A multidimensional study examines both the dimensions of school counselors’ involvement in school-family-community partnerships and the factors related to their involvement in partnerships. The School Counselor Involvement in Partnerships Survey was revised and its factor structure examined. Principal factor analyses revealed three dimensions of partnership involvement. A national sample of 217 school counselors was drawn from the Common Core of Data, and hierarchical regression analyses indicated that collaborative school climate, school principal expectations, school counselor self-efficacy about partnerships, role perceptions, time constraints, and hours of partnership-related training were associated with school counselor overall involvement in partnerships. Implications for school counselor practice, training, and research are discussed.
Get full access to this article
View all access options for this article.
References
1.
AmateaE. S., & 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.
BanduraA. (1977). Self-efficacy: Toward a unifying theory of behavioral change.Psychological Review, 84, 191–215.
3.
BarnesK. L. (2004). Applying self-efficacy theory to counselor training and supervision: A comparison of two approaches.Counselor Education and Supervision, 44, 56–69.
4.
BetzN. (2004). Contributions of self-efficacy theory to career counseling: A personal perspective.Career Development Quarterly, 52, 340–353.
5.
BrottP. E., & MyersJ. E. (1999). Development of professional school counselor identity: A grounded theory.Professional School Counseling, 2, 339–348.
6.
BryanJ. (2003). An investigation of school counselor involvement in school-family-community partnerships: Exploring the gap between current and prescribed practice.Dissertation Abstracts International, 64(12), 4367A. (UMI No. AAT 3115701)
7.
BryanJ. (2005). Fostering educational resilience and achievement in urban schools through school-family-community partnerships: School counselors’ roles.Professional School Counseling, 8, 219–227.
8.
BryanJ. (2009). Engaging clients, families, and communities as partners in mental health.Journal of Counseling and Development, 87, 507–511.
9.
BryanJ., & HenryL. (2008). Strengths-based partnerships: A school-family-community partnership approach to empowering students.Professional School Counseling, 12, 149–156.
10.
BryanJ. A., & Holcomb-McCoyC. H. (2004). School counselors’ perceptions of their involvement in school-family-community partnerships.Professional School Counseling, 7, 162–171.
11.
BryanJ., & Holcomb-McCoyC. (2007). An examination of school counselor involvement in school-family-community partnerships.Professional School Counseling, 10, 441–454.
12.
Day-VinesN., & TerriquezV. (2008). A strengths-based approach to promoting discipline among African American and Latino students.Professional School Counseling, 12, 170–175.
13.
DohertyW.J., MendenhallT.J., & BergeJ.M. (in press). The families and democracy and citizen health care project.Journal of Marriage and Family Therapy.
14.
Dotson-BlakeK., FosterV., & GressardC. (2009). Ending the silence of the Mexican immigrant voice in public education: Creating culturally inclusive family-school-community partnerships.Professional School Counseling, 12, 230–239.
15.
DotyH. D., & GlickW. H. (1998). Common methods bias: Does common methods variance really bias results?Organizational Research Methods, 1, 374–406.
16.
EpsteinJ. L. (1995). School/family/community partnerships: Caring for the children we share.Phi Delta Kappan, 76, 701–712.
FitchT., NewbyE., BallesteroV., & MarshallJ. L. (2001). Future school administrators’ perceptions of the school counselor's role.Counselor Education and Supervision, 41, 89–99.
19.
FloydF. J., & WidamanK. F. (1995). Factor analysis in the development and refinement of clinical assessment instruments.Psychological Assessment, 7, 286–299.
20.
GorsuchR. L. (1983). Factor analysis (2nd ed.). Hillsdale, NJ: Erlbaum.
21.
GriffinD., & FarrisA. E. (2010). School counselors in collaboration: Finding resources through community asset mapping.Professional School Counseling, 13, 248–256.
22.
GriffinD., & SteenS. (2010). School-family-community partnerships: Applying Epstein's theory of the six types of involvement to school counselor practice.Professional School Counseling, 13, 218–226.
23.
GriffithJ. (2001). Principal leadership of parent involvement.Journal of Educational Administration, 39, 162–186.
24.
HendersonA. T., MappK. L., JohnsonV. R., & DaviesD. (2007). Beyond the bake sale: The essential guide to family-school partnerships.New York, NY: New Press.
25.
Holcomb-McCoyC. (2007). School counseling to close the achievement gap: A social justice framework for success.Thousand Oaks, CA: Corwin Press.
26.
Hoover-DempseyK. V., WalkerJ. M. T., SandlerH. M., WhetselD., GreenC. L., WilkinsA. S., & ClossonK. E. (2005). Why do parents become involved? Research findings and implications.Elementary School Journal, 106, 105–130.
27.
MawhinneyH. B., & SmrekarC. (1996). Institutional constraints to advocacy in collaborative services.Educational Policy, 10, 480–501.
28.
MitchellN. A., & BryanJ. (2007). School-family-community partnerships: Strategies for school counselors working with Caribbean immigrant families.Professional School Counseling, 10, 399–409.
29.
PelcoL. E., & RiesR. R. (1999). Teachers’ attitudes and behaviors toward family-school partnerships: What school psychologists need to know.School Psychology International, 20, 265–277.
30.
PelcoL. E., RiesR. R., JacobsonL., & MelkaS. (2000). Perspectives and practices in family-school partnerships: A national survey of school psychologists.School Psychology Review, 29, 235–250.
31.
PodsakoffP. M., MackenzieS. B., LeeJ., & PodsakoffN. P. (2003). Common method biases in behavioral research: A critical review of the literature and recommended remedies.Journal of Applied Psychology, 88, 879–903.
32.
SandersM. G., & HarveyA. (2002). Beyond the school walls: A case study of principal leadership for school-community collaboration.Teachers College Record, 104, 1345–1368.
33.
SergiovanniT. (2001). The principalship: A reflective practice (5th ed.). San Antonio, TX: Trinity Press.
34.
SmithG.T., & McCarthyD. M. (1995). Methodological considerations in the refinement of clinical assessment instruments.Psychological Assessment, 7, 300–308.
35.
SpectorP. E. (2007). Method variance in organizational research: Truth or urban legend.Organizational Research Methods, 9, 221–232.
36.
TabachnickB. G., & FidellL. S. (2001). Using multivariate statistics (4th ed.). Boston, MA: Allyn and Bacon.
37.
TangM., AddisonK. D., La-Sure-BryantD., NormanR., O'ConnellW., & Stewart-SickingJ. A. (2004). Factors that influence self-efficacy of counseling students: An exploratory study.Counselor Education and Supervision, 44, 70–80.
38.
TrustyJ., MellinE. A., & HerbertJ. T. (2008). Closing achievement gaps: Roles and tasks of elementary school counselors.Elementary School Journal, 108, 408–421.
