140 likes | 258 Vues
School Counselors’ Time. Jeannine O’Brian. Delivery of Services to Students. The American School Counselor Association (ASCA) suggests that a minimum of 80% of school counselors’ time is allocated for the delivery of services to students. Services.
E N D
School Counselors’ Time Jeannine O’Brian
Delivery of Services to Students The American School Counselor Association (ASCA) suggests that a minimum of 80% of school counselors’ time is allocated for the delivery of services to students.
Services • Classroom guidance based on school counseling curriculum • Group counseling for students with identified needs • Individual counseling for students with identified needs • Responding to crises • Referring students to outside resources • Consulting with parents and teachers
Services Do NOT Include… • Data entry of all new students • Test coordination • Disciplinary action • Substitute teaching • Keeping clerical records
Current use of Time • Currently, our school counselors do whatever needs to be done around the school, leaving approximately 50% of their time for the delivery of school counseling services. • We can do better!
1. RAMP vs. Non-RAMP Scools • Compared 75 Indiana schools with recognized ASCA model programs (RAMP) to a control group of 226 schools without RAMP • RAMP schools of all levels saw higher levels of proficiency on ELA and Math tests • The greatest difference was seen among elementary schools Wilkerson, K., Perusse, R., & Hughes, A. (2013, February). Comprehensive school counseling programs and student achievement outcomes: a comparative analysis of ramp versus non-ramp schools. Professional School Counseling, 16(3), 172+.
2. Impact of CSCPs in Missouri • 184 schools throughout Missouri • Several variables were looked at: • The existence of a comprehensive school counseling program (CSCP) • Indicators of safety • Indicators of academic success • Students at schools with comprehensive school counseling programs reported feeling safer, having better relationships with teachers, and getting better grades • Lapan, R. T., Gysbers, N.C., & Petroski, G.F. (2003). Helping seventh graders be safe and successful: A statewide study of the impact of comprehensive guidance and counseling programs. Professional School Counseling, 6(3), 186.
3. Years Matter -Washington State Study • 146 middle schools in Washington State • Found that the longevity of the comprehensive school counseling program matters • Schools in which a program had been implemented for five or more years saw significantly greater differences achievement that schools with new or no comprehensive school counseling program. • Sink, C. A., Akos, P., Turnbull, R. J., & Mvududu, N. (2008). An investigation of comprehensive school counseling programs and academic achievement in Washington State middle schools. Professional School Counseling, 12(1), 43-53.
Making 80% Happen • Complete use of time assessment with school counselors (and make appropriate changes) • Maintain the recent change regarding test coordination, and keep school counselors away from it • Evaluate current administrative support staff positions and considering the creating a new position to take some of the clerical responsibilities away from school counselors • We need to stop asking school counselors to cover classes
Impact on our School Counseling Program • Our school counseling program will grow and include more interventions based on students’ needs • School counselors will be able to engage in preventative interventions rather than putting out fires • School counselors will be able to spend more time consulting with teachers and other staff
Impact on Students • Increased availability of mental health services for students • Better learning environment • Greater academic success • Increased college and career readiness
References • American School Counselor Association (2012). The ASCA National Model: A Framework for School Counseling Program, 3rd Edition. Alexandria, VA. • Lapan, R. T., Gysbers, N.C., & Petroski, G.F. (2003). Helping seventh graders be safe and successful: A statewide study of the impact of comprehensive guidance and counseling programs. Professional School Counseling, 6(3), 186. • Sink, C. A., Akos, P., Turnbull, R. J., & Mvududu, N. (2008). An investigation of comprehensive school counseling programs and academic achievement in Washington State middle schools. Professional School Counseling, 12(1), 43-53. • Wilkerson, K., Perusse, R., & Hughes, A. (2013, February). Comprehensive school counseling programs and student achievement outcomes: a comparative analysis of ramp versus non-ramp schools. Professional School Counseling, 16(3), 172+.