School counselor

Template:Short description A school counselor is a certified/licensed professional that provides academic, career, college readiness, and social-emotional support for all students. There are school counselor positions within each level of schooling (elementary, middle, high, and college). By developing and following a school counseling program, school counselors are able to provide students of all ages with the appropriate support and guidance needed for overall success.

Purpose

Professional school counselors ideally implement a school counseling program that promotes and enhances student achievement. A framework for appropriate and inappropriate school counselor responsibilities and roles is outlined in the ASCA National Model.

School counselors are employed in elementary, middle, and high schools, in district supervisory settings, in Counselor Education faculty positions (usually with an earned Ph.D. in Counselor Education in the USA or related graduate doctorates abroad), and post-secondary settings doing academic, career, college access/affordability/admission, and social-emotional counseling, consultation, and program coordination. Their work includes a focus on developmental stages of student growth, including the needs, tasks, and student interests related to those stages.

Professional school counselors meet the needs of students in four basic domains: academic development, career development and college access/affordability/admission, and social-emotional development (Dahir & Campbell, 1997; Hatch & Bowers, 2003, 2005; ASCA, 2012). Knowledge, understanding and skill in these domains are developed through classroom instruction, appraisal, consultation, counseling, coordination, and collaboration. For example, in appraisal, school counselors may use a variety of personality and career assessment methods (such as the Self-Directed Search [SDS] or Career Key [based on the Holland Codes]) to help students explore career and college needs and interests.

Schools play a key role in assessment, access to services, and possible referral to appropriate outside support systems. They provide intervention, prevention, and services to support students' academic, career, and post-secondary education as well as social-emotional growth. The role of school counselors is expansive. School counselors address mental health issues, crisis intervention, and advising for course selection. School counselors consult with all stakeholders to support student needs and may also focus on experiential learning, cooperative education, internships, career shadowing, and entrance to specialized high school programs.

Methods

The four main school counseling program interventions include school counseling curriculum classroom lessons and annual academic, career/college access/affordability/admission, and social-emotional planning for every student; and group and individual counseling for some students.

School counselor interventions include individual and group counseling for some students. For example, if a student's behavior is interfering with his or her achievement, the school counselor may observe that student in a class, provide consultation to teachers and other stakeholders to develop (with the student) a plan to address the behavioral Template:Not a typo, and then collaborate to implement and evaluate the plan. They also provide consultation services to family members such as college access/affordability/admission, career development, parenting skills, study skills, child and adolescent development, mental health issues, and help with school-home transitions.

School counselor interventions for all students include annual academic/career/college access/affordability/admission planning K–12 and leading classroom developmental lessons on academic, career/college, and social-emotional topics. The topics of mental health, multiculturalism (Portman, 2009), anti-racism, and school safety are important areas of focus for school counselors. Often school counselors will coordinate outside groups to help with student needs such as academics, or coordinate a program that teaches about child abuse or drugs, through on-stage drama.

School counselors develop, implement, and evaluate school counseling programs that deliver academic, career, college access/affordability/admission, and social-emotional competencies to all students in their schools. For example, the ASCA National Model includes the following four main areas:

• Foundation (Define as of 2019) – a school counseling program mission statement, a vision statement, a beliefs statement, SMART Goals; ASCA Mindsets & Behaviors & ASCA Code of Ethics;
• Delivery System (Deliver as of 2019) – how school counseling core curriculum lessons, planning for every student, and individual and group counseling are delivered in direct and indirect services to students (80% of school counselor time);
• Management System (Manage as of 2019) – calendars; use of data tool; use of time tool; administrator-school counselor agreement; school counseling program advisory council; small group, school counseling core curriculum, and closing the gap action plans; and
• Accountability System (Assess as of 2019) – school counseling program assessment; small group, school counseling core curriculum, and closing-the-gap results reports; and school counselor performance evaluations based on school counselor competencies.

The school counseling program model (ASCA, 2012, 2019) is implemented using key skills from the National Center for Transforming School Counseling's Transforming School Counseling Initiative: Advocacy, Leadership, Teaming and Collaboration, and Systemic Change.

School Counselors are expected to follow a professional code of ethics in many countries. For example, In the US, they are the American School Counselor Association (ASCA) School Counselor Ethical Code, the American Counseling Association (ACA) Code of Ethics, and the National Association for College Admission Counseling (NACAC) Statement of Principles of Good Practice (SPGP).

Role confusion

Some school counselors experience role confusion, given the many tasks they are expected to perform. The demands on the school counselor to be a generalist who performs roles in leadership, advocacy, essential services, and curriculum development can be too much if there is not a clear mission, vision, and comprehensive school counseling program in place. Additionally, some school counselors are stretched too thin to provide mental health support on top of their other duties.

The role of a school counselor is critical and needs to be supported by all stakeholders to ensure equity and access for all students, particularly those with the fewest resources. The roles of school counselors are expanding and changing with time As roles change, school counselors help students prosper in academics, career, post-secondary, and social-emotional domains. School counselors reduce and bridge the inequalities facing students in educational systems.

Types of school counselors

Elementary school counselor

Elementary school counselors provide academic, career, college access, and personal and social competencies and planning to all students, and individual and group counseling for some students and their families to meet the developmental needs of young children K–6. Transitions from pre-school to elementary school and from elementary school to middle school are an important focus for elementary school counselors. Increased emphasis is placed on accountability for helping close achievement and opportunity gaps at the elementary level as more school counseling programs move to evidence-based work with data and specific results.

