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Development of Perceived School Counselor Support Scale: Based on the ASCA Mindsets and Behaviors

Year 2019, Volume: 6 Issue: 2, 202 - 217, 15.07.2019

Mehmet Akif Karaman Cemal Karadaş Javier Cavazos Vela

https://doi.org/10.21449/ijate.561584
Cited By: 6

Abstract

This study presents a culturally and psychometrically sound instrument of perceived school counselor support among Turkish high school students. The study has been framed using American School Counseling Association’s Mindsets and Behaviors for Students Success Model to create a valuable instrument that measures students’ perceptions of their school counselors’ support in a different culture, society, and education system. The results of this study supported the theoretical based Perceived School Counselor Support Scale long and short forms providing initial and strong evidence based on internal structure and relations to other variables. Internal consistency estimates on subscales ranged from good to strong.

Keywords

School counselor support scale ASCA national model Developmental school counseling Perceived counselor support Scale development

References

  • American Counseling Association (2014). ACA code of ethics. Alexandria, VA: Author.
  • American Educational Research Association, American Psychological Association, & National Council of Measurement in Education. (2014). Standards for educational and psychological testing. Washington, DC: American Educational Research Association.
  • American School Counselor Association. (2003). The ASCA national model: A framework for school counseling programs. Alexandria, VA: Author.
  • American School Counselor Association. (2005). The ASCA national model: A framework for school counseling programs. Alexandria, VA: Author.
  • American School Counselor Association. (2012). The ASCA National Model: A framework for school counseling programs (3rd ed.). Alexandria, VA: Author.
  • American School Counselor Association. (2014a). The ASCA national model: A framework for school counseling programs. Alexandria, VA: Author
  • American School Counselor Association. (2014b). Mindsets and behaviors for student success: K-12 college- and career-readiness standards for every student. Alexandria, VA: Author.
  • Balkin, R. S. (2014). Principles of quantitative research in counseling: A humanistic perspective. Journal of Humanistic Counseling, 53, 240 - 248. https://doi.10.1002/j.2161-1939.2014.00059.x
  • Balkin, R. S., & Schmit, E. L. (2016). Using the crisis stabilization scale to evaluate progress for adolescents in crisis. Journal of Child and Adolescent Counseling, 2, 33-41. doi: 10.1080/23727810.2015.1134009
  • Blum, R. W., McNeely, C., & Nonnemaker, J. (2002). Vulnerability, risk, and protection. Journal of Adolescent Health, 31, 28-39. doi:10.1016/S1054-139X(02)00411-1
  • Cavazos Vela, J., Hinojosa, Y., Karaman, M.A. (2018). Evaluation of the Short Grit Scale with Latinx college students. The Journal of Counseling Research and Practice,3(1), 31-42.
  • Clark, M. A., & Breman, J. C. (2009). School counselor inclusion: A collaborative model to provide academic and SocialEmotional support in the classroom setting. Journal of Counseling & Development, 87, 6-11. doi:10.1002/j.1556-6678.2009.tb00543.x
  • Dimitrov, D. (2012). Statistical methods for validation of assessment scale data in counseling and related fields. Alexandria, VA: Wiley.
  • Doğan, S. (2000). The historical development of counseling in Turkey. International Journal for the Advancement of Counselling, 22, 57-67. doi:10.1023/A:1005474126819
  • Ergüner-Tekinalp, B., Leuwerke, W., & Terzi, Ş. (2009). Emergence of national school counseling models: Views from the United States and Turkey. Journal of School Counseling, 7(33), 1-30.
