The ASCA National School Counseling Research Center: a brief history and agenda.
In this article, the American School Counselor A school counselor is a counselor and educator who works in schools, and have historically been referred to as "guidance counselors" or "educational counselors," although "Professional School Counselor" is now the preferred term. Association National School Counseling Research Center's history, development, and future goals are described.
Accountability is not a new phenomenon; it has been of concern almost from the very beginning of the institutionalization Institutionalization
The gradual domination of financial markets by institutional investors, as opposed to individual investors. This process has occurred throughout the industrialized world. of guidance and counseling guidance and counseling, concept that institutions, especially schools, should promote the efficient and happy lives of individuals by helping them adjust to social realities. in the schools. In addition, the need for and importance of accountability for outcomes has been stressed in every decade since the 1920s (Gysbers & Henderson, 2005). Yet, fulfilling the need for research that helps drive both the important decisions we make and the outcomes of those decisions has been relatively sparse sparse - A sparse matrix (or vector, or array) is one in which most of the elements are zero. If storage space is more important than access speed, it may be preferable to store a sparse matrix as a list of (index, value) pairs or use some kind of hash scheme or associative memory. .
As we brought the 20th century to a close and began the new millennium, the outcry for quality research has seemed to be getting louder. For instance, almost 40 years ago, the Association for Counselor Education and Supervision Experimental Designs Committee (1967) admonished counselors for having taken for granted Adj. 1. taken for granted - evident without proof or argument; "an axiomatic truth"; "we hold these truths to be self-evident"
obvious - easily perceived by the senses or grasped by the mind; "obvious errors" for the past 10-15 years their importance in education in the United States Education in the United States is provided mainly by government, with control and funding coming from three levels: federal, state, and local. School attendance is mandatory and nearly universal at the elementary and high school levels (often known outside the United States as the . It described their practices as being based on "faith and theory" rather than on any demonstrated effectiveness (p. vii). In 1983, Stockton and Hulse wrote, "The field of school counseling cannot advance if the profession does not assume responsibility for professional inquiry" (p. 304). Other authors (Everton, Hawley, & Zlotnik, 1985; Troyer, 1986) have written similar comments, such as, "Like their teacher educator colleagues, often they [school counselors] depend on common sense, commitment, and experience to provide them with the basis for professional judgments rather than engage in more formal inquiry as a primary method for making decisions" (Everton et al.). Further, Deck and Cecil (1990) acknowledged that many counselor educators and field supervisors, especially those working with school counselors, have themselves done little research. These same sentiments are clearly being heard throughout the school counseling profession today (American School Counselor Association [ASCA ASCA American School Counselor Association
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The ASCA National Model: A Framework for School Counseling Programs (2005), now in its second edition, continues to clearly call out to all school counselors to use data to drive important decisions and to evaluate those decisions against the level of impact on student success/achievement. This landmark document has paved pave
tr.v. paved, pav·ing, paves
1. To cover with a pavement.
2. To cover uniformly, as if with pavement.
3. To be or compose the pavement of. the way for school counselors to navigate (1) "Surfing the Web." To move from page to page on the Web.
(2) To move through the menu structure in a software application. the chaotic landscape of education in more comprehensive, consistent, and systematic ways--a manner unprecedented in our profession's history. The ASCA National Model[R] provides a framework that helps school counselors practice with greater intention and increased clarity.
Although somewhat unanticipated, the emergence and increasing adaptation of the ASCA National Model in our schools also has stirred a new wave of excitement around research, especially outcome research. For instance, the ASCA National Model has empowered counselors and other stakeholders Stakeholders
All parties that have an interest, financial or otherwise, in a firm-stockholders, creditors, bondholders, employees, customers, management, the community, and the government. to develop goals and plans instead of only responding to events and issues. Plans incorporate all stakeholders, delineate outcomes, and incorporate resources and time lines. School counseling program plans allow the counselor (and others) to more easily capture results using both quantitative and qualitative data-gathering techniques. Also, as a greater number of school counselors build programs that closely approximate the ASCA National Model, more consistent roles, responsibilities, language, and approaches to working with others means an easier time conducting comparative research. In addition, I believe that the impact of the ASCA National Model--a true collaboration among researchers, practitioners, and everyone in between--has created a momentum for continued progress in doing this work.
