Transcript COMPREHENSIVE SCHOOL COUNSELING PROGRAMS: AGREEMENT BETWEEN SCHOOL

COMPREHENSIVE
SCHOOL COUNSELING
PROGRAMS: AGREEMENT
BETWEEN SCHOOL
COUNSELORS AND
PRINCIPALS
1
Purpose
To determine the extent of the levels of
agreement between Alabama school
counselors and principals about the
(a) importance of and (b) existence of 44
professional CSCP activities in K-12
Alabama public schools
2
Literature Review
• Pre-service training and collaboration rarely exist (Shoffner
& Williamson). School counselors are engaged in school
activities only remotely related to their training (Baker).
• Principal’s support and agreement for programs are necessary
for effective school counseling activities to be provided
(Burnham; Burnham & Jackson; Hogan).
• Program models exist (Alabama Plan; ASCA National
Model; Erford; Gysbers; Myrick); yet, counselors express
difficulty establishing and implementing a CSCP activities
(Niebuhr, Niebuhr, & Cleveland).
• Counselors do activities expected of professional educators in
that they transmit cultural values and train children to be
functional citizens; to adapt and live productive lives
(Dewey).
• However, research indicates individuals loose commitment to
their jobs when they experience role conflict or role
3
ambiguity (Rizzo, House, and Lirtzman).
Procedure
• Permission obtained from doctoral
committee, IRB, and Alabama SDE to
conduct survey
• Surveys mailed by regular mail to K-12
Alabama public school counselors and
e-mailed to principals with correct
school e-mail addresses
4
Methodology
Instrument : Counselor Program Survey (CPS)
 CPS, Part I
– Six Professional Program Domains: Questions 1-44
• Organizational & Administrational Services (8 items)
• Counseling Programs and Services ((7 items)
• Educational & Career Planning Services (11 items)
• Student Assessment Services (7 items)
• Classroom Guidance Activities (6 items)
• Professional Development Skills (5 items)
 CPS, Part II
– Other research interests
• Demographic data (questions 1-9)
• Counselor role conflict (questions 10 & 11)
• Non-guidance activities (question 12)
• Other activities (extra-curricular activities – question 13)
• Teach regular classes (question 14)
• Program improvement (questions 15 & 16)
5
Statistical Analyses
• Independent t test - overall levels of agreement about the
(a) importance of and (b) existence of 44 CSCP activities
• Independent t test - levels of agreement about the (a)
importance and (b) existence of 44 CSCP activities within
six domains
• Pearson Product Moment Correlation - relationships of
the importance of the 44 CSCP activities to the existence of
the 44 CSCP activities for the (a) overall activities, (b)
activities within the 6 domains, and (c) 44 individual CSCP
activities
• Chi-square test of independence - affirmative ratings for
the (a) importance of the 44 CSCP activities and the (b)
acknowledgement of the existence of the 44 CSCP
activities
6
Table 1
Demographics
Gender
Professional Training
•
Masters
 46 Male Counselors
349 School Counselors (76%)
(10%)
26 Principals (46%)
 418 Female Counselors
 Specialist
 1 Female Supervisor
66 School Counselors (12%)
(90%)
19 Principals (34%)
 34 Male Principals
 Doctorate
(60%)
14 School Counselors (4%)
 22 Female Principals
6 Principals (11%)
(40%)
7
Table 1 continued
Demographics
School Experience
 School Counselors
1-5 years – 51 (10%)
6 -15 years – 130 (28%)
15-25 years – 132 (29%)
26-35 years – 129 (28%)
 Principals
1-5 years – 8 (14%)
6-15 years – 8 (14%)
15-25 years –19 (34%)
26-30 years – 19 (34%)
Schools Levels
 School Counselors
K-12 51 (10%)
Elementary 177 (34%)
Middle School 95 (18%)
High School 134 (26%)
 Principals
K-12 10 (17%)
Elementary 11 (17%)
Middle School 9 (16%)
High School 24 (43%)
8
Research Questions 1 & 2
Are there differences in the levels of
agreement between K-12 professional
counselors and principals about
(1) the importance of, and
(2) the existence of
CSCP activities in Alabama public
schools?
