A descriptive study of urban school counseling programs

Professional School Counseling, Feb, 2005 by Cheryl Holcomb-McCoy, Natasha Mitchell

Many states have incorporated one of these two models of school counseling programs into their statewide counseling program guidelines. The majority, are based on Gysbers' model (Sink & MacDonald, 1998). Florida's school counseling guidelines are based on Myrick's model (see Kelly, Peterson, & Myrick, 1999).

Although the preceding models of school counseling programs and school counselors' roles and functions have been a frequent topic of discussion and research in the counseling field (Gysbers & Henderson, 2000; Gysbers, Lapan, & Blair, 1999; Myrick, 1993), only a few school counseling professionals (e.g., Holcomb-McCoy, 2001) have addressed the possible variation in the allotment of time given to these roles and functions by counselors in urban school settings. As a result of this void in the literature, the authors of this current study examined the allocation of time spent by urban school counselors in various counselor roles and functions (e.g., counseling, consultation, coordination). More importantly, the authors wanted to get a "preliminary picture" of what urban school counselors are doing and what they think about their urban setting. As such, the authors posed the following research questions: (a) Based on the Gysbers and Henderson and Myrick models, what percentage of time do urban school counselors allocate for counselor roles and functions? (b) What do urban school counselors perceive as being the most prevalent issues or concerns in urban schools? (c) What is the average student caseload of urban school counselors? And, (d) How do urban school counselors perceive their effectiveness?

METHOD

Procedures and Participants

A sample of 269 (N = 269) school counseling professionals having addresses in six U.S. East Coast urban areas (i.e., New York City; Newark, NJ; Philadelphia; Washington, DC; Baltimore; and Trenton, NI) was drawn from the American School Counselor Association (ASCA) membership roster. The Urban School Counselor Questionnaire, a cover letter soliciting the counselors' participation, and a postage-paid, return addressed envelope were sent to the 269 identified school counseling professionals. Within 2 months, without and follow-up, 102 usable surveys were received (38% return rate).

Of the 102 participants, 77 (75%) reported that they currently worked as school counselors, 7 (7%) as counselor educators, 6 (6%) as guidance supervisors, and 12 (12%) reported "other." Twenty-seven participants (27%) reported that they worked in a high school setting, 17 (17%) in a middle school, and 33 (32%) in an elementary school; 6 (6%) reported that they worked in all settings, and 16 (16%) reported "other" (e.g., K-8 setting). Interestingly 74 (73%) of the respondents reported that they worked in public school settings, 21 (21%) in private schools, 1 (1%) in a charter school, and 6 (6%) in "other." Regarding educational background, 89 (87%) of the participants reported they had a master's degree, 7 (7%) reported a doctorate, and 6 (6%) reported "other." Sixty-eight (67%) of the participants reported their ethnic background as White/European American, 24 (24%) as African American/Black, 1 (1%) as Asian, 5 (5%) as His panic, and 3 (3%) as "other." Seventy-six (78%) of the respondents were female.