High School Counselor Caseload Assignment Models Counselors Voices

High School Counselor Caseload Assignment Models: Counselors Voices about What Works and Why Dr. Nelda L. Mackey

Significance of the Study � The American School Counseling Association (ASCA) states that counselors should choose a caseload assignment model that aligns with the goals and mission of the site; however, no explanation is given on how to make this determination. �Gysbers & Henderson (2006) offered limited explanations. �Prior to this study, Akos, Schuldt & Walendin (2009) provided the only exploratory research on caseload assignment models. � Without research showing how caseload assignment models may impact the organization of the counseling program, or impact how counselors meet the needs of students, it’s been difficult to determine which model would be most appropriate for a site to utilize. � Practitioners have relied on anecdotal evidence and historical practices to make decisions.

Types of Caseload Assignment Models �Alphabetical (Surname) Assignment Counselor �Grade Level Assignment Counselor �Looping -- counselor starts with students in 9 th grade and stays with them through graduation �Static -- counselor assigned the same grade level each year �Program Specialist Counselor �Small Learning Community (Career Academy) Counselor �Other Configurations

Major Themes for Caseload Assignment Models: (A)=Advantages; (D)=Disadvantages Category Alphabet (Surname) Equity Issues Fairness to Counselor Workload (A) Equal ratios, evenly spreads workload; (D) Some students placed on backburner, students may need to be more proactive to be seen Family Connection Enhanced Student Connection (A) Build trusting relationships (A) Often participates with families over time, students in activities outside of increased information about counseling domain, i. e. field family environment; (D) No trips; (D) Lack of family disadvantages stated connection With Counseling Team With Teachers A) Capitalize on counselors (A) Know small group of strengths, collaboration teachers and curriculum well, improves work product, divvy create own classroom up classroom presentations, and present to equally; (D) Presentations respective caseload, work more made irrespective of counselor autonomously which creates caseload, collaboration is time efficiency; (D) Little counseling consuming team collaboration, autonomy can be isolating Generalists Specialists (A) Global view of site, broad (A) Specialized and focused knowledge base, keep current knowledge base at grade level on developmental needs at or for a specific program, focus each grade level; (D) Surface and autonomy creates level of knowledge, spread efficiency; (D) Must relearn new thin over many developmental knowledge each year for grade Relationships Collaboration Counselor Role Grade Level/Program Specialist Career Academy/ Small Learning Community Equity in Meeting Student Fairness to Counselor Workload Needs (A) Equal ratios, evenly spreads (A) Equitable services for all workload; (D) Some students placed students for all grade levels; (D) on backburner, students may need to Counselor ratios and workload be more proactive to be seen not evenly distributed Enhanced Student Connection (A) Often participates with students in activities outside of counseling domain, i. e. field trips; (D) Lack of family connection With Teachers (A) Know small group of teachers and curriculum well, create own classroom presentations, and present to respective caseload, work more autonomously which creates efficiency (D) Little counseling team collaboration, autonomy can be isolating Team Member (A) Create family environment and focus on relationship building, teachers responsible for scheduling so counselors can focus more on counseling; (D) Blurring of counselor/teacher role, students can

Practical Applications � Counselors and administrators should have conversations about goals and what should be emphasized in the counseling program. �Advantages/disadvantages of differing models �Delivery of guidance curriculum, individualized planning services and responsive services to students � Based on these conversations, look at the available research to determine the best model to utilize for your site. � Akos, P. , Schuldt, H. & Walendin, M. (2009). School counselor assignment in secondary schools. Professional School Counseling, 13, 23 -29. �Gysbers, N. C. & Henderson, P. (2006). Developing & managing your school guidance and counseling program (3 rd ed. ). Alexandria, VA: American Counseling Association. �Mackey, N. L. (2013). High school counselor caseload assignment models: Counselors voices about what works and why. Doctoral Dissertation, University of California, Davis.

Interested in Learning More about Caseload Assignment Models? Dr. Nelda L. Mackey nmackey@sanjuan. edu Copy of dissertation will be e-mailed to you as it is not yet available on Pro. Quest