Soria 2
Victoria Soria
Dean Winther
English 101
04 February 2020
Poverty’s Impact on Education in America
Most evidently in America children born or brought up in poverty are faced with insignificant education, versus a child with a higher income background. I have chosen this topic for my research assignment being that an impact of poverty can affect a child’s academic accomplishments significantly. This results in them facing challenges such as lacking intellectual and literary skills. The child readiness for school is reduced by poverty because it brings forth poor physical health and motor skills, dwindles the children's ability to concentrate and remember information, reduces curiosity, attentiveness and motivation. Children from lower-income families who manage to complete high school are less likely to proceed to college. Such children end up not achieving their life goals for lack of education. The effects of poverty on education for some children present unique challenges in breaking the cycle of generational poverty. It further reduces their chances of living productive and rewarding lives.
Featured Research
Exploring the Job Duties That Impact
School Counselor Wellness: The Role
of RAMP, Supervision, and Support
Nicole M. Randick
1
, Shannon Dermer
2
, and Rebecca E. Michel
3
Abstract
The authors examined the predictive relationship between the performance of job duties informed by the American School
Counselor Association (ASCA) National Model and overall wellness of school counselors. We also examined the relationship
between organizational factors (i.e., Recognized ASCA Model Program, supervision, and support), the frequency of job duties
performed, and overall wellness. The results revealed a predictive relationship between some of the job duties school counselors
perform and wellness. We provide implications for school counseling practice and training programs.
Keywords
ASCA National Model, organizational factors, school counselors, wellness
Wellness, defined as a way of life that fosters “the optimum
state of health and well-being that each individual is capable of
achieving” (Myers, Sweeny, & Witmer, 2000, p. 252), is a
central foundation of the school counseling profession. The
American School Counselor Association’s ASCA Ethical Stan-
dards for School Counselors require school counselors to per-
form duties identified by the ASCA National Model (ASCA,
2012, 2016; Standard B.3.c) and to “monitor their emotional
and physical health and practice wellness to ensure optimal
professional effectiveness” (Standard B.3.f). Therefore, school
counselors must balance the dual task of supporting their stu-
dents’ academic, social/emotional, and career development
while also ensuring that their own wellness needs are being
met (ASCA, 2012, 2016; Bryant & Constantine, 2006; Limberg,
Lambie, & Robinson, 2016).
School counselors must balance the dual task of
supporting their students’ academic, social/
emoti.
The study sought to investigate the effect of individual counselling on academic performance of underachievers’ pupil in Maimusari Public Primary School, Jere local Government Area, Borno State, Nigeria. The objectives of the study were to examine the nature and causes of underachievement in Maimusari Public Primary School, also the effect of individual counselling on academic performance of the underachievers’ pupil. Based on these objectives, two research questions and one null hypothesis were answered and tested respectively. Quasi-experimental design was used for the study. Twenty-two underachieving pupils were purposively sampled from the population of the study. Both questionnaire and interview were used as method of data collection; Effect of Individual Counselling on Underachievers in Public Primary Schools (EICUPPS) and interview schedule. The data collected was analysed using descriptive and inferential statistics. The findings of the study discovered that coming late to school, not having complete learning material, depression, anxiety and teachers attitude in the classroom were the major causes of underachievement in Maimusari primary school. The study also revealed that individual counselling has helped the pupils in overcoming their learning barriers. It is therefore, concluded that individual counselling has significant effect on underachievement among pupils of public primary school in Maiduguri, Borno State. It is recommended among others that class teachers need to be oriented on how to identify underachieving pupils in their various classes and inform the appropriate authority for proper management.
Bore, samuel k psycho educational groups in schools nfjca v2 n1 2013William Kritsonis
William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. LaVelle Henricks, Texas A&M University-Commerce and colleagues published in national refereed journal.
Dr. William Allan Kritsonis, Distinguished Alumnus, Central Washington University, College of Education and Professional Studies, Ellensburg, Washington; Invited Guest Lecturer, Oxford Round Table, University of Oxford, United Kingdom; Hall of Honor, Prairie View A&M University/Member of the Texas A&M University System.
Hott, brittany roles of school counselor nfjca v3 n1 2014William Kritsonis
William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. LaVelle Henricks, Texas A&M University-Commerce and colleagues published in national refereed journal.
Dr. William Allan Kritsonis, Distinguished Alumnus, Central Washington University, College of Education and Professional Studies, Ellensburg, Washington; Invited Guest Lecturer, Oxford Round Table, University of Oxford, United Kingdom; Hall of Honor, Prairie View A&M University/Member of the Texas A&M University System.
The study sought to investigate the effect of individual counselling on academic performance of underachievers’ pupil in Maimusari Public Primary School, Jere local Government Area, Borno State, Nigeria. The objectives of the study were to examine the nature and causes of underachievement in Maimusari Public Primary School, also the effect of individual counselling on academic performance of the underachievers’ pupil. Based on these objectives, two research questions and one null hypothesis were answered and tested respectively. Quasi-experimental design was used for the study. Twenty-two underachieving pupils were purposively sampled from the population of the study. Both questionnaire and interview were used as method of data collection; Effect of Individual Counselling on Underachievers in Public Primary Schools (EICUPPS) and interview schedule. The data collected was analysed using descriptive and inferential statistics. The findings of the study discovered that coming late to school, not having complete learning material, depression, anxiety and teachers attitude in the classroom were the major causes of underachievement in Maimusari primary school. The study also revealed that individual counselling has helped the pupils in overcoming their learning barriers. It is therefore, concluded that individual counselling has significant effect on underachievement among pupils of public primary school in Maiduguri, Borno State. It is recommended among others that class teachers need to be oriented on how to identify underachieving pupils in their various classes and inform the appropriate authority for proper management.
Bore, samuel k psycho educational groups in schools nfjca v2 n1 2013William Kritsonis
William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. LaVelle Henricks, Texas A&M University-Commerce and colleagues published in national refereed journal.
Dr. William Allan Kritsonis, Distinguished Alumnus, Central Washington University, College of Education and Professional Studies, Ellensburg, Washington; Invited Guest Lecturer, Oxford Round Table, University of Oxford, United Kingdom; Hall of Honor, Prairie View A&M University/Member of the Texas A&M University System.
Hott, brittany roles of school counselor nfjca v3 n1 2014William Kritsonis
William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. LaVelle Henricks, Texas A&M University-Commerce and colleagues published in national refereed journal.
Dr. William Allan Kritsonis, Distinguished Alumnus, Central Washington University, College of Education and Professional Studies, Ellensburg, Washington; Invited Guest Lecturer, Oxford Round Table, University of Oxford, United Kingdom; Hall of Honor, Prairie View A&M University/Member of the Texas A&M University System.
Task Groups in the School SettingPromoting Children’s Socia.docxjosies1
Task Groups in the School Setting:
Promoting Children’s Social and
Emotional Learning
Patricia Van Velsor
San Francisco State University
Through social and emotional learning (SEL), individuals develop skill in
negotiating relationships successfully and expressing emotions appropriately.
The socially and emotionally intelligent child reaps benefits in school and later
life. Counselors are best qualified to promote children’s SEL and the task group
in the classroom provides an excellent opportunity for them to do so. In the task
group, students can learn and practice crucial skills in vivo while they work
together to complete a task. The counselor’s strategic attention to promoting task
completion while facilitating SEL can serve to highlight the benefits of group work
in the school learning environment.
Keywords: schools; social and emotional learning; task groups
Because humans are social beings, they spend a great deal of time
interacting with others and much of that interaction takes place in
groups. As Sonstegard and Bitter (1998) so aptly stated, ‘‘to be human
is to ‘live’ in groups’’ (p. 251). The group (e.g., family, peer) serves as
the ‘‘primary socializing influence’’ in children’s development (Kulic,
Horne, & Dagley, 2004) and the nature of the social environment in
those groups leads children down a path toward either prosocial or
antisocial behavior and beliefs (Hawkins, Smith, & Catalano, 2004).
Children develop social skills and prosocial behaviors through
social and emotional learning (SEL). Although there are various defi-
nitions of SEL, Zins, Bloodworth, Weissberg and Walberg (2007)
define it succinctly as ‘‘the process through which children enhance
their ability to integrate thinking, feeling, and behaving to achieve
important life tasks’’ (p. 6). Five competency areas—self-awareness,
self-management, social awareness, relationship skills, and responsible
Patricia Van Velsor, Ph.D., is an assistant professor in the Department of Counseling at
San Francisco State University. Correspondence concerning this article should be
addressed to Patricia Van Velsor, Department of Counseling, San Francisco State
University, BH 524, 1600 Holloway Avenue, San Francisco, CA 94132. E-mail:
[email protected]
THE JOURNAL FOR SPECIALISTS IN GROUP WORK, Vol. 34 No. 3, September 2009, 276–292
DOI: 10.1080/01933920903033495
# 2009 ASGW
276
decision-making—are basic to negotiating school, work, and life
responsibilities effectively (Collaborative for Academic, Social, and
Emotional Learning, 2000–2009).
Social and emotional intelligence, acquired through SEL, has been
associated with various positive outcomes in school and life. A socially
and emotionally intelligent child is less likely to develop aggressive-
ness, depression, and=or violent behaviors (Poulou, 2005). Children
who develop social and emotional intelligence are also more resistant
to difficulties related to drugs, teen pregnancy, and gangs (Elias et al.,
1997). Moreo.
Jones, earl the existence of characteristics schooling v6 n1 2015William Kritsonis
NATIONAL FORUM JOURNALS are a group of national and international refereed, blind-reviewed academic journals. NFJ publishes articles academic intellectual diversity, multicultural issues, management, business, administration, issues focusing on colleges, universities, and schools, all aspects of schooling, special education, counseling and addiction, international issues of education, organizational behavior, theory and development, and much more. DR. WILLIAM ALLAN KRITSONIS is Editor-in-Chief (Since 1982). See: www.nationalforum.com
NATIONAL FORUM JOURNALS (Founded 1982 (www.nationalforum.com) is a group of national and international refereed journals. NFJ publishes articles on colleges, universities and schools; management, business and administration; academic scholarship, multicultural issues; schooling; special education; teaching and learning; counseling and addiction; alcohol and drugs; crime and criminology; disparities in health; risk behaviors; international issues; education; organizational theory and behavior; educational leadership and supervision; action and applied research; teacher education; race, gender, society; public school law; philosophy and history; psychology, sociology, and much more. Dr. William Allan Kritsonis, Editor-in-Chief.
Dr. Fred C. Lunenburg - creating a professional learning community nfeasj v2...William Kritsonis
Dr. Fred C. Lunenburg, Featured Author for NATIONAL FORUM JOURNALS, Houston, Texas,
www.nationalforum.com
Dr. William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS
Southampton Business School Postgraduate Module Grade Descrip.docxrosemariebrayshaw
Southampton Business School: Postgraduate Module Grade Descriptor
Postgraduate Grade Descriptor for MANG6331 Text Mining and Social Network Analytics
Percentage 0 - 34 35 – 49 50 – 59 60 – 69 70 - 79 80 - 100
Degree Class Fail Compensatable
fail*
Pass Merit Distinction Distinction
Collecting
unstructured data and
conducting
exploratory analysis
Collecting raw tweets of
two different airlines and
conducting exploratory
data analysis
Weighting 20%
No/inadequate
evidence of
collecting and pre-
processing the raw
data.
No/inadequate
evidence of any
data analysis.
Evidence of basic
but inadequate
approaches to
collect and/or pre-
process the raw
data.
Mostly descriptive,
with minimal data
analysis. Argument
is basic and poorly
constructed.
Collecting and/or
pre-processing the
raw data is evident
but with some
confusion.
Data analysis is
reasonable.
Argument is
appropriate but
with some
confusion.
Clear evidence of
data pre-
processing and
exploratory data
analysis with
minimal
omissions/errors.
Clear and effective
analysis. Argument
is structured and is
legitimate.
Data pre-
processing and
exploratory data
analysis are
appropriate and
precise.
Comprehensive
and precise
analysis. Well-
structured
argument that
provides very good
clarity.
Appropriately use
of other sources of
information to
support arguments.
Data pre-
processing and
exploratory data
analysis are
appropriate and
precise.
Excellent analysis,
precise and
concise.
Exceptionally well-
structured
argument that
provides excellent
clarity.
Outstanding use of
other sources of
information to
support arguments.
Gaining customer
insights: traditional
versus social media
Evaluate the pros and
cons of replacing
customer satisfaction
survey by mining twitter
data
Weighting 20%
Not included. Limited and patchy
evidence of
knowledge and
understanding of
the pros and cons.
Limited evidence of
reading.
Lacks focus and
direction with
limited coherent
argument.
Sufficient but
inconsistent
evidence of
knowledge and
understanding of
the pros and cons.
Evidence of some
use of academic/
business literature.
Argument is basic
and poorly
constructed.
Good knowledge
and understanding
of the pros and
cons.
Good use of
academic/
business literature
to support
arguments.
Clear and effective
argument.
A comprehensive
and thorough
awareness of the
pros and cons.
Evidence of
comprehensive
reading.
Well-structured
argument that
provides very good
clarity.
A comprehensive
and thorough
awareness of the
pros and cons.
Excellent coverage
of relevant
literature.
Exceptionally well-
structured
argument that
provides excellent
clarity.
*Compensatable fail is only possible for compulsory or optional modules, subject to University of Southampton Progression Regulation.
