Introduction. 2. Aim of the Study

Transcription

1 28 High School Students Perceptions of the American School Counselor Association s (ASCA) CAREER DEVELOPMENT Domain Model in a School Counseling Services Setting in Albania Nihat Aksu PhD Candidate, Universiteti Europian i Tiranës, Albania nihataksu@yahoo.com Ömer Kaleli MSc, Shkolla e Lartë Hëna e Plotë (Bedër), Albania omerkaleli@gmail.com Abstract: This study analyzed students perceptions of school counseling service in private schools in Albania. Students perceptions were measured with regard to career development which is one of the three ASCA domains (academic, career, and personal/social). The school counselor does not exist in the Albanian schools. The school counseling is not directly performed. The school counseling is performed by a structure called in this study as "school counseling services". The school counseling services includes class teacher, vice principal/principal, school disciplinary committee, school psychologist and activities done under legislations of Albanian Ministry of Education and Sports. These elements are common in all schools of Albania as well as private schools. A 13 item questionnaire was administered to 300 students (150 male and 150 female) at five private high schools. Introduction The school counselor does not exist in the Albanian schools. The school counseling is not directly performed. The school counseling is performed by a structure called in this study as school counseling services. The school counselor duties are performed by some other elements of the education system such as: class teacher, vice principal/principal, school disciplinary committee, school psychologist and activities done under legislations of Albanian Ministry of Education and Sports in the high schools from class 10 to class Statement of the Problem In the schools, there is no compulsory regulation on hiring a school counselor. School psychologist is the only personnel in the school according to the Albanian regulation, each school should have one for 2500 students;10 times more than ASCA standard for the school counselor. But this does not mean there is no school counseling in the Albanian school. The other main elements of the education system are performing school counseling service for the students in Albania. These elements are: Class teacher Vice principal School disciplinary committee School psychologist The main purpose of school counseling service in a school is to boost the learning process. A comprehensive school counseling service assists student with the development in three domains: Career Personal/social Academic 2. Aim of the Study Students are the main beneficiaries of the school counseling services, but their perceptions of the school counseling services have not been studied in Albania. The aim of this study is to evaluate students' perceptions of school counseling service in terms of ASCA academic achievement standards. 3. Research Question How much of ASCA career development model is achieved by the school counseling services? 4. Literature Review 4.1. Definition of Counseling The American Counseling Association (ACA) with the agreement of 31 counseling organizations describes professional counseling as follows; a professional relationship that empowers diverse individuals, families, and groups to accomplish mental health, wellness, education, and career goals. [1]

2 ASCA Model American School Counselor Association (ASCA), a branch of ACA, was set up in 1952, helps school counselors to support the students focus on academic, social/personal and career development so that they can succeed in the school and graduate then become responsible member of society. ASCA offers professional progress, various resources, academic studies and advocacy to all its members in USA and worldwide. In 2001, The American School Counselor Association (ASCA) started The ASCA National Model: A Framework for School Counseling Programs as an outline for scheming, developing, applying and assessing standard based, data-driven school counseling program. School counselors change their attention from service-centered program to program-centered to give the chance to all students. ASCA's objective in developing the model is to institutionalize the framework for and process of developing a school counseling program [2]. Researchers are supporting the validity of the comprehensive model in desired academic achievement, career development, parental satisfaction, school climate, and attendance [4]. These studies show the students of schools, which have Comprehensive Developmental Guidance (CDG) programs, getting higher grades, showing better relationships with teachers, and getting greater satisfaction from school. Students also told that education is relevant to later life, school is safe, and high school students expressed that career and college information was accessible [10]. Other studies point that counseling programs decrease anxiety and depression among schoolchildren and are a positive factor having better social skills [17]. School counselors have a unique position to evaluate data in schools and explain the gaps, existing in student success [1]. The framework of a comprehensive school counseling program consists of four components: foundation, management, delivery, and accounttability Foundation School counselors should prepare complete school counseling programs that focus on student results, teach student abilities and are delivered with recognized professional proficiency. The solid ground of school counseling program is the foundation where student knowledge, attitudes and skills are determined. Setting a strong foundation need a mutual effort with school members, parents/guardians, and the community to determine what every student will obtain as a profit of a school counseling program. The idea of this component of the ASCA National Model is to set up the focus of the complete school counseling program based according to the needs of the students on: a. career development; b. personal/social development; c. academic development. Career Development ASCA National Standards for career development give the basics school counseling programs for foundation for the acquisition of skills, attitudes and knowledge that allow students to make a successful move from school to the world of work, and from job to job across the life span. Students will acquire the skills to investigate the world of work in relation to knowledge of self and to make informed career decisions. Students will employ strategies to achieve future career goals with success and satisfaction. Personal/Social development ASCA National Standards for personal/social development guide school counseling programs to provide the foundation for personal and social growth as students progress through school and into adulthood. Academic development ASCA National Standards for academic development guide school counseling programs to implement strategies and activities to support and maximize each student s ability to learn (see Appendix B) [2] [12] Management The management is very important to have the effective school counseling program that addersses the developmental requests of every student. The management component of the ASCA National Model provides organizational tests and element designed to manage a school counseling program. The tests and tools assist school counselors build up, apply and assess their school counseling program based on clearly defined priority reflecting student needs [13].