  • Erkan, S. (2006). Okul psikolojik danışma ve rehberlik programlarının hazırlanması [Preparing school counseling and guidance programs]. Ankara, TR: Nobel Yayın Dağıtım.
  • Ferguson, R. F., & Lamback, S. (2014). Creating pathways to prosperity: A blueprint for action. Report issued by the Pathways to Prosperity Project at the Harvard Graduate School of Education and the Achievement Gap Initiative at Harvard University. Retrieved from http://www.agi.harvard.edu/pathways/CreatingPathwaystoProsperityReport2014.pdf
  • Fezler, B., & Brown, C. (2011). The international model for school counseling programs. Retrieved from http://www.aassa.com/uploaded/Educational_Research/US_Department_of_State/Counseling_Standards/International_Counseling_Model_Handbook.pdf
  • Flesch, R. (1948). A new readability yardstick. Journal of Applied Psychology, 32, 221–233. http://dx.doi.org/10.1037/h0057532
  • Fioravanti-Bastos, A. C. M., Cheniaux, E., & Landeira-Fernandez, J. (2011). Development and validation of a short - form version of the Brazilian state - trait anxiety inventory. Psicologia: Reflexão e Crítica, 24, 485 - 494. https://dx.doi.org/10.1590/S0102-79722011000300009
  • Haktanir, A., Lenz, A. S., Can, N., & Watson, J. C. (2016). Development and evaluation of Turkish language versions of three positive psychology assessments. International Journal for the Advancement of Counselling, 38, 286–297. doi:10.1007/s10447-016-9272-9
  • Horn, J. L. (1965). A rationale and test for the number of factors in factor analysis. Psychometrika, 30, 179–185. https://doi.org/10.1007/bf02289447
  • Karaman, M. A., Cavazos Vela, J., & Lu, M. T. P. (2018). Examining the Teacher Support Scale Revised and Counselor Support Scale with Latina/o students. Adıyaman University Journal of Educational Sciences, 8, 1-20. doi: 10.17984/adyuebd.357433
  • Karaman, M.A., Balkin, R.S., & Juhnke, G. J. (2018). The Turkish adaptation of the Juhnke-Balkin life balance inventory Turkish Form. Measurement and Evaluation in Counseling and Development, 51, 141-150. doi: 10.1080/07481756.2017.1308226
  • Lapan, R. T., Poynton, T., Marcotte, A., Marland, J., & Milam, C. M. (2017). College and career readiness counseling support scales. Journal of Counseling & Development, 95, 77-86. doi:10.1002/jcad.12119
  • Ledesma, R. D., & Valero-Mora, P. (2007). Determining the number of factors to retain in EFA: An easy-to-use computer program for carrying out parallel analysis. Practical Assessment, Research and Evaluation, 12, 1–11.
  • Leech, N. L., Barrett, K. C., & Morgan, G. A. (2005). SPSS for intermediate statistics: Use and interpretation. Mahwah, NJ: Erlbaum.
  • MacCallum, R. C., Widaman, K. F., Preacher, K. J., & Hong, S. (2001). Sample size in factor analysis: The role of model error. Multivariate Behavioral Research, 36, 611-637. doi: 10.1207/S15327906MBR3604_06
  • Moran, G. & Cutler, B.L. (1997). Bogus publicity items and the contingency between awareness and media-induced pretrial prejudice. Law and Human Behavior 21, 339-344. https://doi.org/10.1023/A:1024846917038
  • National Ministry of Education. (2006). İlköğretim ve ortaöğretim kurumları sınıf rehberliği programı [K-12 schools class guidance programs]. Retrieved from https://orgm.meb.gov.tr/alt_sayfalar/sinif_reh_progrm.html on July 29, 2018
  • O’Connor, B. P. (2000). SPSS and SAS programs for determining the number of components using parallel analysis and Velicer’s MAP test. Behavior Research Methods, Instruments, & Computers, 32, 396–402. https://doi.org/10.3758/bf03200807
  • Ohrt, J. H., Limberg, D., Bordonada, T. M., Griffith, C., & Sherrell, R. S. (2016). Adolescents' perceptions of their school counselors' impact. Journal of Child and Adolescent Counseling, 2, 1-15. doi:10.1080/23727810.2015.1133996