9
Table 2
Overall Agreement for the Importance of and the Existence
of Comprehensive School Counseling Program (CSCP)
Activities
__________________________________
Variable
n
M
SD
t
p
___________________________________
Importance
Counselors
Principals
Existence
Counselors
Principals
461
55
50.34 9.63 1.31
48.51 11.27
.19
458
55
52.78 12.21 -.53
53.95 15.88
.60
10
Research Question 3
Are there differences in the levels of agreement
between K-12 professional school counselors and
principals about the importance of CSCP activities
in Alabama public schools when the activities are
grouped within 6 program domains:
Domain I, Organizational and Administrational Services
Domain II, School Programs and Services
Domain III, Educational and Career Planning Services
Domain IV, Student Assessment Services
Domain V, Classroom Guidance Activities
Domain VI, Professional Development Skills?
11
Table 3
Levels of Agreement for the Importance of the Six
Comprehensive School Counseling Program Domains
______________________________________________________
Domain
Counselor
Principal
n M
SD
n M SD
t
p
______________________________________________________
IMPORTANCE
Sch. Org/Adm.
Prog. & Serv.
Ed. & Car Pl.
Assessment
Class.Guidance
Profess. Dev.
464
465
465
465
465
465
8.7
8.1
13.4
8.4
6.2
5.1
1.83
2.31
4.61
2.23
1.58
1.05
55
55
56
56
56
56
8.5
8.0
12.5
7.9
6.5
5.1
1.92
.60
1.94
.46
5.16 1.35
2.44 1.63
1.54 -1.27
1.50
.35
.55
.65
.18
.10
.21
.72
12
Research Question 4
Are there differences in the levels of agreement
between K-12 professional school counselors and
principals about the existence of CSCP activities
in Alabama public schools when the activities are
grouped within 6 program domains:
Domain I, Organizational and Administration of Services
Domain II, School Programs and Services
Domain III, Educational and Career Planning Services
Domain IV, Student Assessment Services,
Domain V, Classroom Guidance Activities
Domain VI, Professional Development Skills
13
Table 3 (continued).
Levels of Agreement for the Existence of the Six
Comprehensive School Counseling Program Domains
_________________________________________________________
Domain
Counselor
n
M
SD
Principal
n M
SD
t
p
__________________________________________________________
EXISTENCE
Sch. Org/Adm.
Prog. & Ser.
Ed. Car. Plan.
Assessment
Class. Guidance
Profess. Dev.
465
465
465
465
465
465
8.8
8.9
14.9
8.2
6.2
5.0
2.81
2.83
4.63
2.57
2.26
1.61
56 9.7 3.19 -2.11 .03
56 9.1 3.10 -.55 .59
56 14.8 5.70 1.04 .30
56 8.3 2.64 -.34 .73
56 7.1 3.06 -2.06 .04
56 5.6 1.65 -2.57 .01
14
 Higher proportion of school counselors than
principals reported the “existence” of CSCP
activities in the following 3 domains:
– Domain I: Organization and Administration
of Services
– Domain V: Classroom Guidance Activities
– Domain VI: Professional Development
15
Correlations of Counselors’ and
Principals’ Ratings for the
Importance of and the Existence
of Comprehensive School
Counseling Program Activities
16
Table 4
Correlations of Counselors’ and Principals’ Ratings of the
Importance and Existence of CSCP Activities
________________________________________________________
CPS Item #
CSCP Activity
r
DOMAIN I: SCHOOL ORG/ADMIN. OF SERVICES
.35
1.Counselors plan their counseling program with an advisory committee.
.21
2.Counselors are included in development of the school improvement plan. .20
3.Counselors develop annual program plan.
.35
4.Counselors share classroom guidance plans with administration and staff. .40
5.Counselors complete a yearly program plan based on needs assessment. .38
6.Counselors provide in-service for staff at administrator’s request.
.28
7.Counselors use a yearly calendar to plan classroom visits.