School counseling programs that deliver specific competencies to all students help to close achievement and opportunity gaps. To facilitate individual and group school counseling interventions, school counselors use developmental, cognitive-behavioral, person-centered (Rogerian) listening and influencing skills, systemic, family, multicultural, narrative, and play therapy theories and techniques. Sink & Stroh (2003) released a research study showing the effectiveness of elementary school counseling programs in Washington state.

Middle school counselor

Middle school counselors provide school counseling curriculum lessons on academic, career, college access, and personal and social competencies, advising and academic/career/college access planning to all students and individual and group counseling for some students and their families to meet the needs of older children/early adolescents in grades 7 and 8.

Middle School College Access curricula have been developed to assist students and their families before reaching high school. To facilitate the school counseling process, school counselors use theories and techniques including developmental, cognitive-behavioral, person-centered (Rogerian) listening and influencing skills, systemic, family, multicultural, narrative, and play therapy. Transitional issues to ensure successful transitions to high school are a key area including career exploration and assessment with seventh and eighth grade students. Sink, Akos, Turnbull, & Mvududu released a study in 2008 confirming the effectiveness of middle school comprehensive school counseling programs in Washington state.

High school counselor

High school counselors provide academic, career, college access, and personal and social competencies with developmental classroom lessons and planning to all students, and individual and group counseling for some students and their families to meet the developmental needs of adolescents (Hatch & Bowers, 2003, 2005, 2012). Emphasis is on college access counseling at the early high school level as more school counseling programs move to evidence-based work with data and specific results that show how school counseling programs help to close achievement, opportunity, and attainment gaps ensuring all students have access to school counseling programs and early college access/affordability/admission activities. The breadth of demands high school counselors face, from educational attainment (high school graduation and some students' preparation for careers and college) to student social and mental health, has led to ambiguous role definition. Summarizing a 2011 national survey of more than 5,330 middle school and high school counselors, researchers argued: "Despite the aspirations of counselors to effectively help students succeed in school and fulfill their dreams, the mission and roles of counselors in the education system must be more clearly defined; schools must create measures of accountability to track their effectiveness; and policymakers and key stakeholders must integrate counselors into reform efforts to maximize their impact in schools across America".

Transitional issues to ensure successful transitions to college, other post-secondary educational options, and careers are a key area. The high school counselor helps students and their families prepare for post-secondary education including college and careers (e.g. college, careers) by engaging students and their families in accessing and evaluating accurate information on what the National Office for School Counselor Advocacy calls the eight essential elements of college and career counseling: (1) College Aspirations, (2) Academic Planning for Career and College Readiness, (3) Enrichment and Extracurricular Engagement, (4) College and Career Exploration and Selection Processes, (5) College and Career Assessments, (6) College Affordability Planning, (7) College and Career Admission Processes, and (8) Transition from High School Graduation to College Enrollment. Some students turn to private college admissions advisors but there is no research evidence that private college admissions advisors have any effectiveness in assisting students attain selective college admissions.

Lapan, Gysbers & Sun showed correlational evidence of the effectiveness of fully implemented school counseling programs on high school students' academic success. Carey et al.'s 2008 study showed specific best practices from high school counselors raising college-going rates within a strong college-going environment in multiple USA-based high schools with large numbers of students of non-dominant cultural identities.

File:Educator eff.jpg

Some school counselors use bibliotherapy, i.e., books and other media, to help students in individual and group counseling and classroom counseling lessons.

Global standing of school counselors

Countries that provide school counseling

Armenia	Australia	Austria	Bahamas	Belgium
Bhutan	Botswana	Brazil	Canada	China
Costa Rica	Croatia	Cyprus	Czech Republic	Denmark
Egypt	Estonia	Finland	France	Gambia
Georgia	Germany	Ghana	Greece	Netherlands
Hong Kong	Iceland	India	Indonesia	Iran
Ireland	Israel	Italy	Japan	Jordan
Latvia	Lebanon	Lithuania	Macau	Malaysia
Malta	Nepal	New Zealand	Nigeria	Norway
Oman	Philippines	Poland	Portugal	Romania
Rwanda	Saudi Arabia	Serbia	Singapore	Slovakia
South Korea	Spain	St. Kitts	Sweden	Switzerland
Syria	Taiwan	Tanzania	Thailand	Trinidad & Tobago
Turkey	Uganda	United Arab Emirates	United Kingdom	United States
Venezuela	Vietnam

A school counselor is an integral part of the education system in countries representing over half of the world's population and in other countries it is emerging as a critical support for elementary, middle, and high school learning, as well as post-secondary options.

Countries vary in how a school counseling program and services are provided based on economics (funding for schools and school counseling programs), social capital (private versus public schools), and school counselor certification and credentialing movements in education departments, professional associations, and local, state/province, and national legislation.