Southwestern Business Administration JournalVolume 16 Is.docxrosemariebrayshaw
Southwestern Business Administration Journal
Volume 16 | Issue 1 Article 1
2017
Leveraging Decision Making in Cyber Security
Analysis through Data Cleaning
Chen Zhong
Hong Liu
Awny Alnusair
Follow this and additional works at: https://digitalscholarship.tsu.edu/sbaj
Part of the Business Administration, Management, and Operations Commons, E-Commerce
Commons, Entrepreneurial and Small Business Operations Commons, Management Information
Systems Commons, Marketing Commons, Organizational Behavior and Theory Commons, and the
Real Estate Commons
This Article is brought to you for free and open access by Digital Scholarship @ Texas Southern University. It has been accepted for inclusion in
Southwestern Business Administration Journal by an authorized editor of Digital Scholarship @ Texas Southern University. For more information,
please contact [email protected]
Recommended Citation
Zhong, Chen; Liu, Hong; and Alnusair, Awny (2017) "Leveraging Decision Making in Cyber Security Analysis through Data
Cleaning," Southwestern Business Administration Journal: Vol. 16 : Iss. 1 , Article 1.
Available at: https://digitalscholarship.tsu.edu/sbaj/vol16/iss1/1
https://digitalscholarship.tsu.edu/sbaj?utm_source=digitalscholarship.tsu.edu%2Fsbaj%2Fvol16%2Fiss1%2F1&utm_medium=PDF&utm_campaign=PDFCoverPages
https://digitalscholarship.tsu.edu/sbaj/vol16?utm_source=digitalscholarship.tsu.edu%2Fsbaj%2Fvol16%2Fiss1%2F1&utm_medium=PDF&utm_campaign=PDFCoverPages
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https://digitalscholarship.tsu.edu/sbaj/vol16/iss1/1?utm_source=digitalscholarship.tsu.edu%2Fsbaj%2Fvol16%2Fiss1%2F1&utm_medium=PDF&utm_campaign=PDFCoverPages
https://digitalscholarship.tsu.edu/sbaj?utm_source=digitalscholarship.tsu.edu%2Fsbaj%2Fvol16%2Fiss1%2F1&utm_medium=PDF&utm_campaign=PDFCoverPages
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ht.
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Task Groups in the School SettingPromoting Children’s Socia.docxjosies1
Task Groups in the School Setting:
Promoting Children’s Social and
Emotional Learning
Patricia Van Velsor
San Francisco State University
Through social and emotional learning (SEL), individuals develop skill in
negotiating relationships successfully and expressing emotions appropriately.
The socially and emotionally intelligent child reaps benefits in school and later
life. Counselors are best qualified to promote children’s SEL and the task group
in the classroom provides an excellent opportunity for them to do so. In the task
group, students can learn and practice crucial skills in vivo while they work
together to complete a task. The counselor’s strategic attention to promoting task
completion while facilitating SEL can serve to highlight the benefits of group work
in the school learning environment.
Keywords: schools; social and emotional learning; task groups
Because humans are social beings, they spend a great deal of time
interacting with others and much of that interaction takes place in
groups. As Sonstegard and Bitter (1998) so aptly stated, ‘‘to be human
is to ‘live’ in groups’’ (p. 251). The group (e.g., family, peer) serves as
the ‘‘primary socializing influence’’ in children’s development (Kulic,
Horne, & Dagley, 2004) and the nature of the social environment in
those groups leads children down a path toward either prosocial or
antisocial behavior and beliefs (Hawkins, Smith, & Catalano, 2004).
Children develop social skills and prosocial behaviors through
social and emotional learning (SEL). Although there are various defi-
nitions of SEL, Zins, Bloodworth, Weissberg and Walberg (2007)
define it succinctly as ‘‘the process through which children enhance
their ability to integrate thinking, feeling, and behaving to achieve
important life tasks’’ (p. 6). Five competency areas—self-awareness,
self-management, social awareness, relationship skills, and responsible
Patricia Van Velsor, Ph.D., is an assistant professor in the Department of Counseling at
San Francisco State University. Correspondence concerning this article should be
addressed to Patricia Van Velsor, Department of Counseling, San Francisco State
University, BH 524, 1600 Holloway Avenue, San Francisco, CA 94132. E-mail:
[email protected]
THE JOURNAL FOR SPECIALISTS IN GROUP WORK, Vol. 34 No. 3, September 2009, 276–292
DOI: 10.1080/01933920903033495
# 2009 ASGW
276
decision-making—are basic to negotiating school, work, and life
responsibilities effectively (Collaborative for Academic, Social, and
Emotional Learning, 2000–2009).
Social and emotional intelligence, acquired through SEL, has been
associated with various positive outcomes in school and life. A socially
and emotionally intelligent child is less likely to develop aggressive-
ness, depression, and=or violent behaviors (Poulou, 2005). Children
who develop social and emotional intelligence are also more resistant
to difficulties related to drugs, teen pregnancy, and gangs (Elias et al.,
1997). Moreo.
Jones, earl the existence of characteristics schooling v6 n1 2015William Kritsonis
NATIONAL FORUM JOURNALS are a group of national and international refereed, blind-reviewed academic journals. NFJ publishes articles academic intellectual diversity, multicultural issues, management, business, administration, issues focusing on colleges, universities, and schools, all aspects of schooling, special education, counseling and addiction, international issues of education, organizational behavior, theory and development, and much more. DR. WILLIAM ALLAN KRITSONIS is Editor-in-Chief (Since 1982). See: www.nationalforum.com
NATIONAL FORUM JOURNALS (Founded 1982 (www.nationalforum.com) is a group of national and international refereed journals. NFJ publishes articles on colleges, universities and schools; management, business and administration; academic scholarship, multicultural issues; schooling; special education; teaching and learning; counseling and addiction; alcohol and drugs; crime and criminology; disparities in health; risk behaviors; international issues; education; organizational theory and behavior; educational leadership and supervision; action and applied research; teacher education; race, gender, society; public school law; philosophy and history; psychology, sociology, and much more. Dr. William Allan Kritsonis, Editor-in-Chief.
Dr. Fred C. Lunenburg - creating a professional learning community nfeasj v2...William Kritsonis
Dr. Fred C. Lunenburg, Featured Author for NATIONAL FORUM JOURNALS, Houston, Texas,
www.nationalforum.com
Dr. William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS
Similar to Soria 2Victoria Soria Dean WintherEnglish 101 04 Februar.docx (20)
Southampton Business School Postgraduate Module Grade Descrip.docxrosemariebrayshaw
Southampton Business School: Postgraduate Module Grade Descriptor
Postgraduate Grade Descriptor for MANG6331 Text Mining and Social Network Analytics
Percentage 0 - 34 35 – 49 50 – 59 60 – 69 70 - 79 80 - 100
Degree Class Fail Compensatable
fail*
Pass Merit Distinction Distinction
Collecting
unstructured data and
conducting
exploratory analysis
Collecting raw tweets of
two different airlines and
conducting exploratory
data analysis
Weighting 20%
No/inadequate
evidence of
collecting and pre-
processing the raw
data.
No/inadequate
evidence of any
data analysis.
Evidence of basic
but inadequate
approaches to
collect and/or pre-
process the raw
data.
Mostly descriptive,
with minimal data
analysis. Argument
is basic and poorly
constructed.
Collecting and/or
pre-processing the
raw data is evident
but with some
confusion.
Data analysis is
reasonable.
Argument is
appropriate but
with some
confusion.
Clear evidence of
data pre-
processing and
exploratory data
analysis with
minimal
omissions/errors.
Clear and effective
analysis. Argument
is structured and is
legitimate.
Data pre-
processing and
exploratory data
analysis are
appropriate and
precise.
Comprehensive
and precise
analysis. Well-
structured
argument that
provides very good
clarity.
Appropriately use
of other sources of
information to
support arguments.
Data pre-
processing and
exploratory data
analysis are
appropriate and
precise.
Excellent analysis,
precise and
concise.
Exceptionally well-
structured
argument that
provides excellent
clarity.
Outstanding use of
other sources of
information to
support arguments.
Gaining customer
insights: traditional
versus social media
Evaluate the pros and
cons of replacing
customer satisfaction
survey by mining twitter
data
Weighting 20%
Not included. Limited and patchy
evidence of
knowledge and
understanding of
the pros and cons.
Limited evidence of
reading.
Lacks focus and
direction with
limited coherent
argument.
Sufficient but
inconsistent
evidence of
knowledge and
understanding of
the pros and cons.
Evidence of some
use of academic/
business literature.
Argument is basic
and poorly
constructed.
Good knowledge
and understanding
of the pros and
cons.
Good use of
academic/
business literature
to support
arguments.
Clear and effective
argument.
A comprehensive
and thorough
awareness of the
pros and cons.
Evidence of
comprehensive
reading.
Well-structured
argument that
provides very good
clarity.
A comprehensive
and thorough
awareness of the
pros and cons.
Excellent coverage
of relevant
literature.
Exceptionally well-
structured
argument that
provides excellent
clarity.
*Compensatable fail is only possible for compulsory or optional modules, subject to University of Southampton Progression Regulation.
Southwestern Business Administration JournalVolume 16 Is.docxrosemariebrayshaw
Southwestern Business Administration Journal
Volume 16 | Issue 1 Article 1
2017
Leveraging Decision Making in Cyber Security
Analysis through Data Cleaning
Chen Zhong
Hong Liu
Awny Alnusair
Follow this and additional works at: https://digitalscholarship.tsu.edu/sbaj
Part of the Business Administration, Management, and Operations Commons, E-Commerce
Commons, Entrepreneurial and Small Business Operations Commons, Management Information
Systems Commons, Marketing Commons, Organizational Behavior and Theory Commons, and the
Real Estate Commons
This Article is brought to you for free and open access by Digital Scholarship @ Texas Southern University. It has been accepted for inclusion in
Southwestern Business Administration Journal by an authorized editor of Digital Scholarship @ Texas Southern University. For more information,
please contact [email protected]
Recommended Citation
Zhong, Chen; Liu, Hong; and Alnusair, Awny (2017) "Leveraging Decision Making in Cyber Security Analysis through Data
Cleaning," Southwestern Business Administration Journal: Vol. 16 : Iss. 1 , Article 1.
Available at: https://digitalscholarship.tsu.edu/sbaj/vol16/iss1/1
https://digitalscholarship.tsu.edu/sbaj?utm_source=digitalscholarship.tsu.edu%2Fsbaj%2Fvol16%2Fiss1%2F1&utm_medium=PDF&utm_campaign=PDFCoverPages
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https://digitalscholarship.tsu.edu/sbaj?utm_source=digitalscholarship.tsu.edu%2Fsbaj%2Fvol16%2Fiss1%2F1&utm_medium=PDF&utm_campaign=PDFCoverPages
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http://network.bepress.com/hgg/discipline/630?utm_source=digitalscholarship.tsu.edu%2Fsbaj%2Fvol16%2Fiss1%2F1&utm_medium=PDF&utm_campaign=PDFCoverPages
http://network.bepress.com/hgg/discipline/636?utm_source=digitalscholarship.tsu.edu%2Fsbaj%2Fvol16%2Fiss1%2F1&utm_medium=PDF&utm_campaign=PDFCoverPages
http://network.bepress.com/hgg/discipline/636?utm_source=digitalscholarship.tsu.edu%2Fsbaj%2Fvol16%2Fiss1%2F1&utm_medium=PDF&utm_campaign=PDFCoverPages
http://network.bepress.com/hgg/discipline/638?utm_source=digitalscholarship.tsu.edu%2Fsbaj%2Fvol16%2Fiss1%2F1&utm_medium=PDF&utm_campaign=PDFCoverPages
ht.
Spadoni • revised Jan. 2020 —continued— Checklist for .docxrosemariebrayshaw
Spadoni • revised Jan. 2020
—continued—
Checklist for Essay Writers
PART 1. FORMATTING
Follow these steps now to save yourself headaches later and avoid losing credit
Title a word processor file “film-template” or something. Follow the instructions in this Formatting section. For an
essay title, type “[essay title]”. For paragraph text, type a sentence and copy and paste it repeatedly until you have a
paragraph. Do the same to make another paragraph, and another, until you’re onto your second page. Do this to
make sure MS Word isn’t adding extra space between paragraphs (see below) and that you have no first page header
and the correct second page header (see below). When it’s time to write your essay, open this template file and save
it to a new name. Keep the template file for your next essay (and any future course you take with me).
Some formatting instructions below are to ensure students are meeting the same length requirement and that no
formatting deviations are disguising this fact. If I ask you to email me the word-processor copy of your essay and it
shows deviations, you will lose more credit than if you had just handed in a paper under the page minimum. If you
email me a file that is not identical to the essay you handed in, you will lose even more credit.
1. Format the top of your essay like this. To get the above-and-below spacing for your title as below, enter a hard return above and
below your title, then (in your double-spaced document) make these above-and-below lines single space.
Angelo Marconi
Engl 367—Intro to Film
Prof. Spadoni
May 24, 2020
[Center essay title; 12 pt font; no boldface, underlining, or brackets]
Essay text starts here. Make sure no more space precedes and
follows your essay title than you see above. ....
2. Last name and page number in the top-right corner of the second and subsequent pages (not the first page). Don’t hand write this
information on the tops of your pages.
Marconi 6
3. Black ink. Standard white paper. Single sided.
4. Times, Times Roman, or Times New Roman typeface (not Cambria), 12 point—including essay title. Don’t change typeface or
font size to increase page length.
