The Use of the ASCA National Model® in Supervision

Studer, Jeannine R.; Oberman, Aaron H.

doi:10.5330/prsc.10.1.f82t14475451422m

Cited by 13 publications

(22 citation statements)

References 2 publications

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“…Consistent with the literature (Herlihy et al, 2002;Studer & Oberman, 2006), results of this study indicate that although some individuals have received considerable training in supervision, for many, training is limited. After correcting for respondents who listed hours of course work taken in pursuit of administrative licensure, we determined that over half the respondents reported no counseling supervision training.…”

Section: Discussionsupporting

confidence: 90%

School Counseling Site Supervisor Training: An Exploratory Study

DeKruyf

Pehrsson

2011

Couns Edu & Supervision

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This study explored the supervision training needs of site supervisors of master's program school counseling interns via the construct of selfefficacy. Using the Site Supervisor Self-Efficacy Survey developed for this study, the authors surveyed school counseling site supervisors in the states of Oregon and Washington (N = 147) regarding their hours of supervision training and their supervisor self-efficacy. Results indicated that 54% of school counseling site supervisors had little or no counseling supervision training. Supervisor self-efficacy appeared to be relatively strong, consistently so for school counseling site supervisors with over 40 hours of supervision training. A partial correlation indicated a slightly positive relationship between the hours of supervision training received and perceived self-efficacy regarding supervision. Implications regarding school counseling site supervisor training and future research are offered.

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Section: Discussionsupporting

confidence: 90%

School Counseling Site Supervisor Training: An Exploratory Study

DeKruyf

Pehrsson

2011

Couns Edu & Supervision

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“…School administrators and other personnel (e.g., principals) often do not have the training to understand the appropriate duties of school counselors as specified in the ASCA National Model (e.g., Graham, Desmond, & Zinsser, 2011;Janson, Militello, & Kosine, 2008;Studer & Oberman, 2006;Zalaquett, 2005). Researchers have called into question principals' understanding of the ASCA National Model despite the recommendations by Wilkerson (2010).…”

Section: Challenges Of Implementationmentioning

confidence: 99%

“…Several researchers have previously studied comprehensive program implementation. For example, Studer and Oberman (2006) found that 26% of site supervisors had a comprehensive school counseling program and 23% were in the process of developing one. This means more than half (51%) were not working in or developing a comprehensive program.…”

mentioning

confidence: 99%

“…Overall, approximately half of school counselors have begun or are implementing comprehensive programs (Dixon Rayle & Adams, 2007;Pyne, 2011;Simons, Hutchison, & Bahr, 2017;Studer & Oberman, 2006). However, these studies vary in how the programs or the ASCA National Model were measured, resulting in limited data for further understanding and reasons for underutilization of comprehensive program implementation.…”

mentioning

confidence: 99%

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Predicting School Counselors’ Supports and Challenges When Implementing the ASCA National Model

Fye

Miller

Rainey

2017

Professional School Counseling

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This study examined a national sample of school counselors and their ability to implement the American School Counselor Association (ASCA) National Model. Percentage of time spent in noncounseling duties, perceived level of principal support, and principals' knowledge of school counselors' appropriate roles were statistically significant predictor variables for school counselors' ability to implement the ASCA National Model. We discuss implications for the school counseling profession.

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“…A study by Studer and Oberman (2006) was conducted to understand the types of trainee activities integral to the ASCA National Model® during their clinical experiences. In this research investigation, activities of trainees who were supervised in traditional programs were compared to the activities of school counselor students trained in a CDSC program.…”

Section: The Trainee In a Cdsc Programmentioning

confidence: 99%

An Investigation of School Counselor and School Counselor Trainee Activities

2009

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Standards were used to compare the types of activities conducted by professional school counselors and their perceptions of the activities conducted by their supervisees. School counselors who supervised trainees were asked to rate the frequency in which they conducted activities within these performance standards and the frequency in which they perceived their trainees conducted these same tasks. The researchers found a significant difference in all areas (p < .05) of the compared activities.

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The Use of the ASCA National Model® in Supervision

Cited by 13 publications

References 2 publications

School Counseling Site Supervisor Training: An Exploratory Study

School Counseling Site Supervisor Training: An Exploratory Study

Predicting School Counselors’ Supports and Challenges When Implementing the ASCA National Model

An Investigation of School Counselor and School Counselor Trainee Activities

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