School Counselors’ Lived Experiences of Support Received During the RAMP Designation Process: An Interpretative Phenomenological Analysis

Abstract

The American School Counselor Association’s Recognized ASCA Model Program (RAMP) designation identifies exemplary comprehensive school counseling programs. Leadership stakeholders often support school counselors in RAMP achievement. This qualitative, interpretative phenomenological analysis explored the lived experiences of seven school counselors regarding support received during the RAMP-seeking process. The findings from this research reveal four emergent themes regarding school counselors’ lived support experiences. This article indicates implications for leadership stakeholders and recommendations for future research.

Keywords

school counseling comprehensive school counseling programs Recognized ASCA Model Program interpretative phenomenological analysis

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