School counseling programs must provide counselors-in-training with effective and
multifaceted leadership skill-building opportunities (Brott, 2006; DeVoss &
Andrews, 2006; Dollarhide, Gibson, & Saginak, 2008; Kaffenberger &
Murphy, 2007). The Girls’ Leadership Experience Camp (GLEC) was created by the
authors to enhance the leadership abilities of local girls while providing a
training ground for future school counselors to develop their own leadership
abilities. The camp participants included 16 rising sixth-grade girls who were
potential first-generation college students and were identified by school
personnel as possible leaders. The training experiences were framed using the
core qualities and components of the ASCA National Model® (American
School Counselor Association, 2005). This article describes the processes and
outcomes related to leadership training of future school counselors via the
GLEC.
Get full access to this article
View all access options for this article.
References
1.
American School Counselor
Association. (2005). The ASCA national model:
A framework for school counseling programs (2nd ed.).
Alexandria, VA:
Author.
2.
AndersonK., & ChoateL. H. (2008).
Beyond the crossroads: A cognitive-behavioral model to
promote adolescent girls self-esteem. In
ChoateL. H. (Ed.), Girls’ and women's
wellness (pp. 89–116).
Alexandria, VA: American
Counseling Association.
3.
ArtzS. (2004).
Revisiting the moral domain: Using social independence theory
to understand adolescent girls’ perspectives on the use of
violence. In MorettiM., OdgerC.L., &
JacksonM. A. (Eds.), Girls and
aggression: Contributing factors and intervention principles (pp.
101–113). New
York: Kluwer
Academic/Plenum.
4.
Association of Experiential
Education. (2008). Home page. Retrieved October 5,
2009, from http://www.aee.org
5.
BergB. L. (2006).
Qualitative research methods for the social sciences.Boston:
Pearson.
6.
BrackenB. A. (1992).
Multidimensional Self-Concept Scale.Austin, TX:
Pro-Ed.
7.
BrottP. (2006).
Counseling education accountability: Training the effective
professional school counselor.Professional School Counseling, 10,
179–188.
8.
BurnsJ. M. (1978).
Leadership.New York: Harper &
Row.
9.
ChoateL. H. (2008). Girls’
and women's wellness.Alexandria, VA: American
Counseling Association.
10.
ChoateL., & CurryJ. R. (2009).
Addressing the sexualization of girls through comprehensive
programs, advocacy, and systemic change: Implications for professional
school counselors.Professional School Counseling, 12,
213–222.
11.
ChomskyN. (2002).
Understanding power: The indispensable Chomsky.New York: New
Press.
12.
ConnerJ. O., &
StrobelK. (2007).
Leadership development: An examination of individual and
programmatic growth.Journal of Adolescent Research, 22,
275–297.
13.
DavisT. (2004). Exploring
school counseling: Professional practices and perspectives.Boston: Houghton
Mifflin.
14.
DeVossJ. A., &
AndrewsM. (2006). School
counselors as educational leaders.Boston: Houghton
Mifflin.
15.
DollarhideC.T. (2003).
School counselors as program leaders: Applying leadership
context to school counseling.Professional School Counseling, 6,
304–309.
16.
DollarhideC. T., GibsonD. M., &
SaginakK. A. (2008).
New counselors’ leadership efforts in school counseling:
Themes from a year-long qualitative study.Professional School Counseling, 11,
262–271.
17.
HeriotK. C., CookR. G., MatthewsC. H., &
SimpsonL. (2007).
Creating active and high-impact learning: Moving out of the
classroom with field-based student consulting projects.Industry and Higher Education, 21,
427–434.
18.
KaffenbergerC., & MurphyS. (2007).
ASCA national model®: The foundation for
supervision of practicum and internship students.Professional School Counseling, 10,
289–296.
19.
KaffenbergerC. J., MurphyS., & BemakF. (2006).
School counseling leadership team: A statewide collaborative
model to transform school counseling.Professional School Counseling, 9,
288–294.
20.
KentE. G. (Director). (2002).
Middle school confessions [Motion picture].
New York: Home Box
Office.
21.
KruegerR. A., &
CaseyM. A. (2008). Focus
groups: A practical guide for applied research.New York:
Sage.
22.
LeCroyC. W., &
DaleyJ. (2001). Empowering
adolescent girls: Examining the present and building for the future with the
Go Grrrls Program.New York: W.W.
Norton.
23.
LewisR., & BorundaR. (2006).
Lived stories: Participatory leadership in school
counseling.Journal of Counseling and Development, 84,
406–413.
24.
National Coalition for Women and
Girls in Education. (2008). Title IX at 35:
Executive summary. Retrieved March 3, 2008, from http://www.ncwe.org/PDF/TitleIXat35.pdf
25.
ReynoldsC. R., &
KamphausR.W. (2004).
Behavioral Assessment System for Children (2nd ed.;
BASC-2). New York:
Pearson.
RowellP. C., &
BenshoffJ. M. (2008).
Using personal growth groups in multicultural counseling
courses to foster students’ ethnic identity development.Counselor Education and Supervision, 48,
2–15.
28.
SchmidtJ. J. (2007).
Counseling in schools: Comprehensive programs of responsive services
for all students (5th ed.). Boston:
Allyn & Bacon.
29.
SeligsonJ. L., HuebnerE. S., &
ValoisR. F. (2003). Brief
Multidimensional Life Satisfaction Scale.Netherlands:
Springer.
StuderJ. R., ObermanA. H., &
WomackR. H. (2006).
Producing evidence to show counseling effectiveness in the
schools.Professional School Counseling, 9,
385–391.
32.
U.S. Department of Labor
(2007, September). Highlights of women's earnings in
2006. (U.S. Bureau of Labor Statistics Report 1000). Retrieved
March 3, 2008, from http://www.bls.gov/cps/cpswom2006.pdf
33.
van LindenJ., & FertmanC. (1998). Youth
leadership: A guide to understanding leadership development in
adolescents.San Francisco:
Jossey-Bass.
34.
ZiffK.K., &
BeamishP.M. (2004).
Teaching a course on the arts and counseling: Experiential
learning in counselor education.Counselor Education and Supervision, 44,
147–159.
