The ASCA National School Counseling Research Center: A Brief History and Agenda

By Sabella, Russell A. | Professional School Counseling, June 2006 | Go to article overview

The ASCA National School Counseling Research Center: A Brief History and Agenda


Sabella, Russell A., Professional School Counseling


In this article, the American School Counselor Association National School Counseling Research Center's history, development, and future goals are described.

**********

Accountability is not a new phenomenon; it has been of concern almost from the very beginning of the institutionalization of guidance and counseling in the schools. In addition, the need for and importance of accountability for outcomes has been stressed in every decade since the 1920s (Gysbers & Henderson, 2005). Yet, fulfilling the need for research that helps drive both the important decisions we make and the outcomes of those decisions has been relatively sparse.

As we brought the 20th century to a close and began the new millennium, the outcry for quality research has seemed to be getting louder. For instance, almost 40 years ago, the Association for Counselor Education and Supervision Experimental Designs Committee (1967) admonished counselors for having taken for granted for the past 10-15 years their importance in education in the United States. It described their practices as being based on "faith and theory" rather than on any demonstrated effectiveness (p. vii). In 1983, Stockton and Hulse wrote, "The field of school counseling cannot advance if the profession does not assume responsibility for professional inquiry" (p. 304). Other authors (Everton, Hawley, & Zlotnik, 1985; Troyer, 1986) have written similar comments, such as, "Like their teacher educator colleagues, often they [school counselors] depend on common sense, commitment, and experience to provide them with the basis for professional judgments rather than engage in more formal inquiry as a primary method for making decisions" (Everton et al.). Further, Deck and Cecil (1990) acknowledged that many counselor educators and field supervisors, especially those working with school counselors, have themselves done little research. These same sentiments are clearly being heard throughout the school counseling profession today (American School Counselor Association [ASCA], 2005; Dahir & Stone, 2003; Gysbers & Henderson, 2005; Isaacs, 2003; Johnson & Johnson, 2003; Myrick, 2003), although this time, the profession is moving into action.

The ASCA National Model: A Framework for School Counseling Programs (2005), now in its second edition, continues to clearly call out to all school counselors to use data to drive important decisions and to evaluate those decisions against the level of impact on student success/achievement. This landmark document has paved the way for school counselors to navigate the chaotic landscape of education in more comprehensive, consistent, and systematic ways--a manner unprecedented in our profession's history. The ASCA National Model[R] provides a framework that helps school counselors practice with greater intention and increased clarity.

Although somewhat unanticipated, the emergence and increasing adaptation of the ASCA National Model in our schools also has stirred a new wave of excitement around research, especially outcome research. For instance, the ASCA National Model has empowered counselors and other stakeholders to develop goals and plans instead of only responding to events and issues. Plans incorporate all stakeholders, delineate outcomes, and incorporate resources and time lines. School counseling program plans allow the counselor (and others) to more easily capture results using both quantitative and qualitative data-gathering techniques. Also, as a greater number of school counselors build programs that closely approximate the ASCA National Model, more consistent roles, responsibilities, language, and approaches to working with others means an easier time conducting comparative research. In addition, I believe that the impact of the ASCA National Model--a true collaboration among researchers, practitioners, and everyone in between--has created a momentum for continued progress in doing this work. …

The rest of this article is only available to active members of Questia

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items

Items saved from this article

This article has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this article

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Buy instant access to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited article

The ASCA National School Counseling Research Center: A Brief History and Agenda
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Help
Full screen

matching results for page

    Questia reader help

    How to highlight and cite specific passages

    1. Click or tap the first word you want to select.
    2. Click or tap the last word you want to select, and you’ll see everything in between get selected.
    3. You’ll then get a menu of options like creating a highlight or a citation from that passage of text.

    OK, got it!

    Cited passage

    Style
    Citations are available only to our active members.
    Buy instant access to cite pages or passages in MLA, APA and Chicago citation styles.

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

    1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

    Cited passage

    Thanks for trying Questia!

    Please continue trying out our research tools, but please note, full functionality is available only to our active members.

    Your work will be lost once you leave this Web page.

    Buy instant access to save your work.

    Already a member? Log in now.

    Oops!

    An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.