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Substantial agreement was found and no statistically significant differences emerged between groups on the Assessment for School Counselor Needs for Professional Development survey. Interviews identified four essential support themes: advocacy, collaboration, principal-school counselor relationship, and data use, informing communication needs and future research directions.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/principal-and-counselor-support-for-comprehensive-counseling-program-implementation-paper/591068/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/principal-and-counselor-support-for-comprehensive-counseling-program-implementation-paper/591068.png","ImageObject",300,407,{"name":42,"@type":43},"McQueen","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",5,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What research design was used to study support for comprehensive counseling program implementation?","Question",{"text":63,"@type":64},"A mixed-methods explanatory sequential design was used to explore principals’ and school counselors’ perceptions and experiences.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What did the survey results show about principals and school counselors?",{"text":68,"@type":64},"The study found substantial agreement and no statistically significant differences between principals and school counselors on the Assessment for School Counselor Needs for Professional Development survey.",{"name":70,"@type":61,"acceptedAnswer":71},"Which themes were identified as essential for program support in the interviews?",{"text":72,"@type":64},"Interviews revealed four themes: advocacy, collaboration, the principal-school counselor relationship, and data use.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},591068,1792160910,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":55,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145,"preview_page_count":4},5909890329169,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Principal and Counselor Cupport for Comprehensive Counseling  \nProgram Implementation1  \nDaniel J. Birdsong and Mary E. Yakimowski, University of Montevallo and Samford University  \nAbstract  \nTo examine support for comprehensive counseling program implementation, we explored principals' and school counselors’ perceptions and experiences from programs awarded the Alabama School Counseling Program of Distinction. A mixed-methods explanatory sequential design was employed. We found substantial agreement and no statistically significant differences between principals and school counselors on the Assessment for School Counselor Needs for Professional Development survey (Dahir & Stone, 2014) . Interview results revealed four themes essential for program support: advocacy, collaboration, principal-school counselor relationship, and data use. Implications are presented, such as the need for communication and collaboration, and future avenues of research are provided.  \nKeywords: School counselor, school counseling, principal-counselor relationship, national counselor models, counselor accountability  \n1 This manuscript was developed from a Samford University doctoral dissertation with committee members Drs. Mary E. Yakimowski, Amy Benton, and Charlotte Freeman.  \nStudents experience mental health problems at increasingly alarming rates (Center for Disease Control and Prevention [CDC], 2020) . These problems have been compounded by the coronavirus pandemic, which has significantly affected students’ educational experiences (Coronavirus [COVID-19], 2021) . Without appropriate intervention and support, these concerns can pose significant barriers to students’ academic, career, and social/emotional development and success (American School Counselor Association [ASCA], 2020) . While children and adolescents diagnosed with mental health disorders may experience limited access to treatment outside the school setting, students can receive comprehensive support facilitated by school counselors through comprehensive school counseling programs (CSCP) (Kaffenberger & O'Rorke-Trigiani, 2013) .  \nPrincipals employ school counselors as credentialed educators to support students’ success (ASCA, 2019a). Trained at the graduate level, school counselors are qualified to support students’academic, social/emotional, and behavioral needs. Under the guidance of the principal, school counselors implement CSCPs that are “comprehensive in scope, preventative in design, and developmental in nature”(ASCA, 2017, p. 64) . School counselors implement CSCPs through the ASCA’s National Model, herein, the National Model (ASCA, 2019a), and corresponding state plans. These programs are “integral to the school’s academic mission” (p. xii), and through implementation, school counselors support all students’ development and success, including improvements in student achievement, attendance, college-and-career readiness, and discipline outcomes.  \nLiterature Review  \nSchool counseling, as a profession, began as vocational guidance during the turn of the 20th century (Gysbers, 2010) . Vocational guidance focused on students’ school-to-work transition and centered on adjustable psychological and personal problems (Gysbers & Henderson, 2012) . In the 1960s and 1970s, the developmental guidance movement began, which shifted the focus from career transition and problem adjustment to holistic student development and problem prevention (Gysbers, 2010) . This movement expanded in the 1980s and 1990s as developmental comprehensive school counseling programs emerged (Gysbers & Henderson, 2012) . Today, most school districts and other organizations (such as state departments of education) embrace the concept of developmental comprehensive school counseling programs conceptualized through the National Model (Erford, 2019) .  \nGuiding the work of school counselors, the National Model defines the components, domains, and standards for implementing data-informed CSCPs (ASCA, 2019a) . The","cbCaij7tducAMUIu","https://ap.wps.com/l/cbCaij7tducAMUIu","pdf",490241,13,"English","# Abstract\n# Introduction\n## Mental health needs and school counseling support\n## Comprehensive School Counseling Programs (CSCP)\n# Literature Review\n## Historical development of school counseling\n## ASCA National Model components and standards\n## Research on implementation and student outcomes\n# Program Implementation Focus\n## Award programs and mixed-methods approach\n# Findings and Implications\n## Survey results\n## Interview themes","[{\"question\":\"What research design was used to study support for comprehensive counseling program implementation?\",\"answer\":\"A mixed-methods explanatory sequential design was used to explore principals’ and school counselors’ perceptions and experiences.\"},{\"question\":\"What did the survey results show about principals and school counselors?\",\"answer\":\"The study found substantial agreement and no statistically significant differences between principals and school counselors on the Assessment for School Counselor Needs for Professional Development survey.\"},{\"question\":\"Which themes were identified as essential for program support in the interviews?\",\"answer\":\"Interviews revealed four themes: advocacy, collaboration, the principal-school counselor relationship, and data use.\"}]","Principal and Counselor Support for Comprehensive Counseling Program Implementation - Paper | PDF",1792071052,33]