  • Parker, M. M., & Ray, D. C. (2017). School counseling needs of Latino students. Journal of School Counseling, 15(16), 1-30.
  • Poynton, T. A., & Lapan, R. T. (2017). Aspirations, achievement, and school counselors' impact on the college transition. Journal of Counseling & Development, 95, 369-377. doi:10.1002/jcad.12152
  • Raubenheimer, J. (2004). An item selection procedure to maximize scale reliability and validity. SA Journal of Industrial Psychology, 30, 59-64. doi: 10.4102/sajip.v30i4.168
  • Roe, S. (2014). “Put it out there that you are willing to talk about anything”: The role of school counselors in providing support to gay and bisexual youth. Professional School Counseling, 17, 153-162.
  • Sarı, H.İ. & Karaman, M.A. (2018). Gaining a better understanding of General Mattering Scale: An application of classical test theory and item response theory. International Journal of Assessment Tools in Education, 5, 668-681. doi:10.21449/ijate.453337
  • Schmidt, F. L., Le, H., & Ilies, R. (2003). Beyond alpha: An empirical examination of the effects of different sources of measurement error on reliability estimates for measures of individual differences constructs. Psychological Methods, 8, 206-224.
  • Schimmel, C. J. (2008). School counseling in West Virginia: An examination of school counselors and implementation of WV policy 2315 (Doctoral Dissertation). Retrieved from Theses, Dissertations and Capstones (Paper 320).
  • Seligman, M. E. (2002). Authentic happiness: Using the new positive psychology to realize your potential for lasting fulfillment. New York, NY: Free Press.
  • Suldo, S. M., & Shaunessy-Dedrick, E. (2013). The psychosocial functioning of high school students in academically rigorous programs. Psychology in the Schools, 50, 823–843. doi:10.1002/pits.21708
  • Tabachnick, B. G., & Fidell, L. S. (2013). Using multivariate statistics (6th ed.). Boston, MA: Pearson Education.
  • Terzi, Ş., Tekinalp, B. E., & Leuwerke, W. (2011). Psikolojik danışmanların okul psikolojik danışma ve rehberlik hizmetleri modeline dayalı olarak geliştirilen kapsamlı psikolojik danışma ve rehberlik programını değerlendirmeleri [The evaluation of comprehensive guidance and counseling programs based on school counseling and guidance services model by school counselors]. Pegem Eğitim ve Öğretim Dergisi, 1(1), 51-60.
  • Ünal, A., & Ünal, E. (2010). A case study on the perception of the school counselor by students and teachers. Journal of Human Sciences, 7(2), 919-945.
  • Vela, J. C., Flamez, B., Sparrow, G. S., & Lerma, E. (2016). Understanding support from school counselors as predictors of Mexican American adolescents’ college-going beliefs. Journal of School Counseling, 14(7), 1-28.
  • Vela, J. C., Zamarripa, M., Balkin, R., Johnson, M., & Smith, R. (2013). Understanding Latina/o students' perceptions of high school counselors and acculturation as predictors of enrollment in AP courses. Professional School Counseling, 17, 142-152. doi:10.5330/prsc.17.1.a32q312p27351256
  • Werner, C., & Schermelleh-Engel, K. (2010). Deciding between competing models: Chi-square difference tests. Goethe University. Available online: https://perma.cc/2RTR-8XPZ (accessed on13 July 2018)
  • White, M., & Epston, D. (1990). Narrative means to therapeutic ends. New York, NY: W. W. Norton.
  • Yeşilyaprak, B. (2005). Eğitimde rehberlik hizmetleri: Gelişimsel bir yaklaşım [Guidance services in education: A developmental perspective]. Ankara, TR: Nobel Yayın Dağıtım.
  • Yılmaz, F & Demir, S. (2016). The validity and reliability study of revised School Climate Teacher Survey’s Turkish version. International Journal of Assessment Tools in Education, 3(1), 85-100.
  • Young, F.W., Valero-Mora, P., & Friendly, M. (2006). Visual statistics seeing data with dynamic interactive graphics. Hoboken, NJ: Wiley.

