A 20-Year Review of School Counselor Roles: Discrepancies Between Actual Practice and Existing Models

Authors

Joy J. Burnham, University of Alabama - TuscaloosaFollow
Heather Fye, University of AlabamaFollow
C. Marie Jackson, University of Alabama (retired)Follow
Michelle Ocampo, University of AlabamaFollow
Leah Clark, University of AlabamaFollow

Document Type

Article

Keywords

school counselor, roles, nonguidance duties, ASCA National Model, counseling

Abstract

Today’s role-related issues in the school counseling literature are similar to the concerns from 100 years ago. To examine roles, Burnham and Jackson (2000) reported significant discrepancies between the actual practice of school counselors and the ideal roles identified in the literature, prior to the publication of the ASCA National Model. This replication study reexamines the status of school counselor roles twenty years later and includes roles addressed in the ASCA National Model. Overall, school counselor participants reported, on average, engaging in individual counseling for 35.37% of their time, 20.63% of time in small groups, 34.67% of time in classroom guidance, and 36.37% of time in nonguidance duties. Additional rates of role engagement are described along with offering comparisons between the present study and Burnham and Jackson’s (2000) findings. Implications for the school counseling profession are discussed.

DOI

10.70013/z4hl7wy9

Recommended Citation

Burnham, J. J., Fye, H., Jackson, C. M., Ocampo, M., & Clark, L. (2024). A 20-Year Review of School Counselor Roles: Discrepancies Between Actual Practice and Existing Models. Journal of Counselor Preparation and Supervision, 18(2). 10.70013/z4hl7wy9