Counselors' Models of Helping: Addressing the Needs of the Culturally Different Client in School Settings
✍ Scribed by Shelley A. Jackson; Mary Louise Holt; Kaye W. Nelson
- Publisher
- American Counseling Association
- Year
- 2005
- Tongue
- English
- Weight
- 74 KB
- Volume
- 33
- Category
- Article
- ISSN
- 0883-8534
No coin nor oath required. For personal study only.
✦ Synopsis
This study examined the attributions made by school counselors about responsibility for the causes of and solutions to students' problems. A total of 433 school counselors completed an instrument measuring attributions of responsibility and controllability of student problems. The hypothesis was supported that school counselors' attribution styles differ according to counselor ethnicity.
Este estudio examinó las atribuciones hechas por consejeros de escuela acerca de responsabilidad para las causas de y de las soluciones a los problemas de los estudiantes. Un suma de 433 consejeros de la escuela completó un instrumento que mide atribuciones de responsabilidad y la habilidad de controlar los problemas de los estudiantes. La hipótesis se sostuvo que los estilos de atribución de los consejeros de escuela se difieren según el origin étnico del consejero.
T he American School Counselor Association's National Standards for School Counseling Programs (hereinafter called National Standards;
Campbell & Dahir, 1997) outlines a comprehensive developmental guidance program that embraces the advocacy and consultant role of the school counselor. The extent to which school counselors identify with and maintain developmental guidance programs may be influenced by their attributions about how external events cause various problems that are identified in student referrals from teachers, students, and parents. Previous researchers have found that the attribution style of a therapist influenced the choice of treatment he or she recommended (Kernes & McWhirter, 2001). In addition, counselor attributions of responsibility for solving problems may also help maintain the developmental focus of school counseling programs and may be related to the counselor's ethnicity, the licensure status of the counselor, and the student population with whom the counselor works.
developmental school counseling
According to Myrick (1997), developmental guidance (a) is for all students, (b) has an organized and planned curriculum, (c) is sequential and flexible, (d) is an integrated part of the total school process, (e) involves all school personnel, (f) helps students learn more effectively and efficiently, and (g) includes counselors who provide counseling services and interventions. Other authors have supported developmental school counseling models in which counseling services are available to all students (e.g.