.36
8. Counselors provide referral services to community resources.
.20
17
Table 4 (continued).
Correlations of Counselors’ and Principals’ Ratings of the Importance
and Existence of CSCP Activities
_______________________________________________________________
CPS Item #
CSCP Activity
r
DOMAIN II: SCHOOL PROGRAMS AND SERVICES
9. Counselors routinely make classroom visits to provide developmentally
appropriate activities.
10. Counselors schedule class visits using a planned yearly calendar.
11. Counselors prepare weekly personal/social guidance lessons.
12. Counselors conduct weekly classroom visits to promote academic
skills.
13. Counselors develop peer programs to encourage students to help
others.
14. Counselors routinely talk with students about their academic
needs.
15. Counselors conduct peer mediation programs for students and
faculty.
.43
.17
.48
.49
.38
.38
.30
.41
18
Table 4 (continued).
Correlations of Counselors’ and Principals’ Ratings of the Importance
and Existence of CSCP Activities
_____________________________________________________
CPS Item #
CSCP Activity
DOMAIN III: EDU/CAREER PLANNING SERVICES
16.Counselors provide a career guidance section in the school library.
17.Counselors develop a web page for career information.
18.Counselors provide a career center in the guidance office.
19.Counselors provide yearly career activities.
20.Counselors provide financial aid info. and assistance in completing
forms.
21.Counselors routinely administer career interest inventories.
22.Counselors teach job-seeking skills.
23.Counselors assist students to find job information via internet resources.
24.Counselors provide career oriented field trips.
25.Counselors coordinate speakers who provide career information at school.
26.Counselors guide students in developing long-range career plans.
r
.50
.27
.28
.42
.36
.60
.50
.52
.51
.55
.49
.52
19
Table 4 (continued).
Correlations of Counselors’ and Principals’ Ratings of the
Importance and Existence of CSCP Activities
___________________________________________________
CPS Item #
CSCP Activity
r
DOMAIN IV: STUDENT ASSESSMENT SERVICE
27. Counselors function as school test coordinators.
.48
.30
28. Counselors conduct classroom sessions to explain test scores to
.49
students.
29.Counselors explain test scores to students, teachers, and parents.
.37
30.Counselors conduct diagnostic testing for special education students. .46
31.Counselors represent the principal in special education meetings.
.47
32.Counselors provide test schedules for teacher for school-wide testing. .34
33.Counselors provide information for summer school or tutoring
.44
activities.
20
Table 4 (continued).
Correlations of Counselors’ and Principals’ Ratings of the
Importance and Existence of CSCP Activities
___________________________________________________
CPS Item #
CSCP Activity
r
DOMAIN V: CLASSROOM GUIDANCE ACTIVITIES
.45
34. Counselors teach communication skills.
.48
35. Counselors teach decision-making skills.
.46
36. Counselors promote coping with depression/anxiety.
.41
37. Counselors teach about handling group pressure.
.38
38. Counselors promote abstinence of drug and alcohol.
.44
39. Counselors teach coping skills such as handling anxiety, grief etc.
.40
21
Table 4 (continued).
Correlations of Counselors’ and Principals’ Ratings of the Importance
and Existence of CSCP Activities
_______________________________________________________
CPS Item #
CSCP Activity
r
DOMAIN VI: PROFESSIONAL DEVLOPMENT SKILLS
.33
40. Counselors use good communication skills.
.26
41. Counselors are active members in professional counseling
organizations.
.38
42. Counselors evaluate their counseling programs.
.20
43. Counselors initiate new programs as needed.
.32
44. Counselors meet with other counselors to plan system-wide
.44
programs.
COMPOSITE TOTAL
.56
22
Results of the Pearson r analysis
Moderate positive correlations between
importance and existence ratings
– Some individual CSCP items yielded
low correlations
– Correlations of overall items was
moderate
(r = .56)
(p = .05 level of significance)
23
Chi Square Analysis of the
Ratings of the Importance of and
Existence of each of the 44 CSCP
Activities
24
Table 5.