5. Double space your work. Don’t alter line spacing to increase page length.
6. Standard margins (1 inch top and bottom, 1 or 1.25 inch left and right). Don’t adjust margins to increase page length.
7. One space (not two) between sentences.
8. No extra space between paragraphs. MS Word likes to insert extra space. Don’t leave figuring out how to tell it not to for the last
minute.
9. Italicize film titles—and at the first mention, follow title with the director and year in parentheses, like this: In an early scene in
Jaws (Steven Spielberg, 1975), a character tries to… Italicize book titles; essay titles are not italicized and go in double quotes.
10. Staple pages, top-left corner. Unstapled.
SPAN100Course SummaryCourse SPAN100 Title Spanish I.docxrosemariebrayshaw
SPAN100
Course Summary
Course : SPAN100 Title : Spanish I
Length of Course : 8 Faculty : Dallas Jurisevic
Prerequisites : N/A Credit Hours : 3
Description
Course Description:
This course will expose the student to the fundamentals of the Spanish language. The student will learn basic
vocabulary, verb conjugations and grammatical usage through workbook and listening exercises. The student
will also learn about the Spanish culture through reading and listening exercises. Please note the technical
specifications below. These are required to interface with the online version of Rosetta Stone. If you cannot meet
these requirements we strongly recommend you do not take this course. Please contact
[email protected] if you are unsure or have any questions. * The ability to download and install the
speech component. * A working microphone installed on the computer for speech recognition. * Access to
streaming media is also required and should be confirmed before registering for the class.
Course Scope:
Standards for Foreign Language Learning in the 21st Century (1999) “Language and communication are at the
heart of the human experience. The United States must educate students who are linguistically and culturally
equipped to communicate successfully in a pluralistic American society and abroad. This imperative envisions a
future in which ALL students will develop and maintain proficiency in English and at least one other language…”
Our major focus is on learning to communicate appropriately in practical, culturally authentic contexts. Students
are asked, to a limited extent, to use their Spanish to engage in simple dialog and talk about themselves and
create with the language in practical ways. Students also correct peer work and in doing so, students solve
problems (and thus engage in analysis, synthesis, and evaluation).
In these courses, students gradually add to their vocabulary and communication skills, practice question- and-
answer techniques, and apply what they learn in order to communicate and solve problems in practical
situations.
Objectives
Students who successfully complete Spanish 100 should be able to:
► Listening Skills
1. Distinguish all the sounds of Spanish important to meaning.
2. Comprehend brief sentences expressed within the framework of high- frequency vocabulary, grammatical
forms, and sentence structures.
3. Determine the meaning of unfamiliar words or phrases though logical guessing based on contextual clues.
► Speaking Skills
1. Produce all the sounds of Spanish and link sounds together in sentences with sufficient accuracy to
communicate with Spanish speakers.
2. Use high- frequency vocabulary, grammatical forms, and sentence structures to converse in brief sentences in
everyday situations (such as greetings, asking for directions, answering short questions, expressing basic
needs and reactions, exchanging information, or persuading others)
► Reading Skills
1. Comprehend non- technical, narrative Spanish.
.
Sources and Resources for RC004Informed Advocacy in Early .docxrosemariebrayshaw
Sources and Resources for RC004
Informed Advocacy in Early Childhood Care and Education: Making a Difference for Young Children and Families, pp. 107-111
https://tempolearning.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=6738&type=lti&rcode=walden-628&srcou=6738
WEBSITE: KIDS COUNT DATA CENTER
http://datacenter.kidscount.org/topics
KIDS COUNT Data Center
Annie E. Casey Foundation. (2014). KIDS COUNT data center: Data topics. Retrieved from http://datacenter.kidscount.org/topics
WEBSITE: NATIONAL AND STATE FACTS
http://www.cwla.org/our-work/advocacy/
WEBSITE: U.S. CHILD STATE DATA
http://www.cwla.org/our-work/advocacy/
WEBSITE: DATA TOOLS
http://www.nccp.org/tools/
Consider how this information will be beneficial within the context of Part 1 of your Work Product.
WEBSITE: ASSOCIATION FOR CHILDHOOD EDUCATION INTERNATIONAL
http://www.acei.org/
WEBSITE: DIVISION FOR EARLY CHILDHOOD
http://www.dec-sped.org/
WEBSITE: INTERNATIONAL READING ASSOCIATION
http://www.reading.org/
WEBSITE: NATIONAL ASSOCIATION FOR THE EDUCATION OF YOUNG CHILDREN
http://www.naeyc.org/
WEBSITE: NATIONAL BLACK CHILD DEVELOPMENT INSTITUTE
http://www.nbcdi.org/
BOOK EXCERPT: DEVELOPING INITIATIVES
https://tempolearning.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=6738&type=lti&rcode=walden-640&srcou=6738
The following links lead to early childhood advocacy initiatives that focus on social change on behalf of children, families, and the early childhood field.
WEBSITE: WORLDWIDE TEACHER SHORTAGE: REGIONAL AND GLOBAL IMPLICATIONS
http://www.businessinsider.com/theres-a-massive-global-teacher-shortage-2016-10
WEBSITE: LEGISLATIVE HOT TOPICS
https://www.literacyworldwide.org/
WEBSITE: TAKEN ACTION NOW
http://www.naeyc.org/policy/action
WEBSITE: WHAT WE DO: POLICY
http://www.nbcdi.org/what-we-do/policy
BOOK EXCERPT: COMPREHENSIVE DEVELOPMENTAL SCREENING
As you read this information and the Guided Notes , consider how these apply to Part 2 and Part 3 of your Work Product.
https://tempolearning.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=6738&type=lti&rcode=walden-647&srcou=6738
https://tempolearning.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=6738&type=lti&rcode=walden-747&srcou=6738
https://tempolearning.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=6738&type=lti&rcode=walden-2320&srcou=6738
This information is beneficial in the context of Part 2 and Part 3 of your Work Product.
ARTICLE: HOW TO BE A VOICE FOR BABIES: USING DATA TO ADVOCATE EFFECTIVELY
https://www.zerotothree.org/resources/496-how-to-use-data-to-advocate-effectively
ARTICLE: EFFECTIVE COMMUNICATION ABOUT THE EARLY YEARS: UNDERSTANDING THE BASICS OF FRAMING
https://www.zerotothree.org/resources/482-understand-the-basics-of-framing-to-communicate-effectively
ARTICLE: EFFECTIVE COMMUNICATION ABOUT THE EARLY YEARS: THE ELEMENTS OF THE FRAME: PART ONE
https://www.zerotothree.org/resources/483-the-elements.
Sources of General Information about the Topic A paragr.docxrosemariebrayshaw
Sources of General Information about the Topic
A paragraph that explains that the follow-
ing sources provide more in depth information about
the topic.
Smith, John. “An Understanding of Animal Experimen-
tation.” The Journal of Animal Husbandry, vol33,
no 2 Jan 2010 pp.70-91. JSTOR,
ww.libray.dcccd.edu. Accessed 10-30-19.
This paragraph will include indicative information
about the source. Other info the reader needs about
the source.
This paragraph will include info about the value
of the source. Other info needed by the reader .
This can/will be multiple pages. The annotation
is to include indicative and evaluative information—a
combined annotation. For this and the following sec-
tions needed will be five(5) sources and associated
annotations for each. The sources are to be in stand-
ard MLA alphabetic order.
An Annotated Bibliography
Of
Topic
First Paragraph will include what the
topic is in language that shows a complete un-
derstanding of the issue.
The second paragraph will include
statements about why this is a topic of concern.
It may also include some background and defini-
tions. Here will also be general information
about the topic (GEN)
The third paragraph will include
some possible reasons why there are views in
favor of the topic( PROs).
The fourth paragraph will include
some possible reasons why the topic has detrac-
tors (CONs).
Sources of Information in Favor of the Topic
This paragraph will explain what some
of the positions in favor of the topic are. It will
provide more detail and depth about the PRO
side of the issue.
Jones, Mary. “Using Animals for Good.” Animals
in Experiments, Society for Ethics in the
Animal World. www.anieths.org. Accessed
10-30-19.
This paragraph provides the indicative
use of the info. It may include the breadth of the
subject covered, the typical use, etc.
This paragraph will discuss the relative
merits of the article. Who can use it, whether it is
complex or simple, is it a good source or is it
somehow lacking.
See above for more details on criteria
for the annotations and bibliography.
Sources of Information Opposed to the Topic
This paragraph will explain some of
the positions taken in opposition to the topic. It
provides more detail and depth about the op-
posed position on the topic.
Hector, James. “Animal Use in Cosmetic Re-
search.” Animals in Our World, edited by
The Staff of the Department of Ecology. 4th
ed. Columbia UP, 2015, pp 456-459.
This paragraph will include indicative
information about the source. Other info the
reader needs about the source.
This paragraph will include info about the
value of the source. Other info needed by the
reader .
.
Sources and Tips for Assignment 1 (History 105; Prof. Stansbury)—.docxrosemariebrayshaw
Sources and Tips for Assignment 1 (History 105; Prof. Stansbury)—3 pages here
LENGTH AND DEVELOPMENT: Each paper in our class is a 5-paragraph essay, plus there is a title page (=cover page) at the start and a Sources list at the end. The body of the paper is to be double-spaced. The body of the paper should be five paragraphs and a total of 500-to-800 words in length. The 500 minimum is firm; you really have not adequately developed the paper if less than that. The 800-word upper limit is really a guideline—ok to go over. Just don’t ramble. To determine length, I look at the BODY of the paper only (not title page or sources list) and consider primarily the word count. (Microsoft Word makes this easy. Just select from the first line of your first paragraph to the last line of your last paragraph. The word-count is provided on the lower left by MS-Word.). [I do not go by number of pages because there are too many ways that gets fudged by margins, font size, line spacing, etc. However, fyi---Typically, if you follow these instructions, the body of your paper will be 2-1/2 to 3-1/2 pages in length—add a page for your title page and another for your sources list and that then gets to 4-1/2-to 5/1/2.]
Your paper must have a numbered list of sources at the end combined with short in-text citations to those sources in the body of the paper. Any direct quote needs both quote marks and an in-text citation to the source. Any paraphrase or summary of information from a source requires an in-text citation to that source.
Use ONLY the sources designated. If for some reason you must use additional sources, do NOT google for them—use the university library. Pages 2 and 3 below show the sources for each topic and the SWS format for listing and citing each.
In this assignment, do NOT include long quotes of 4 lines or more. The paper is too short for that. Keep any quotes short and clearly marked with quote marks and a citation. Most of the paper should be you using mostly your words while using and summarizing information from your sources, as well as commenting and developing the paper according to the instructions. TIP: Before writing your paper, brainstorm first and make a general list or outline of each paragraph and what it will include. Use the class text for examples or specific information, and jot down the page numbers where you found that information. Do the same with other sources used. This will make your writing of the paper much easier. Then, start typing a rough draft. Plan to revise and edit yourself; allot time to polish the paper before you finally submit. Procrastination is the enemy of quality.
--------------------
ON THE NEXT TWO PAGES—How to list and how to cite the sources in your paper. Each of the three topics (as shown on the instruction sheet) identified sources by link and short identification. On the next two pages, you will see how each of those same sources look in an in-tex.
Source for ArticleMilliken, A. (2018). Ethical awareness What .docxrosemariebrayshaw
Source for Article:
Milliken, A. (2018). Ethical awareness: What it is and why it matters. OJIN: Online Journal of Issues in Nursing, 23(1), Manuscript 1. doi:10.3912/OJIN.Vol23No01Man01. Retrieved from http://ojin.nursingworld.org/MainMenuCategories/ANAMarketplace/ANAPeriodicals/OJIN/TableofContents/Vol-23-2018/No1-Jan-2018/Ethical-Awareness.html
Article:
Ethical Awareness: What It Is and Why It Matters
^ m d
Aimee Milliken, PhD, RN
Abstract
Given the complexity of contemporary healthcare environments, it is vital that nurses are able to recognize and address ethical issues as they arise. Though dilemmas and challenging situations create the most obvious, dramatic risks to patients, routine nursing actions have implications for patients as well. Ethical awareness involves recognizing the ethical implications of all nursing actions. Developing ethical awareness is one way to empower nurses to act as moral agents in order to provide patients with safe and ethical care. The aim of this article is to provide an overview of the concept of ethical awareness and the role it plays in patient care. Background information is provided; three everyday scenarios highlight the importance of ethical awareness in everyday nursing practice; followed by additional discussion; and strategies for heightening ethical awareness are suggested.
Citation: Milliken, A., (January 31, 2018) "Ethical Awareness: What It Is and Why It Matters" OJIN: The Online Journal of Issues in Nursing Vol. 23, No. 1, Manuscript 1.
DOI: 10.3912/OJIN.Vol23No01Man01
Key Words: ethical awareness, nursing ethics, ethical sensitivity, moral sensitivity, critical care
Ethical awareness involves recognizing the ethical implications of all nursing actions, and is the first step in moral action.
Given the complexity of contemporary healthcare environments, it is vital that nurses are able to recognize and address ethical issues as they arise. Ethical awareness involves recognizing the ethical implications of all nursing actions, and is the first step in moral action (Milliken & Grace, 2015). This means that nurses must first recognize the potential ethical repercussions of their actions in order to effectively resolve problems and address patient needs. The aim of this article is to provide an overview of ethical awareness and its important role in ethical nursing care. Three everyday scenarios highlight the importance of ethical awareness in everyday nursing practice. Finally, strategies for heightening ethical awareness in the clinical setting are suggested.