Development of Perceived School Counselor Support Scale: Based on the ASCA Mindsets and Behaviors

Year 2019, Volume: 6 Issue: 2, 202 - 217, 15.07.2019

Mehmet Akif Karaman Cemal Karadaş Javier Cavazos Vela

https://doi.org/10.21449/ijate.561584
Cited By: 6

Abstract

This study presents a culturally and
psychometrically sound instrument of perceived school counselor support among
Turkish high school students. The study has been framed using American School
Counseling Association’s Mindsets and Behaviors for Students Success Model to
create a valuable instrument that measures students’ perceptions of their
school counselors’ support in a different culture, society, and education
system. The results of this
study supported the theoretical based Perceived
School Counselor Support Scale long and short forms providing initial and
strong evidence based on internal structure and relations to other variables.
Internal consistency estimates on subscales ranged from good to strong.

Keywords

School counselor support scale ASCA national model Developmental school counseling Perceived counselor support Scale development

References

  • American Counseling Association (2014). ACA code of ethics. Alexandria, VA: Author.
  • American Educational Research Association, American Psychological Association, & National Council of Measurement in Education. (2014). Standards for educational and psychological testing. Washington, DC: American Educational Research Association.
  • American School Counselor Association. (2003). The ASCA national model: A framework for school counseling programs. Alexandria, VA: Author.
  • American School Counselor Association. (2005). The ASCA national model: A framework for school counseling programs. Alexandria, VA: Author.
  • American School Counselor Association. (2012). The ASCA National Model: A framework for school counseling programs (3rd ed.). Alexandria, VA: Author.
  • American School Counselor Association. (2014a). The ASCA national model: A framework for school counseling programs. Alexandria, VA: Author
  • American School Counselor Association. (2014b). Mindsets and behaviors for student success: K-12 college- and career-readiness standards for every student. Alexandria, VA: Author.
  • Balkin, R. S. (2014). Principles of quantitative research in counseling: A humanistic perspective. Journal of Humanistic Counseling, 53, 240 - 248. https://doi.10.1002/j.2161-1939.2014.00059.x
  • Balkin, R. S., & Schmit, E. L. (2016). Using the crisis stabilization scale to evaluate progress for adolescents in crisis. Journal of Child and Adolescent Counseling, 2, 33-41. doi: 10.1080/23727810.2015.1134009
  • Blum, R. W., McNeely, C., & Nonnemaker, J. (2002). Vulnerability, risk, and protection. Journal of Adolescent Health, 31, 28-39. doi:10.1016/S1054-139X(02)00411-1
  • Cavazos Vela, J., Hinojosa, Y., Karaman, M.A. (2018). Evaluation of the Short Grit Scale with Latinx college students. The Journal of Counseling Research and Practice,3(1), 31-42.
  • Clark, M. A., & Breman, J. C. (2009). School counselor inclusion: A collaborative model to provide academic and SocialEmotional support in the classroom setting. Journal of Counseling & Development, 87, 6-11. doi:10.1002/j.1556-6678.2009.tb00543.x
  • Dimitrov, D. (2012). Statistical methods for validation of assessment scale data in counseling and related fields. Alexandria, VA: Wiley.
  • Doğan, S. (2000). The historical development of counseling in Turkey. International Journal for the Advancement of Counselling, 22, 57-67. doi:10.1023/A:1005474126819
  • Ergüner-Tekinalp, B., Leuwerke, W., & Terzi, Ş. (2009). Emergence of national school counseling models: Views from the United States and Turkey. Journal of School Counseling, 7(33), 1-30.
  • Erkan, S. (2006). Okul psikolojik danışma ve rehberlik programlarının hazırlanması [Preparing school counseling and guidance programs]. Ankara, TR: Nobel Yayın Dağıtım.