3 Delivery The delivery component shows the way of applying the school counseling program to students. The services and strategies that school counselors offer to students and communications they have with others as they work to encourage student achievement, equity and access for all students are explained in this part. The delivery component has two parts such as direct and indirect student services. Direct services are provided to students, and indirect services are provided for students. Direct student services are in-person interactions between school counselors and students. Indirect student services are services provided on behalf of students as a result of the school counselor s interactions with others [13] Accountability School counselors should check their program efficiency regularly to determine its success for better results of the students. School counselors use this check to understand the difference between students who are in the school counseling program. School counselor should prove their counseling program efficiency in measurable terms. School counselors should use data-driven complete school counseling programs using accounttability strategies to monitor student achievement, to frequently assess and advance their school counseling program and to determine the impact their program is having on students [5]. Accountability skills support school counselors "garner the political clout necessary to improve school counselor to student staffing ratios and redefine school counselor roles and activities " [6]. Accountability of the school counseling program can be achieved in three sections: (a) Data Analysis: school s achievement, attendance, behavior and safety record; (b)program Results; (c)evaluation and Improvement School Counseling in Albania In Albania, the school counseling is not very common. Very few schools have the professional school counselors. Their job description is not clear and not defined by the ministry of education. The school counseling services are performing counseling activities in the Albanian high schools includes: The class teacher is at the core of school counseling service. The tasks of the class teacher who is very important in Albanian education system are explained. The class teacher is a messenger between the students, parents as well as the school administration. Any progress or academic, social, personal and disciplinary problems related to the students is reported to the parents by the class teacher. The class teacher is responsible for attendance of the whole class as well. The class teacher takes care of register in which all the attendance, marks and personal information of students are kept [14]. Vice principal/principal have the authority in the schools to allow the school counseling services activities or block them. Perusse, Goodnough, Donegan, and Jones [11] in their study mentioned importance principal in the school counseling, even though the duties are clearly mentioned, the school principal can still have authority to block some of the duties. School discipline committee consists of 5 or 7 school personnel, directed by the school principal or deputy directors. The school psychologist is ordinary and automatic member of school discipline committee. School discipline committee should have intolerant attitude violation of teaching and learning, school safety and health of students and employees of the school in its premises [14]. A school psychologist should deal with students according to the type of school. Psycho-Social Service (SPS) deals psychosocial problems of students with learning or behavioral. Psycho-Social Service collaborates with teachers and heads of educational institutions and parents, to plan and implement services that contribute to the educational, social and personal students [15]. Activities done under legislations of Albanian Ministry of Education and Sports Orientation of Students for Their Careers The 9 th class students who are finishing primary school should decide potential high school and vocational high school according their academic success and talents. School visit with a parent will

