The qualitative study in this article explores critical incidents that may facilitate the support a principal provides for a school counseling program. Through structured interviews, supportive principals are asked to reflect on their prior experiences with school counselors, their educational exposure to school counseling, and their recommendations for school counselors. Results suggest that by demonstrating effective leadership and systemic interactions, school counselors can foster relationships with principals that can help them expand their roles and their programs.
Get full access to this article
View all access options for this article.
References
1.
AmateaE., & ClarkM. A. (2005). Changing schools, changing counselors: A qualitative study of school administrators’ conceptions of the school counselor role.Professional School Counseling, 9, 16–27.
2.
American School Counselor Association. (2005). The ASCA national model: A framework for school counseling programs (2nd ed.). Alexandria, VA:Author.
3.
BanduraA. (2004). Model of causality in social learning theory. In FreemanA., MahoneyM. J., DeVitoP, & MartinD. (Eds.), Cognition and psychotherapy (2nd ed., pp. 25–44). New York:Springer Publishing.
4.
BarretR. L., & SchmidtJ. J. (1986). School counselor certification and supervision: Overlooked professional issues.Counselor Education and Supervision, 26, 50–55.
5.
BealeA. V. (1995). Selecting school counselors: The principal's perspective.School Counselor, 42, 211–218.
6.
BealeA. V., & McCayE. (2001). Selecting school counselors: What administrators should look for in prospective counselors.Clearing House, 74, 257–261.
7.
CormierL. S. (1988). Critical incidents in counselor development: Themes and patterns.Journal of Counseling & Development, 67, 131–132.
8.
DeVossJ. A., & AndrewsM. F. (2006). School counselors as educational leaders.Boston:Lahaska Press.
9.
DollarhideC. T. (2003). School counselors as program leaders: Applying leadership contexts to school counseling.Professional School Counseling, 6, 304–308.
10.
DollarhideC. T., & SaginakK. (2002). School counseling in the secondary school: Comprehensive process and program.Boston:Allyn & Bacon.
11.
FitchT., NewbyE., BallesteroV., & MarshallJ. L. (2001). Future school administrators’ perceptions of the school counselor's role.Counselor Education and Supervision, 41, 89–99.
12.
FukuyamaM. A. (1994). Critical incidents in multicultural counseling supervision: A phenomenological approach to supervision research.Counselor Education & Supervision, 34, 142–152.
13.
FurrS. R., & CarrollJ. J. (2003). Critical incidents in student counselor development.Journal of Counseling & Development, 81, 483–489.
14.
GranelloD. H., & WheatonJ. E. (2004). Online data collection: Strategies for research.Journal of Counseling & Development, 82, 387–393.
15.
HendersonP. (1999). Providing leadership for school counselors to achieve an effective guidance program.NASSP Bulletin, 83(603), 34–39.
16.
HeppnerP. P., KivlighanD. M.Jr., & WampoldB. E. (1999). Research design in counseling (2nd ed.). New York:Brooks/Cole.
17.
KaplanL. S. (1995). Principals versus counselors: Resolving tensions from different practice models.School Counselor, 42, 261–267.
18.
KouzesJ. M., & PosnerB. Z. (1995). The leadership challenge: How to keep getting extraordinary things done in organizations.San Francisco:Jossey-Bass.
19.
MatthesW. A. (1992). Induction of counselors into the profession.School Counselor, 39, 245–250.
20.
MeasorL. (1985). Interviewing: A strategy in qualitative research. In BurgessR. G. (Ed.), Strategies of educational research (pp. 55–77). Philadelphia:Falmer Press, Taylor & Francis.
21.
MeyersP. (2005). Relationships are everything.ASCA School Counselor, 42(5), 10–15.
22.
MurrayB. A. (1995a). Principals: Proponents of high school guidance programs.NASSP Bulletin, 79, 65–68.
23.
MurrayB. A. (1995b). Validating the role of the school counselor.School Counselor, 43, 5–9.
24.
PerusseR., GoodnoughG. E., DoneganJ., & JonesC. (2004). Perceptions of school counselors and school principals about the National Standards for School Counseling Programs and the Transforming School Counseling Initiative.Professional School Counseling, 7, 152–162.
25.
PonecD. L., & BrockB. L. (2000). Relationships among elementary school counselors and principals: A unique bond.Professional School Counseling, 3, 208–217.
26.
RabinowitzF. E., HeppnerP. P., & RoehlkeH. J. (1986). Descriptive study of process and outcome variables of supervision over time.Journal of Counseling Psychology, 33, 292–300.
27.
RemleyT. P., & AlbrightP. L. (1998). Expectations for middle school counselors: Views of students, teachers, principals, and parents.School Counselor, 35, 290–296.
28.
ScottA. E. (2004). Counselor development through critical incidents: A qualitative study of intern experiences during the predoctoral internship.Dissertation Abstracts International, 65, 1681A.
29.
ShoffnerM. F., & WilliamsonR. D. (2000). Engaging preservice school counselors and principals in dialogue and collaboration.Counselor Education and Supervision, 40, 128–141.
30.
SpradleyJ. P. (1979). The ethnographic interview.New York:Holt, Rinehart & Winston.
31.
StoneC. B., & DahirC. A. (2004). School counselor accountability: A MEASURE of student success.Upper Saddle River, NJ:Pearson.
32.
VaughtC. C. (1995). A letter from a middle school counselor to her principal.NASSP Bulletin, 79, 20–23.
33.
ZalaquettC. P. (2005). Principals’ perceptions of elementary school counselors’ role and functions.Professional School Counseling, 8, 451–457.