School counseling is established in 62 countries and emerging in another seven. An international scoping project on school-based counseling showed school counseling is mandatory in 39 countries, 32 USA states, one Australian state, three German states, two countries in the United Kingdom, and three provinces in Canada. Some countries within the Americas, Africa, Asia, Europe, and the Pacific Islands lack formal school counseling programs and instead utilize teachers or psychologists to fulfill the school counselor position with an emphasis on career development. Moreover, In some countries, school counseling is provided by school counseling specialists (for example, Botswana, China, Finland, Israel, Malta, Nigeria, Romania, Taiwan, Turkey, United States). In other cases, school counseling is provided by classroom teachers who either have such duties added to their typical teaching load or teach only a limited load that also includes school counseling activities (India, Japan, Mexico, South Korea, Zambia). The IAEVG focuses on career development with some international school counseling articles and conference presentations. Both the IAEVG and the Vanguard of Counsellors promote school counseling internationally.

Canada

The roots of school counseling stemmed from a response to the conditions created by the industrial revolution in the early 1900s. Originally, school counseling was often referred to as vocational guidance, where the goal of the profession was to help individuals find their path in a time where individuals previous ways of making a living had been displaced. As people moved towards industrialized cities, counseling was required to help students navigate these new vocations. With a great discrepancy between the rich and the poor, vocational counseling was initiated to help support disadvantaged students. After World War II, vocational guidance began to shift towards a new movement of counseling, which provided a theoretical backing. As the role of school counselors progressed into the 1960s, 1970s and 1980s there has become more uncertainty as to what the role entails. This role confusion continues into the 21st century, where there is a lack of clear consensus between counselors, other teachers, administration, students and parents on what school counselors should be prioritizing.

China

China has put substantial financial resources into school counseling with strong growth in urban areas but less than 1% of rural students receive it; China does not mandate school counseling.

In China, Thomason & Qiong discussed the main influences on school counseling as Chinese philosophers Confucius and Lao-Tzu, who provided early models of child and adult development who influenced the work of Abraham Maslow and Carl Rogers.

Only 15% of high school students are admitted to college in China, so entrance exams are fiercely competitive. Students entering university graduate at a rate of 99%. Much pressure is put on children and adolescents to study and attend college. This pressure is a central focus of school counseling in China. An additional stressor is that there are not enough places for students to attend college, and over one-third of college graduates cannot find jobs,[19] so career and employment counseling and development are also central in school counseling.

In China, there is a stigma related to social-emotional and mental health issues; therefore, even though most universities and many (urban) primary and secondary schools have school counselors, many students are reluctant to seek counseling for issues such as anxiety and depression. There is no national system of certifying school counselors. Most are trained in Western-developed cognitive methods including REBT, Rogerian, Family Systems, Behavior Modification, and Object Relations. School counselors also recommend Chinese methods such as qigong (deep breathing) and acupuncture, as well as music therapy. Chinese school counselors work within a traditional Chinese worldview of a community and family-based system that lessens the focus on the individual. In Hong Kong, Hui (2000) discussed work moving toward comprehensive school counseling programs and eliminating the older remediation-style model.

Middle school students are a priority for school counseling services in China.

School counseling associations

School counselors around the world are affiliated with various national and regional school counseling associations, and abide by their guidelines. These associations include:

• African Counseling Association (AfCA)
• (AAC-Argentina)
• (APPCPC-Portugal)
• Australian Guidance and Counselling Association (AGCA)
• Hong Kong Association of Guidance Masters and Career Masters (HKAGMCM)
• Cypriot Association of School Guidance Counsellors (OELMEK)
• European Counseling Association (ECA)
• France Ministry of Education
• Hellenic Society of Counselling and Guidance (HESCOG-Greece)
• International Baccalaureate (IB)
• International Society of Psychotherapy and Counselling (ISPC)
• International Vanguard of Counsellors (IVC)
• International Association for Educational and Vocational Guidance (IAEVG)
• (AIOSP)
• (IVSBB)
• (AIOEP)
• Institute of Guidance Counselors (IGC) (Ireland)
• Kenya Association of Professional Counselors (KAPC)
• Department of Education-Malta
• New Zealand Association of Counsellors/ (NZAC)
• Counseling Association of Nigeria (CASSON)
• Philippine Guidance and Counseling Association (PGCA)
• Counseling & Psychotherapy in Scotland (COSCA)
• Singapore Association for Counseling (SAC)
• (FEOP-Spain)
• The Taiwan Guidance and Counseling Association (TGCA)
• Counselling Children and Young People (BACP affiliate, UK)
• British Association for Counselling and Psychotherapy (BACP-UK)
• American Counseling Association (ACA-USA)
• American School Counselor Association (ASCA-USA)
• Center for Excellence in School Counseling and Leadership (CESCaL) (USA)
• Center for School Counseling Outcome Research (CSCOR-USA) Council for the Accreditation of Counseling and Related Educational Programs (CACREP-USA and international)
• National Board for Certified Counselors (NBCC, USA)
• National Office for School Counselor Advocacy (NOSCA) at The College Board (USA)
• National Center for Transforming School Counseling (NCTSC) at The Education Trust (USA)
• Overseas Association of College Admissions Counselors (OACAC an affiliate of National Association of College Admissions Counselors-USA)
• Canadian Counselling and Psychotherapy Association – National School Counsellors Chapter (CPPA)
• Newfoundland and Labrador Counsellors' and Psychologists' Association
• PEI Counselling Association
• British Columbia School Counsellors
• Guidance Council of the Alberta Teachers' Association
• Ontario School Counsellors' Association
• Nova Scotia School Counsellors Association

Education, certification, training, & accreditation

In the United States, a master's degree in counseling, school counseling, or related fields is required to become a school counselor. A few states may require additional training and/or certification to be eligible for employment. However, all public school counselors must receive a state government issued credential in order to practice counseling. Obtaining  certification/licensure requires a master's degree, an internship and/or practicum experience with a licensed school counselor, and completion of either a state or national test. A few states may require counselors to have classroom teaching experience prior to becoming a school counselor.

