Some evidence shows that educational leaders have become more aware and knowledgeable of school counseling programs since the ASCA National Model was released more than 20 years ago. However, such research is based on self-reported perceptions and experiences. This study aimed to develop an inventory to objectively assess the level of knowledge about comprehensive school counseling programs among educational leaders. After developing the Educational Leaders’ Knowledge of School Counseling Inventory (ELKSCI), we collected validity and reliability data among school counseling experts and leaders.
American School Counselor Association. (2019). ASCA National model: A framework for school counseling programs (4th ed.). American School Counselor Association.
ArmstrongS. A.MacDonaldJ. H.StilloS. (2010). School counselors and principals: Different perceptions of relationship, leadership, and training. Journal of School Counseling, 8(15). https://jsc.montana.edu/articles/v8n15.pdf.
6.
BoylandL. G.GeesaR. L.LoweryK. P.QuickM. M.MayesR. D.KimJ.ElamN. P.McdonaldK. M. (2019). Collaborative principal-school counselor preparation: National standards alignment to improve training between principals and school counselors. International Journal of Educational Leadership Preparation, 14(1), 188–205. https://www.icpel.org/uploads/1/5/6/2/15622000/ijelp_volume_14_number_1__spring_2019_pdf
7.
ChandlerJ. W.BurnhamJ. J.RiechelM. E. K.DahirC. A.StoneC. B.OliverD. F.DavisA. P.BledsoeK. G. (2018). Assessing the counseling and non-counseling roles of school counselors. Journal of School Counseling, 16(7), 33. https://jsc.montana.edu/articles/v16n7.pdf
8.
CinottiD.FeirsenR.DahirC. A.KimN. (2022). Leveraging state policy to promote school counselor–principal collaboration. Professional School Counseling, 26(1c), 2156759X2211346. https://doi.org/10.1177/2156759X221134662
DahirC. A.BurnhamJ. J.StoneC. B.CobbN. (2010). Principals as partners: Counselors as collaborators. NASSP Bulletin, 94(4), 286–305. https://doi.org/10.1177/0192636511399899
12.
DahirC. A.GeesaR. L. (2022). Introduction to the special Issue: Creating social capital through school counselor-principal collaboration. Professional School Counseling, 26(1c), 2156759X2211346. https://doi.org/10.1177/2156759X221134660
13.
DeSimoneJ. R.RobertsL. A. (2016). Fostering collaboration between preservice educational leadership and school counseling graduate candidates. Journal of Counselor Preparation and Supervision, 8(2). https://digitalcommons.sacredheart.edu/jcps/vol8/iss2/2/
14.
DeVellisR. F. (2013). Scale development: Theory and applications. Sage.
15.
FanW.YanZ. (2010). Factors affecting response rates of the web survey: A systematic review. Computers in Human Behavior, 26(2), 132–139. https://doi.org/10.1016/j.chb.2009.10.015
16.
FyeH. J.MillerL. G.RaineyJ. S. (2017). Predicting school counselors’ supports and challenges when implementing the ASCA National Model. Professional School Counseling, 21(1), 1–11. https://doi.org/10.1177/2156759X18777671
17.
GeesaR. L.ElamN. P.MayesR. D.McConnellK. R.McDonaldK. M. (2019). School leaders’ perceptions on comprehensive school counseling (CSC) evaluation processes: Adherence and implementation of the American School Counselor Association (ASCA) National Model. Journal of Educational Leadership, Policy and Practice, 4(1). https://sciendo.com/article/10.21307/jelpp-2019-002
18.
GeesaR. L.MayesR. D.LoweryK. P.QuickM. M.BoylandL. G.KimJ.ElamN. P.McDonaldK. M. (2020). Increasing partnerships in educational leadership and school counseling: A framework for collaborative school principal and school counselor preparation and support. International Journal of Leadership in Education, 25(6), 876–899. https://doi.org/10.1080/13603124.2020.1787525
19.
GibsonE. M.ThompsonJ. M.Cook SandiferM. I.Brant-RajahnS. N. (2022). A culturally affirming shared leadership framework. Professional School Counseling, 26(1c), 10. https://doi.org/10.1177/2156759X221134665
GordonJ. M. (2019). Principal perceptions of school counselor roles: The impact of training on state and national models of practice (Publication No. 13815079) [Doctoral dissertation, Trevecca Nazarene University]. ProQuest dissertations and theses global.
22.
GrahamM. A.DesmondK. J.ZinsserE. (2011). State mandated principals’ training-does it make a difference? An examination of principals’ perceptions of the American school counselors association (ASCA) national model, state-specific models of school counseling and the roles of the school counselor. Journal of Counselor Preparation and Supervision, 3(2), 95–109. https://digitalcommons.sacredheart.edu/jcps/vol3/iss2/3
23.
GysbersN. C. (2001). School guidance and counseling in the 21st century: Remember the past into the future. Professional School Counseling, 5(2), 96–105.
24.
GysbersN. C. (2010). School counseling principles: Remembering the past, shaping the future. American School Counselor Association.
25.
GysbersN. C.HendersonP. (2001). Comprehensive guidance and counseling programs: A rich history and a bright future. Professional School Counseling, 4(4), 246–256.
HiltsD.KratsaK.JosephM.KolbertJ. B.CrothersL. M.NiceM. L. (2019). School counselors’ perceptions of barriers to implementing a RAMP-designated school counseling program. Professional School Counseling, 23(1), 1–11. https://doi.org/10.1177/2156759X19882646
28.