Comparison of the Percentage of Principals’ and School Counselors’ Affirmative Ratings
of the Importance and Existence of CSCP Activities
________________________________________________________________________
CSCP Activity
Importance
Existence
Principal Counselor 2 Principal Counselor 2
________________________________________________________________________
DOMAIN I: SCHOOL ORGANIZATION/ADMINISTRATION OF SERVICES
Plan program with advisory com
Help develop school improvement plan
Develop annual program plan.
Share classroom guidance plans.
Complete plan based on needs assessment
Provide in-service for staff
Use yearly calendar, plan classroom visits
Provide referral services to community
77%
91%
89%
91%
94%
85%
93%
94%
57%
92%
92%
85%
87%
90%
92%
98%
3.33
0.03
0.55
2.27
2.47
1.58
0.09
3.37
46%
83%
70%
79%
71%
72%
74%
85%
51% 0.64
86% 1.80
88% 12.91*
81% 0.65
72% 0.03
86% 7.82*
86% 6.96*
96% 13.78*
Table 5 (continued)
Comparison of the Percentage of Principals’ and School Counselors’ Affirmative Ratings
of the Importance and Existence of CSCP Activities
________________________________________________________________________
CSCP Activity
Importance
Existence
Principal Counselor 2 Principal Counselor 2
________________________________________________________________________
DOMAIN II: SCHOOL PROGRAMS AND SERVICES
Classroom visits, dev. appropriate activity
Class visits with teachers using calendar
Weekly personal/social guidance lessons
Weekly classroom visits, academic skills
Peer programs, encourage students help
Talk with students about academic needs
Peer mediation programs
94%
94%
75%
68%
80%
94%
73%
92%
84%
70%
60%
87%
96%
63%
0.28
3.97*
1.25
1.51
0.26
0.45
2.10
80%
72%
52%
42%
48%
87%
44%
86%
75%
54%
41%
50%
94%
37%
3.42
1.83
0.14
0.01
0.06
2.47
0.89
Table 5 (continued)
Comparison of the Percentage of Principals’ and School Counselors’ Affirmative Ratings
of the Importance and Existence of CSCP Activities
________________________________________________________________________
CSCP Activity
Importance
Existence
Principal Counselor 2 Principal Counselor 2
________________________________________________________________________
DOMAIN III: EDU/CAREER PLANNING SERVICES
Provide career guidance section in library
Develop a web page for career info.
Provide career center in guidance office
Provide yearly career activities.
Provide financial aid info., assist w forms
Routinely administer career interest tests
Teach job-seeking skills.
Assist students find job info. via internet
Provide career oriented field trips.
Coordinate speakers with career info.
Help students develop long-range plans
88%
49%
81%
73%
77%
71%
70%
58%
71%
78%
82%
62%
37%
66%
88%
62%
73%
64%
58%
61%
82%
81%
23.01*
2.83
4.81*
8.93*
3.95*
0.03
0.75
0.00
2.11
0.38
0.02
66%
11%
49%
63%
73%
58%
42%
34%
63%
67%
70%
42%
10%
50%
82%
50%
63%
52%
40%
44%
73%
73%
11.62*
0.11
0.08
10.65*
11.35*
0.80
1.97
0.69
6.14*
1.94
0.48
Table 5 (continued)
Comparison of the Percentage of Principals’ and School Counselors’ Affirmative Ratings
of the Importance and Existence of CSCP Activities
________________________________________________________________________
CSCP Activity
Importance
Existence
Principal Counselor 2 Principal Counselor 2
________________________________________________________________________
DOMAIN IV: STUDENT ASSESSMENT SERVICE
Function as school test coordinators
Conduct classes to explain test scores
Explain to students, teachers, parents
Diagnostic testing for SPED students
Represent principal in SPED meetings
Provide teachers with test schedules
Information for summer school/tutoring
81%
83%
92%
51%
75%
85%
91%
82%
80%
93%
33%
54%
85%
85%
0.03
0.33
0.05
6.78*
8.87*
0.00
1.41
83%
71%
86%
43%
72%
80%
74%
94%
64%
87%
27%
60%
92%
83%
8.49*
1.73
0.06
6.04*
2.83
4.11*
3.44
Table 5 (continued)
Comparison of the Percentage of Principals’ and School Counselors’ Affirmative Ratings
of the Importance and Existence of CSCP Activities
________________________________________________________________________
CSCP Activity
