Program Research
Comprehensive School Counseling Programs implemented by school counselors in collaboration with parents/guardians, teachers, and administrators effectively assist students in responding to the challenges of living and working in the 21st century. Empirical research conducted in the state of Missouri has shown that when school counselors have the time, resources, and structure of a comprehensive school counseling program in which to work, they contribute to positive student social/emotional, academic, and career development as well as to the development of positive and safe learning climates in schools.
According to Lapan, Gysbers & Sun (1997), 22,964 students in 236 small, medium, and large-sized high schools in Missouri with fully implemented school counseling programs, as judged by school counselors, reported:
- They earned higher grades.
- They were better prepared for the future.
- Their schools had a more favorable climate.
Lapan, Gysbers & Petroski (2001) found 7th graders in Missouri middle schools with more fully implemented comprehensive school counseling programs reported:
- They earned higher grades.
- The school was more relevant for them.
- They had positive relationships with teachers.
- They were more satisfied with their education.
- They felt safer in school.
A state-wide study by Lapan, Gysbers, and Kayson (2007) compared the degree of implementation of comprehensive guidance and counseling programs with relevant student outcomes such as achievement and attendance. Schools that had more fully implemented guidance and counseling programs had:
- Higher MAP scores
- Better attendance
- Fewer discipline problems
- Less school counselor time spent engaged in non-school counseling activities
Missouri school counselors who rated their programs as more fully implemented indicated they were more visible and spent more time with students, parents/guardians, and teachers (Gysbers, Lapan, & Blair, 1999).
National research studies also support the implementation of comprehensive school counseling programs, citing many benefits for students who receive these services. The American School Counselor Association’s RAMP (Recognized ASCA Model Program) has been well-researched and is an ideal comprehensive school counseling program framework. Missouri has a closely aligned, ASCA-approved program that recognizes program excellence using the same framework as ASCA.
ASCA National Model Implementation Predicting School Counselors’ Job Satisfaction with Role Stress Mediating Variables (Fye, et al. 2022). This research finds that ASCA National Model implementation predicts school counselor job satisfaction and a better understanding of the school counselor role. Specifically, as ASCA National Model implementation scores increased, role ambiguity and incongruity decreased, and job satisfaction increased. The research points to the value of the Annual Administrative Conference ASCA template, which allows administrators to support school counselors in engaging in the job they were trained in.
School Counselors’ Use of the ASCA Closing-the-Gap Action Plan Template to Address Educational Disparities (Gay& Swank, 2021). The ASCA Closing-the-Gap Action Plan template helps school counselors advocate for students and use a school counseling program to provide systemic change. Because the ASCA Closing-the-Gap Action Plan template may help reduce achievement gaps and promote equity in schools, it serves as a tool to help school counselors act as change agents to promote systemic change and reduce educational disparities through social justice advocacy.
School Counseling and Student Outcomes: Summary of Six Statewide Studies(Carey & Dimmitt, 2012). A growing body of research indicates comprehensive, data-informed school counseling programs, such as programs aligned with the ASCA National Model, improve student learning and behavioral outcomes, from improved attendance to reduced discipline rates.
Research, whether conducted on Missouri comprehensive school counseling programs or comprehensive school counseling programs following the national model, all point to the benefits to school counselors and students when they implement the programs they have been trained in and deliver the services these programs provide.