Background
...nurses do not often recognize daily activities... as having ethical implications.
Many scholars have addressed the ethical nature of nursing practice (Austin, 2007; Erlen, 1997; Milliken & Grace, 2015; Truog et al., 2015; Ulrich et al., 2010). Though nursing ethics education often focuses on dilemmas and challenging situations (Truog et al., 2015; Zizzo, Bell, & Racine, 2016), ethical awareness involves recognizing .
Soria 2Victoria SoriaDean WintherEnglish 101 10 March 20.docxrosemariebrayshaw
Soria 2
Victoria Soria
Dean Winther
English 101
10 March 2020
RAVENArticle 1 by Theresa Capra (2009).
Reputation. The author is a renowned researcher at Mercer County Community College who holds a Ph.D. and specializes in issues of education and children.
Ability to Observe. Being a researcher, the author is in a position to access reliable evidence from other scholarly researchers like her. Working as a director in the College also allows her to observe the effects of poverty on the education of children.
Vested Interest. Being a researcher, the author has no personal interest in the topic. Instead, she seeks to inform the general public about the effects of poverty.
Expertise. The author is an expert in the field of education such that she is even pursuing her Ph.D. She also refers to scholarly sources written by experts as evidence in the article.
Neutrality. The author is neutral about poverty and education. She provides a discussion of the causes, effects, and possible solutions that can be applied to curb the problem. Article 2 by Sean Slade (2015)
Reputation. The author is the director of Global Outreach at ASCD which aims at providing quality education that will grow children emotionally, physically, psychologically, and socially (ASCD, 2020). Thus, the author is in a position of authority.
Ability to Observe. The author is in a position that allows him to access reliable evidence. Being the director of Global Outreach at ASCD, the author works and interacts with children and this allows him to observe how poverty can affect their education.
Vested Interest. The author has some personal interest in the topic. He is a contributor to news being posted on the website. Thus, to get more views and reads, the author has to write something captivating and which will get more reads. This will increase his image in the online world.
Expertise. The author is not an expert in the field of poverty and education. Judging from the website, the author is just a contributor. It is only one evidence that quotes scholarly research. All the other evidence is from news and politics.
Neutrality. The author is biased about the issue of poverty and its impact on education. The author decided to focus on the negative side of poverty only. This painted a bad picture on the government and rich countries who, it is claimed, are the ones who cause poverty. Although this is partially true, the author fails to recognize intervention efforts from these rich countries that have worked to curb poverty. In this biased state, the author presents a one-sided argument only. Article 3 by Kelley Taylor (2017)
Reputation. The author is a contributor to contents on the Insight website which reports news about various issues facing the world today. being a magazine website, the source is not in a position of authority.
Ability to Observe. Being a news reporter, the author is in a position to access reliable evidence through researching on the internet and conduc.
SPC1017 Rubric: Informative Speech
Name: Jhoan Speech Topic: Tanorexia
Time: 4 minutes Points: 81
Introduction 15%
4
Strong attention getter and relevance statement
3
Strong credibility statement
5
Good overview of main points
Main Body 30%
5
Each main point is clear
5
Organization is logical
5
Information is new and relatable to audience, practical
3
Main points supported with research
3
At least one oral citation with needed information
3
Good transitions, good flow from one point to the next
Conclusion 15%
5
Prepared audience for conclusion
4
Summarized main points, no extra information
4
Strong ending, related back to attention getter
Delivery 40%
5
Good volume and speech rate
3
Good vocal variety, speaker was energetic, passionate
3
Good eye contact
4
Good posture and hand gestures, good overall body language
5
Good articulation, pronunciation (few verbal fillers, appropriate language)
4
Professional appearance, business casual attire, professional notes
3
Presentation aid (supportive, easily visible, correct spelling, duration)
4
Time Limit (stayed within designated time limit)
81
TOTAL
5 –Very Good
4 – good
3 – average
2– needs work
1 – unacceptable
.
South University College of Nursing and Public Health Graduate.docxrosemariebrayshaw
South University College of Nursing and Public Health Graduate Online
Nursing Program
Aquifer Internal Medicine
Internal
Medicine
08: 55-year-
old male
with chronic
disease
management
Author/Editor:Author/Editor: Cynthia A. Burns, MD
INTRODUCTION HISTORY
You review Mr. Morales' records on the computer.You review Mr. Morales' records on the computer.
!
You are working with Dr. Clay in her outpatient diabetes clinic this morning.
https://southu-nur.meduapp.com/
https://southu-nur.meduapp.com/document_sets/6094
Your first patient, Mr. Morales, was seen by Dr. Clay once before, eight years ago,
but was lost to follow-up after that time.
Based on review of the electronic medical record you are able to collect the
following information prior to heading into the room to meet Mr. Morales:
Mr. Morales is a 55-year-old Hispanic male, diagnosed with Type 2 diabetes
mellitus thirteen years ago after experiencing a 20-pound unintentional weight
loss, blurry vision, and nocturia.
He was hospitalized six weeks ago with a non-ST elevation myocardial infarction
and required three vessel coronary artery bypass grafting. During his admission,
he was found to have a reduced ejection fraction of 20%.
He was referred for today's visit by the cardiologist to focus on optimizing his
glycemic control and reducing his risk of the comorbidities associated with poorly
controlled Type 2 diabetes mellitus.
His last hemoglobin A1c (HbA1c) was 9.5% eight years ago, and he had
microalbuminuria at that time.
DIABETES CHRONIC DISEASE
MANAGEMENT 1
MANAGEMENT
You review diabetes chronic disease management with Dr. Clay.You review diabetes chronic disease management with Dr. Clay.
!
Before you see Mr. Morales, Dr. Clay reviews diabetes chronic disease
management with you.
Diabetes Chronic Disease Management
Evaluate for and optimize prevention of diabetic complicationsEvaluate for and optimize prevention of diabetic complications
Macrovascular complications:
Cardiovascular disease
Cerebrovascular disease
Microvascular complications:
Retinopathy
Nephropathy
Neuropathy
In particular, cardiovascular disease is the No. 1 cause of mortality for people
with diabetes, and one of the top causes of morbidity.
Hypoglycemia, infections, foot ulcers, and amputations are additional causes of
morbidity and mortality in patients with diabetes.
The American Diabetes Association publishes annual guidelines to assist in the
management of a patient with diabetes.
Remember the large role that the psychosocial aspects of a diabetesRemember the large role that the psychosocial aspects of a diabetes
diagnosis play in managementdiagnosis play in management
Non-adherence with medical recommendations could be due to economic,
work-related, religious, social, or linguistic barriers to care. Care must be taken
to assess the psychosocial status of each person with diabetes at each clinic
visit to ensure that barriers to successful diabetes care are minimized.
Question
Which .
Sources to UseSuskie, L. (2014, March 17). What is good.docxrosemariebrayshaw
Sources to Use:
Suskie, L. (2014, March 17). What is good assessment? A second look [PDF]. Retrieved from http://www.lindasuskie.com/apps/blog/show/41934533-what-is-good-assessment-a-second-look
Suskie, L. (2018, May 27). What are the characteristics of well-stated learning goals? [Blog post]. Retrieved from http://www.lindasuskie.com/apps/blog/show/45689916-what-are-the-characteristics-of-well-stated-learning-goals-
Suskie, L. (2015, March 23). Setting meaningful benchmarks or standards [Blog post]. Retrieved from http://www.lindasuskie.com/apps/blog/show/43191428-setting-meaningful-benchmarks-or-standards
Braskamp, L. A., & Engberg, M. E. (2014). Guidelines for judging the effectiveness of assessing student learning [PDF]. Retrieved from http://www.learningoutcomesassessment.org/documents/BraskampGuidelines.pdf
Hutchings, P., Ewell, P., & Banta, T. (2012). AAHE principles of good practice: Aging Nicely. Retrieved from: https://www.learningoutcomesassessment.org/wp-content/uploads/2019/08/Viewpoint-Hutchings-EwellBanta.pdf
Jankowski, N. A., Timmer, J. D., Kinzie, J., & Kuh, G. D. (2018). Assessment that matters: Trending toward practices that document authentic student learning. Urbana, IL: University of Illinois and Indiana University, National Institute for Learning outcomes Assessment (NILOA).
Banta, T., & Blaich, C. (2011). Closing the Assessment Loop. Change, 43(1), 22–27.
Running head: WEEK FIVE PAPER 1
TITLE OF PAPER 5
Week Five Paper
Your Name
Course Number & Title
Instructor's Name
Month Day, Year
Week Five Paper
Start the first paragraph here. It should introduce your reader to the subject you are writing about, as well as your particular position or claim. Before you can create your first paragraph, check that you Understand Your Assignment. You can use this template to help you format your paper. For longer papers, include sub-headings or levels of heading.
Challenges and Communication Needs
Communication Theories and Use to Effectively Engage Clients
Three Verbal and Three Nonverbal Techniques to Use With Clients
Selected Communication Theories and Benefits and Limitations
How Active Listening Skills Are Used
How Empathy Skills Are Used
Family, Culture and Gender Issues
Personal Communication Strengths and Growth Areas
Conclusion
.
References
The following are commonly used references. Please fill in the required information, and if you need more help, see the Formatting Your References List page. References are listed in alphabetical order.
Ashford Textbook (Online edition): *
Author, A. (Year published). Title of book: Subtitle of book (edition, if other than the first) [Electronic version]. Retrieved from from URL
Example:
Witt, G. A., & Mossler, R. A. (2010). Adult development and life assessment [Electronic version]. Retrieved from https://content.ashford.edu/books/4
Online Journal Article (such as from the Ashford Library):**
Author, A. (Year Published). Article title. Journal.
Sooner or later you’ll find your-self leading a team where one.docxrosemariebrayshaw
Sooner or later you’ll find your-self leading a team where one
or more of your people work
remotely. You can turn this situa-
tion into an advantage by leverag-
ing diverse backgrounds and
highly motivated employees. To do
this, you’ll need to avoid the possi-
ble communication and effective-
ness pitfalls and make sure you’re
making use of all the means at
your disposal to operate effectively
from a distance. Interestingly
enough, my experiences in P&G as
both a remote manager and a
remote employee have made me a
more disciplined manager.
Various situations, be it with
remote teams who work from
their homes or international
employees in different time zones,
bring unique characteristics to
which you’ll need to adjust your
management style. That said, the
basics for any manager remain the
same—you just have to do them
better. Do them well, and you’ll
have a highly energized and driven
work team. The consequences of
not doing so are twice as disas-
trous with remote teams.
What You Can Do
Let me share some of my favorite
must-do items for any remote
leader.
1. Energize your team with a
vision. To win as a team and as an
organization, it’s critical to involve
your remote group in the creation
and deployment of a common
vision. Ask yourself what your
most important breakthrough will
be, and set this as the direction
that propels your people and your
action plan. If it isn’t possible to do
this face to face, take time to have a
brainstorming forum, group chats,
and calls with video where you
come to a clear, meaningful state-
ment of the accomplishment your
team will be known for.
2. Engage them with a robust
action plan. This is probably one
of the most critical aspects of
remote leadership. Each team
member needs to feel engaged and
have a clear understanding about
what will be requested from them
or their teams, how it will be mea-
sured, and when you will expect it.
To do this well is to set a solid
foundation and clear the way for
what will come. Draft an action
plan with a clear link to your
vision, and engage each team
member individually with the
objectives assigned to them. Align
on the way updates will be pre-
sented and on key milestones.
Give examples of the way you like
updates to be presented and the
data you expect to see in them.
3. Be in touch with your team.
You need to be disciplined about
having periodic touchpoints in
order to stay connected. Watch out
for overly independent employees
who think they don’t need direc-
tion and allow the distance to
grow. It’s important to align prior-
ities, review action-plan progress,
and talk about career develop-
ment. It also doesn’t hurt to build
a personal relationship that fosters
trust and open communication.
Though there are various con-
straints, mostly financial, make
sure to schedule face-to-face time
as much as possible, and, again,
make use of the vast array of avail-
able videoconferencing te.
Sophia Bosoni, Tombra Esite & Junhui Liu
February 6, 2020
Innovation and Organization Transformation
The Boston Globe Organizational Transformations and Innovations
Introduction
The Boston Globe is a company that has been running since 1872. They are experiencing great changes due to changes in the media industry. The owner of The Boston Globe is The Boston Globe Media Partners, LLC. Now, the publisher and the owner of The Boston Globe is John Henry (The Boston Globe). Due to technological innovations, the way and how we inform ourselves is different than the past generations (ex: virtually).
The Boston Globe’s structure, human resources, political and symbolic frames activities are changing so quickly due to the new organization’s transformations and innovations. The structure of the media organizations has changed internally and externally. In relation to human resources we are going to focus on the internal and external changes as a result of the structural change. Politically and symbolically The Boston Globehas transformed, as well. We are going to explore how digital innovation has completely transformed The Boston Globe. This issue is important as The Boston Globe is experiencing many transformations and revenue challenges and they have to survive. Moreover, as a group, we will focus on the organizational transformations in relation to the four frames (structural, human resources, political & symbolic).
