Continuation of previous order

¶ … Perceptions of Teachers on the Role of the School Guidance Counselor Before and After Implementation of the American School Counseling Association Model (ASCA) K-12

ASCA Model

The purpose of this study is a comparison of teacher perspectives of the role of school guidance counselors before and after implementation of the American School Counseling Association Model (ASCA). Prior to the introduction of this model for counseling, there were no standards available locally, statewide or nationally that examined the efficacy of school guidance counseling programs (USDOE, 2001). The U.S. Department of Education however, has consistently worked to devise tools and methods or paradigms educational institutions and providers can use to measure the progress of students and support systematic improvement of curriculum and learning in and outside of the classroom.

To facilitate exploration of the American School Counseling Association Model, the researcher proposes the use of a qualitative case study to explore the subject. The researcher proposes use of qualitative case study analysis will help the researcher and teachers, administrators and community members at the K-12 level understand the role the ASCA model has had in changing guidance counselors' curriculum. The researcher also predicts this type of study will enable the researcher to reflect on and comment on teacher perceptions at a K-12 school district. The researcher is also interested in exploring the effects of the ASCA model on school guidance counselors perceptions of student behaviors, if any, pre and post implementation. As little research is readily available regarding teacher perceptions of student achievement, the researcher will use the results of this study to help fill the gap that currently exists within educational philosophy centered on guidance counseling and the role it plays in the educational environment.

Questions

To achieve these goals, the primary research questions the research will focus on include:

What is the purpose of the American School Counseling Association Model?

What perceptions did teachers have of school guidance counselors before use of the ASCA model at the K-12 level?

What perceptions do teachers have of school guidance counselors after the inception and implementation of the American School Counseling Association Model?

Secondary to these primary questions, other relevant issues the researcher proposes exploring include (1) how do guidance counselors within the K-12 district feel about the ASCA model? (2) how likely are guidance counselors to administer the model as described by the national standards? (3) do guidance counselors retain any difference of perception in teachers that direct students to guidance counselors for support and lastly, (4) does the ASCA model result in greater success and collaboration between teachers, parents, students, administrators and members of the community.

Discussion of the Issue

Burmaster (2007) notes the American School Counselor Association created a model for school counselors to use as a program in 2003. The model presented and published contained three methods schools have used and, according to Burmaster, implemented with great success. The model itself consists primarily of different levels and components that correlate with each other (Burmaster, 2003). These are identified as follows: (1) foundation, (2) delivery and management systems, (3) accountability (Burmaster, 2007). The "foundation" of the model proposed focuses on providing philosophies and models guidance counselors can use to guide or carry out the ASCA model. The foundation focuses on the academic development of the student along with the career and the social development of students (Burmaster, 2007).

Goals of the program include providing a more complete model for guidance counselors through which they can reach out and assist any and all students, which may prevent failure in the academic setting, and which may become integral to student's success. Delivery systems proposed by the ASCA model include devising a curriculum for school counseling, encouraging students to plan their educational, social and career path individually, and providing support and response to student queries. To oversee student planning guidance counselors are to use a specific curriculum or criteria, which Burmaster (2007) suggests is the "vehicle" through which information can "systematically" be delivered to students and enable growth and achievement (ASCA, 2003).

To succeed, the ASCA must incorporate evaluation into the process of implementation, meaning guidance counselors must work with those involved in the educational process including students, parents, teachers and administrators to assess whether students and counselors are meeting the objectives of the ASCA model and the personal goals and objectives of students. An advantage cited by Burmaster (2007) of the model is its accountability system, which proposes the following: "How are students different as a result of the school counseling program?" (Burmaster, 2007). In essence, the ASCA is demanding that school guidance counselors provide active data that can demonstrate whether the programs they administer are or are not effective for managing student achievement and facilitating favorable outcomes.

A model such as the ASCA may prove systematic and comprehensive, if teachers believe school guidance counselors can use the model to collaborate with students and teachers more effectively (ASCA, 2003). The ASCA notes it is critical that school counseling programs systematically provide "students, teachers, parents, administrators and the overall community" an opportunity to engage students and play a role in their academic and social upbringing (ASCA, 2003; Worzbyt, O'Rourke & Dandeneau, 2003). Until the point in time where the ASCA introduced its model for success, the subject and field of student counseling was poorly researched (Worzbyt, O'Rourke & Dandeneau, 2003).