Moving on the heels of the ASCA National Model, the profession continues to address the major components necessary for our professional growth and development--in this case, the collection and application of school counseling research. In conjunction with the 2003 ASCA annual conference in St. Louis, MO, ASCA coordinated the first School Counseling Research Summit during which participants focused on the following agenda:
1. Defining major research questions
2. Developing usable research strategies that focus on the accountability system described within the ASCA National Model
3. Discussing the structural elements Structural elements are used in structural analysis to simplify the structure which is to be analysed.
Structural elements can be linear, surfaces or volumes.
4. Identifying a network of researchers and practitioners to collaborate to do the work
5. Identifying a dissemination dissemination Medtalk The spread of a pernicious process–eg, CA, acute infection Oncology Metastasis, see there and recognition plan.
Summit participants reported feeling empowered to collaborate based on a sense of renewed vision and strength. The very next month (July 2003), the ASCA Governing Board Noun 1. governing board - a board that manages the affairs of an institution
board - a committee having supervisory powers; "the board has seven members" took a first step toward establishing the National School Counseling Research Center (NSCRC) and unanimously passed a motion to "explore the feasibility of establishing and maintaining a national research office." Several months later, ASCA committed to do "whatever it took" to fulfill ful·fill also ful·fil
tr.v. ful·filled, ful·fill·ing, ful·fills also ful·fils
1. To bring into actuality; effect: fulfilled their promises.
2. this critical next step. A month after that, at ASCA's Leadership Development Institute, an annual conference held exclusively for state school counselor association leaders, the focus was on accountability efforts and ways for each state to promote a national research agenda.
Interest in a nationally coordinated research effort was evidently spreading throughout the school counseling community. As a result, the second School Counseling Research Summit, held the following year in June 2004 in Reno, NV, was opened to all interested ASCA conference participants. At the Research Summit, participants focused on the following:
1. Learning about the current activities of the NSCRC
2. Exploring ways that school counselor education programs can infuse in·fuse
1. To steep or soak without boiling in order to extract soluble elements or active principles.
2. To introduce a solution into the body through a vein for therapeutic purposes. research into their coursework coursework
work done by a student and assessed as part of an educational course
Noun 1. coursework - work assigned to and done by a student during a course of study; usually it is evaluated as part of the student's
3. Discussing the value of forming practitioner-school counselor partnerships, in which collaborative action research and evidence-based practice in school counseling can be implemented
4. Looking at the ASCA National Research Panel's Standards of Evidence
5. Reviewing the nuts and bolts nuts and bolts
The basic working components or practical aspects: "[proposing] of evaluation-related issues, including the use of data to drive school counseling activities.
The Summit participants learned that ASCA procured the financial and human resources The fancy word for "people." The human resources department within an organization, years ago known as the "personnel department," manages the administrative aspects of the employees. needed to develop the NSCRC and that, after much discussion, the NSCRC's mission, structure, and agenda were approved by its steering committee steer·ing committee
A committee that sets agendas and schedules of business, as for a legislative body or other assemblage.
Noun . The mission of the NSCRC is to enhance school counseling by collecting and disseminating dis·sem·i·nate
v. dis·sem·i·nat·ed, dis·sem·i·nat·ing, dis·sem·i·nates
1. To scatter widely, as in sowing seed.
2. information that facilitates school counseling professionals' efforts to validate activities that contribute to student success (accountability). The NSCRC provides leadership in the development, promotion, facilitation Facilitation
The process of providing a market for a security. Normally, this refers to bids and offers made for large blocks of securities, such as those traded by institutions. , and dissemination of school counseling research demonstrating the connection between school counseling programs and student success. This research can inform and shape policy change at the local, state, and federal levels. School counselors will be able to provide active advocacy and leadership in developing and implementing comprehensive, developmental, and culturally responsive approaches to removing systemic barriers to the academic achievement of all students.