Main Issue
· Requires organization response involving key decision makers
Underlying Causes
Activity in the Four Frames
Structural Frame
The Boston Globe had to restructure because of the technological changes in this century. The Boston Globe had to adapt; therefore they created the BostonGlobe.com in 1995. The Boston Globe mains goal is to survive; then it is to deliver news. The Boston Globe went from an all paper organization to an electronic and paper organization (BostonGlobe.com). Due to all the new technological innovation and other online website there has been a need to get an IT department. This IT department takes care of the online website. Moreover, there needs to be a cyber security team because of all the hacking. The Boston Globe needs to protect themselves from the hackers. Additionally, jobs at The Boston Globe have changed greatly. They had to fire Truck drivers to deliver the newspapers and paper boys and hire more tech people.
Human Resources Frame
Political Frame
The owner of The Boston Globe, John Henry, is also the “Red Sox” owner. “In February 2013, the Red Sox owner John Henry assumed ownership, marking a new chapter (The Boston Globe).” This involves means that there is a lot of politics involved as John Henry has biases.
Due to the new structure at The Boston Globe it changes a lot of activity that relates to the political frame. Some of the changes are that there is no more need for different jobs that were very important and essential a couple decades ago, a generation ago. .
Sources and Tips for Assignment 3 (History 105; Prof. Stansbury)—.docxrosemariebrayshaw
Sources and Tips for Assignment 3 (History 105; Prof. Stansbury)—5 pages here
LENGTH AND DEVELOPMENT: Each paper in our class is a 5-paragraph essay, plus there is a title page (=cover page) at the start and a Sources list at the end. The body of the paper is to be double-spaced. The body of the paper should be five paragraphs and a total of 500-to-800 words in length. The 500 minimum is firm; you really have not adequately developed the paper if less than that. The 800-word upper limit is really a guideline—ok to go over. Just don’t ramble. To determine length, I look at the BODY of the paper only (not title page or sources list) and consider primarily the word count. (Microsoft Word makes this easy. Just select from the first line of your first paragraph to the last line of your last paragraph. The word-count is provided on the lower left by MS-Word.). [I do not go by number of pages because there are too many ways that gets fudged by margins, font size, line spacing, etc. However, fyi---Typically, if you follow these instructions, the body of your paper will be 2-1/2 to 3-1/2 pages in length—add a page for your title page and another for your sources list and that then gets to 4-1/2-to 5/1/2.]
Your paper must have a numbered list of sources at the end combined with short in-text citations to those sources in the body of the paper. Any direct quote needs both quote marks and an in-text citation to the source. Any paraphrase or summary of information from a source requires an in-text citation to that source.
Use ONLY the sources designated and listed for this assignment. If for some reason you must use additional sources, do NOT google for them—use the university’s online library.
In this assignment, do NOT include long quotes of 4 lines or more. The paper is too short for that. Keep any quotes short and clearly marked with quote marks and a citation. Most of the paper should be you using mostly your words while using and summarizing information from your sources, as well as commenting and developing the paper according to the instructions. TIP: Before writing your paper, brainstorm first and make a general list or outline of each paragraph and what it will include. Use the class text for examples or specific information, and jot down the page numbers where you found that information. Do the same with other sources used. This will make your writing of the paper much easier. Then, start typing a rough draft. Plan to revise and edit yourself; allot time to polish the paper before you finally submit. Procrastination is the enemy of quality.
--------------------
ON THE NEXT PAGE—How to list and how to cite the sources in your paper. The instruction sheet for Assignment 3 shows the Schultz class text (required for this) followed by a long list from which you may choose for your other sources. On the next three pages below, you will see a sample sources list for this assignment, just illustratin.
Sources of Risk for Chronic Conditions in the State of Flo.docxrosemariebrayshaw
Sources of Risk for Chronic Conditions in the State of Florida
DHA-7010 - Project and Resource Management in Integrated Systems
4/05/20
*
Introduction
A chronic condition is a disease that endures along period.
Chronic illness is one of the health issues which has been prevalent in the United States for an extended period.
Various sources of risk are associated with chronic conditions that directly impact the success of this project.
These sources of risks fall under factors such as technical, managerial, commercial, and external risk factors.
Introduction
A chronic condition is a disease that endures along period. Chronic illness is one of the health issues which has been prevalent in the United States for an extended period. However, multiple sources of risk are associated with chronic conditions that directly impact the success of this project. These sources of risks fall under factors such as technical, managerial, commercial, and external risk factors.
*
Sources of Technical Risk Factors
Technical risk factors in this project are associated with factors such as:
Scope definition in the study
Research design
Research of information (Cachada et al., 2019)
Methods used to conduct the research study
Sources of Technical risk factors
Technical risk factors in this project arise from issues or activities associated with the scope definition, research design, research of information, and methods used to conduct the research study. In this case, conduction research to know more about chronic conditions in the State of Florida will involve in-depth scope definition to understand more the status of chronic illness in the State of Florida (Cachada et al., 2019)
.
*
Sources of Managerial Risk Factors
Managerial risk factors in this project arise from management decisions that affect the flow of performing operations of the activity (Cachada et al., 2019).
Sources of managerial risks affecting the success of this project include the following factors:
Cost factors
Legal factors
Legal factors
Sources of managerial risk factors
Managerial risk factors in this project arise from management decisions that affect the flow of performing operations of the activity. The primary source of such risk includes cost factors, which escalates the cost of conducting a project due to the inability to make proper cost estimations.
Schedule factors is another source of risk that affect how activities of the project should be conducted (Cachada et al., 2019). In the research study, the schedule of performing on the status of chronic illness in the State of Florida will be timed to collect enough information to help in making proper decisions.
Legal risk factors is another set of sources of managerial risks that are likely to affect the effectiveness of this research. These factors arise from regulatory obligations such as contract risks that approve the use of chronic condition data to perform a research project. This set of risks will.
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104 PART ONE DIRECTING THE OPERATION
● Implementation – the way that strategy is operationalized or executed. Three issues are
often mentioned by strategy practitioners as being important in achieving successful
implementation: the clarity of the strategy, the nature of the leadership provided by top
management, and effective project management.
● Monitoring – involves tracking ongoing performance and diagnosing data to make sure
that the changes are proceeding as planned and providing early indications of any devi-
ation from the plan.
● Control – involves the evaluation of the results from monitoring the implementation so
that activities, plans and performance can be assessed with the intention of correcting
future action if that is required.
CASE STUDY McDonald’s: half a century of growth 13
It is loved and it is hated. It is a shining example of how
good-value food can be brought to a mass market. It is a
symbol of everything that is wrong with ‘industrialized’, cap-
italist, bland, high-calorie and environmentally unfriendly
commercialism. It is the best-known and most loved fast
food brand in the world with more than 36,000 restau-
rants in 117 countries, providing jobs for 1.7 million staff
and feeding 69 million customers per day (yes, per day!).
It is part of the homogenization of individual national cul-
tures, filling the world with bland, identical, ‘cookie cutter’,
Americanized and soulless operations that dehumanize
its staff by forcing them to follow ridged and over-defined
procedures. But whether you see it as friend, foe, or a bit
of both, McDonald’s has revolutionized the food industry,
affecting the lives of both the people who produce food and
the people who eat it. It has also had its ups (mainly) and
downs (occasionally) as markets, customers and economic
circumstances change. Yet, even in the toughest times it has
always displayed remarkable resilience. What follows is a
brief (for such a large corporation) summary of its history.
Starting small
Central to the development of McDonald’s is Ray Kroc, who
by 1954 and at the age of 52 had been variously a piano
player, a paper cup salesman and a multi-mixer salesman.
He was surprised by a big order for eight multi-mixers
from a restaurant in San Bernardino, California. When
he visited the customer he found a small but successful
restaurant run by two brothers Dick and Mac McDonald.
They had opened their ‘Bar-B-Que’ restaurant 14 years
earlier, and by the time Ray Kroc visited the brothers’ oper-
ation it had a self-service drive-in format with a limited
menu of nine items. He was amazed by the effectiveness
of their operation. Focusing on a limited menu including
burgers, fries and beverages had allowed them to analyse
every step of the process of producing and serving their
food. Ray Kroc was so impressed that he p.
SolarComm Communication and Collaboration Team BiographiesName.docxrosemariebrayshaw
SolarComm Communication and Collaboration Team Biographies
Name: Sean Flannigan
Functional Group: Engineering
Title: Lead Power Systems Engineer
Location: Boston, MA
Years of Experience: 27
Education: PhD, University of Virginia
Skills: Leadership and employee management; project management; technology and risk assessment; financial modeling; budgeting; working knowledge of power systems and components; photovoltaic systems design; contract review and negotiation; working knowledge of regulations; and construction monitoring
Diverse Cultural Perspectives: Although he would not think of himself as privileged, Sean has progressed in his education and career by identifying goals and working hard until he achieved them. He attributes all of his success to his work ethic. Sean finds common ground with people most easily when they share his interests in science, math, and a functional design.
Characteristics: Analytical; creative; interested in mechanical and technical projects; performs well in technology-focused leadership roles; highly process-oriented; strong verbal and graphical communication skills; data-driven; and a scientific approach to decision making
Behaviors: Sean meets annual project requirements on time and budget. He and his team act autonomously and with minimal oversight in the field. He requests access to research findings, thorough documentation, and other evidence of efficacy before adopting a new product or process. He speaks candidly when he sees reason for concern. Because his work requires him to spend a lot of time managing a team in the field, he prefers brief, tactical phone calls instead of extended, strategy meetings.
Background: Sean has been a lead power systems engineer for 6 years. Before that, he spent 10 years as a systems engineer for a major utility company in the western United States, where he managed a large team of technicians. Prior to that, he was a respected research scientist at a large state institution. The other power systems engineers at SolarComm elected Sean to speak for them and defer to Sean if asked for more participation. They provided Sean with a year of records showing that a dozen essential components arrived behind schedule. Records also showed that four major components were not manufactured to specification. Many of the Engineers told Sean that SolarComm’s problems originated from poorly negotiated procurement agreements that do not penalize the manufacturer when problems occur.
Name: Irma Trujillo
Functional Group: Procurement
Title: Procurement Manager
Location: Austin, TX
Years of Experience: 6
Education: Bachelor of Science, Economics
Skills: Logistics and planning; thoroughly knowledgeable in SolarComm systems, including databases, presentation tools, and contracts database; able to understand and communicate highly technical information in a global, cross-functional, and multicultural work environment; and is fluent in English and Spanish
Diverse Cultural Perspectives: Alt.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Basic phrases for greeting and assisting costumers
Soria 2Victoria Soria Dean WintherEnglish 101 04 Februar.docx
1. Soria 2
Victoria Soria
Dean Winther
English 101
04 February 2020
Poverty’s Impact on Education in America
Most evidently in America children born or brought up in
poverty are faced with insignificant education, versus a child
with a higher income background. I have chosen this topic for
my research assignment being that an impact of poverty can
affect a child’s academic accomplishments significantly. This
results in them facing challenges such as lacking intellectual
and literary skills. The child readiness for school is reduced by
poverty because it brings forth poor physical health and motor
skills, dwindles the children's ability to concentrate and
remember information, reduces curiosity, attentiveness and
motivation. Children from lower-income families who manage
to complete high school are less likely to proceed to college.
Such children end up not achieving their life goals for lack of
education. The effects of poverty on education for some
children present unique challenges in breaking the cycle of
generational poverty. It further reduces their chances of living
productive and rewarding lives.
Featured Research
Exploring the Job Duties That Impact
School Counselor Wellness: The Role
of RAMP, Supervision, and Support
2. Nicole M. Randick
1
, Shannon Dermer
2
, and Rebecca E. Michel
3
Abstract
The authors examined the predictive relationship between the
performance of job duties informed by the American School
Counselor Association (ASCA) National Model and overall
wellness of school counselors. We also examined the
relationship
between organizational factors (i.e., Recognized ASCA Model
Program, supervision, and support), the frequency of job duties
performed, and overall wellness. The results revealed a
predictive relationship between some of the job duties school
counselors
perform and wellness. We provide implications for school
counseling practice and training programs.
Keywords
ASCA National Model, organizational factors, school
counselors, wellness
Wellness, defined as a way of life that fosters “the optimum
state of health and well-being that each individual is capable of
achieving” (Myers, Sweeny, & Witmer, 2000, p. 252), is a
central foundation of the school counseling profession. The
American School Counselor Association’s ASCA Ethical Stan-
3. dards for School Counselors require school counselors to per-
form duties identified by the ASCA National Model (ASCA,
2012, 2016; Standard B.3.c) and to “monitor their emotional
and physical health and practice wellness to ensure optimal
professional effectiveness” (Standard B.3.f). Therefore, school
counselors must balance the dual task of supporting their stu-
dents’ academic, social/emotional, and career development
while also ensuring that their own wellness needs are being
met (ASCA, 2012, 2016; Bryant & Constantine, 2006; Limberg,
Lambie, & Robinson, 2016).
School counselors must balance the dual task of
supporting their students’ academic, social/
emotional, and career development while also
ensuring that their own wellness needs are being
met.
When their job duties are aligned with ASCA National
Model (2012) guidelines, school counselors feel more sup-
ported, have a greater commitment to their work, and experi-
4. ence increased job satisfaction (Baggerly & Osborn, 2006;
Pyne, 2011; Scarborough & Culbreth, 2008). Increased support
and supervision create a culture of professional wellness and a
more positive work environment for school counselors
(Bernard & Goodyear, 2009). Specifically, school counselors
who received supervision reported feeling more supported in
their role, competent, and empathetic with students (Moyer,
2011; Murphy & Kaffenberger, 2007; Young & Lambie, 2007).