Those wanting to pursue a career in school counseling should ensure that their university program maintains the appropriate accreditation. In the United States, the largest accreditation body for Counselor Education/School Counseling programs is the Council for the Accreditation of Counseling and Related Educational Programs (CACREP). International Counselor Education programs are accredited through a CACREP affiliate, the International Registry of Counselor Education Programs (IRCEP).

The education of school counselors around the world varies based on the laws and cultures of countries and the historical influences of their educational and credentialing systems and professional identities related to who delivers academic, career, college readiness, and personal/social information, advising, curriculum, and counseling and related services.

Salary, benefits, and expected job growth

In 2021, the median pay for school counselors in the United States was $60,510 annually or $29.09 per hour. But, a school counselor's salary can range anywhere between $37,550 to $98,190 according the most recent report completed by the U.S. Bureau of Labor Statistics.

Most State Education Boards require that school districts offer school counselors health, dental, and vision insurance. Additionally, school counselors can receive retirement plans as well as professional development assistance. Lastly, school counselors enjoy the same vacation time as students, meaning counselors receive time off for each holiday that falls within the school calendar as well as a summer vacation each year.

The U.S. Bureau of Labor Statistics projects the school counselor position to grow 10% between 2021 and 2031; meaning there will be an additional 32,000 job openings within the next 10 years.

Notable school counselors

• Jamaal Bowman, US politician
• Fernando Cabrera, US politician
• Ern Condon, Canadian politician
• Derrick Dalley, Canadian politician
• Susie Sadlowski Garza, US politician
• François Gendron, Canadian politician
• Nellie Shaw Harnar, US historian and educator
• Steve Lindberg, US politician
• Lillian Ortiz-Self, US politician
• Tony Resch, US lacrosse player
• Tom Tillberry, US politician
• Tom Villa, US politician

See also

• Advocacy
• Career counseling
• Career development
• Character education
• Counselor education
• Educational equity
• Educational leadership
• Frank Parsons
• List of counseling topics
• Mental health counseling
• Multicultural education
• Play therapy
• School social worker
• School psychology

Further reading

Evidence- and research-based school counseling articles, books, DVDs

Abilities, disabilities, gifts, talents, and special education in school counseling

• Chen-Hayes, S. F., Ockerman, M. S., & Mason, E. C. M. (2014). 101 solutions for school counselors and leaders in challenging times. Thousand Oaks, CA: Corwin.
• Marshak, L. E., Dandeneau, C. J., Prezant, F. P., & L'Amoreaux, N. A. (2009). The school counselor's guide to helping students with disabilities. San Francisco, CA: Jossey-Bass.
• Trolley, B. C., Haas, H. S., & Patti, D. C. (2009). The school counselor's guide to special education. Thousand Oaks, CA: Corwin Press.

Academic interventions, closing achievement gaps

• Chen-Hayes, S. F., Ockerman, M. S., & Mason, E. C. M. (2014). 101 solutions for school counselors and leaders in challenging times. Thousand Oaks, CA: Corwin.
• Hatch, T. (2014). "The use of data in school counseling: Hatching results for students programs, and the profession." Thousand Oaks, CA: Corwin Press.
• Holcomb-McCoy, C. (2007). School counseling to close the achievement gap: A social justice framework for success. Thousand Oaks, CA: Corwin Press.
• Johnson, R. S. (2002). Using data to close the achievement gap: How to measure equity in our schools. Thousand Oaks, CA: Corwin.
• Schellenberg, R. (2008). The new school counselor: Strategies for universal academic achievement. Lanham, MD: Rowman Littlefield Education.
• Squier, K. L., Nailor, P., & Carey, J. C. (2014). Achieving excellence in school counseling through motivation, self-direction, self-knowledge, and relationships. Thousand Oaks, CA: Corwin.
• Weinbaum, A. T., Allen, D., Blythe, T., Simon, K., Seidel, S., & Rubin, C. (2004). Teaching as inquiry: Asking hard questions to improve student achievement. New York: Teachers College Press.

Accountability; evidence- and data-based school counseling program curricula, evaluation, and practices

• Astramovich, R. L., Hoskins, W. J., & Coker, J. K. (2008). The Accountability Bridge: A model for evaluating school counseling programs. Dubuque, IA: Kendall Hunt.
• Brigman, G., Lemberger, M., & Moor, M. (2012). Striving to evince educational excellence: Measures for Adlerian counselors to demonstrate impact on student achievement and behavior. Journal of Individual Psychology.
• Brigman, G., Villares, E., & Webb, L. (2013). The efficacy of individual psychology approaches for improving student achievement and behavior. Journal of Individual Psychology.
• Chen-Hayes, S. F., Ockerman, M. S., & Mason, E. C. M. (2014). 101 solutions for school counselors and leaders in challenging times. Thousand Oaks, CA: Corwin.
• Dimmitt, C., Carey, J. C., & Hatch, T. (2007). Evidence-based school counseling: Making a difference with data-driven practices. Thousand Oaks, CA: Corwin Press.
• Hatch, T. (2014). "The use of data in school counseling: Hatching results for students programs, and the profession." Thousand Oaks, CA: Corwin Press.
• Mariani, M., Webb, L., Villares, E., & Brigman, G. (2012). Effects of participation in student success skills on pro-social and bullying behavior.
• Stone, C. B., & Dahir, C. A. (2011). School counselor accountability: A MEASURE of student success (3rd ed.). Boston, MA: Pearson.
• Villares, E., Brigman, G., & Maier, A. (2010). Student Success Skills: Building quality worlds and advocating for school counseling programs. International Journal of Choice Theory and Reality Therapy, 1.
• Villares, E., Frain, M., Brigman, G., Webb, L., & Peluso, P. (2012). The impact of Student Success Skills on standardized test scores: A meta-analysis Counseling Outcome Research and Evaluation,doi 2150137811434041
• Young, A., & Kaffenberger, C. (2009). Making data work (2nd ed.) Alexandria, VA: American School Counselor Association.