HinesE. M.MooreJ. L.,IIIMayesR. D.HarrisP. C.VegaD.RobinsonD. V.GrayC. N.JacksonC. E. (2020). Making student achievement a priority: The role of school counselors in turnaround schools. Urban Education, 55(2), 216–237. https://doi.org/10.1177/0042085916685761
29.
JansonC.MilitelloM.KosineN. (2008). Four views of the professional school counselor-principal relationship: A Q-methodology study. Professional School Counseling, 11(6), 353–361. https://doi.org/10.1177/2156759X0801100601
KirchnerG. L.SetchfieldM. S. (2005). School counselors’ and school principals’ perceptions of the school counselor’s role. Education, 126(1), 10–17.
32.
KruczekT.GeesaR. L.MayesR. D.OdellK. M. (2022). School counselor and administrator perceptions of response to the COVID-19 pandemic. Professional School Counseling, 26(1c), 2156759X221134661. https://doi.org/10.1177/2156759X221134661
33.
LeuwerkeW. C.WalkerJ.ShiQ. (2009). Informing principals: The impact of different types of information on principals’ perceptions of professional school counselors. Professional School Counseling, 12(4), 263–271. https://doi.org/10.1177/2156759X0901200404
34.
LewisT.JonesK. D.MilitelloM.MeisenhelderR. (2022). A clear and consistent focus on students: Principals’ perceptions of the role of school counselors. Journal of School Leadership, 32(1), 3–26. https://doi.org/10.1177/1052684620972067
35.
LoweryK.QuickM.BoylandL.GeesaR. L.MayesR. D. (2018). It wasn’t mentioned and should have been”: Principals’ preparation to support comprehensive school counseling. Journal of Organizational and Educational Leadership, 3(2). Article 3https://digitalcommons.gardner-webb.edu/joel/vol3/iss2/3/
MessickS. (1995). Validity of psychological assessment: Validation of inferences from persons’ responses and performances as scientific inquiry into score meaning. American Psychologist, 50(9), 741–749. https://doi.org/10.1037/0003-066X.50.9.741
38.
MillarM. M.DillmanD. A. (2011). Improving response to web and mixed-mode surveys. Public Opinion Quarterly, 75(2), 249–269. https://doi.org/10.1093/poq/nfr003
OehrtmanJ. P.DollarhideC. T. (2022). Social justice, social capital, and micropolitics: Improving social justice through school counselor–principal collaboration. Professional School Counseling, 26(1c). https://doi.org/10.1177/2156759X221134667.
41.
PérusseR.HaasE.LallyI.MischeS.Storrs-MansfieldC. T. (2009). Preparing future principals to work with school counselors. Journal of Scholarship & Practice, 5(4), 39–48.
42.
PetersonB. J. (2022). Principals’ perception of social emotional learning in high achieving high schools [Doctoral dissertation, Virginia Tech]. VTechWorks. https://vtechworks.lib.vt.edu/handle/10919/109804
43.
RuizM.PetersM. L.SawyerC. (2018). Principals’ and counselors’ lens of the school counselor’s role. Journal of Professional Counseling, 45(1), 1–16. https://doi.org/10.1080/15566382.2019.1569321
44.
ShoffnerM. F.WilliamsonR. D. (2000). Engaging preservice school counselors and principals in dialogue and collaboration. Counselor Education and Supervision, 40(2), 128–140. https://doi.org/10.1002/j.1556-6978.2000.tb01244.x
45.
SomersJ.WheelerL. (2022). A blueprint for collaborative action to build a trauma-informed school: A case study. Professional School Counseling, 26(1c). https://doi.org/10.1177/2156759X221134670.
46.
TromblyC. E.ParzychJ. L.GeneraliM. M.YavuzO. (2022). What’s COVID-19 got to do with it? Implementing the 2020 Connecticut comprehensive school counseling framework. Professional School Counseling, 26(1c). https://doi.org/10.1177/2156759X221134663
UngerD. L.RaineyS.AndersonH. R. (2021). Professional school counselor and principal recognition of appropriate and inappropriate activities. Journal of School Counseling, 19(13). https://jsc.montana.edu/articles/v19n13.pdf
49.
VisserP. S.KrosnickJ. A.MarquetteJ.CurtinM. (1996). Mail surveys for election forecasting? An evaluation of the columbus dispatch poll. Public Opinion Quarterly, 60(2), 181–227. https://doi.org/10.1086/297748
50.
WikoffH. D.WoodS. M. (2022). Enhancing social capital: The role of the school counselor–principal alliance in school counselor advocacy activities for lesbian, gay, bisexual, transgender, and questioning or queer students. Professional School Counseling, 26(1c). https://doi.org/10.1177/2156759X221134666.
51.
WilliamsR. L.WehrmanJ. D. (2010). Collaboration and confidentiality: Not a paradox but an understanding between principals and school counselors. NASSP Bulletin, 94(2), 107–119. https://doi.org/10.1177/01926365103742
YoungA.KaffenbergerC. (2011). The beliefs and practices of school counselors who use data to implement comprehensive school counseling programs. Professional School Counseling, 15(2), 67–76. https://doi.org/10.1177/2156759X11015002
Supplementary Material
Please find the following supplemental material available below.
For Open Access articles published under a Creative Commons License, all supplemental material carries the same license as the article it is associated with.
For non-Open Access articles published, all supplemental material carries a non-exclusive license, and permission requests for re-use of supplemental material or any part of supplemental material shall be sent directly to the copyright owner as specified in the copyright notice associated with the article.
