Obstacles and Successes in Implementing the ASCA National Model in Schools
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| Title: | Obstacles and Successes in Implementing the ASCA National Model in Schools |
|---|---|
| Language: | English |
| Authors: | Studer, Jeannine R., Diambra, Joel F., Breckner, John A., Heidel, R. Eric |
| Source: | Journal of School Counseling. 2011 9(2). |
| Availability: | Journal of School Counseling. Montana State University, College of Education, Health and Human Development, P.O. Box 172940, Bozeman, MT 59717. Tel: 406-994-4133; Fax: 406-994-1854; e-mail: ehhddean@montana.edu; Web site: http://jsc.montana.edu |
| Peer Reviewed: | Y |
| Page Count: | 26 |
| Publication Date: | 2011 |
| Intended Audience: | Counselors |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Secondary Education Higher Education Primary Education |
| Descriptors: | Counseling Services, School Counseling, School Counselors, Program Implementation, Models, Barriers, Success, Primary Education, Accountability, Counselor Attitudes, Graduate Surveys, Comprehensive Guidance, Elementary Secondary Education, Performance Factors, Counseling Techniques |
| ISSN: | 1554-2998 |
| Abstract: | Researchers surveyed CACREP school counseling program graduates from a southeastern university to explore successes and barriers in implementing a comprehensive, developmental school counseling program. Findings included significant differences across school levels in programmatic change (p less than 0.001) and responsive services (p = 0.041). Furthermore, primary/elementary school counselors were significantly different from middle and high school counselors in conducting more guidance lessons and collecting enumerative data (p less than 0.01). (Contains 3 tables.) |
| Abstractor: | As Provided |
| Number of References: | 23 |
| Entry Date: | 2011 |
| Accession Number: | EJ914272 |
| Database: | ERIC |
| Abstract: | Researchers surveyed CACREP school counseling program graduates from a southeastern university to explore successes and barriers in implementing a comprehensive, developmental school counseling program. Findings included significant differences across school levels in programmatic change (p less than 0.001) and responsive services (p = 0.041). Furthermore, primary/elementary school counselors were significantly different from middle and high school counselors in conducting more guidance lessons and collecting enumerative data (p less than 0.01). (Contains 3 tables.) |
|---|---|
| ISSN: | 1554-2998 |
