In 2002, the American School Counselor Association (ASCA) presented the ASCA National Model for school counseling programs as a framework for implementing best practices in training counselors to deliver effective evidence-based approaches for K-12 students. Without a unifying theory of practice, school counselors are often uncertain about how to…

The authors discuss a supervisory issue, in that, the ASCA National Model: A Framework for School Counseling Programs does not emphasize on-going supervision where ethical expectations of supervisors and supervisees in a school setting are clearly defined. Subsequently, the authors highlight supervisor expectations stated with the ASCA National…

The solution-focused counseling theory provides a useful framework that can be applied to supervision of counselors-in-training. Solution-focused supervision is especially useful for school counseling site supervisors who may not have much time for supervision, who may not have had much training in clinical supervision, or who may have had…

This article will provide an outline for counselor educators and their students on how to develop and maintain solid supervisory relationships in the online classroom. Counselors-in-training are required to complete practicum and internship experiences during their graduate academic preparation. These field experience courses typically involve 100…

School counselors are often tasked with addressing the persistent underachievement of many culturally diverse students. However, there is concern that some school counselors lack the cultural competence to effectively intervene with culturally diverse students. This qualitative study investigated the impact of advanced multicultural supervision…

School counselors, like all mental health professionals are at high risk for burnout. High caseloads, job role ambiguity, and lack of supervision increase their propensity for burnout. Three areas were selected for study in this article due to their potential impact on burnout: supervision, student-to-counselor-ratios, and non-guidance related…

School counselors' perceptions of the efficacy and satisfaction of their experiential training in group work were investigated. An exploratory factor analysis (n = 304) revealed four salient factors: leader characteristics, leader responsibilities, child/adolescent group leadership and adult group leadership. A majority of participants indicated…

A theoretical framework is presented describing the integration of the Working Alliance and Adlerian Supervision. An Adlerian Alliance Supervisory Model (AASM) is presented as a supervisory approach that infuses the standards of the American School Counselor Association's National Model. Components considered being essential parts of the AASM: The…

This study sought to determine if differences existed in the supervision of school counselors in traditional school counseling programs versus Recognized ASCA Model Programs (RAMP). The findings indicated that there are significant differences between traditional counseling supervisors and RAMP counseling supervisors across all supervisory…

Professional school counselors (PSCs) at higher levels of psychological development negotiate complex situations and perform counselor-related tasks with empathy, flexibility, tolerance for ambiguity, boundary setting, personal and interpersonal awareness, and self-care more effectively than do individuals at lower levels of development. This…

The need for a discussion of school counselor preparation and supervision is supported by the guidelines established by both the Council for the Accreditation of Counseling and Related Educational Programs (CACREP), 2009 and the American School Counselor Association (ASCA), 2005. The significance of this article is to provide a reflective…

This article presents a framework for using a variety of available supervision modalities, in relation to the Littrell's four stages of development of school counselors. Challenges in selecting and providing appropriate supervision to school counselors has been reported in the literature. Consistent with previous research, this review…

Practicing professional school counselors often are asked to supervise school counselors-in-training without the benefit of training in supervision or an awareness of the various clinical experiences. The purpose of this article is to outline the clinical experiences, supervisory stages, roles supervisors play, and useful strategies for directing…

This article considers the unique supervision needs of graduate students in practicum and internship in the state of Georgia where, in addition to guidelines from national initiatives, the Board of Regents institutions are utilizing new standards for the preparation of school counselors incorporating roles as both counselors and educators.

School counselors acknowledge the need for supervision but rarely receive it. This article describes the counselor performance improvement system in one school district. Supervision is embedded in a process that assesses counselors' levels of professionalism on a matrix of competence and commitment. Administrative and clinical supervisors…