In 2010, the National Association of School Psychologists approved the "Model for Comprehensive and Integrated School Psychological Services" (or the NASP Practice Model), codifying what an expanded role encompasses in the delivery of school-based psychological services. This study examined the role and function of school psychology…

Multi-tiered System of Supports/Response to Intervention (MTSS/RTI) is now mandated in a number of states, including Illinois, and being implemented at all grade levels. School social workers and school psychologists are typically involved in implementation; however, minimal information exists on the extent to which they collaborate. Results of an…

The special education and rehabilitation literature is replete with articles examining transition planning, services and supports; however, transition models have typically been developed for the school context and not focused on other transition team members. These school-based models are important; however, models developed from the perspectives…

Response to intervention (RtI) is an influential system of service delivery in contemporary schools, but the specific role of school consultation in RtI implementation is not clearly defined. Instructional consultation provides a potential meeting point between consultation and RtI practices. Through a mixed-methods approach, this study explored…

In recent years, many states have set ambitious postsecondary completion or attainment goals, driven in part by concerns that other OECD (Organisation for Economic Co-operation and Development) nations are outpacing the United States in the number of adults holding a postsecondary credential. While the U.S. has made modest gains since 2000 in the…

Youth with disabilities receiving transition from services from State/Federal VR agencies accounted for more than one quarter of closed cases within in FY 2010 (RSA, 2010). This unique population of clients, however, has received little attention in empirical studies, scholarly journals, and as a focus within training programs. By investing in…

School psychologists must have a solid understanding of how to evaluate psychological trauma. In their line of work, they have found that the PREPaRE model of school crisis intervention provides important guidance when addressing this issue. Specifically, the PREPaRE model argues that school psychologists need to conduct a needs assessment before…

This evaluation study explores the reform role of Chicago Public Schools (CPS) school counselors in promoting students' academic achievement, college readiness, and transition from 8th grade into high school. In addition, this report identifies particular actions that CPS can undertake to better utilize and support school counselor professionals,…

Career development is an essential role of the school counselor. This study examined the role of school counselors in assisting middle school and high school students with choosing careers. Special attention is given to school counselors working with students with and without disabilities. Results indicated that school counselors spend more…

DEFINING THE ROLE OF A COUNSELOR IS A TASK WHICH IS COMPLICATED BY THE CHANGING WORLD, THE CHANGING SOCIAL STRUCTURE, AND THE INFLUENCES OF GOVERNMENT. THE ROLE IS FURTHER COMPLICATED BY THE FACT THAT COUNSELING HAS ORIGINATED FROM A VARIETY OF DISCIPLINES, BORROWING FROM THE JOB OF THE TEACHER, THE ADMINISTRATOR, THE SOCIAL WORKER, AND THE…

This document, one of five volumes that compose the Pupil Personnel Services Recommended Practices and Procedures Manual, is designed for school counselors and psychologists and provides recommended practices and procedures to assist pupil personnel workers in better serving students in Illinois schools. Chapter 1 presents the philosophy of pupil…

Responses from 120 secondary and 28 postsecondary counselors in Illinois tech prep consortia indicated little participation in professional development activities such as curriculum planning, study groups, and action research. Discrepancies beteen participation and perceptions of preparedness for tech prep roles may be due to their omission from…

ELEMENTARY SCHOOL PRINCIPALS' ATTITUDES TOWARD COUNSELING, AS INDICATED BY RECENT RESEARCH, VARIED FROM OPPOSITION TO ELEMENTARY SCHOOL COUNSELORS, BASED MAINLY ON COUNSELOR FAILURE TO ADAPT TO THE ELEMENTARY SCHOOL SETTING, TO SUPPORT AND ACCEPTANCE BASED ON A WELL-DEFINED VIEW OF THE FUNCTION OF THE ELEMENTARY SCHOOL COUNSELOR AND THE STRUCTURE…

THE RESEARCH REVIEWED INDICATES THE NEED FOR A WELL-DEFINED CONCEPTION OF THE ELEMENTARY SCHOOL GUIDANCE PROGRAM AS A UNIQUELY FUNCTIONING ENTITY. EMERGING AGREEMENTS WHICH MAY BECOME PART OF THE BASIC THEORY AND FUNCTIONAL ASPECTS OF ELEMENTARY SCHOOL GUIDANCE INCLUDE (1) MODIFICATION OF PUPIL, TEACHER, AND PARENT BEHAVIOR WITH OBJECTIVES BASED…

During 1973-74, the Illinois Guidance and Personnel Association Senate constituted a Competency-Based Concerns Committee. This committee was charged with examining alternative approaches to competency-based counselor certification as well as alternative methods of upgrading the professional skills of counselors in Illinois. This workshop presents…