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Abstract
The American School Counselor Association (ASCA) has published the ASCA National Model as the theoretical framework for data-driven, comprehensive school counseling. School counselors are tasked to develop and implement a K-12 counseling program that supports students’ academic, social/emotional, and career development. Many states across the country have passed legislation that requires school districts to align themselves to the ASCA National Model, including Washington State where the Washington Legislature passed Substitute Senate Bill (SSB) 5030 on July 25, 2021. Now that every school district in Washington State must develop comprehensive school counseling programs (CSCP), this research aimed to explore both school counselors’ and graduate students’ perceived preparedness to implement a CSCP. The research examined the factors that facilitated or hindered school counselors’ perceived preparedness considering internal factors grounded in Bandura’s self-efficacy theory and internal and external factors specific to the components of the ASCA National Model. The research aimed to identify the current needs of Washington State school counselors in order to enhance their perceived preparedness. Utilizing a phenomenological approach to qualitative analysis, the datasets from two surveys revealed common themes including the need for further resources and examples, training, time to collaborate with peers, and administrative support to change the assigned duties of the school counselor. The majority of participants (n =16) reported the need for additional support or identified current needs. Clearer role definition, district leadership support, and peer support/mentoring were identified as ways to enhance their self-efficacy and perceived preparedness. Implications for future research and practice are further discussed.
