ACA Task Force for School Counseling: Survey of School Counselors

1.

1. As a professional school counselor, how often do you provide the following services?

	very frequently	frequently	occasionally	hardly ever	never
a) classroom guidance	*As a professional school counselor, how often do you provide the following services? a) classroom guidance very frequently	a) classroom guidance frequently	a) classroom guidance occasionally	a) classroom guidance hardly ever	a) classroom guidance never
b) individual counseling	b) individual counseling very frequently	b) individual counseling frequently	b) individual counseling occasionally	b) individual counseling hardly ever	b) individual counseling never
c) group counseling	c) group counseling very frequently	c) group counseling frequently	c) group counseling occasionally	c) group counseling hardly ever	c) group counseling never
d) four-year planning with students	d) four-year planning with students very frequently	d) four-year planning with students frequently	d) four-year planning with students occasionally	d) four-year planning with students hardly ever	d) four-year planning with students never
e) college and career readiness counseling	e) college and career readiness counseling very frequently	e) college and career readiness counseling frequently	e) college and career readiness counseling occasionally	e) college and career readiness counseling hardly ever	e) college and career readiness counseling never
f) consultation with teachers	f) consultation with teachers very frequently	f) consultation with teachers frequently	f) consultation with teachers occasionally	f) consultation with teachers hardly ever	f) consultation with teachers never
g) consultation with parents	g) consultation with parents very frequently	g) consultation with parents frequently	g) consultation with parents occasionally	g) consultation with parents hardly ever	g) consultation with parents never
h) coordination of resources and services	h) coordination of resources and services very frequently	h) coordination of resources and services frequently	h) coordination of resources and services occasionally	h) coordination of resources and services hardly ever	h) coordination of resources and services never
i) administration or interpretation of assessments	i) administration or interpretation of assessments very frequently	i) administration or interpretation of assessments frequently	i) administration or interpretation of assessments occasionally	i) administration or interpretation of assessments hardly ever	i) administration or interpretation of assessments never
j) advocacy	j) advocacy very frequently	j) advocacy frequently	j) advocacy occasionally	j) advocacy hardly ever	j) advocacy never
k) work with administrators	k) work with administrators very frequently	k) work with administrators frequently	k) work with administrators occasionally	k) work with administrators hardly ever	k) work with administrators never
l) work with community organizations/resources	l) work with community organizations/resources very frequently	l) work with community organizations/resources frequently	l) work with community organizations/resources occasionally	l) work with community organizations/resources hardly ever	l) work with community organizations/resources never
m) district level collaboration with other counselors	m) district level collaboration with other counselors very frequently	m) district level collaboration with other counselors frequently	m) district level collaboration with other counselors occasionally	m) district level collaboration with other counselors hardly ever	m) district level collaboration with other counselors never
n) collect accountability data (e.g. classroom guidance, group counseling)	n) collect accountability data (e.g. classroom guidance, group counseling) very frequently	n) collect accountability data (e.g. classroom guidance, group counseling) frequently	n) collect accountability data (e.g. classroom guidance, group counseling) occasionally	n) collect accountability data (e.g. classroom guidance, group counseling) hardly ever	n) collect accountability data (e.g. classroom guidance, group counseling) never
o) conduct needs assessments	o) conduct needs assessments very frequently	o) conduct needs assessments frequently	o) conduct needs assessments occasionally	o) conduct needs assessments hardly ever	o) conduct needs assessments never
p) look at school-wide data to determine needs	p) look at school-wide data to determine needs very frequently	p) look at school-wide data to determine needs frequently	p) look at school-wide data to determine needs occasionally	p) look at school-wide data to determine needs hardly ever	p) look at school-wide data to determine needs never
q) other	q) other very frequently	q) other frequently	q) other occasionally	q) other hardly ever	q) other never

Other (please specify)