4 31 help students decide the best for them. The class 9 students have the exam from mathematics and Albanian literature to finish the primary school. The students are required to get 5 out of 10 in the state exam in order to graduate from the primary school. Exam performance also will determine the choice of advanced lesson between the advanced mathematics and Albanian literature in the class 10. The orientation of students for the career in Albania starts with primary school finishing exam. According that exam results, the students choose their school that opens the door further education [14]. The career education lesson and elective lessons The career education lesson is a part of high school program in which students understand the importance of career choice and necessary conditions, outcomes of their choice. This lesson continues for 3 semesters starting from class 10 in the high school [14]. The students will have a chance to evaluate possible career choice by comparing how much their abilities meet requirements of that career in the lesson, eventually decide the career. In the class 11 students have to choose elective lessons either natural sciences (applied physics, biology, and chemistry) or social science (history, physiology, sociology) related to their career of choice. Model professional Model professional is a lesson in the high school students must take. Professional modules are required to be completed by the student, he/she has to have earned at least 1 (one) credit from the Professional modules at the end of the year. The professional modules may be held at a general/professional school or in the work environment of a business company. This company has to, in the end; supply the student with a certificate which recognizes his work. The students of a class can undertake different modules. All the documentation is archived in a special Archive created by the School and is prone to subsequent inspections by the appropriate authorities [14]. Community service in activities which are unrelated to their relatives and/or family. The students exchange experience and impressions in organized lessons which are designed to take place during the school hours and in which one or more classes participate. Small groups or individual students may participate in a given activity, the only condition being the consent of the parent and the participation of an observing teacher. The students are not forced to participate in the Community Service during 10-th and 11-th classes, but the student must complete Community Service before the end of the class 12. At the end of the activity, a report should be submitted in which he/she presents the plan that he/she has followed, his/her opinion and experiences and also what he/she got from activity [14]. 5. Methodology A questionnaire consisting of 13 questions has been applied to 60 students from 5 private high schools in Albania. From each class 10 male and 10 female students are chosen randomly. In total 300 students have participated to the questionnnaire. The questionnaire has 2 main parts. The first part has 7 questions about general information of students; the second part has 6 questions about career development which is one of the three domains (career development, personal/social development, and academic development) of ASCA with Likert type questions. The SPSS 20 was used for data analysis. The reliability of questionnaire was measured and it was Results and Discussion The results have been evaluated for career development (Q8-Q13) domain of ASCA model. The correlation test in SPSS was done and no significant correlation was observed of level of income, education of the parent with any questionnnaire respond for each question between 8 and 13. However, there is statistically significant difference between male and female students in terms of organizing seminars and career talks (Q8) [9] and informing on financial aid and scholarships (Q12) (Table 1). Community Service is an activity in which the students must participate without receiving any financial reward. This activity is designed to benefit the people in need and the community, in general; therefore the students have to participate

5 32 Table 1 Gender and Q8 & Q12 awareness and more career talks are demanded by students considering statistical values. Table 4 Q9 Helps students to find out their educational interests and abilities Table 5 Comparisons for Class and the response percentages of Q9 Table 2 Q8 Organizes seminar to create career awareness, and career talks in schools Table 3 Comparisons for Gender and the response percentages of Q8 Career talks in the schools are essential event to create the career awareness [8]. Table 2 show that most of students saw career talks were done in the school with a sufficient rate ( =56%). The negative response percentage was 21.6 %. And the neutral response was the second highest with 22.3%. Girls positive responses were higher compare to the boys (32%vs24%). Negative responses of boys were more than that of girls (13.6%vs8%). The Table 3 indicates that girls get enough information from career talks whereas boys get less. Girl s attention to the career talk was greater than the boys. The overall observation on this specific questionnaire topic also provides us with valuable results in term of negative responses indicating high percentages which should not be underestimated by school counseling services, more activities to create career This topic is quite vital in understanding the functions of school counseling services as it poses a direct question for diagnosing the students' career plans for their future. As the study results indicate, 66.3% (40.3%+26.0%) of students think the school counseling services are helping on their educational interest and skills. The negative respond is at 18% and neutral respond is at15.7%.but this ratio lowers from gradually as class increases 70 responses in class 10, 67 responses in class 11 and 62 responses in class 12 (Table 5). Educational interests and abilities are obvious implications in deciding on their university placement. However, the numeric values clearly reflect the confusion among students with high rates of negative and neutral responses of 33.7%. There is an evolving sense of dilemma from class 10 to class 12 on decision making of the career in term of their interest and abilities [7]. Table 6 Q10 helps students and their parents to understand how to apply to higher institutions (universities)

