Beyond Compliance: Assessing Administrators' Commitment to Comprehensive School Counseling

Autor/inn/en	Dahir, Carol A.; Cinotti, Daniel A.; Feirsen, Robert
Titel	Beyond Compliance: Assessing Administrators' Commitment to Comprehensive School Counseling
Quelle	In: NASSP Bulletin, 103 (2019) 2, S.118-138 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0192-6365
DOI	10.1177/0192636519830769
Schlagwörter	School Counseling; Administrator Attitudes; Compliance (Legal); Expectation; Counselor Role; School Counselors; School Administration; Differences; Data Use; Principals; School Districts; Pupil Personnel Workers; New York + Suchen Sie Ihr Suchwort? School counselling; Pädagogische Beratung; Expectancy; Erwartung; School counselor; Beratungslehrer; Pädagogischer Berater; Unterscheiden; Principal; Schulleiter; School district; Schulbezirk
Abstract	The New York State Education Department recently passed legislation that requires school districts to implement a programmatic, data-driven approach to school counseling. This change moves the state toward comprehensive school counseling and away from traditional "guidance"; however, these policy changes often do not translate into practice for some time, if ever. This exploratory study includes survey data from district administrators, school building leaders, and supervisors of school counselors pertaining to their perceptions of the roles and expectations for practicing school counselors. There were significant differences between groups in the expectations and perceptions of the frequency of specific activities performed by these professionals, demonstrating a lack of agreement on important areas of the new regulations. These data have implications for the translation of policy changes into practice and shed light on gaps among key stakeholders that have limited the role of school counselors for decades. Implications for administrators and practicing counselors, especially with regard to communicating and understanding the benefits to students of comprehensive, data-driven practice, are included. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01