2. Which items currently negatively affect the school counselors in your school?

	very frequently	frequently	occasionally	hardly ever	never
a) lack of professional development opportunities, mentoring, induction, etc.	*Which items currently negatively affect the school counselors in your school? a) lack of professional development opportunities, mentoring, induction, etc. very frequently	a) lack of professional development opportunities, mentoring, induction, etc. frequently	a) lack of professional development opportunities, mentoring, induction, etc. occasionally	a) lack of professional development opportunities, mentoring, induction, etc. hardly ever	a) lack of professional development opportunities, mentoring, induction, etc. never
b) budget cuts affecting your school counseling programs or initiatives	b) budget cuts affecting your school counseling programs or initiatives very frequently	b) budget cuts affecting your school counseling programs or initiatives frequently	b) budget cuts affecting your school counseling programs or initiatives occasionally	b) budget cuts affecting your school counseling programs or initiatives hardly ever	b) budget cuts affecting your school counseling programs or initiatives never
c) your own job loss or reduction in hours due to budget cuts or change in budget priorities	c) your own job loss or reduction in hours due to budget cuts or change in budget priorities very frequently	c) your own job loss or reduction in hours due to budget cuts or change in budget priorities frequently	c) your own job loss or reduction in hours due to budget cuts or change in budget priorities occasionally	c) your own job loss or reduction in hours due to budget cuts or change in budget priorities hardly ever	c) your own job loss or reduction in hours due to budget cuts or change in budget priorities never
d) school districts or schools using outside providers (external agencies, individuals, or organizations) to perform counseling duties	d) school districts or schools using outside providers (external agencies, individuals, or organizations) to perform counseling duties very frequently	d) school districts or schools using outside providers (external agencies, individuals, or organizations) to perform counseling duties frequently	d) school districts or schools using outside providers (external agencies, individuals, or organizations) to perform counseling duties occasionally	d) school districts or schools using outside providers (external agencies, individuals, or organizations) to perform counseling duties hardly ever	d) school districts or schools using outside providers (external agencies, individuals, or organizations) to perform counseling duties never
e) schools using volunteers, instead of credentialed school counselors	e) schools using volunteers, instead of credentialed school counselors very frequently	e) schools using volunteers, instead of credentialed school counselors frequently	e) schools using volunteers, instead of credentialed school counselors occasionally	e) schools using volunteers, instead of credentialed school counselors hardly ever	e) schools using volunteers, instead of credentialed school counselors never
f) job assignments that do not capitalize on your professional background and training	f) job assignments that do not capitalize on your professional background and training very frequently	f) job assignments that do not capitalize on your professional background and training frequently	f) job assignments that do not capitalize on your professional background and training occasionally	f) job assignments that do not capitalize on your professional background and training hardly ever	f) job assignments that do not capitalize on your professional background and training never
g) inadequate supervision from a credentialed professional school counselor	g) inadequate supervision from a credentialed professional school counselor very frequently	g) inadequate supervision from a credentialed professional school counselor frequently	g) inadequate supervision from a credentialed professional school counselor occasionally	g) inadequate supervision from a credentialed professional school counselor hardly ever	g) inadequate supervision from a credentialed professional school counselor never
h) not being prepared well enough by your training program or internship to meet the real-life needs of your job	h) not being prepared well enough by your training program or internship to meet the real-life needs of your job very frequently	h) not being prepared well enough by your training program or internship to meet the real-life needs of your job frequently	h) not being prepared well enough by your training program or internship to meet the real-life needs of your job occasionally	h) not being prepared well enough by your training program or internship to meet the real-life needs of your job hardly ever	h) not being prepared well enough by your training program or internship to meet the real-life needs of your job never
i) large caseloads	i) large caseloads very frequently	i) large caseloads frequently	i) large caseloads occasionally	i) large caseloads hardly ever	i) large caseloads never
j) non-counseling duties	j) non-counseling duties very frequently	j) non-counseling duties frequently	j) non-counseling duties occasionally	j) non-counseling duties hardly ever	j) non-counseling duties never
k) lack of support from administrators	k) lack of support from administrators very frequently	k) lack of support from administrators frequently	k) lack of support from administrators occasionally	k) lack of support from administrators hardly ever	k) lack of support from administrators never
l) lack of clerical support	l) lack of clerical support very frequently	l) lack of clerical support frequently	l) lack of clerical support occasionally	l) lack of clerical support hardly ever	l) lack of clerical support never
m) other	m) other very frequently	m) other frequently	m) other occasionally	m) other hardly ever	m) other never

Other (please specify)