Although school counseling supervision has been shown to
foster a supportive working environment, other organizational
factors make working in a school challenging. For example,
when school counselors have incomplete information about
how to perform their jobs, they experience role ambiguity,
which can result in decreased job satisfaction, stress, impair-
ment, and burnout (Cervoni & DeLucia-Waack, 2011; Leu-
werke, Walker, & Shi, 2009; Wilkerson & Bellini, 2006).
Other challenges include increased demands, unmanageable
caseloads, working in unsupportive systems, high levels of
5. emotional exhaustion, and receiving little to no supervision
(Culbreth, Scarborough, Banks-Johnson, & Solomon, 2005;
McCarthy, Kerne, Calfa, Lambert, & Guzmán, 2010; Moyer,
2011; Wilkerson & Bellini, 2006).
ASCA encourages programs to align school counselors’
work responsibilities with the ASCA National Model (2012),
and fully aligned programs can apply to receive Recognized
1 Adler Graduate School, Minnetonka, MN, USA
2
Governors State University, University Park, IL, USA
3 DePaul University, Chicago, IL, USA
Corresponding Author:
Nicole M. Randick, EdD, Adler Graduate School, Minnetonka,
MN 55343, USA.
Email: [email protected]
Professional School Counseling
Volume 22(1): 1-11
ª 2019 American School
Counselor Association
Article reuse guidelines:
sagepub.com/journals-permissions
7. services to one that administers comprehensive school counsel-
ing programs that target academic, career, and social/emotional
development through leadership, advocacy, collaboration, and
accountability (ASCA, 2012; Education Trust, 2009; Pérusse &
Goodnough, 2001). The ASCA National Model (2003, 2005,
2012) established the framework for how a school counselor
should function within a comprehensive school counseling
environment, specifying both appropriate and inappropriate
roles. Reasonable job duties include a combination of counsel-
ing, consultation, curriculum, and coordination duties (ASCA,
2012; Scarborough, 2005). These roles include providing indi-
vidual and small group counseling services to students, con-
sulting with stakeholders, conducting classroom lessons,
analyzing disaggregated data, designing interventions, and
facilitating school-wide responses for crisis management
(ASCA, 2012; Campbell & Dahir, 1997; Scarborough, 2005).
The ASCA National Model (2012) recommends that school
counselors spend 80% or more of their time in direct or indirect
8. student services. When secondary school counselors spent
more time engaging in ASCA-aligned duties, they were more
skilled in implementing support systems that directly impacted
student’s academic, social/emotional, and career development
(Olsen, Parikh-Foxx, Flowers, & Algozzine, 2016).
Although the ASCA National Model (2012) clearly speci-
fies appropriate and inappropriate job duties of school counse-
lors, many work within school districts where they are required
to engage in noncounseling duties such as scheduling, main-
taining records, and testing (Hatch & Chen-Hayes, 2008; Leu-
werke et al., 2009; Moyer, 2011; Perera-Diltz & Mason, 2008;
Scarborough & Culbreth, 2008). Some administrators and other
educators may not be aware of school counselors’ training,
appropriate job duties, or how they can make a difference in
students’ lives. Principals may be unaware of the ASCA
National Model or may have different perceptions about the
duties of school counselors (Bringman, Mueller, & Lee, 2010;
Leuwerke et al., 2009; Pérusse, Goodnough, Donegan, &
9. Jones, 2004). For example, McCotter and Cohen (2013) found
that New Jersey middle school counselors and principals had
differing perceptions about student needs across academic,
social/emotional, and career domains. When administrators,
teachers, and students expect school counselors to engage in
duties misaligned with their expertise, counselors are unable to
complete the duties they were trained to perform (DeMato &
Curcio, 2004; Gruman et al., 2013; Scarborough & Culbreth,
2008). Spending time on these noncounseling activities pre-
vents school counselors from engaging in counseling duties,
which have been shown to have the greatest impact on stu-
dents’ academic, social/emotional, and career outcomes (Carey
& Dimmitt, 2012; Lapan, Gysbers, & Kayson, 2006; Olsen
et al., 2016; Wilkerson et al., 2013; Whiston, Tai, Rahardja,
& Eder, 2011).
Organizational Factors
The changing landscape of school missions, goals of school
counseling programs, and student needs (Gruman et al.,
10. 2013; Olsen et al., 2016), coupled with difficult caseloads
(Lawson, 2007; McCarthy et al., 2010), further increase the
demands put on school counselors. For example, the recom-
mended student-to-school-counselor caseload is 250:1; how-
ever, the average caseload is 482:1, nearly twice the
recommended ratio (ASCA, 2017). Maintaining large case-
loads while being responsible for meeting the academic,
social/emotional, and career needs of all their students can be
overwhelming for school counselors (Gruman et al., 2013;
McCarthy et al., 2010; Salina et al., 2013). One way to contend
with increasing demands and complexity of caseloads is to
support school counselors through professional supervision.
The quality and quantity of supervision contributes to school
counselor wellness. Supervision is recognized as an effective
mediator of stress and work overload for school counselors
(Moyer, 2011; Page, Pietrzak, & Sutton, 2001; Young & Lam-
bie, 2007). When school counselors received supervision based
on the ASCA National Model with clearly defined role func-
11. tions within a supportive environment, they experienced
reduced stress and increased wellness (Lambie & Williamson,
2004; Moyer, 2011; Young & Lambie, 2007). Baggerly and
Osborn (2006) found that the combination of performing
ASCA National Model school counseling duties and receiving
supervision increased school counselors’ job satisfaction and
decreased attrition. Similarly, school counselors reported
reduced role stress when they felt their job duties matched their
expectations and training and they had peer supervision avail-
able (Culbreth et al., 2005). On the other hand, lack of super-
vision was a predictor for increased feelings of incompetence,
showing frustration with the school setting, and a lack of com-
passion for students (Moyer, 2011; Page et al., 2001; Witmer &
Granello, 2005).
When school counselors are supported in their role, they are
more likely to perform ASCA-aligned duties that foster posi-
tive student outcomes. For example, in their development of a
school-wide student support program, All Hands on Deck, Sal-
12. ina and colleagues (2013) found the establishment of trust from
administration was a precipitating factor in school counselors’
increased performance of student support services. Similarly,
2 Professional School Counseling
Gruman and colleagues (2013) found the collaboration
between teachers, administrators, and school counselors to be
essential for school counselors to meet the mental health needs
of high school students.
In summary, when counselors lack wellness in their own
lives, they are no longer able to “nurture wellness in others”
(Lawson, Venart, Hazler, & Kottler, 2007, p. 6). Studies on
school counselor wellness have been sparse even though
decreased wellness has been found to reduce the quality of
services that counselors provide (Wilkerson & Bellini, 2006;
Young & Lambie, 2007). Research suggests that when school
counselors work within a comprehensive school counseling
program and perform supervised duties for which they are
13. trained, they have a greater impact on student outcomes, are
more satisfied at work, experience less stress, report greater
wellness, and remain in their jobs longer (Clemens, Milsom,
& Cashwell, 2009; Salina et al., 2013). However, when schools
do not support a comprehensive school counseling program,
this contributes to role ambiguity, conflict, and stress for school
counselors attempting to navigate the roles they were trained to
perform (Cervoni & DeLucia-Waack, 2011; Curry & Bick-
more, 2012; Page et al., 2001).
Method
The purpose of this study was to investigate how school coun-
selors function within their roles and what organizational fac-
tors (i.e., RAMP, supervision, and support), if any, were most
influential in leading to increased levels of school counselor
wellness. Building from existing literature, we used the follow-
ing questions to guide the research study. First, does a positive
relationship exist between performance of actual counseling
duties (i.e., counseling, consultation, curriculum, and coordina-
14. tion) and overall wellness functioning among school counse-
lors? Second, does a negative relationship exist between
performance of noncounseling duties (e.g., clerical, fair share,
administrative) and overall wellness functioning among school
counselors? Third, does performance of actual counseling
duties (i.e., coordination, curriculum, counseling, and consulta-
tion) predict overall wellness functioning among school coun-
selors? Fourth, do organizational demographic factors (i.e.,
working at an RAMP school, supervision, and the degree to
which the counselor feels supported) predict overall wellness
and performance of actual counseling duties?
Derived from the above research questions, the following
hypotheses guided the inquiry:
� Hypothesis 1: A positive relationship exists between the
performance of counseling duties (i.e., counseling
[Hypothesis 1a], consultation [Hypothesis 1b], curricu-
lum [Hypothesis 1c], and coordination [Hypothesis 1d])
and overall wellness functioning.
� Hypothesis 2: A negative relationship exists between
15. performance of noncounseling duties (e.g., clerical, fair
share, administrative) and overall wellness functioning.
� Hypothesis 3: The performance of actual counseling
duties (i.e., coordination [Hypothesis 3a], curriculum
[Hypothesis 3b], counseling [Hypothesis 3c], and con-
sultation [Hypothesis 3d]) predicts overall wellness
functioning.
� Hypothesis 4: Organizational demographic factors (i.e.,
working at an RAMP school [Hypothesis 4a], supervi-
sion [Hypothesis 4b], and the degree to which the coun-
selor feels supported [Hypothesis 4c]) predict frequency
of performing counseling duties (i.e., counseling, con-
sultation, curriculum, coordination).
Participants and Procedures
We invited more than 25,000 school counselor members of the
ASCA via e-mail to voluntarily participate in the study, which
was approved by the institutional review board. We also dis-
tributed a separate e-mail invitation to several state, university,
and professional school counselor listserves. We posted two
16. follow-up messages requesting participation approximately 1
week and 3 weeks after the initial invitation. Participants were
asked to provide informed consent through the SurveyMonkey
online data collection system and complete the School Coun-
selor Activity Rating Scale (SCARS; Scarborough, 2005), the
Five-Factor Wellness Inventory (FFWEL; Myers & Sweeney,
2005b), and an organizational and descriptive questionnaire.
Of the possible respondents, 124 individuals began the sur-
vey and only 108 successfully completed the survey scales;
these constituted the sample employed for this study. Most
participants worked full-time (n ¼ 98, 90.74%) in elementary
schools (n ¼ 41, 37.96%), middle schools (n ¼ 24, 22.22%), or
high schools (n ¼ 43, 39.81%). Experience levels ranged from
less than 5 years of experience (n ¼ 34, 31.48%), to between 5
and 10 years of experience (n ¼ 37, 34.26%), to more than
10 years of experience (n ¼ 37, 34.26%). Participants identi-
fied as female (n ¼ 103, 95.37%) and male (n ¼ 5, 4.63%), and
race was reported as Caucasian (n ¼ 96, 88.89%), African
American (n ¼ 8, 7.41%), and Hispanic (n ¼ 3, 2.78%); one
participant chose not to report race.
Measures
SCARS. The SCARS (Scarborough, 2005) measures the fre-
quency of how school counselors actually spend their profes-
17. sional time versus how they would prefer to spend their time
performing professional activities informed by the ASCA
National Model. The 48-item scale was designed to closely
follow the recommendations of best practices found in the
ASCA National Model and the results of a literature review
of the common activities of counselors, including (a) counsel-
ing, (b) consultation, (c) curriculum, (d) coordination, and
(e) other activities (e.g., clerical, fair share, and administrative
duties). Participants rate each item on a Likert-type scale that
ranges from 1 (I never do this) to 5 (I routinely do this). The
Randick et al. 3
SCARS scores can be reported as total or mean scores for both
actual and preferred activities (Scarborough, 2005). For this
study, we used only the actual job duties portion of the scale
to collect frequency ratings. Cronbach’s as for this sample
were as follows: .86 for counseling, .82 for consultation, .94
for curriculum, and .89 for coordination.
Five-Factor Wellness Inventory. The FFWEL measures compo-
18. nents of wellness in the Indivisible Self Model of Wellness
(IS-Wel; Myers & Sweeney, 2005a). The IS-Wel was devel-
oped based on the Wellness Evaluation of Lifestyle (WEL;
Myers & Sweeney, 2005a), which is a holistic model of well-
ness grounded in Adlerian theory. This includes the idea that
the self is composed of the mind, body, and soul, which
together influence the meaning we give to our experiences
within our social context. Exploratory and confirmatory factor
analyses of the WEL yielded a single-order factor, total well-
ness, 5 second-order factors (i.e., Creative Self, Coping Self,
Essential Self, Physical Self, and Social Self), and 17 third-
order factors (e.g., love, nutrition, self-care).
The FFWEL was designed to be taken in approximately 15
min, with different versions for children, adolescents, and
adults. We used the adult version (FFWEL-A) of the instru-
ment in this study; it includes 7 demographic items and 91
items measuring each of the wellness factors in the IS-Wel.
The first section of the FFWEL consists of items focused
19. around the areas of wellness. These items elicit information
from individuals about behaviors, emotions, and feelings
relating to one’s health, quality of life, and longevity. The
items appear in random order and each is answered using a
Likert-type scale, ranging from 1 (strongly agree) to
4 (strongly disagree). Calculating the scores produces a score
in the range of 25–100, with higher scores indicating higher
levels of wellness (Myers & Sweeney, 2005b). For the pur-
pose of this study, we used only the total wellness score
because it encompasses a total score for all the five factors
of wellness, representing the level of wellness for optimal
functioning (Myers & Sweeney, 2005b).