Advocacy, empowerment, equity, social justice

• Bryan, J., Moore-Thomas, C., Day-Vines, N. L., Holcomb-McCoy, C., & Mitchell, N. (2009). Characteristics of students who receive school counseling services: Implications for practice and research. Journal of School Counseling, 7 .
• Chen-Hayes, S. F., Ockerman, M. S., & Mason, E. C. M. (2014). 101 solutions for school counselors and leaders in challenging times. Thousand Oaks, CA: Corwin.
• Cox, A. A., & Lee, C. C. (2007). Challenging educational inequities: School counselors as agents of social justice. In C. C. Lee, (Ed.)., Counseling for social justice, 2nd ed. (pp. 3–14). Alexandria, VA: American Counseling Association.
• Ockerman, M. S., Mason, E. C. M., & Chen-Hayes, S. F. (2013). School counseling supervision in challenging times: The CAFE supervisor model. Journal of Counselor Preparation and Supervision, 5(2), Article 4. DOI:10.7729/51.0024 http://repository.wcsu.edu/jcps/vol5/iss2/4/
• Studer, J. R. (2005). The professional school counselor: An advocate for students. Belmont, CA: Wadsworth.

ASCA National Model, school counseling programs, closing gaps

• Alberta Education, Special Education Branch (1995). From position to program: Building a comprehensive school guidance and counselling program: Planning and resource guide. Edmonton, Alberta, Canada: Author.
• American School Counselor Association/Hatch, T. & Bowers, J. (2012). The ASCA National Model: A framework for school counseling programs, (3rd ed.) Alexandria, VA: Author.
• Campbell, C. A., & Dahir, C. A. (1997). Sharing the vision: The national standards for school counseling programs. Alexandria, VA: American School Counselor Association.
• Chen-Hayes, S. F., Ockerman, M. S., & Mason, E. C. M. (2014). 101 solutions for school counselors and leaders in challenging times. Thousand Oaks, CA: Corwin.
• De Leon, Angela P., 2011. "A Model Prekindergarten through 4th Year of College (P-16) Individual Graduation Plan Proposal." Applied Research Projects, Texas State University-San Marcos. http://ecommons.txstate.edu/arp/364
• Fezler, B., & Brown, C. (2011). The international model for school counseling programs. Pembroke Pines, FL: Association of American Schools in South America (AASSA). https://www.aassa.com/uploaded/Educational_Research/US_Department_of_State/Counseling_Standards/International_Counseling_Model_Handbook.pdf
• Hatch, T. (2008). Professional challenges in school counseling: Organizational, institutional and political. Journal of School Counseling, 6(22). Retrieved from [1].
• Hatch, T. (2014). The use of data in school counseling: Hatching results for students, programs and the professions. Thousand Oaks, CA: Corwin Press.
• Hatch, T., & Bowers, J. (2003, 2005, 2012). The ASCA National Model: A framework for school counseling programs. Alexandria, VA: American School Counselor Association.
• Lapan, R. T. (2001). Results-based comprehensive guidance and counseling programs: A framework for planning and evaluation. Professional School Counseling, 4 .
• Lee, V. V., & Goodnough, G. E. (2011). Systemic, data-driven school counseling practice and programming for equity. In B. T. Erford, (Ed.)., "Transforming the school counseling profession." (pp. 129–153). Boston: Pearson.
• Nova Scotia Department of Education. (2002). Comprehensive guidance and counselling program. Halifax, Nova Scotia, Canada: Author.
• Schwallie-Giddis, P., ter Maat, M., & Pak, M. (2003). Initiating leadership by introducing and implementing the ASCA National Model. Professional School Counseling, 6 170-17 .

Bilingual school counseling

• Bruhn, R. A., Irby, B. J., Lou, M., Thweatt, W. T. III, & Lara-Alecio, R. (2005). A model for training bilingual school counselors. In J. Tinajero and V. Gonzales (Eds.), Review of research and practice, (pp. 145–161). Mahwah, NJ: Erlbaum.
• Chen-Hayes, S. F., Ockerman, M. S., & Mason, E. C. M. (2014). 101 solutions for school counselors and leaders in challenging times. Thousand Oaks, CA: Corwin.