6 33 Table 9 Q11 Assists students to choose career of their interest Table 7 Comparisons for Gender and the response percentages of Q10 Table 8 Comparisons for Class and the response percentages of Q10 As it can be observed from the Table 9, 61.00% (24.3%+36.7%) of students are confirming the school counseling services assists them to choose the career of their interest. Negative respond to the survey questions increases as the class increases. Gender has no effect on the question. As we can infer from negative and neutral responses, school counseling services are not sufficiently providing assistance to the students about revealing career of their interest. More assessments or activities will reveal their real interest and abilities so that they can choose the career of their interest more efficiently. Table 10 Q12 gives information on financial aid, scholarships for universities. 65.6% (30.3%+35.3%) of students are confirming the school counseling services assists them to apply to higher education nationally and internationally (Table 6). However, negative respond to the survey questions increases as the class increases from 4.3% in class 10 to 6% class 12 (Table 8). Gender has no effect positive respond to the question but boys' negative respond 2.2% more than that of girls (Table 7). To reduce negative and neutral respond, starting from lower classes, school counseling services can start providing information to the parents and students about how to apply to higher institutions (universities) [16]. Table 11 Comparisons for Gender and the response percentages of Q12 Table 12 Comparisons for Class and the response percentages of Q12

7 34 As the Table 10 indicate 62% (30.7%+31.3%) school counseling services help the students on providing information on financial aid and scholarship for universities. Boys negative respond is 5.9% more than that of girls (Table 11). In total 16.7% of students responded negatively on this question. It was revealed that the school counseling services attention for this question is not only on class 12 but also class 10 and class 11 (Table 12). Table 13 Q13 Advice students in appropriate course selection to help them benefit as much as possible from the educational program services. As they get more mature their interest also increases to career related topics. The students have confusion about their choice of career in term of their educational interest and abilities. The career choice is not only based on their educational interest and abilities. More can be done; especially some tests to find out students abilities and skills so that school counseling services can give better suggestions on career of choice. More career talks should be done and be open to all of the students from class 10 to 12. About choosing the appropriate course selection in the school is another negatively responded question. Students should be informed in details about their elective courses. Most of the students have problems about elective courses and the may be consequences of the elective courses. The school counseling services should provide enough information about the university application and scholarship opportunities. Both parents and students benefit from school counseling services about the higher education institutions. References [1] About ACA. (n.d.). Retrieved June 23, 2015, from [2] Association, A. S. C. (2012). The ASCA National Model: A Framework For School Counseling Programs Author: American School Counselor Ass. As the Table 13 shows 58.7% (22.7%+36.0%) of the students responded positively whereas 13.6% (8.3%+5.3%) responded negatively. The second strongest respond is the neutral with a percent of 27.7%. The negative and neutral indicators imply that students have confusion over structure of elective courses and educational programs. This can be reduced with seminars on the structure of educational programs. The elective course selection is first and an important step to career` choice. Students should be well informed about the selection [3]. Conclusion The students should get the career awareness through high school from school counseling [3] Atweh, B., Taylor, S. C., & Singh, P. (2005). School Curriculum as Cultural Commodity in the Construction of Young People s Post-School Aspirations. [4] Brigman, G., & Campbell, C. (2003). Helping Students Improve Academic Achievement and School Success Behavior. Professional School Counseling. [5] Dimmitt, C., Carey, J. C., & Hatch, T. (2007). Evidence-based school counseling: Making a differrence with data-driven practices: Corwin Press. [6] Hatch, T., & Holland, L. (2001). Moreno valley unified district school counselor academy handbook: Moreno Valley, CA: Moreno Valley Unified School District.