Analysis of consistency (using Cronbach’s a) performed
during the development of the FFWEL supported the overall
wellness score and each of the secondary factors. The authors
of the instrument reported a high degree of construct validity
(Myers & Sweeney, 2005b) and examined internal consistency
again after a 5-year period. Myers and Sweeney (2005b) estab-
lished and reported reliabilities for the subscales as follows:
20. Total Wellness ¼ .98, Creative Self ¼ .96, Coping Self ¼ .89,
Social Self ¼ .96, Essential Self ¼ .95, and Physical Self ¼ .90.
Organizational and descriptive questionnaire. We developed the
12-item questionnaire based on existing literature, guiding
research questions, and feedback from experts in the field of
school counseling. The choices for most questions were yes,
somewhat, or no. Some items required respondents to choose
from a list of answers. The questionnaire was designed to col-
lect information specific to RAMP, supervision, support, and
training. Table 1 presents the questions and results. The ques-
tionnaire also included questions about grade level, employ-
ment status, years of experience (reported above), and what
activities counselors felt least supported in performing
(reported in results).
Data Analysis
We analyzed the data using SPSS Version 22.0. A preliminary
analysis of the data included identifying (a) if the assumptions
of the analyses were met, (b) reliability and validity of the
measures, (c) distributions of the variables, and (e) the extent
21. of missing data (Cone & Foster, 2006). We also screened the
data for skewness, kurtosis, and outliers. The sample showed
skewness between �.8 and þ.8 and kurtosis between �2 and
þ2, showing no issues. Missing data analyses found that 16 of
the respondents did not respond to all of the questions; we
discarded those responses, leaving our sample size relatively
small (N ¼ 108). We computed the mean and standard devia-
tion (SD) for the Total Wellness score from the FFWEL and
calculated frequencies and percentages for all descriptive and
organizational variables.
Table 1. Frequencies and Percentages of Organizational
Variables.
Organizational Variable Sample Percent Frequency
Working in RAMP school
Yes 4.63 5
No 95.37 103
Implement ASCA National Model
Yes 19.44 21
Somewhat 58.33 63
No 22.22 24
Training in ASCA National Model
Yes 48.15 52
Somewhat 25 27
No 26.85 29
22. Familiar with ASCA National Model
Yes 85.19 92
Somewhat 12.96 14
No 1.85 2
School support for ASCA National Model
Yes 25 27
Somewhat 55.56 60
No 19.44 21
Supervision
No 47.22 51
Licensed school counselor 4.63 5
School principal 38.89 42
Teacher 0 0
A faculty member 1.85 2
Other 7.41 8
Supervision based on ASCA National Model
Yes 7.37 7
No 92.63 88
Note. RAMP ¼ Recognized ASCA Model Program; ASCA ¼
American School
Counselor Association.
4 Professional School Counseling
To answer the first and second hypotheses, we performed a
bivariate correlation by examining participants’ mean subscale
scores from the SCARS (Scarborough, 2005) and the overall
23. wellness score from the FFWEL (Myers & Sweeney, 2005b).
An analysis of the Pearson correlation coefficients determined
the degree to which the variables were related. We analyzed the
remaining two hypotheses using regression analysis to deter-
mine which variables best predicted the criterion variable. To
determine the distinct contribution of actual counseling duties
from the SCARS (i.e., counseling, consultation, curriculum,
and coordination) on the overall wellness score from the
FFWEL (Myers & Sweeney, 2005b), we used a hierarchal
regression. And to analyze each predictor variable (i.e., RAMP
school, supervision, and support) to determine whether they
contributed any new information in predicting the criterion
variable (Total Score on the Actual Job Duties Scale), we used
a backward stepwise regression.
Results
On the SCARS, school counselors reported the frequency of
performing actual job duties. The job activities reported most
often included coordination duties (M ¼ 37.97, SD ¼ 10.08),
24. followed by “other” noncounseling duties (M ¼ 30.34, SD ¼
6.96) and counseling duties (M ¼ 29.29, SD ¼ 6.612). The least
reported activities were curriculum duties (M ¼ 24.45, SD ¼
10.078) and consulting duties (M ¼ 24.30, SD ¼ 5.29).
We also collected information on the ASCA National Model
activities in which school counselors felt least supported. The
least supported activities, listed in rank order, were delegating
clerical or noncounseling duties (n ¼ 77, 71.3%), appropriate
use of counselor time (n ¼ 63, 58.3%), ability to carry out
classroom guidance curriculum (n ¼ 41, 38%), collecting and
analyzing data (n ¼ 34, 31.5%), preventive role in school dis-
cipline (n ¼ 33, 30.6%), system support duties (n ¼ 31, 28.7%),
ability to provide individual student planning (n ¼ 20, 18.5%),
and responsive services/interventions (n ¼ 16, 14.8%).
Hypothesis 1
To test the first hypothesis, we conducted Pearson correlations
for each counseling-related subscale of the SCARS (Scarbor-
ough, 2005) and the total wellness score on the FFWEL (Myers
& Sweeney, 2005b). Employing Cohen’s (2008) effect size
cutoffs, we found a small to moderate positive relationship
between counseling and wellness, r(106) ¼ .234, p < .05, thus
supporting Hypothesis 1a. Similarly, a small to moderate pos-
itive relationship between consultation and wellness, r(106) ¼
.216, p < .05, provided support for Hypothesis 1b. With regard
25. to Hypothesis 1c, we found a small yet significant positive
relationship between curriculum and wellness, r(106) ¼ .013,
p < .05. Finally, we found the strongest relationship in this
sample between coordination and wellness, r(106) ¼ .35, p <
.01, and this moderate positive relationship provided support
for Hypothesis 1d. All in all, our results fully supported
Hypotheses 1a, 1b, 1c, and 1d.
Hypothesis 2
To assess Hypothesis 2, we calculated a Pearson correlation
between total wellness score on the FFWEL (Myers & Swee-
ney, 2005b) and noncounseling duties (i.e., other activities) as
measured by the SCARS (Scarborough, 2005). The total well-
ness score and noncounseling duties were not significantly
related, r(106) ¼ .019, p ¼ .848.
Hypothesis 3
To evaluate Hypothesis 3, we conducted a hierarchical regres-
sion to determine whether any of the four counseling-related
subscales from the SCARS (Scarborough, 2005) could be used
to predict total wellness on the FFWEL (Myers & Sweeney,
26. 2005b). We entered the variables one at a time in the model to
determine predictability and potential changes to the value of
the coefficient of determination. Based on theory, the order of
entry was coordination, curriculum, counseling, and consulta-
tion. The entry of each variable added the controlling effect of
that variable and how the new variable interacted with the
previous to determine overall predictability. The results are
displayed in Table 2.
The first model, which included only coordination, showed
a significant result in determining wellness, B ¼ 0.230, t(107)
¼ 30.38, p < .001. That model accounted for 11.7% of varia-
bility explained in the criterion variable, providing support for
Hypothesis 3a. Adding curriculum to the model increased the
overall variation explained to 13.6%, but curriculum itself was
not shown to be a significant predictor, B ¼�0.131, t(107) ¼
�1.819, p ¼ .072. The third variable, counseling, did not
change the overall value of r
2
, still contributing 13.6% of the
variation explained. The variable itself was not seen to be
Table 2. Prediction of Counseling Duties on Wellnessa From
27. Regression Analysis.
Model Variable b SE t p r2 p
1 Intercept 70.397 2.317 30.388 <.001 .117 <.001
Coordination 0.230 0.059 3.901 <.001
2 Intercept 71.588 2.384 30.034 <.001 .136 <.001
Coordination 0.283 0.065 4.340 <.001
Curriculum �0.131 0.072 �1.819 .072
3 Intercept 70.128 2.801 25.035 <.001 .136 <.001
Coordination 0.248 0.074 3.350 .001
Curriculum �0.156 0.076 �2.045 .043
Counseling 0.116 0.117 0.993 .323
4 Intercept 70.264 3.031 23.180 <.001 .128 .001
Coordination 0.252 0.080 3.163 .002
Curriculum �0.156 0.077 �2.034 .044
Counseling 0.123 0.129 0.947 .346
Consultation �0.019 0.156 �0.121 .904
aCriterion variable ¼ wellness.
Randick et al. 5
significant, B ¼ 0.116, t(107) ¼ 0.993, p < .323. Last, we
introduced consultation into the overall model; this caused the
overall variance explained to drop to 12.8%. Consultation also
was shown not to be a significant predictor of wellness, B ¼
�0.019, t(107) ¼�0.121, p < .904. Coordination was the only
model shown to be significant and thus fully supported Hypoth-
28. esis 3a.
Hypothesis 4
To test Hypothesis 4, we used a backward stepwise regression
with an exclusion level of .05 to determine whether any orga-
nizational demographics (i.e., RAMP, supervision, and sup-
port) could be used to predict frequency of counseling duties
(i.e., counseling, consultation, curriculum, and coordination),
as measured by the SCARS (Scarborough, 2005). Table 3 lists
the results of the unstandardized coefficients. The stepwise
modeling showed significance (p < .05) for all subscales. Sup-
port was the only significant variable for all subscales of the
SCARS (Scarborough, 2005). Support was a significant pre-
dictor for counseling, B ¼ 1.08, t(107) ¼ 3.06, p ¼ .003;
consulting, B ¼ 0.74, t(107) ¼ 2.53, p ¼ .013; curriculum, B
¼ 1.87, t(107) ¼ 3.878, p < .001; and coordination, B ¼ 11.22,
t(107) ¼ 5.203, p < .00. Thus, Hypothesis 4b was fully sup-
ported. RAMP was a significant predictor for coordination, B ¼
2.56, t(107) ¼ 2.796, p ¼ .006, and counseling, B ¼ 5.81,
t(107) ¼ 2.02, p ¼ .046, thus providing partial support for
Hypothesis 4a. Supervision did not show any predictability
on the SCARS (Scarborough, 2005) subscales; thus, Hypoth-
esis 4c was not supported. As such, 11% of the variation of the
29. frequency of performing counseling duties can be attributed to
support and RAMP, 5% of the variation in consultation can be
attributed to support, 12% of the variation in curriculum to
support, and 25% of the variation in coordination to support
and RAMP.
Discussion
The purpose of this study was to investigate which factors
predict levels of wellness among school counselors. Partici-
pants reported engaging in the following activities (listed in
rank order) as defined by the SCARS (Scarborough, 2005):
coordination, noncounseling duties, counseling, curriculum,
and consultation. This is consistent with previous reports by
school counselors that they engage in some combination of
ASCA-endorsed and nonendorsed activities (Moyer, 2011;
Perera-Diltz & Mason, 2008) and identify their main role as
coordinating and maintaining comprehensive school counsel-
ing programs that have an impact on student achievement
(Wilkerson et al., 2013). The performance of coordination
duties was the only significant predictor of wellness and the
majority of the participants in this study performed these duties
30. more frequently than other responsibilities. In general, the
wellness scores from this study were elevated compared to the
general norm group for the instrument, which suggests school
counselors in this study had high levels of overall wellness.
The performance of coordination duties was the
only significant predictor of wellness and the
majority of the participants in this study performed
these duties more frequently than other
responsibilities.
School Counseling Duties
Coordination duties were the most frequently performed duty
and a significant predictor for increased wellness, accounting
for 11.7% of variation in wellness. Although small, this result
warrants further discussion. Coordination duties include activ-
ities such as conducting needs assessments, working with an
advisory committee to analyze needs based on data, coordinat-
ing school-wide efforts to respond to crisis, and informing
parents and stakeholders about the role and function of the
31. school counselor (ASCA, 2012; Scarborough, 2005). Overall,
coordination duties tend to be self-driven, collaborative, and
action oriented, with immediately visible results, making it
more likely for counselors and others to see the impact of their
work. When school administrators trust and empower school
counselors to coordinate their activities, counselors are able to
meet the academic, social/emotional, and career needs of their
students. Salina and colleagues (2013) concluded that when
school counselors became more autonomous and performed
duties aligned with coordination, such as parent outreach,
teacher and administrator collaboration, and use of data to
make decisions, they were viewed as leaders in the school. The
nature of coordination duties may contribute to overall well-
ness through helping school counselors feel like leaders, com-
petent, and in control. Previous research has indicated that a
lack of control in one’s job may jeopardize one’s wellness
(Culbreth et al., 2005; Young & Lambie, 2007).
We found a small to moderate positive relationship between
32. counseling duties and wellness and a moderate positive rela-
tionship between consultation duties and wellness. Counseling
duties include those in which counselors performed individual
and small group counseling services to students on personal,
Table 3. Prediction of RAMP, Supervision, and Support on
Frequency
of Counseling Duties.
Predictor Variables
Constant Support RAMP Supervision r2
Counseling 23.53 1.08* 5.81* — .11
Consultation 20.57 0.74* — — .05
Curriculum 14.95 1.87* — — .12
Coordination 24.43 11.22* 2.56* — .25
Wellness — — — — —
Note. RAMP ¼ Recognized ASCA Model Program; ASCA ¼
American School
Counselor Association.
*Significant at a ¼ .05.