According to the ASCA, school counseling in years previous did not have a "consistent identity from state to state, district to district, or even school to school" (ASCA, p. 1). The ASCA asks not what it is that counselors do, but instead asks if students differ or realize different outcomes resulting from their interaction with school guidance counselors (ASCA, 2003). The model supposedly enabled schools to incorporate their counseling programs in the academic environment in a manner that would enable school counselors to become integral to the mission and success of the school and students (ASCA, 2003). Also important to the ASCA National Model is the ability of school counselors to "identify and deliver the knowledge and skills all students should acquire" (ASCA, p. 1). To this effect, one must ask, "Are guidance counselor programs that are integrated into the academic mission of schools providing all students access to counseling and identifying and delivering appropriate knowledge and skills students need?" (ASCA, p. 1).

As with anything there are probably disadvantages as much as there are advantages of the program. Any type of change for example, traditionally facilitates and brief period of chaos and confusion unless all goals, objectives and problems are collaboratively expressed, shared and met or solved (Morris, 1961). Because so many people are involved in implementation of the ASCA model, there is a possibility that a consensus may not be reached by all parties interested in implementing this system (ASCA, p. 1).

Worzbyt, O'Rourke & Dandeneau (2003) note a model such as that provided by the ASCA provide school guidance counselors at all levels the ability to interact with students more personally and with a strategic goal in mind. In doing so, they may have a significant impact on the likelihood a student will continue his or her education, or develop behavioral problems leading to "substance abuse and teenage pregnancy" (Worzbyt, O'Rourke & Dandeneau, p. 179). Because teachers are as affected many times by student behavior as other students or parents, teacher play an important role in the educational setting (Slavin & Fashola, 1998). Given this one may naturally conclude their desire to discern whether the ASCA model is strict and focused enough to change the scope of school guidance counseling in a positive manner (Worzbyt, O'Rourke & Dandeneau, 2003; MacGregor, Nelson & Wesch, 1997). This also gives reason for guidance counselors to ascertain their relationships with teachers.

Definition of Terms Proposed

American School Counselor Association Model

School Guidance Counselor

Competency

Student Analysis

Student Achievement

ASCA National Model Framework

School Counseling Programs

Delivery and Management Systems

Student Outcome

Limitations of Study

This study is a qualitative case study approach to exploring the impact of the ASCA in the professional field. As the information gathered is from a small subset of the population as a whole, it is impossible to generalize the results of this study to all schools using the model. The results of the study may however, provide some insight and serve as a pilot study for future research applicable to the school system at the national level. Because the researcher intends to interpret the results of the study, there is also room for bias based on the researchers own experience of the educational setting and the ASCA model. To help prevent bias and provide an objective review of the information collected and gathered, the researcher will rely on previous studies conducted in the field to systematically eliminate any bias one may perceive toward this research.

Literature Review and Research

The literature review and research proposed will concentrate first on the history of guidance counseling and its affects on students and teachers prior to implementation of the ASCA model. Next, the literature will review the processes involved in collecting data and creating a method to guide counselors using a standardized curriculum. The literature review will also provide a history and information on the reasons for developing the ASCA model, and identify the individuals or leaders pioneering this model in the educational context. The researcher expects there will be much research both qualitative and quantitative available for review on the subject of school counseling and the ASCA model. The researcher also predicts however, that relatively little data has been systematically collected on the perceptions of teachers toward guidance counselors using the ASCA model. Thus, the intent of the literature review is primarily a synopsis and explanation of the events leading up to the ASCA implementation, and some review of any recent studies available describing the impact or influence this model has had on education, students, parents, teachers, the curriculum, administrators and the community. The researcher proposes providing a comprehensive overview of the events leading to implementation of the ASCA. For this reason the researcher will not rely on newer text and peer reviewed research alone, but also texts and research dating one, two and three decades previous, as it is important to explore history as well as modern philosophies of education.

The researcher proposes comparing the results of the survey and focus groups to information collected from the research. In doing so the researcher will have an opportunity to provide a philosophy or theory about the efficacy, advantages and disadvantages of the ASCA. The researcher's intentions include filling a gap in current research related to the effects the ASCA model has had on education as a whole, and identify whether improvements may be made in the current system and method.

Methodology

Method

The research method used for this proposed research is a qualitative case study, which utilizes small focused groups to collect information from participants and surveys or interviews to provide further insight into the research question (Strauss & Corbin, 1998).

