One of school counselors' main function is the development and implementation of comprehensive school counseling programs (ASCA, 2012). School counselors must ensure that these comprehensive programs are programmatically orientated by creating them to be achievement-focused, data-driven and accountable. Supervision is essential for the professional development of school counselors and can be effective in helping to maintain and enhance school counselor competency, program development, and accountability. The various forms of ideal supervision for school counselors are described as counseling (clinical) supervision, provided by trained counseling supervisors, administrative supervision, provided by one's school administrator; and developmental or program management supervision, provided by district coordinators. Unfortunately, many school counselors do not receive all three types of supervision. This study surveyed 188 school counselors randomly selected from the American School Counselor Association's (ASCA) emailing list and sought to examine practicing school counselors' perceptions of supervision experiences in schools. Findings from this study revealed the relationship between the frequency of supervision type and programmatic orientation of practicing school counselors, which is the intentional implementation of school counseling program components that are based on data and proactive in nature.
|School:||University of Holy Cross|
|School Location:||United States -- Louisiana|
|Source:||DAI-A 79/07(E), Dissertation Abstracts International|
|Subjects:||School counseling, Educational psychology, Counseling Psychology|
|Keywords:||School counseling programs|
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