  • Ferguson, R. F., & Lamback, S. (2014). Creating pathways to prosperity: A blueprint for action. Report issued by the Pathways to Prosperity Project at the Harvard Graduate School of Education and the Achievement Gap Initiative at Harvard University. Retrieved from http://www.agi.harvard.edu/pathways/CreatingPathwaystoProsperityReport2014.pdf
  • Fezler, B., & Brown, C. (2011). The international model for school counseling programs. Retrieved from http://www.aassa.com/uploaded/Educational_Research/US_Department_of_State/Counseling_Standards/International_Counseling_Model_Handbook.pdf
  • Flesch, R. (1948). A new readability yardstick. Journal of Applied Psychology, 32, 221–233. http://dx.doi.org/10.1037/h0057532
  • Fioravanti-Bastos, A. C. M., Cheniaux, E., & Landeira-Fernandez, J. (2011). Development and validation of a short - form version of the Brazilian state - trait anxiety inventory. Psicologia: Reflexão e Crítica, 24, 485 - 494. https://dx.doi.org/10.1590/S0102-79722011000300009
  • Haktanir, A., Lenz, A. S., Can, N., & Watson, J. C. (2016). Development and evaluation of Turkish language versions of three positive psychology assessments. International Journal for the Advancement of Counselling, 38, 286–297. doi:10.1007/s10447-016-9272-9
  • Horn, J. L. (1965). A rationale and test for the number of factors in factor analysis. Psychometrika, 30, 179–185. https://doi.org/10.1007/bf02289447
  • Karaman, M. A., Cavazos Vela, J., & Lu, M. T. P. (2018). Examining the Teacher Support Scale Revised and Counselor Support Scale with Latina/o students. Adıyaman University Journal of Educational Sciences, 8, 1-20. doi: 10.17984/adyuebd.357433
  • Karaman, M.A., Balkin, R.S., & Juhnke, G. J. (2018). The Turkish adaptation of the Juhnke-Balkin life balance inventory Turkish Form. Measurement and Evaluation in Counseling and Development, 51, 141-150. doi: 10.1080/07481756.2017.1308226
  • Lapan, R. T., Poynton, T., Marcotte, A., Marland, J., & Milam, C. M. (2017). College and career readiness counseling support scales. Journal of Counseling & Development, 95, 77-86. doi:10.1002/jcad.12119
  • Ledesma, R. D., & Valero-Mora, P. (2007). Determining the number of factors to retain in EFA: An easy-to-use computer program for carrying out parallel analysis. Practical Assessment, Research and Evaluation, 12, 1–11.
  • Leech, N. L., Barrett, K. C., & Morgan, G. A. (2005). SPSS for intermediate statistics: Use and interpretation. Mahwah, NJ: Erlbaum.
  • MacCallum, R. C., Widaman, K. F., Preacher, K. J., & Hong, S. (2001). Sample size in factor analysis: The role of model error. Multivariate Behavioral Research, 36, 611-637. doi: 10.1207/S15327906MBR3604_06
  • Moran, G. & Cutler, B.L. (1997). Bogus publicity items and the contingency between awareness and media-induced pretrial prejudice. Law and Human Behavior 21, 339-344. https://doi.org/10.1023/A:1024846917038
  • National Ministry of Education. (2006). İlköğretim ve ortaöğretim kurumları sınıf rehberliği programı [K-12 schools class guidance programs]. Retrieved from https://orgm.meb.gov.tr/alt_sayfalar/sinif_reh_progrm.html on July 29, 2018
  • O’Connor, B. P. (2000). SPSS and SAS programs for determining the number of components using parallel analysis and Velicer’s MAP test. Behavior Research Methods, Instruments, & Computers, 32, 396–402. https://doi.org/10.3758/bf03200807
  • Ohrt, J. H., Limberg, D., Bordonada, T. M., Griffith, C., & Sherrell, R. S. (2016). Adolescents' perceptions of their school counselors' impact. Journal of Child and Adolescent Counseling, 2, 1-15. doi:10.1080/23727810.2015.1133996
  • Parker, M. M., & Ray, D. C. (2017). School counseling needs of Latino students. Journal of School Counseling, 15(16), 1-30.
  • Poynton, T. A., & Lapan, R. T. (2017). Aspirations, achievement, and school counselors' impact on the college transition. Journal of Counseling & Development, 95, 369-377. doi:10.1002/jcad.12152
  • Raubenheimer, J. (2004). An item selection procedure to maximize scale reliability and validity. SA Journal of Industrial Psychology, 30, 59-64. doi: 10.4102/sajip.v30i4.168