Analysis and Research Method

The research model adopted for this research is a qualitative case study. Thus, the researcher will explore the advantages and disadvantages of the model provided by the ASCA in depth. The sample proposed for this study will include teachers and guidance counselors in the K-12 school district using the ASCA. This approach is congruent with a number of social researchers who cite the advantages of qualitative case studies in providing a timely "snapshot" of a given topic through a comprehensive analysis of primary and secondary sources (Dennis & Harris, 2002; Neuman, 2003). According to Iorio (2004), a qualitative case study methodology represents a useful means of gaining additional insights into a wide range of topic areas, but there are some fundamental challenges associated with the technique as well that must be taken into account. This author reports that, "The qualitative case study occupies a unique position in the social sciences in that it is defined more by its object of inquiry (the case) than by the particular research methods used to study it. The object can be an individual, a group, an organization, even an entire community, among many other things" (Iorio, 2004, p. 59). In addition, Iorio (2004) reports that an increasing number of qualitative case studies have involved educational research in recent years as well. Just as the area of interest varies from case study to case study, the procedures used to collect the requisite information vary, and the procedures used in the instant study are discussed further below.

Procedures

To collect data, the researcher will create a survey that allows a combination of open and close-ended questions revolving around experiences pre and post implementation. The information collected from focus groups and interviews will then be compared with information gathered from previous research in the field. The researcher will then contact several schools and inform them of the study's purpose and the means by which information is to be gathered. Once the researcher receives approval, the researcher will conduct the focus group sessions and survey over a two-month time frame. The survey will include the following questions:

Are you familiar with the ASCA?

Do you feel the ASCA has impacted the field positively, negatively or neutral.

What are the advantages of using the ASCA?

Do you feel the ASCA disadvantages outweigh the advantages proposed by the study?

Has implementation of the ASCA affected your perceptions of the role guidance counselors have in student education and social achievement?

Has implementation of the ASCA resulted in changing perceptions among guidance counselors toward students?

Are their tools you think necessary to improve further the functionality of the ASCA model?

Have you noticed changes in guidance counselors' approaches and interaction with student, parents, teachers and the community since inception and implementation of the model described?

Research/Results

Once the researcher gathers and collects information from the surveys and focus groups the researcher proposes comparing this research to information collected from previous studies. The researcher will compare data from the case study to identify commonalities and differences among the answers received from teachers and school guidance counselors. This information will then be compared with evidence gathered from the literature review. The researcher will identify the primary advantages and disadvantages of the ASCA, and provide a theory as to whether this model is an acceptable model for the K-12 school district observed. The researcher will also present idea on how to expand this model to explore the effects of ASCA modeling on other school districts at varying levels of education. In doing so, the researcher provides the opportunity for the results of this study to provide the impetus for future research on this subject in the field of education.

Discussion/Conclusion

The discussion of the research proposal will include commentary on the advantages and disadvantages of the ASCA model. It will discuss commonalities and differences in response from teacher to teacher and between counselors and teachers. It is clear from the introduction of the ASCA model that it is critical for guidance counselors, teachers and administers to realize change and the significance or context of change so that positive change results from any system implemented (Brown, 2004).

Most children acquire much of what they know and learn from the world during their earliest years, often between ages 5 through 16 (Brown, 2004; Tarnowski & Brown, 2000), which is one reason the researcher proposes exploring teachers perceptions of counseling programs at the K-12 level. The researcher will also propose discussing how this information affects the field at large. It is the intent of the researcher to then provide a theoretical framework that teachers and other agents involved in education can use to model best practices in education on. As the study continues and the researcher collects more information, the researcher will gain greater insight as to the efficacy and impact of the ASCA model on education.

The goal and hope of the proposed research is to create a blueprint for educators interested in identifying tools to maximize the advantages of the ASCA and better understand how the ASCA influences education and student achievement. The researcher intends to conduct all research over the course of two months. The first half of the month will involve a review of the literature, creation and compilation of the survey questions more fully and data collection. The second half will include the analysis of the information gathered and discussion of the results. The draft of the thesis will be ready at the end of the two-month period, at which point the researcher intends to present this information for review.

Comparing the Perceptions of Teachers on the Role of the School Guidance Counselor Before and After Implementation of the American School Counseling Association Model (ASCA) K-12

Qualitative Case Study

This qualitative case study explores the opinions of teachers at the K-12 level with respect to the role of school guidance counselors before and after implementation of the ASCA. The researcher predicts that teachers will realize a difference in the attitudes of school guidance counselors and some positive change in student outcomes resulting from the implementation of the ASCA program. The reasons for this are varied. Many researchers of note claim that school guidance counselors have made little progress in implementing their initiatives especially given the fact that new educational reforms repeatedly put their needs on the backburner (Dimmitt, 2003).