3. How much increased skill in the following areas would help you more effectively serve all students?

	None. I have extensive training.	a little	some	a lot	I need additional intensive training
a) developing community partnership and referral sources for students who are beyond the scope of school counseling services	*How much increased skill in the following areas would help you more effectively serve all students? a) developing community partnership and referral sources for students who are beyond the scope of school counseling services None. I have extensive training.	a) developing community partnership and referral sources for students who are beyond the scope of school counseling services a little	a) developing community partnership and referral sources for students who are beyond the scope of school counseling services some	a) developing community partnership and referral sources for students who are beyond the scope of school counseling services a lot	a) developing community partnership and referral sources for students who are beyond the scope of school counseling services I need additional intensive training
b) comfort and ability to work with diverse populations	b) comfort and ability to work with diverse populations None. I have extensive training.	b) comfort and ability to work with diverse populations a little	b) comfort and ability to work with diverse populations some	b) comfort and ability to work with diverse populations a lot	b) comfort and ability to work with diverse populations I need additional intensive training
c) developing family engagement strategies	c) developing family engagement strategies None. I have extensive training.	c) developing family engagement strategies a little	c) developing family engagement strategies some	c) developing family engagement strategies a lot	c) developing family engagement strategies I need additional intensive training
d) developing collaborative teams with teachers and other staff	d) developing collaborative teams with teachers and other staff None. I have extensive training.	d) developing collaborative teams with teachers and other staff a little	d) developing collaborative teams with teachers and other staff some	d) developing collaborative teams with teachers and other staff a lot	d) developing collaborative teams with teachers and other staff I need additional intensive training
e) building effective communication (working relationships) with principals/administrators	e) building effective communication (working relationships) with principals/administrators None. I have extensive training.	e) building effective communication (working relationships) with principals/administrators a little	e) building effective communication (working relationships) with principals/administrators some	e) building effective communication (working relationships) with principals/administrators a lot	e) building effective communication (working relationships) with principals/administrators I need additional intensive training
f) building cohesive and innovative school counseling teams in your building (if more than one counselor)	f) building cohesive and innovative school counseling teams in your building (if more than one counselor) None. I have extensive training.	f) building cohesive and innovative school counseling teams in your building (if more than one counselor) a little	f) building cohesive and innovative school counseling teams in your building (if more than one counselor) some	f) building cohesive and innovative school counseling teams in your building (if more than one counselor) a lot	f) building cohesive and innovative school counseling teams in your building (if more than one counselor) I need additional intensive training
g) using data to drive the school counseling program	g) using data to drive the school counseling program None. I have extensive training.	g) using data to drive the school counseling program a little	g) using data to drive the school counseling program some	g) using data to drive the school counseling program a lot	g) using data to drive the school counseling program I need additional intensive training
h) advocating for your school counseling program	h) advocating for your school counseling program None. I have extensive training.	h) advocating for your school counseling program a little	h) advocating for your school counseling program some	h) advocating for your school counseling program a lot	h) advocating for your school counseling program I need additional intensive training
i) advocating for appropriate school counselor roles	i) advocating for appropriate school counselor roles None. I have extensive training.	i) advocating for appropriate school counselor roles a little	i) advocating for appropriate school counselor roles some	i) advocating for appropriate school counselor roles a lot	i) advocating for appropriate school counselor roles I need additional intensive training
j) advocating for appropriate school counselor tasks	j) advocating for appropriate school counselor tasks None. I have extensive training.	j) advocating for appropriate school counselor tasks a little	j) advocating for appropriate school counselor tasks some	j) advocating for appropriate school counselor tasks a lot	j) advocating for appropriate school counselor tasks I need additional intensive training
k) advocating for student success	k) advocating for student success None. I have extensive training.	k) advocating for student success a little	k) advocating for student success some	k) advocating for student success a lot	k) advocating for student success I need additional intensive training
l) advocating for underserved populations	l) advocating for underserved populations None. I have extensive training.	l) advocating for underserved populations a little	l) advocating for underserved populations some	l) advocating for underserved populations a lot	l) advocating for underserved populations I need additional intensive training
m) ability to design and deliver an effective school counseling program	m) ability to design and deliver an effective school counseling program None. I have extensive training.	m) ability to design and deliver an effective school counseling program a little	m) ability to design and deliver an effective school counseling program some	m) ability to design and deliver an effective school counseling program a lot	m) ability to design and deliver an effective school counseling program I need additional intensive training
n) other	n) other None. I have extensive training.	n) other a little	n) other some	n) other a lot	n) other I need additional intensive training