The National School Counseling Research Center emerges from the belief that school counseling is integral to academic achievement for all students. Recognizing the connection between academic achievement and academic, career, and personal/social development, the NSCRC supports school counselors in gathering and disseminating data that provide evidence to support the critical role these professionals have in the academic achievement of students across diverse backgrounds and experiences.
NSCRC GOALS AND OBJECTIVES
The primary foci of the NSCRC are the following:
1. Creating networks, partnerships, and linkages that facilitate the collection and dissemination of information about the effectiveness of school counseling
2. Becoming a clearinghouse of information that tracks current and historical data about school counseling programs and research
3. Providing professional development programs that assist counselor educators and school counselors to develop and improve their skills in program evaluation Program evaluation is a formalized approach to studying and assessing projects, policies and program and determining if they 'work'. Program evaluation is used in government and the private sector and it's taught in numerous universities. and research
4. Disseminating research and evaluation findings to local, state, and national legislators, policy personnel, and decision-makers and to the profession
5. Providing an organizational structure This article has no lead section.
To comply with Wikipedia's lead section guidelines, one should be written. to facilitate the accomplishment of the NSCRC's mission and goals.
WHO IS THE NATIONAL SCHOOL COUNSELING RESEARCH CENTER?
The NSCRC includes a steering committee that provides direction and advisement Deliberation; consultation.
A court takes a case under advisement after it has heard the arguments made by the counsel of opposing sides in the lawsuit but before it renders its decision.
ADVISEMENT. and a staff (including a Research Center director) that oversees the daily operations, forges needed collaborations, advocates, and overall ensures persistent progress toward established goals. At the heart of the NSCRC are critical collaborative parnerships with individuals, groups, and other organizations that hold common values and ambitions. In this way, ASCA's NSCRC can be considered a coordinated clearinghouse or hub of activity generated together with its partners.
THE ROAD AHEAD
Members of the counseling profession have been given the opportunity and privilege to play a significant role in the lives of children and families. As it has been said before, to whom much is given, much shall be required. The road to building a research center that networks the talent of so many individuals and groups will certainly be a challenge. However, we stand to pave PAVE Cardiology A clinical trial–Post AV Node Ablation Evaluation the way for our profession to further become a vital and integrated part of all students' experiences, that is, to become more effective and efficient in helping students achieve and succeed. In the short term, several tasks are pressing:
1. To develop a short-term and long-term research agenda (e.g., see Dimmitt, Carey, McGannon, & Henningson, 2005)
2. To identify and collaborate with potential partners to fulfill the NSCRC's goals
3. To build on a recent school counseling meta-analysis to establish the beginnings of a database of outcome studies in the profession
4. To facilitate partnerships between counselor educators and school counselors by matching those who desire research assistance with those who have research expertise
5. To continue to build on the research track for providing relevant training at the annual conference and other professional development venues
6. To implement and report on the first State of the School Counseling Profession Survey
7. To obtain and disseminate dis·sem·i·nate
v. dis·sem·i·nat·ed, dis·sem·i·nat·ing, dis·sem·i·nates
1. To scatter widely, as in sowing seed.
2. information about funding opportunities that support school counseling research
8. To identify and conduct one relevant research project per year
9. To facilitate the development of research protocols and reliable, valid instruments to help school counselors and counselor educators in their research efforts
10. To disseminate research and evaluation findings to the profession and to local, state, and national legislators, policy personnel, and decision-makers (e.g., school boards, superintendents, principals, and taxpayers).