However, despite this gloom review of the ASCA program, the program itself has caused teachers and other administrators to recognize how relevant the input of school guidance counselors is and can be toward student education. It is vital school educators realize the importance of cooperation and collaboration between school guidance counselors and the parents, teachers and leaders of the community.

While progress may be small, the researcher knows progress will be achieved especially if more emphasis is given the needs of school guidance counselors in contemporary society. School guidance counselors are no longer a mediocre group within the educational system. They are inextricably linked to the successes and failures of new educational protocols, teacher-student relationships, student-community relationships and the overall outcome of students in the traditional and contemporary educational society.

A quality case study is chosen for this research because historically qualitative studies are the norm for sociological observation and educational analysis of a phenomenon or the impact of a phenomenon on a population. In this case the population being observed is the K-12 classroom, the teachers in it and the school guidance counselors directing students. While this study is small in nature and utilizes only a short 20-question survey, the researcher is confident the material gathered for this study will provide the impetus for improvement in the modern educational system. While the researcher acknowledges many counselors feel little progress has been made in the school system since the implementation of the ASCA, the researcher also realizes changes are often slow to come within the educational field. Thus the researcher is confident the teacher's responding to this survey will have mixed feelings, but feel more positively about school guidance counselors resulting from the ASCA program than they felt before.

Part of this is due to the enormous effort school guidance counselors will have to give to prove their commitment to educators and teachers. The very definition of the ASCA program requires teachers work with school guidance counselors to form more collaborative and cooperative actions. While teachers often struggle with local, regional and district agencies over issues including pay or wages, school guidance counselors can find common ground in the fact that they must struggle to find status within schools and to implement their programs which are morally and ethically faced when the federal government consistently changes its attitude and commitment toward schools or educational facilities.

Discussion of Research Results

The results of this study will show that teachers and other educational facility members will have greater respect for the school guidance counselor as the school guidance counselor works diligently to implement the standards initiated by the ASCA (2006). This result will be marginal as there exists much in the way of empirical analysis suggesting there are mixed opinions about the utility or usefulness of the ASCA model for school guidance counselors. These mixed opinions however, according to researchers, has less to do with the school guidance counselors efforts at collaboration and cooperation, and more to do with struggling against constant reform and change of educational policy as dictated primarily by local, state and federal entities.

At this point in time there are "too many hands" in the cookie jar to state the matter casually. Too many people are trying to get their initiatives passed at the same time. The outcome has not been entirely positive for educators or on student outcomes. However, some progress is being made as student guidance counselors are beginning to push harder for greater recognition of necessary programs they attempt to place in schools to help children navigate the complex world they plan to enter on graduation. School guidance counselors are closer to most students in many cases than any other than the parent, although in some cases the school guidance counselor may be closer to the student than parent if the child comes from an abused home.

For this reason, it is critical heads begin to turn and favor the role of the school g guidance counselor. If the school guidance counselor can form effective and collaborative relationships with teachers, than it is likely the programs and reforms they want implemented will improve attitudes among teachers and other administrators. Key to this positive attitude is an understanding of what exactly student guidance counselors do. Dimmitt (2003) notes that prior to the ASCA implementation, many teachers and other administrators did not hold school guidance counselors in high regard. This has changed however, especially as the face of children and the environment they live in has changed. Technological advances, terrorism, gangs and other factors have resulted in school guidance counselors taking on a more sincere and profound role in the success and achievements of students, especially students at risk (Dimmitt, 2003; Bass & Yep, 2005;; La Greca, Perez & Glickman, 2006).

What are the many roles that the school guidance counselor takes on today? There are too many to list. Among the primary or most important roles of the guidance counselor include helping children in K-12 cope during times of trauma, crisis or stress (ASCA, 2006; Bass & Yep, 2005). The school guidance counselor is also responsible for initiating collaborative and cooperative relationships between the counselor and teacher, the student and teacher, the student and parent, the teacher and parent and the student, teacher, guidance counselor and parent to the community. School guidance counselors do not just help students select the right "courses" to take. Often school guidance counselors serve the community by helping at risk youths change direction and follow a path to freedom and personal achievement. When teachers collaborate with the guidance counselor to do this, all students have a greater chance of surviving in the diverse and multi-cultural educational environment that comprises schools in the United States today.

No teacher can doubt the ASCA program has changed the way school guidance counselors approach their jobs. Most guidance counselors hold their job in high regard, as well they should for all the good they do for the community they serve. School guidance counselors in many cases have more impact and influence in the community than do teachers or other educational administrators (Dimmitt, 2003). They are also less likely to be looked on as deviant or as attempting to pass rules or regulations that are not beneficial to all. My moral and ethical standards school guidance counselors must naturally take on a neutral role, but also a role that is supportive of the student's best interests while in the K-12 program.