Career and college access/admission/readiness; closing opportunity/attainment gaps

• Chen-Hayes, S. F., Ockerman, M. S., & Mason, E. C. M. (2014). 101 solutions for school counselors and leaders in challenging times. Thousand Oaks, CA: Corwin.
• Chen-Hayes, S. F., Saud Maxwell, K., & Bailey, D. F. (2009). Equity-based school counseling: Ensuring career and college readiness for every student. DVD. Hanover, MA: Microtraining Associates.
• The College Board. (2008). Inspiration & innovation: Ten effective counseling practices from the College Board's Inspiration Award schools. Washington, D.C.: Author.
• The College Board. (2010). The college counseling sourcebook: Advice and strategies from experienced school counselors. (7th ed.). Washington, DC: Author.
• De Leon, Angela P., 2011. A Model Prekindergarten Through 4th Year of College (P-16) Individual Graduation Plan Proposal. Applied Research Projects, Texas State University-San Marcos. http://ecommons.txstate.edu/arp/364
• Fallon, M. A. C. (2011). Enrollment management's sleeping giant: The net price calculator mandate. Journal of College Admissions, Spring, 6–13.
• Fitzpatrick, C., & Costantini, K. (2011). Counseling 21st Century students for optimal college and career readiness: A 9th-12th grade curriculum. New York, NY: Routledge.
• Hatch, T., & Bardwell, R. (2012). School counselors using data. In National Association for College Admission Counseling (Ed.), NACAC's Fundamentals of College Admission Counseling (3rd ed.). Arlington, VA: Counseling.
• Hatch, T. (2012). School counselors: Creating a college-going culture in K-12 schools. In National Association for College Admission Counseling (Ed.), NACAC's Fundamentals of College Admission Counseling (3rd ed.). Arlington, VA: National Association for College Admission Counseling.
• Horn, L., & Berktold, J. (1999). Students with disabilities in postsecondary education: A profile of preparation, participation, and outcomes. (National Center for Education Statistics No. 187). Washington, D. C.: United States Department of Education.
• Hossler, D., Schmidt, J., & Vesper, N. (1998). Going to college: How social, economic, and educational factors influence the decisions students make. Baltimore: Johns Hopkins University Press.
• National Association of College Admission Counseling. (2008). Fundamentals of college admission counseling (2d ed.). Dubuque, IA: Kendall-Hunt.

Caseloads, collaboration, resources, schedule changes, school counselor/student ratios

• Chen-Hayes, S. F., Ockerman, M. S., & Mason, E. C. M. (2014). 101 solutions for school counselors and leaders in challenging times. Thousand Oaks, CA: Corwin.

Counseling theories in schools

• Henderson, D. A. & Thompson, C. L. (2010). Counseling children. New York: Brooks/Cole/Cengage.
• Perusse, R., and Goodnough, G. E., (Eds.). (2004). Leadership, advocacy, and direct service strategies for professional school counselors. Belmont, CA: Brooks/Cole/Cengage.
• Sklare, G. B. (2014). Brief counseling that works: A solution-focused therapy approach for school counselors and other mental health professionals (3rd ed). Thousand Oaks, CA: Corwin Press.
• Winslade, J. M., & Monk G. D. (2007). Narrative counseling in schools: Powerful and brief (2nd ed.). Thousand Oaks, CA: Corwin Press.

Credentialing exams for school counselors

• Schellenberg, R. (2012). The school counselor’s study guide for credentialing exams. New York: Routledge.

Cultural competence, ethnic/racial identity development in schools

• Chen-Hayes, S. F., Ockerman, M. S., & Mason, E. C. M. (2014). 101 solutions for school counselors and leaders in challenging times. Thousand Oaks, CA: Corwin.
• Holcomb-McCoy, C. & Chen-Hayes, S. F. (2011). Culturally competent school counselors: Affirming diversity by challenging oppression. In B. T. Erford, (Ed). Transforming the school counseling profession. (3rd ed). (pp. 90–109). Boston: Pearson.

Counseling core curriculum, lesson plans, classroom management

• Fitzpatrick, C., & Costantini, K. (2011). Counseling 21st Century students for optimal college and career readiness: A 9th-12th grade curriculum. New York, NY: Routledge.
• Goodnough, G. E., Perusse, R., & Erford, B. T. (2011). Developmental classroom guidance. In B. T. Erford, (Ed.)., Transforming the school counseling profession (3rd ed.). (pp. 154–177). Boston: Pearson.
• Perusse, R., & Goodnough, G. E., (Eds.). (2004). Leadership, advocacy, and direct service strategies for professional school counselors. Belmont, CA: Brooks/Cole.
• Villares, E., Brigman, G., & Maier, A. (2010). Student Success Skills: Building quality worlds and advocating for school counseling programs. International Journal of Choice Theory and Reality Therapy, 1.
• Villares, E., Frain, M., Brigman, G., Webb, L., & Peluso, P. (2012). The impact of Student Success Skills on standardized test scores: A meta-analysis Counseling Outcome Research and Evaluation,doi 2150137811434041

Ethics and law in school counseling

• Stone, C. B. (2005). School counseling principles: Ethics and law. Alexandria, VA: American School Counselor Association.