  • Roe, S. (2014). “Put it out there that you are willing to talk about anything”: The role of school counselors in providing support to gay and bisexual youth. Professional School Counseling, 17, 153-162.
  • Sarı, H.İ. & Karaman, M.A. (2018). Gaining a better understanding of General Mattering Scale: An application of classical test theory and item response theory. International Journal of Assessment Tools in Education, 5, 668-681. doi:10.21449/ijate.453337
  • Schmidt, F. L., Le, H., & Ilies, R. (2003). Beyond alpha: An empirical examination of the effects of different sources of measurement error on reliability estimates for measures of individual differences constructs. Psychological Methods, 8, 206-224.
  • Schimmel, C. J. (2008). School counseling in West Virginia: An examination of school counselors and implementation of WV policy 2315 (Doctoral Dissertation). Retrieved from Theses, Dissertations and Capstones (Paper 320).
  • Seligman, M. E. (2002). Authentic happiness: Using the new positive psychology to realize your potential for lasting fulfillment. New York, NY: Free Press.
  • Suldo, S. M., & Shaunessy-Dedrick, E. (2013). The psychosocial functioning of high school students in academically rigorous programs. Psychology in the Schools, 50, 823–843. doi:10.1002/pits.21708
  • Tabachnick, B. G., & Fidell, L. S. (2013). Using multivariate statistics (6th ed.). Boston, MA: Pearson Education.
  • Terzi, Ş., Tekinalp, B. E., & Leuwerke, W. (2011). Psikolojik danışmanların okul psikolojik danışma ve rehberlik hizmetleri modeline dayalı olarak geliştirilen kapsamlı psikolojik danışma ve rehberlik programını değerlendirmeleri [The evaluation of comprehensive guidance and counseling programs based on school counseling and guidance services model by school counselors]. Pegem Eğitim ve Öğretim Dergisi, 1(1), 51-60.
  • Ünal, A., & Ünal, E. (2010). A case study on the perception of the school counselor by students and teachers. Journal of Human Sciences, 7(2), 919-945.
  • Vela, J. C., Flamez, B., Sparrow, G. S., & Lerma, E. (2016). Understanding support from school counselors as predictors of Mexican American adolescents’ college-going beliefs. Journal of School Counseling, 14(7), 1-28.
  • Vela, J. C., Zamarripa, M., Balkin, R., Johnson, M., & Smith, R. (2013). Understanding Latina/o students' perceptions of high school counselors and acculturation as predictors of enrollment in AP courses. Professional School Counseling, 17, 142-152. doi:10.5330/prsc.17.1.a32q312p27351256
  • Werner, C., & Schermelleh-Engel, K. (2010). Deciding between competing models: Chi-square difference tests. Goethe University. Available online: https://perma.cc/2RTR-8XPZ (accessed on13 July 2018)
  • White, M., & Epston, D. (1990). Narrative means to therapeutic ends. New York, NY: W. W. Norton.
  • Yeşilyaprak, B. (2005). Eğitimde rehberlik hizmetleri: Gelişimsel bir yaklaşım [Guidance services in education: A developmental perspective]. Ankara, TR: Nobel Yayın Dağıtım.
  • Yılmaz, F & Demir, S. (2016). The validity and reliability study of revised School Climate Teacher Survey’s Turkish version. International Journal of Assessment Tools in Education, 3(1), 85-100.
  • Young, F.W., Valero-Mora, P., & Friendly, M. (2006). Visual statistics seeing data with dynamic interactive graphics. Hoboken, NJ: Wiley.
There are 51 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Articles
Authors

Mehmet Akif Karaman 0000-0001-7405-5133

Cemal Karadaş

Javier Cavazos Vela This is me

Publication Date July 15, 2019
Submission Date February 15, 2019
Published in Issue Year 2019 Volume: 6 Issue: 2

Cite

APA Karaman, M. A., Karadaş, C., & Vela, J. C. (2019). Development of Perceived School Counselor Support Scale: Based on the ASCA Mindsets and Behaviors. International Journal of Assessment Tools in Education, 6(2), 202-217. https://doi.org/10.21449/ijate.561584

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