Previous to implementation of the standards there was little direction for school guidance counselors interested in promoting a safe haven for children at school in a united forum. Fortunately this has changed since the ASCA implemented its new standards.

Any change comes with some concern and far; not all individuals are amenable to change. Change however is vital to the stability and reform of education and the way school guidance counselor's guide and direct children in the K-12 grade levels (La Greca, Perez, & Glickman, 2006). School guidance counselors serve many different functions, many of which require they prove ethical, moral and just, and capable of following the directives of district, local, regional, state and federal agencies (Right on Course, 2007). Bass & Yep (2005) note a school counselor is like any other counselor, and may need to help children cope with change especially if change occurs following a tragedy or sudden trauma as in death of a loved one. When dealing with such private and critical issues the guidance counselor will fair much better by following the new standards established by the ASCA.

Many note school guidance counseling programs are vital and essential to a child's experience at an educational institution, in part because counselors work to provide students with a collaborative and developmentally appropriate resource from grades K-12 (Worzbyt, O'Rourke, & Dandeneau, 2003; ACES-ASCA Committee on the Elementary School Counselor, 1966; Campbell & Dahir, 1997).

Opposition

Despite all the good news many report school counselors are still having a hard time "finding their place" in academic programs and have a hard time placing their ideas and "programs" in schools that must constantly undergo reform and change (Worzbyt, O'Rourke & Dandeneau, 2003: 41). Others note there is very little school counselors have done thus far to make a difference in schools namely because there is little room to change programs in light of constant educational reforms that have caused counselors to fall away from their primary goals which included facilitating the academic achievement and collaboration mentioned previous (Clark & Stone, 200; Green & Keys, 2001; Lenhardt & Young, 2001; Worzbyt, O'Rourke & Dandeneau, 2003). While the ASCA created a mandate that would allow school guidance counselors an opportunity to take part in developing education they deemed so important, little collaboration has occurred to create "meaningful education" according to many (Worzbyt, O'Rourke & Dandeneau, 2003: 41).

For the initiatives of the ASCA to work school guidance counselors must have an opportunity to form partnerships with others including teachers, parents and administrators, and even district, local and government authorities (Worzbyt, O'Rourke & Brunner-Routledge, 2003: 41). There is mixed evidence when it comes to evaluating how many partnerships have really formed between the school and the community, the school guidance counselors and the community, and the community with the school, counselors, teachers, parents and students (Houston, 2001). Much must be done it seems before one may properly evaluate whether the school system is changing for the better by following the initiatives of the ASCA. This survey will help fill the void of information and help clarify the perplexing information that currently surrounds the topic of the effects of the ASCA on teacher's attitudes toward guidance counselors in school.

School guidance counselors argue that teachers would form better partnerships with school guidance counselors if they realized how school guidance counselors could integrate concepts that would bring "relevancy and coherence" to the traditional academic-based curriculum most teachers have adopted today (Worzbyt, O'Rourke, & Dandeneau, 2003: 44).

Limitations

The questions in the survey used have been selected randomly based on the competencies of the ASCA model particular to the school district the research focused on. The questions have been limited to 23 yes or no questions, or close-end questions. This format allows for the maximum participants to partake of the survey in a small time frame so the task and goals of the researcher may be realized.

A larger study would require a survey with a minimum of 50-100 questions and may be initiated following this study based on the acceptance of this study and the results garnered from this study. A larger study will allow for generalization of the material to the public. At present because of the small nature of this study it is impossible to generalize the information gathered to the school districts across the nation. Therefore the information will only be applicable to the schools in question, and schools of similar composition.

The researcher plans to compare the results of this study to empirical literature in the hopes the researcher will find common ground and evidence that will support the reliability of information provided to the public following this study.

Survey

When coming up with a survey to analyze how efficacious the ASCA has been, one must first observe teacher and counselor's attitudes about the success or failure of the ASCA initiatives. Many counselors as shown by the literature review feel the initiative a failure (Dimmitt, 2003). However, there is still question as to whether teachers have observed any changes or whether their attitudes toward collaboration and cooperation have changed since the inception of the ASCA program. Some questions posed by Dimmitt, Carey, Mcgannon et al. (2005) suggest the following should be explored: (1) "what specific interventions are most effective at preventing dropout;" (2) What interventions are most successful at preventing school failure;" (3) "How do data drive approaches compare to results-based school counseling programs on children's successes or failures" (p. 214).