Importance
Existence
Principal Counselor 2 Principal Counselor 2
________________________________________________________________________
DOMAIN V: CLASSROOM GUIDANCE ACTIVITIES
Counselors teach communication skills
Counselors teach decision-making skills
Promote coping with depression/anxiety
Teach how to handle group pressure
Promote abstinence of drug and alcohol
Teach coping skills
89%
89%
89%
89%
95%
93%
87%
93%
93%
96%
96%
94%
0.22
0.89
1.06
3.25
0.11
0.22
65%
69%
75%
75%
77%
73%
80% 6.83*
88% 13.43*
87% 4.44
89% 8.85*
91% 11.77*
89% 11.69*
Table 5 (continued)
Comparison of the Percentage of Principals’ and School Counselors’ Affirmative Ratings
of the Importance and Existence of CSCP Activities
________________________________________________________________________
CSCP Activity
Importance
Existence
Principal Counselor 2 Principal Counselor 2
________________________________________________________________________
DOMAIN VI: PROFESSIONAL DEVLOPMENT
Use good communication skills
Active in professional counseling org.
Evaluate their counseling programs
Initiate new programs as needed
Jointly plan system-wide programs
965
90%
96%
89%
86%
99%
93%
97%
95%
88%
3.41
0.69
0.03
3.99
0.17
87%
78%
92%
80%
77%
98% 25.53*
88% 4.19
95% 4.71
94% 15.15*
77% 0.01
Differences in Ratings of Importance
Domain II (Programs & Services)
– Greater percentage of principals (94%)
reported that counselors should schedule
classroom visits with teachers using a yearly
calendar [counselors (84%)].
Domain III (Education/Career Planning)
– Greater proportion of principals (88%)
reported counselors should provide a career
guidance section in library [counselors (66%)].
31
Differences in Ratings of Importance
Domain III (Education/Career Planning)
– Greater percentage of principals (81%)
reported that counselors should provide a
career center in guidance office [counselors
(66%)].
– Greater percentage of counselors (88%)
reported that counselors should provide yearly
career activities [principals (73%)].
– Greater percentage of principals (77%)
reported that school counselors should provide
financial aid information & assistance with
students’ forms [counselors (62%)].
32
Differences in Ratings of Importance
Domain IV (Assessment)
– Greater percentage of principals (51%)
reported that counselors should conduct
diagnostic testing of SPED students
[counselors (33%)].
– Greater percentage of principals (75%)
reported that counselors should represent the
principal as the LEA at SPED meetings
[counselors (33%)].
33
Differences in Reported Existence
of CSCP Activities
Domain I (Organization & Administration)
– Greater percentage of counselors (88%) acknowledged
that counselors developed an annual program plan
[principals (70%)].
– Greater percentage of counselors (86%) acknowledged that
counselors provided in-service for staff
[principals (72%)].
– Greater percentage of counselors (86%) acknowledged
that school counselor used yearly calendar to plan
classroom visits with teachers [principals (74%)].
– Greater percentage of counselors (96%) acknowledged
that counselors provided referral services to the
community [principals (85%)].
34
Differences in Reported Existence
of CSCP Activities
Domain III (Education/Career Planning)
– A greater percentage of principals (66%) reported that
counselors provided career guidance section in the library
[counselors (42%)].
– A greater percentage of counselors (82%) reported that
counselors provided yearly career activities
[principals (63%)].
– A greater percentage of principals (73%) reported that
counselors provided financial aid information for students
[counselors (50%)].
– A greater percentage of principals (63%) reported that
counselors provided career-oriented field trips
[counselors (44%)].
35
Differences in Reported Existence
of CSCP Activities
Domain IV (Assessment)
– A greater percentage of counselors (94%)
reported that counselors functioned as school test
coordinators [principals (83%].
