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Essay / Research Paper Abstract
A 6 page paper that reviews a journal article: Counselor Education Accountability: Training the Effective Professional School Counselor by Brott (2006). The essay provides a synopsis of the article, which focuses on the need for school counselors to demonstrate effectiveness. The author argues that training must being in counselor education programs. Unlike most article reviews, this essay includes comments from a separate author. Bibliography lists 2 sources.
Page Count:
6 pages (~225 words per page)
File: MM12_PGsccac.rtf
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Unformatted sample text from the term paper:
In recent years, accountability has been demanded of school counselors (Brott, 2006; Astramovich, 2005). Astramovich (2005) comments that historically, school counselors were seldom asked to provide any measure of their
effectiveness, i.e., they were not asked to be accountable. That has all changed, in fact, school counselors are becoming more involved in leadership and collaboration within the school (Astramovich, 2005).
Brott (2006) asserts that school counselor accountability must begin in counselor education programs, which, in turn, means that school counselor education programs must instill the need for accountability, i.e., effectiveness
(Brott, 2006). Counselors must have some ways of demonstrating their effectiveness in the school setting (Brott, 2006). Effectiveness must be demonstrated in measurable terms (Brott, 2006). There are numerous
standards that can be used to measure effectiveness, such as the standards published by the American School Counselor Association (ASCA), counselor education accreditation standards, ethical standards from ASCA, by using
"the scientist-practitioner training model" (Brott, 2006, p. 179) and standards can even be found in the literature (Brott, 2006). In one of its publications ACSA tells counselors to ask the
question: "How are students different as a result of the school counseling program?" (Brott, 2006, p. 179). This is certainly the question that addresses effectiveness. The author points out that
before one can measure effectiveness, it is crucial to know what it is you want to know (Brott, 2006). In other words, you cannot measure anything if you dont know
exactly what it is you want to measure. The author offers some possibilities, such as an outcome assessment that looks at "student improvement, reduction of symptoms/behaviors" (Brott, 2006, p. 179).
Other possibilities include the competence one has in specific techniques or how specific functions are performed (Brott, 2006). Another important factor of measuring effectiveness is to use more than one
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