8 35 [7] Hodkinson, P. (1998). How young people make career decisions. Education+ training, 40 (6/7), [8] Johnson, L. S. (2000). The relevance of school to career: A study in student awareness. Journal of Career Development, 26(4), [9] Luzzo, D. A. (1995). Gender differences in college students' career maturity and perceived barriers in career development. Journal of Counseling and Development: JCD, 73(3), 319. [10] McGannon, W., Carey, J., & Dimmitt, C. (2005). The Current Status of School Counseling Outcome Research. Research Monograph, Number 2. Center for School Counseling Outcome Research (NJ1). [11] Perusse, R., Goodnough, G. E., Donegan, J., & Jones, C. (2004). Perceptions of school counselors and school principals about the national standards for school counseling programs and the transforming school counseling initiative. Professional School Counseling, 7, [12] Quast, C. (2003). PARENTS PERCEPTIONS OF THE ROLE AND FUNCTION OF A HIGH SCHOOL GUIDIANCE COUNSELOR. University of Wisconsin-Stout. [13] Schmidt, J. J. (2003). Counseling in schools: Essential services and comprehensive programs: Allyn & Bacon. [14] Shkencës, M. E. A. D. (2013). Dispozitat Normative Për Sistemin Arsimor Parauniversitar. Tirane: Ministria E Arsimit Dhe Shkencës. [15] Shkencës, M. i. A. d. (2013). Për Ngritjen E Njësisë Së Shërbimit Psiko-Social. Tirane: Ministri i Arsimit dhe Shkencës. Appendix A: Questionnaire Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10 Q11 Q12 Q13 Gender Class Age School Choose your parents monthly income Mother`s Level of education Father`s Level of education CAREER DEVELOPMENT organizes seminar to create career awareness, and career talks in schools helps students to find out their educational interests and abilities helps students and their parents to understand how to apply to higher institutions(universities) assists students to choose career of their interest gives information on financial aid, scholarships for universities. Advise students in appropriate course selection to help them benefit as much as possible from the educational program ASCA STANDARDS C:A1.1 C:A1.3. C:B1.5 C:C2.1 C:B1.5 C:B2.4 [16]Turner, S., & Lapan, R. T. (2002). Career self-efficacy and perceptions of parent support in adolescent career development. The Career Development Quarterly, 51(1), 44. [17 ] Whiston, S. C., & Sexton, T. L. (1998). A review of school counseling outcome research: Implications for practice. Journal of Counseling & Development, 76(4), Appendices Appendix B: ASCA National Standards for Students (COMPETENCIES AND INDICATORS) Legend: A:A-1.1 = Academic Domain, Standard A, Competency 1 and Indicator 1 Career Development ASCA National Standards for career development guide school counseling programs to provide the

9 36 foundation for the acquisition of skills, attitudes and knowledge that enable students to make a successful transition from school to the world of work, and from job to job across the life span. Standard A: Students will acquire the skills to investigate the world of work in relation to knowledge of self and to make informed career decisions. C:A1 Develop Career Awareness C:A1.1 Develop skills to locate, evaluate and interpret career information C:A1.2 Learn about the variety of traditional and nontraditional occupations C:A1.3. Develop an awareness of personal abilities, skills, interests and motivations C:A1.4 Learn how to interact and work cooperatively in teams C:A1.5 Learn to make decisions C:A1.6 Learn how to set goals C:A1.7 Understand the importance of planning C:A1.8 Pursue and develop competency in areas of interest C:A1.9 Develop hobbies and vocational interests C:A1.10 Balance between work and leisure time C:A2 Develop Employment Readiness C:A2.1 Acquire employability skills such as working on a team, problem- solving and organizational skills C:A2.2 Apply job readiness skills to seek employment opportunities C:A2.3 Demonstrate knowledge about the changing workplace C:A2.4 Learn about the rights and responsibilities of employers and employees C:A2.5 Learn to respect individual uniqueness in the workplace C:A2.6 Learn how to write a résumé C:A2.7 Develop a positive attitude toward work and learning C:A2.8 Understand the importance of responsibility, dependability, punctuality, integrity and effort in the workplace C:A2.9 Utilize time- and task-management skills Standard B: Students will employ strategies to achieve future career goals with success and satisfaction. C:B1 Acquire Career Information C:B1.1 Apply decision-making skills to career planning, course selection and career transition C:B1.2 Identify personal skills, interests and abilities and relate them to current career choice C:B1.3 Demonstrate knowledge of the careerplanning process C:B1.4 Know the various ways in which occupations can be classified C:B1.5 Use research and information resources to obtain career information C:B1.6 Learn to use the Internet to access careerplanning information C:B1.7 Describe traditional and nontraditional career choices and how they relate to career choice C:B1.8 Understand how changing economic and societal needs influence employment trends and future training C:B2 Identify Career Goals C:B2.1 Demonstrate awareness of the education and training needed to achieve career goals C:B2.2 Assess and modify their educational plan to support career C:B2.3 Use employability and job readiness skills in internship, mentoring, shadowing and/or other work experience C:B2.4 Select course work that is related to career interests C:B2.5 Maintain a career-planning portfolio Standard C: Students will understand the relationship between personal qualities, education, training and the world of work. C:C1 Acquire Knowledge to Achieve Career Goals C:C1.1 Understand the relationship between educational achievement and career success C:C1.2 Explain how work can help to achieve personal success and satisfaction C:C1.3 Identify personal preferences and interests influencing career choice and success C:C1.4 Understand that the changing workplace requires lifelong learning and acquiring new skills C:C1.5 Describe the effect of work on lifestyle C:C1.6 Understand the importance of equity and access in career choice C:C1.7 Understand that work is an important and satisfying means of personal expression