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The personal/social content area of the NSSCP guides school counselors to provide a foundation for personal and social growth of students and to help their students progress from school into adulthood.
The importance mean ratings of the 25 work activities classified by the expert panel into the personal/social content area of the NSSCP indicate that these 25 work activities are important to this group of school counselors in their ability to effectively promote students' personal/social development.
Student competencies outlined in the personal/ social development area of the NSSCP contain such items as teaching students about personal safety, physical contact, and personal boundaries.
ASCA has adopted the NSSCP and endorsed the use of these standards as a way to define job responsibilities for school counselors (Campbell & Dahir, 1997).
Hatch (2002) suggested that the NSSCP would result in a reduction of noncounseling activities and an increase in work activities deemed to be counseling related.
The professional organization, ASCA, has endorsed the NSSCP as a programmatic approach to address what students should know and do as a result of participating in a school counseling program.
While this research indicates that this sample of school counselors is performing work activities that may promote student development in the three content areas of the NSSCP, future research might compare school districts that have fully implemented the NSSCP with those districts that have not implemented the NSSCP.
Although the NSSCP is ASCA's attempt to clarify and define the role of professional school counselors, the NSSCP, developed in response to national educational reform efforts, does not provide competencies for school counselors but focuses on what students should know and be able to do as a result of participating in a school counseling program.
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