Other (please specify)

4. How willing would you be to participate in the following?

	very willing	willing	not willing
a) online continuing education modules on emerging best practices in school counseling	*How willing would you be to participate in the following? a) online continuing education modules on emerging best practices in school counseling very willing	a) online continuing education modules on emerging best practices in school counseling willing	a) online continuing education modules on emerging best practices in school counseling not willing
b) in person professional development on emerging best practices in school counseling (conveniently located at national, regional, state conferences, etc.)	b) in person professional development on emerging best practices in school counseling (conveniently located at national, regional, state conferences, etc.) very willing	b) in person professional development on emerging best practices in school counseling (conveniently located at national, regional, state conferences, etc.) willing	b) in person professional development on emerging best practices in school counseling (conveniently located at national, regional, state conferences, etc.) not willing
c) a program (sequence of presentations) leading to advanced competency in a specific area of school counseling	c) a program (sequence of presentations) leading to advanced competency in a specific area of school counseling very willing	c) a program (sequence of presentations) leading to advanced competency in a specific area of school counseling willing	c) a program (sequence of presentations) leading to advanced competency in a specific area of school counseling not willing
d) an online forum for school counselors to network, discuss issues, challenges and successes, and organize local or state efforts to promote school counseling	d) an online forum for school counselors to network, discuss issues, challenges and successes, and organize local or state efforts to promote school counseling very willing	d) an online forum for school counselors to network, discuss issues, challenges and successes, and organize local or state efforts to promote school counseling willing	d) an online forum for school counselors to network, discuss issues, challenges and successes, and organize local or state efforts to promote school counseling not willing
e) school counselor roundtables or other open forums to discuss issues, challenges and ways to move the profession forward	e) school counselor roundtables or other open forums to discuss issues, challenges and ways to move the profession forward very willing	e) school counselor roundtables or other open forums to discuss issues, challenges and ways to move the profession forward willing	e) school counselor roundtables or other open forums to discuss issues, challenges and ways to move the profession forward not willing
f) grass roots counselor advocacy to promote school counseling in state and federal policy and legislation	f) grass roots counselor advocacy to promote school counseling in state and federal policy and legislation very willing	f) grass roots counselor advocacy to promote school counseling in state and federal policy and legislation willing	f) grass roots counselor advocacy to promote school counseling in state and federal policy and legislation not willing
g) building partnerships with community resources	g) building partnerships with community resources very willing	g) building partnerships with community resources willing	g) building partnerships with community resources not willing