Gay, lesbian, bisexual, transgender school counseling

• Chen-Hayes, S. F. (2012). Counseling and advocacy with a gay father, a straight mom, and a transgender adolescent. In S. H. Dworkin & M. Pope, (Eds.)., Casebook for counseling lesbian, gay, bisexual, and transgender persons and their families (pp. 45–52). Alexandria, VA: American Counseling Association.
• Chen-Hayes, S. F., & Haley-Banez, L. (2000). Lesbian, bisexual, gay, and transgendered counseling in schools and families (1, 2). DVDs. Hanover, MA: Microtraining Associates.
• Chen-Hayes, S. F., Ockerman, M. S., & Mason, E. C. M. (2014). 101 solutions for school counselors and leaders in challenging times. Thousand Oaks, CA: Corwin.
• Fisher, E. S., & Komosa-Hawkins, K., (Eds.). (2013). Creating safe and supportive learning environments: A guide for working with lesbian, gay, bisexual, transgender, and questioning youth and families. New York: Routledge.
• Ryan, C., & Chen-Hayes, S. F. (2013). Educating and empowering families of lesbian, gay, bisexual, transgender, and questioning students. In E. S. Fisher & K. Komosa-Hawkins, (Eds.)., Creating safe and supportive learning environments: A guide for working with lesbian, gay, bisexual, transgender, and questioning youth and families (pp. 209–229). New York: Routledge.
• Smith, S. D., & Chen-Hayes, S. F. (2004). Leadership and advocacy strategies for lesbian, bisexual, gay, transgendered, and questioning (LBGTQ) students: Academic, career, and interpersonal success. In R. Perusse and G. E. Goodnough (Eds.), Leadership, advocacy, and direct service strategies for professional school counselors (pp. 187–221). Belmont, CA: Brooks/Cole/Cengage.

Group counseling in schools

• Brigman, G., & Early, B. (2001). Group counseling for school counselors: A practical guide. Portland, ME: Walch.

International school counseling

• Aluede, O. O., Adomeh, I. O. C., & Afen-Akpaida, J. E. (2004). Some thoughts about the future of guidance and counseling in Nigeria. Education Winter, 2004.
• Erhard, R., & Harel, Y. (2005). International Journal for the Advancement of Counseling, 27 87–98.
• Harris, B. (2013). International school-based counselling scoping report. https://www.bacp.co.uk/media/2050/counselling-minded-international-school-based-counselling-harris.pdf
• Hosenshil, T. H., Amundson, N. E., & Niles, S. G. (2013). Counseling around the world: An international handbook. Alexandria, VA: American Counseling Association.
• Fezler, B., & Brown, C. (2011). The international model for school counseling programs. Pembroke Pines, FL: Association of American Schools in South America (AASSA). https://www.aassa.com/uploaded/Educational_Research/US_Department_of_State/Counseling_Standards/International_Counseling_Model_Handbook.pdf
• Jiang, G. R. (2007). The development of school counseling in the Chinese mainland. Journal of Basic Education, 14" 65–82.
• Lee, S. M., Oh, I., & Suh, S. (2007). Comparison study of Korean and

American school counseling for developing a Korean school counseling model. Korean Journal of Counseling Psychology, 19, 539–567.

• Thomason, T. C., & Qiong, X. (2007). School counseling in China Today. Journal of School Counseling, Downloaded from [2] June 19, 2009.

Leadership, systemic change, principal perceptions of school counseling

• Chen-Hayes, S. F., Miller, E. M., Bailey, D. F., Getch, Y. Q., & Erford, B. T. (2011). Leadership and achievement advocacy for every student. In B. T. Erford, (Ed)., Transforming the school counseling profession (3rd ed.) (pp. 110–128). Boston, MA: Pearson.
• Chen-Hayes, S. F., Ockerman, M. S., & Mason, E. C. M. (2014). 101 solutions for school counselors and leaders in challenging times. Thousand Oaks, CA: Corwin.
• Devoss, J. A., & Andrews, M. F. (2006). School counselors as educational leaders. Boston, MA: Houghton-Mifflin.
• Johnson, J., Rochkind, J., Ott, A., & DuPont, S. (2010). Can I get a little advice here? How an overstretched high school guidance system is undermining students' college aspirations. San Francisco: Public Agenda.
• Reynolds, S. E., & Hines, P. L. (2001). Guiding all kids: Systemic guidance for achievement in schools. (2nd ed.). Bloomington, IN: American Student Achievement Institute.
• Reynolds, S. E., & Hines, P. L. (2001). Vision-to-action: A step-by-step activity guide for systemic educational reform. (6th ed.). Bloomington, IN: American Student Achievement Institute.

Outcome research in school counseling

• Brooks-McNamara, V., & Torres, D. (2008). The reflective school counselor's guide to practitioner research: Skills and strategies for successful inquiry. Thousand Oaks, CA: Corwin Press.
• Lapan, R. T., Whitcomb, S. A., & Aleman, N. M. (2012). Connecticut professional school counselors: College and career counseling services and smaller ratios benefit students. " Professional School Counseling 16," 117–124.

