearth of empirical support. Several authors have suggested the importance of communication frequency, principal availability, and structured meeting times between school principals and counselors (Armstrong, MacDonald, & Stillo, 2010;Beale & McCay, 2001;Brock & Ponec, 1998;Finkelstein, 2009;Henderson, 1999;MacDonald, Armstrong, & Henson, 2008;Ponec & Brock, 2000;Vaught, 1995), but these studies did not directly explore the effect of measurable behaviors such as meeting frequency or set meeting times on relationship quality. Furthermore, no known study has explored the effects of an annual agreement as suggested in the ASCA National Model (ASCA, 2014a) on the principal-school counselor relationship.…”

Section: Statement Of the Problemmentioning

confidence: 99%

“…Regarding research method, the principal-school counselor relationship has been studied qualitatively (Brock & Ponec, 1998;Dollarhide et al, 2007;Ponec & Brock, 2000;Wilmore, 1993), quantitatively (Armstrong et al, 2010;Dahir et al, 2011;Finkelstein, 2009, MacDonald et al, 2008, and through mixed methods (Janson et al, 2008). Additional forms of inquiry emerged in the early exploration of the principal-school counselor relationship in the form of letters to principals and opinion articles (Beale & McCay, 2001;Henderson 1999;Meyers, 2005;Niebuhr, Niebuhr, & Cleveland, 1999;Vaught, 1995). Although more anecdotal than empirical, these forms of exploration articulated the shape and scope of the research that followed.…”

Section: Principal-school Counselor Relationshipmentioning

confidence: 99%

“…Frequent communication may benefit relationship quality, and having a set meeting time creates a structure to ensure this frequency. Janson et al (2008) mentioned the importance of regular meeting times, and Potter, in Beale and McCay (2001), stated, "Regular meetings with the guidance staff reinforce to the counselors, and to the faculty, that counselors are important; they also allow principals to keep abreast of what's happening in the student service area" (p. 259). Regarding maximizing school counselor resources efficiently, Henderson (1999) called for recurring and intentional meetings to occur between principals and school counselors.…”

Section: Structured Meeting Timementioning

confidence: 99%

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Communication Factors as Predictors of Relationship Quality: A National Study of Principals and School Counselors

Duslak

Geier

2016

Professional School Counseling

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This study examined the effects of meeting frequency, structured meeting times, annual agreements, and demographic variables on school counselor perceptions of their relationship with their building principal. Results of a regression analysis indicated that meeting frequency accounted for 26.7% of the variance in school counselor-reported relationship quality scores. More frequent meetings were associated with higher ratings of relationship quality. The presence of a structured meeting time and an annual agreement positively influenced relationship quality to a lesser extent. This indicates that meetings between a principal and a school counselor do not need to be formally structured in order to be an effective method of building relationships between these two parties. School counselors and principals can base practice from these findings by intentionally creating opportunities for frequent meetings.

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Section: Statement Of the Problemmentioning

confidence: 99%

Section: Principal-school Counselor Relationshipmentioning

confidence: 99%

Section: Structured Meeting Timementioning

confidence: 99%

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Communication Factors as Predictors of Relationship Quality: A National Study of Principals and School Counselors

Duslak

Geier

2016

Professional School Counseling

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“…Within the Catholic community, there has been an increasing focus on offering a more consistent and objective means of assessing candidates for organizational fit (O'Toole, 2006). Although there is a great deal of literature that can assist school leaders with hiring classroom teachers (e.g., Naper, 2010;Papa & Baxter, 2008), comparatively little research has focused on the hiring of school counselors (Beale & McCay, 2001) and even less concerns the hiring of counselors in faith-based schools. The Sisters of Mercy Health System (O'Toole, 2006) offers one helpful model for interviewing candidates for job positions, a model that can be easily adapted to a faith-based school setting.…”