5. How important is it to your job to have additional knowledge and skills in the following areas?

	not important	somewhat important	important	very important
a) college and career readiness counseling	*How important is it to your job to have additional knowledge and skills in the following areas? a) college and career readiness counseling not important	a) college and career readiness counseling somewhat important	a) college and career readiness counseling important	a) college and career readiness counseling very important
b) drop out prevention	b) drop out prevention not important	b) drop out prevention somewhat important	b) drop out prevention important	b) drop out prevention very important
c) data-driven school counseling	c) data-driven school counseling not important	c) data-driven school counseling somewhat important	c) data-driven school counseling important	c) data-driven school counseling very important
d) school-wide Positive Behavior Interventions and Supports (PBIS)	d) school-wide Positive Behavior Interventions and Supports (PBIS) not important	d) school-wide Positive Behavior Interventions and Supports (PBIS) somewhat important	d) school-wide Positive Behavior Interventions and Supports (PBIS) important	d) school-wide Positive Behavior Interventions and Supports (PBIS) very important
e) bullying prevention programs	e) bullying prevention programs not important	e) bullying prevention programs somewhat important	e) bullying prevention programs important	e) bullying prevention programs very important
f) advocacy skills	f) advocacy skills not important	f) advocacy skills somewhat important	f) advocacy skills important	f) advocacy skills very important
g) developmental assets (e.g., characteristics of resiliency, Search Institute)	g) developmental assets (e.g., characteristics of resiliency, Search Institute) not important	g) developmental assets (e.g., characteristics of resiliency, Search Institute) somewhat important	g) developmental assets (e.g., characteristics of resiliency, Search Institute) important	g) developmental assets (e.g., characteristics of resiliency, Search Institute) very important
h) character development	h) character development not important	h) character development somewhat important	h) character development important	h) character development very important
i) dating violence	i) dating violence not important	i) dating violence somewhat important	i) dating violence important	i) dating violence very important
j) counseling at-risk youth	j) counseling at-risk youth not important	j) counseling at-risk youth somewhat important	j) counseling at-risk youth important	j) counseling at-risk youth very important
k) comfort and ability to work with diverse populations	k) comfort and ability to work with diverse populations not important	k) comfort and ability to work with diverse populations somewhat important	k) comfort and ability to work with diverse populations important	k) comfort and ability to work with diverse populations very important
l) supervision from a professional school counselor	l) supervision from a professional school counselor not important	l) supervision from a professional school counselor somewhat important	l) supervision from a professional school counselor important	l) supervision from a professional school counselor very important
m) leadership	m) leadership not important	m) leadership somewhat important	m) leadership important	m) leadership very important
n) substance abuse	n) substance abuse not important	n) substance abuse somewhat important	n) substance abuse important	n) substance abuse very important
o) wellness	o) wellness not important	o) wellness somewhat important	o) wellness important	o) wellness very important
p) attendance	p) attendance not important	p) attendance somewhat important	p) attendance important	p) attendance very important
q) other	q) other not important	q) other somewhat important	q) other important	q) other very important

Other (please specify)

6. How willing would you be to participate in either on-line or face-to-face professional development in the following areas?

	very willing	willing	not willing
a) college and career readiness counseling	*How willing would you be to participate in either on-line or face-to-face professional development in the following areas? a) college and career readiness counseling very willing	a) college and career readiness counseling willing	a) college and career readiness counseling not willing
b) drop out prevention	b) drop out prevention very willing	b) drop out prevention willing	b) drop out prevention not willing
c) data-driven school counseling	c) data-driven school counseling very willing	c) data-driven school counseling willing	c) data-driven school counseling not willing
d) school-wide Positive Behavior Interventions and Supports (PBIS)	d) school-wide Positive Behavior Interventions and Supports (PBIS) very willing	d) school-wide Positive Behavior Interventions and Supports (PBIS) willing	d) school-wide Positive Behavior Interventions and Supports (PBIS) not willing
e) bullying prevention programs	e) bullying prevention programs very willing	e) bullying prevention programs willing	e) bullying prevention programs not willing
f) advocacy skills	f) advocacy skills very willing	f) advocacy skills willing	f) advocacy skills not willing
g) developmental assets (e.g., characteristics of resiliency, Search Institute)	g) developmental assets (e.g., characteristics of resiliency, Search Institute) very willing	g) developmental assets (e.g., characteristics of resiliency, Search Institute) willing	g) developmental assets (e.g., characteristics of resiliency, Search Institute) not willing
h) character development	h) character development very willing	h) character development willing	h) character development not willing
i) dating violence	i) dating violence very willing	i) dating violence willing	i) dating violence not willing
j) counseling at-risk youth	j) counseling at-risk youth very willing	j) counseling at-risk youth willing	j) counseling at-risk youth not willing
k) comfort and ability to work with diverse populations	k) comfort and ability to work with diverse populations very willing	k) comfort and ability to work with diverse populations willing	k) comfort and ability to work with diverse populations not willing
l) supervision from a professional school counselor	l) supervision from a professional school counselor very willing	l) supervision from a professional school counselor willing	l) supervision from a professional school counselor not willing
m) leadership	m) leadership very willing	m) leadership willing	m) leadership not willing
n) substance abuse	n) substance abuse very willing	n) substance abuse willing	n) substance abuse not willing
o) wellness	o) wellness very willing	o) wellness willing	o) wellness not willing
p) attendance	p) attendance very willing	p) attendance willing	p) attendance not willing
q) other	q) other very willing	q) other willing	q) other not willing

Other (please specify)

7. Gender

Gender Male

Female

8. Ethnicity

Ethnicity White

African American

Hispanic American

Asian American

Native American

Mixed Race

Other