Personal/social interventions: abuse, addictions, anxiety, bullying, conflict, obesity, peer mediation, self-mutilation, violence

• Carney, J. V. (2008). Perceptions of bullying and associate trauma during adolescence. Professional School Counseling, 11, 179–188.
• Chen-Hayes, S. F., Ockerman, M. S., & Mason, E. C. M. (2014). 101 solutions for school counselors and leaders in challenging times. Thousand Oaks, CA: Corwin.
• Curtis, R., Van Horne, J. W., Robertson, P., & Karvonen, M. (2010). Outcomes of a school-wide positive behavioral support program. Professional School Counseling, 13 159–164.
• Walley, C. T., & Grothaus, T. (2013). A qualitative examination of school counselors’ training to recognize and respond to adolescent mental health issues Journal of School Counseling 11(11). Retrieved from [3]

School-family-community partnerships; parenting interventions for academic success

• Bryan, J., & Holcomb-McCoy, C. (2010). Collaboration and partnerships with families and communities. Professional School Counseling, 14 ii-v.
• Chen-Hayes, S. F., Ockerman, M. S., & Mason, E. C. M. (2014). 101 solutions for school counselors and leaders in challenging times. Thousand Oaks, CA: Corwin.
• Griffen, D., & Farris, A. (2010). School counselors and school-family-community collaboration: Finding resources through community asset mapping, 13 248–256.
• Suarez-Orozco, C., Onaga, M., & de Lardemelle, C. (2010). Promoting academic engagement among immigrant adolescents through school-family-community collaboration. Professional School Counseling, 14 15–26.

Supervision, site supervisors, and school counselor education

• Chen-Hayes, S. F., Ockerman, M. S., & Mason, E. C. M. (2014). 101 solutions for school counselors and leaders in challenging times. Thousand Oaks, CA: Corwin.
• Ockerman, M. S., Mason, E. C. M., & Chen-Hayes, S. F. (2013). School counseling supervision in challenging times: The CAFE supervisor model. Journal of Counselor Preparation and Supervision, 5(2), Article 4. DOI:10.7729/51.0024 http://repository.wcsu.edu/jcps/vol5/iss2/4/
• Schellenberg, R. (2012). The school counselor's guide to credentialing exams. New York: Routledge.
• Stoltenberg, C. D., & McNeil, B. W. (2009). IDM supervision: An integrated developmental model for supervising counselors and therapists (3rd ed.). New York: Routledge.
• Studer, J. R. (2006). Supervising the school counselor trainee: Guidelines for practice. Alexandria, VA: American Counseling Association.
• Studer, J. R., & Diambra, J. F. (2010). A guide to practicum and internship for school counselor trainees. New York: Routledge.

Technology and school counseling

• Chen-Hayes, S. F., Ockerman, M. S., & Mason, E. C. M. (2014). 101 solutions for school counselors and leaders in challenging times. Thousand Oaks, CA: Corwin.
• Sabella, R. (2008). GuardingKids.com: A practical guide to keeping kids out of high-tech trouble. Minneapolis, MN: Educational Media.
• Sabella, R. (2004). Counseling in the 21st Century: Using technology to improve practice. Alexandria, VA: American Counseling Association.
• Sabella, R. (2003). SchoolCounselor.com: A friendly and practical guide to the World Wide Web (2nd ed.). Minneapolis, MN: Educational Media.
• Schellenberg, R. C. (2008). The new school counselor: Strategies for universal academic achievement. Rowman Littlefield Education.

Transforming school counseling roles and professional identity

• Chen-Hayes, S. F., Ockerman, M. S., & Mason, E. C. M. (2014). 101 solutions for school counselors and leaders in challenging times. Thousand Oaks, CA: Corwin.
• Hart, P. J., & Jacobi, M. (1992). From gatekeeper to advocate: Transforming the role of the school counselor. New York: College Entrance Examination Board.
• Kurosawa, S. (2000). Sukuru kaunseringu katsudo no gohonbasira/Five important roles in school counselling. In M. Murayama (Ed.), Rinsyoshinrisi niyoru sukuru kaunsera: Jissai to tenbo (pp. 89–99). Tokyo, Shibundo.
• Martin, P. J., Robinson, S. G., & Erford, B. T. (2011). Transforming the school counseling profession. In B. T. Erford, Ed., Transforming the school counseling profession (3rd ed). (pp. 1–18). Boston: Pearson.
• Murayama, S. (2002). Rinsyoshinrisi niyoru sukuru maunsera no tenkai/The development of school counsellors by clinical psychologists. In M. Murayama (Ed.), Rinsyoshinrisi niyoru sukuru kaunsera: Jissai to tenbo (pp. 9–22). Tokyo: Shibundo.
• Ockerman, M. S., Mason, E. C. M., & Chen-Hayes, S. F. (2013). School counseling supervision in challenging times: The CAFE supervisor model. Journal of Counselor Preparation and Supervision, 5(2), Article 4. DOI:10.7729/51.0024 http://repository.wcsu.edu/jcps/vol5/iss2/4/
• Okamoto, J. (2002). Sukuru kaunsera tono renkei/Collaboration with school counsellors. In T. Matsuhara (Ed.), Sukuru kausera to renkei shita shido (pp. 4–13). Tokyo: Kyoikukaihatsukenkyusyo.
• Schellenberg, R. (2012). The school counselor's study guide for credentialing exams. New York: Routledge.
• Schellenberg, R. (2008). The new school counselor: Strategies for universal academic achievement. Rowman Littlefield.
• Sink, C. (2011). School-wide responsive services and the value of collaboration. Professional School Counseling, 14 ii-iv.
• Stone, C. B., & Dahir, C. A. (2006). The transformed school counselor. Boston, MA: Lahaska Press/Houghton Mifflin.

External links

• American School Counselor Association
• Counselling Tutor
• Center for Excellence in School Counseling and Leadership
• Center for School Counseling Outcome Research and Evaluation
• Evidence Based School Counseling Conference
• School and Career Counselors
• National Association for College Admission Counseling
• National Career Development Association