Section: The Interview Processmentioning

confidence: 99%

Hiring School Counselors in Faith-Based Schools

Murray¹

2011

JOCE

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Although school counseling candidates in faith-based schools may possess an extraordinary résumé, it is essential that their beliefs and behaviors be compatible with the mission and philosophy of the school for which they are interviewing. If hiring practices are not addressed in faith-based schools, these schools run the risk of losing their identity. This article offers a pastoral model for interviewing and hiring Catholic school counselors. It is a model that assists school leaders and those responsible for hiring school counselors in faith-based schools to transform what would otherwise be a functional job into a pastoral ministry, thereby advancing the religious identity and unique mission of their schools. Employment: High School Counselor-St. Rita High School, a Roman Catholic school founded in the Augustinian tradition, serving students of a large metropolitan city, is seeking an experienced school counselor to join a collaborative department in a school community of 1,500 students, beginning September 2011. The search committee is looking for qualified applicants who must possess the following qualifications: Faith: Candidate must be a practicing Catholic in good standing with the Church. Education: A master's degree in school counseling or the equivalent and certification. Experience: Minimum of 3 years of school counseling experience. Qualified applicants are invited to send a cover letter, curriculum vitae, and list of references to: Counseling Search Committee, St. Rita High School.

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“…Likewise, some literature indicates how school principals advanced their knowledge of school counseling programs through training and research; many principals' perceptions about the school counselors' roles are formed by their own experiences(Coy, 1999). School administration graduate training does not always require courses in school counseling or embrace teaching about school counselors' roles and the comprehensive school counseling program(Fitch, Newby, Ballestero, & Marshall, 2001;Beale & McCay, 2001). Consequently, school principals often formulate a counseling department on minimal expertise, based on previous or clinical experience…”

mentioning

confidence: 99%

A national study

Aydin¹

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In recent years, the number of linguistically diverse students (LDS) in the U.S.public school system has significantly increased (Araujo, 2009). Public school enrollment is projected to grow to 54 million in the year 2018 (Planty et al., 2009).Currently, one in every four students in the public school system is a LDS (NCELA, 2007). Evidence points to a wide gap between native English speakers and LDS on achievement tests (Albus, Thurlow, & Liu, 2002). Research on school counselor involvement in school, family, and community (SFC) partnerships is insufficient; few studies have examined school counselor involvement in SFC partnerships with linguistically diverse families (LDF).Using unexamined variables, this study extends the findings of Bryan and Griffin (2010) and Aydin, Bryan, and Duys (2011) by examining how school and school counselor-related variables impact involvement in SFC partnerships with LDF. Variables include bilingual status, caseload, percentage of LDS, free and reduced price lunch (FRPL) status, and specific instruction received in SFC partnerships working with LDF.This national study surveyed 916 school counselors using quantitative research designs as measured by The School Counselor Involvement in Partnerships Survey (SCIPS) instrument. Using linear regression models, t-tests, ANOVAs, correlations, and a multiple regression model, this study examines the complex interplay of school and school counselor-related factors that influence involvement.Whenever school counselors used translators, they were more involved in SFC partnerships with LDF. While general partnership-related training affected involvement, specialized training in SFC partnerships with LDF predicts stronger involvement, accentuating the importance of integrating specialized curricular training. School and school counselor-related factors were associated with involvement in SFC partnerships with LDF; the relationship varied by the type of involvement (i.e., school-family partnerships, school-community collaboration, and inter-professional collaboration).Contrary to Bryan and Griffin's (2010) study, inter-professional collaboration was related to a number of school counselor-related factors. School counselors reported inadequate training, when working with LDF, yet they understood the importance of involvement on an inter-professional level to meet the wide-ranging needs of LDF.Race and ethnicity was related to involvement in SFC partnerships. School counselors who were non-White had statistically significant higher involvement scores.Knowing that race and ethnicity, and bilingual status were negatively correlated, White school counselors may experience limitations to building SFC partnerships. There was a significant correlation between percentage of LDS served and FRPL status, caseload, bilingual status, and race and ethnicity. Whenever school counselors had higher percentages of LDS, they inclined to have a higher number of students as part of their caseload, speak another language, come from diverse backgrounds and have highe...

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Selecting School Counselors: What Administrators Should Look for in Prospective Counselors

Cited by 20 publications

References 6 publications

Communication Factors as Predictors of Relationship Quality: A National Study of Principals and School Counselors

Communication Factors as Predictors of Relationship Quality: A National Study of Principals and School Counselors

Hiring School Counselors in Faith-Based Schools

A national study

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