Taking part in research can be an invigorating in·vig·or·ate
tr.v. in·vig·or·at·ed, in·vig·or·at·ing, in·vig·or·ates
To impart vigor, strength, or vitality to; animate: "A few whiffs of the raw, strong scent of phlox invigorated her" way to guide and affirm our work. At the very least, it is an obligation we embrace as part of being professionals, such as described in the ASCA (2004) Ethical Standards for School Counselors:
The professional school counselor conducts appropriate research and report findings in a manner consistent with acceptable educational and psychological research practices. The counselor advocates for the protection of the individual student's identity when using data for research or program planning. (F.l.c)
In the next months and years to come, the ASCA National School Counseling Research Center and all of its partners will both challenge and support each member of the school counseling profession to do his or her part in this ongoing endeavor. Gysbers (n.d.) said it well when he wrote, "Accountability is an ongoing responsibility of the profession at the national, state, and local levels. Concern for accountability is never over" (p. 28).
American School Counselor Association. (2004). Ethical standards for school counselors. Retrieved November 17, 2005, from http://www.schoolcounselor.org/content.asp?contentid=173
American School Counselor Association. (2005). The ASCA national model: A framework for school counseling programs (2nd ed). Alexandria, VA: Author.
Association for Counselor Education and Supervision Experimental Designs Committee. (1967). Research guidelines guidelines,
n.pl a set of standards, criteria, or specifications to be used or followed in the performance of certain tasks. for high school counselors. New York New York, state, United States
New York, Middle Atlantic state of the United States. It is bordered by Vermont, Massachusetts, Connecticut, and the Atlantic Ocean (E), New Jersey and Pennsylvania (S), Lakes Erie and Ontario and the Canadian province of : College Entrance Examination Board.
Dahir, C. A., & Stone, C. B. (2003). Accountability: A M.E.A.S.U.R.E. of the impact school counselors have on student achievement. Professional School Counseling, 6, 214-221.
Deck, M. D., & Cecil, J. H. (1990). School counselor research as perceived by American school counselor association leaders: Implications for the profession. Elementary School elementary school: see school. Guidance & Counseling, 25, 12-21.
Dimmitt, C., Carey, J. C., McGannon, W., & Henningson, I. (2005). Identifying a school counseling research agenda: A Delphi study. Counselor Education and Supervision, 44, 214-228.
Everton, C. M., Hawley, W. D., & Zlotnik, M. (1985). Making a difference in educational quality through teacher education. Journal of Teacher Education, 36, 2-12.
Gysbers, N. C. (n.d.). Comprehensive guidance and counseling programs: The evolution of accountability from 1920-1980. Retrieved June 12, 2005, from http://counseling.indstate.edu/sc/researchsummit/ Gysbers%20Accountability%2006-03.doc
Gysbers, N. C., & Henderson, P. (2005). Developing and managing your school guidance program (4th ed). Alexandria, VA: American Counseling Association The American Counseling Association (ACA) is a non-profit, professional organization that is dedicated to the counseling profession. ACA is the world's second largest association exclusively representing professional counselors. .
Isaacs, M. L. (2003). Data-driven decision making: The engine of accountability. Professional School Counseling, 6, 288-295.
Johnson, S., & Johnson, C. D. (2003). Results-based guidance: A systems approach to student support programs. Professional School Counseling, 6, 180-184.
Myrick, R. D. (2003). Accountability: Counselors count. Professional School Counseling, 6, 174-179.
Stockton, R., & Hulse, D. (1983). The use of research teams to enhance competence in counseling research. Counselor Education and Supervision, 22, 303-310.
Troyer, M. B. (1986). A synthesis of research on the characteristics of teacher educators. Journal of Teacher Education, 37, 7-11.
Russell A. Sabella, Ph.D., is a counselor educator in the College of Education, Florida Gulf Coast University About FGCU
The newest university in the State University System of Florida, the school was established by then-governor Lawton Chiles in 1991, although the site of the university wasn't chosen until 1992, and construction pushed back even further still (until , Fort Myers Fort Myers, city (1990 pop. 45,206), seat of Lee co., SW Fla., on the Caloosahatchee River, near the Gulf of Mexico; founded 1850, inc. 1905. It has a tourist trade and light industry and is a shipping point for citrus fruits, winter vegetables, flowers (especially , and currently the interim director of the ASCA National School Counseling Research Center. E-mail: firstname.lastname@example.org