– A greater percentage of principals (43%) reported
that counselors conducted diagnostic testing for
SPED students [counselors (27%)].
– A greater percentage of counselors (92%)
reported that counselors provided teachers with
test schedules [principals (80%)].
36
Differences in Reported Existence
of CSCP Activities
Domain V (Classroom Guidance)
– A greater percentage of counselors (80%) reported that
counselors were teaching communication skills
[principals (65%)].
– A greater percentage of counselors (88%) reported that
counselors taught decision-making skills
[principals (69%)].
– A greater percentage of counselors (89%) reported that
counselors taught students how to handle group pressure
[principals (75%)].
– A greater percentage of counselors (91%) reported that
counselors promoted abstinence programs
[principals (77%)].
37
Differences in Reported Existence
of CSCP Activities
Domain V (continued)
– A greater percentage of counselors (89%)
reported that counselors taught coping skills
[principals (73%)].
Domain VI (Professional Development)
– A greater percentage of counselors (98%)
reported that counselors used good
communication skills [principals (87%)].
– A greater percentage of counselors (94%)
reported that counselors initiated new programs
as needed [principals (80%)].
38
Additional Research Interests
Role conflict in implementing CSCP
activities in public schools
Non-guidance activities assigned to
professional school counselors
Other (extra-curricular) duties assigned to
professional school counselors
Teaching regular classes
Improvement for Comprehensive School
Counseling Programs
39
Table 5
Frequency of School Counselors and Principals
who Reported the Presence of Additional
Concerns for Counselors/Counseling Program
___________________________________________
Additional Concerns
Counselorsa Principalsb
f
%
f
%
___________________________________________
Role Conflict
Non-guidance Activities
Extra - Curricular Duties
Regular Classes
Needs Improvement
aNumber
311
246
101
14
266
67
53
30
4
78
21
5
0
0
18
38
9
0
0
36
of counselors = 465. bNumber of principals = 56
40
Examples of Duties/Activities
Principals Assigned School Counselors








Clerical tasks and data entry
School-wide test coordinators
Maintenance of grades/records
Substitute teaching; substituting for principal while
principal attends meetings
Registration and scheduling of all students
Discipline of students
Special education activities; planning and attending IEP
meetings; occupational diploma portfolio evaluations
Special education testing; representing principals as LEA
at IEP meetings
41
Implications
 Possibly, school counselors and principals:
– View CSCP activities differently
– Collaboration for the counseling program is needed
 Possible, principals assign (inappropriate) duties
 Possibly, some CSCP activities existed, but
principals were not aware of the activities
– Better communications between counselors and
principals needed
– Some CSCP activities may not have obvious impact
on students
42
To Promote Agreement Between
School Counselors and Principals
Replicate the study
– Use sample from all levels; more principals
– Delete any CPS items not applicable to all
school levels
Conduct a qualitative study
– In-depth understanding of school counselors’
role conflict
– Actual activities/duties counselors conduct
43
To Promote Agreement Between
School Counselors and Principals
Provide professional development activities
– Encourage activities based on state/national
models and program activities
Address different expectations
– Collaboration for school counseling program
planning
Address evaluation
– Classroom guidance activities to promote
personal/social skills of students
– Pre/post test for each activity in classroom
44
To Promote Agreement Between
School Counselors and Principals
Address career development activities
– Utilize career center for all levels
– Build a consensus for utilizing web sites for
career activities
– Individual schools decide where to locate career
center
Address inappropriate roles
– diagnostic testing for SPED students
– LEA for principals
– school-wide test coordinator
45
“History shows that unless the role of a
school counselor is clearly established, the
whims of the times can threaten the very
existence of counselor positions. We can
point to some pockets of excellence, where
school counselors have created exemplary
programs and implemented successful
counselor interventions. We talk about
them with pride. On the other hand, there
are school counselors who need help in
defining, clarifying and advocating their
role and function” (Myrick, ASCA, 2003,
pp. 6-7).
46