6 Professional School Counseling
family, and academic issues (ASCA, 2012). Consultation
duties include those duties aligned with consulting with school
staff, community agencies, and administrators concerning stu-
33. dent behavior, development, and support services (Dinkmeyer,
Carlson, & Michel, 2016). Although counseling and consulta-
tion duties were not the most frequently performed duties,
participants reported receiving a higher level of support for the
associated activities (e.g., preventive role in school discipline,
system support duties, ability to provide individual student
planning, and responsive services). Baggerly and Osborn
(2006) suggested that school counselors might experience frus-
tration when they did not perform socially oriented duties like
counseling and consulting, leading to stress and decreased
career satisfaction. In this study, the performance of counseling
and consultation duties did not predict wellness and was not the
most frequently performed duties. Perhaps if they were per-
formed more often, the results would have been stronger, given
their positive relationships.
Curriculum duties include conducting classroom lessons on
personal growth, personal safety, career development, and con-
flict resolution (Scarborough, 2005); this category had a small
34. relationship with wellness. Curriculum duties were not shown
to be a significant predictor of wellness. These were second to
last in reports of frequency of duties performed and more than
one third of school counselors (n ¼ 41, 38%) reported a lack of
support to carry out classroom lessons. Time demands, per-
forming noncounseling activities, and lack of support have
been cited as possible reasons school counselors perform cur-
riculum duties less often (Gruman et al., 2013; Moyer, 2011).
Further, the lack of training on conducting classroom lessons
has been linked to higher levels of role conflict and ambiguity
(Culbreth et al., 2005). Training in carrying out activities that
increase student achievement, such as classroom curriculum,
may increase school counselors’ self-efficacy and sense of
importance in their role (Wilkerson et al., 2013; Young &
Kaffenberger, 2015), thus impacting their wellness.
Noncounseling Duties
In reviewing the mean scores from the SCARS instrument,
noncounseling duties were the second most frequently per-
35. formed duties behind coordination duties. Other studies
(Moyer, 2011; Perera-Diltz & Mason, 2008) also found that
school counselors spend a significant amount of time on non-
counseling duties. The school counselors in this study reported
feeling least supported in delegating clerical work (n ¼ 77,
71.3%) and managing appropriate use of their time (n ¼ 63,
58.3%), which may account for this higher frequency. Even
though the performance of inappropriate duties was higher than
some appropriate duties (i.e., counseling, curriculum, and con-
sulting), and school counselors may prefer to engage in activ-
ities aligned with the ASCA National Model (Scarborough &
Culbreth, 2008), this did not adversely affect the wellness of
the respondents in this study. The majority of participants (n ¼
74, 68.6%) had more than 5 years of experience as a school
counselor, which may have affected their level of comfort with
their job duties. As individuals feel more confident in their
roles, they have greater self-efficacy and self-confidence, lead-
ing to higher overall well-being (Bryant & Constantine, 2006;
Scarborough & Culbreth, 2008). The high level of noncounsel-
ing duties may have more of a negative impact on the wellness
36. of school counselors with less experience. Furthermore, a sali-
ent part of counselor wellness (Bryant & Constantine, 2006;
Lawson & Myers, 2011) is often related to the perceived ability
to perform duties that make an impact on others, regardless of
the duties being appropriate or not (Baggerly & Osborn, 2006).
Even though the performance of inappropriate
duties was higher than some appropriate
duties, . . . this did not adversely affect the wellness
of the respondents in this study.
Organizational Variables
Although none of the organizational variables were significant
in predicting overall wellness, several organizational variables
were predictive of performing duties aligned with the ASCA
National Model (ASCA, 2012). The degree to which school
counselors felt supported by administration to use the ASCA
National Model was a significant predictor for the increased
performance of all counseling, consulting, curriculum, and
coordination duties. Among survey respondents, 80.56% (n ¼
87) felt supported in their schools to implement the job duties
37. outlined within the ASCA National Model. Furthermore,
77.77% (n ¼ 84) implemented or somewhat implemented the
ASCA National Model within their work. These results are
consistent with Scarborough and Culbreth’s (2008) finding that
school counselors who attempted to incorporate the national
standards (Campbell & Dahir, 1997) in their practice engaged
in outcome-producing tasks, were supported by others, and
were more likely to perform ASCA National Model duties.
These findings suggest that support is an important variable
in influencing the performance of job duties among school
counselors.
The degree to which school counselors felt
supported by administration to use the American
School Counselor Association National Model was
a significant predictor for the increased
performance of all counseling, consulting,
curriculum, and coordination duties.
Working in an RAMP school was a significant predictor for
performing coordination and counseling duties. As discussed
38. previously, the performance of coordination duties was found
to predict wellness. From this, we can infer that working in an
RAMP-designated school increased the likelihood of perform-
ing duties found to be predictive of increased wellness. Work-
ing in an RAMP-designated school was also predictive of the
Randick et al. 7
school counselor reporting more counseling duties than school
counselors in non-RAMP schools. Results also support previ-
ous research that school counselors working in RAMP schools
are more often using data to validate their counseling interven-
tions, sharing the results with stakeholders, and providing ser-
vices to bridge achievement gaps (Young & Kaffenberger,
2011). This is not surprising because data-informed decisions
and services have become the cornerstone of working within an
RAMP school (Wilkerson et al., 2013).
With regard to supervision, almost half of the respondents
(n ¼ 51, 47.22%) received no supervision and 38.89% (n ¼ 42)
39. received supervision from their school principal. As to the
nature of supervision, 92.63% (n ¼ 88) of respondents reported
not receiving supervision based on the ASCA National Model.
Supervision did not predict increased frequency in performing
the duties outlined within the SCARS instrument, nor was it a
predictor for wellness, perhaps because so few participants
were receiving supervision based on the ASCA National
Model. These results are consistent with the literature on the
reported lack of supervision school counselors receive (Moyer,
2011; Page et al., 2001). Other scholars have reported that a
lack of supervision in combination with difficult and stressful
caseloads (McCarthy et al., 2010) increased the demands on
school counselors and impacted their overall wellness (Law-
son, 2007; Young & Lambie, 2007). Although the current study
did not measure for caseloads, we found a pervasive lack of
supervision within this sample of school counselors. The power
differential between principals and school counselors (Arm-
strong, MacDonald, & Stillo, 2010; Lieberman, 2004) and per-
ceptions of appropriate and inappropriate duties (Bringman
40. et al., 2010; Leuwerke et al., 2009; Pérusse et al., 2004) may
influence the quantity and quality of supervision school coun-
selors receive.
Limitations
These results should be considered within the limitations of this
study. First, the use of self-report instruments does not control
for response bias related to respondents’ actual job duties or
levels of wellness. Moreover, participants who perceive them-
selves as well may have been more willing to take this survey.
Since its implementation, the ASCA National Model has
undergone minor modifications, and the SCARS survey was
based on the original 2003 model so may not account for these
changes. The generalizability of the results of this study also is
limited. School counselors were recruited from professional
organizations and state, university, and professional school
counselor listserves and may answer survey questions differ-
ently than school counselors who are not members of those
groups. The lack of gender and race diversity is also a limita-
41. tion, with the majority of participants identifying as female
and Caucasian. Future researchers should strive to include a
more diverse sample of participants. Despite these limitations,
the study offered several implications and areas for future
research that school counselors and counselor educators
should consider.
Implications for Practice, Training,
and Research
The results of this study have several implications for improv-
ing school counselor wellness. First, school counselors appear
to enjoy duties that are self-driven, collaborative, action
oriented, and results driven. These characteristics are captured
in coordination duties such as coordination of interventions
with students, parents, teachers, and other significant stake-
holders. These activities may help decrease school counselor
burnout and may help create a more positive school environ-
ment. Having experienced, happier, more satisfied school
counselors in a positive school environment most likely means
42. students will receive higher quality services.
The results also have implications for training programs.
First, training programs may want to increase training in
wellness-enhancing skills such as taking leadership roles, coor-
dination activities, and increasing skills for performing curri-
culum duties. Participants struggled with curriculum duties and
might benefit from further training and professional develop-
ment on how to develop and implement classroom lessons,
especially in meeting the data-driven needs of students. Sec-
ond, training programs should include the skills school coun-
selors need to be able to identify support systems, evaluate
support levels, and create supportive environments. Investigat-
ing the variables of support (e.g., type, frequency, source) that
school counselors receive would provide additional insight into
the results of this study. School counselor training programs
might consider providing training on peer supervision and how
to support peers in the school setting because this might be the
primary means of support for school counselors. Third, school
43. counselors in training might consider seeking out more oppor-
tunities within their practicum and internship sites to learn
about data collection strategies, monitoring student progress,
and effectively communicating with administrators, parents,
and stakeholders.
Training programs may want to increase training in
wellness-enhancing skills such as taking leadership
roles, coordination activities, and increasing skills
for performing curriculum duties.
Learning how to collaborate with school administration is
an important skill. Research has indicated that administrative
support impacts a school counselor’s wellness and ability to
engage in ASCA National Model duties (Cervoni & DeLucia-
Waack, 2011; Young & Lambie, 2007). Thus, school counse-
lors must continue to partner with administrators to ensure they
can engage in the counseling duties for which they are trained.
School counselors should follow the ASCA’s (2012) recom-
mendation to complete the use-of-time assessment twice a year
44. to determine how much time they are spending in each
8 Professional School Counseling
component of the ASCA National Model. If they find they are
spending less than the recommended 80% in direct or indirect
student services, they should address this with their adminis-
trator and use this information to create the school counselor’s
annual agreement.
Future researchers should continue to explore the potential
relationships among organizational factors, performance of
ASCA National Model duties, and wellness to better under-
stand wellness-enhancing activities. Future research could add
to the knowledge base of school counselor wellness by repro-
ducing this study with a larger population of school counselors
who are and are not implementing the ASCA National Model.
Longitudinal studies across RAMP and non-RAMP programs
could provide insight into what wellness dimensions are most
affected by this designation, especially methods used by school
counselors to make data-driven decisions. Investigating the
45. effects of school counselor performance and wellness on stu-
dent outcomes is important and would aid the field in under-
standing what school counselor activities increased their
wellness and enhanced student success. Qualitative studies on
school counselor wellness would help expand the meaning and
practice of wellness, including the impact of supervision and
support. Another area for future study is investigation of the
factors that help counselors contribute to the maintenance of
their training. Many of the school counselors in this study
reported not receiving supervision, and of those who received
supervision, the majority were not receiving supervision based
on the ASCA National Model. Principals were the primary
supervisors for the school counselors in this study; therefore,
another potential area of future study would be a survey of
principals on their comfort level with supervising school
counselors.
A study of school counselor self-care activities could pro-
vide insight into the internal variables that lead to increased
46. wellness, addressing Wilkerson and Bellini’s (2006) sugges-
tion that internal emotional variables impact stress that can lead
to burnout. Studies on the wellness challenges among different
work settings (e.g., elementary, middle, and high school) could
provide information regarding unique organizational stressors
(e.g., caseloads) and influences. This information could help
school counselors develop wellness-enhancing changes and
interventions within each setting. Finally, a crucial topic to
explore is how, despite all the stressors in the educational sys-
tem today, school counselors are able to maintain such a high
degree of overall wellness in their lives.
Declaration of Conflicting Interests
The author(s) declared no potential conflicts of interest with
respect to
the research, authorship, and/or publication of this article.
Funding
The author(s) received no financial support for the research,
author-
ship, and/or publication of this article
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Author Biographies
Nicole M. Randick, EdD, is a core faculty member and direc-
tor of assessment and online learning at Adler Graduate School
62. in Minnetonka, MN.
Shannon Dermer, PhD, is an interim dean of the College of
Education at Governors State University in University Park, IL.
Rebecca E. Michel, PhD, is an assistant professor at DePaul
University in Chicago, IL.
Randick et al. 11
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Soria 2
Victoria Soria
Dean Winther
English 101
10 March 2020
RAVENArticle 1 by Theresa Capra (2009).
Reputation. The author is a renowned researcher at Mercer
County Community College who holds a Ph.D. and specializes
in issues of education and children.
Ability to Observe. Being a researcher, the author is in a
position to access reliable evidence from other scholarly
researchers like her. Working as a director in the College also
allows her to observe the effects of poverty on the education of
children.
71. Vested Interest. Being a researcher, the author has no personal
interest in the topic. Instead, she seeks to inform the general
public about the effects of poverty.
Expertise. The author is an expert in the field of education such
that she is even pursuing her Ph.D. She also refers to scholarly
sources written by experts as evidence in the article.
Neutrality. The author is neutral about poverty and education.
She provides a discussion of the causes, effects, and possible
solutions that can be applied to curb the problem. Article 2 by
Sean Slade (2015)
Reputation. The author is the director of Global Outreach at
ASCD which aims at providing quality education that will grow
children emotionally, physically, psychologically, and socially
(ASCD, 2020). Thus, the author is in a position of authority.
Ability to Observe. The author is in a position that allows him
to access reliable evidence. Being the director of Global
Outreach at ASCD, the author works and interacts with children
and this allows him to observe how poverty can affect their
education.
Vested Interest. The author has some personal interest in the
topic. He is a contributor to news being posted on the website.
Thus, to get more views and reads, the author has to write
something captivating and which will get more reads. This will
increase his image in the online world.
Expertise. The author is not an expert in the field of poverty and
education. Judging from the website, the author is just a
contributor. It is only one evidence that quotes scholarly
research. All the other evidence is from news and politics.
Neutrality. The author is biased about the issue of poverty and
its impact on education. The author decided to focus on the
negative side of poverty only. This painted a bad picture on the
government and rich countries who, it is claimed, are the ones
who cause poverty. Although this is partially true, the author
fails to recognize intervention efforts from these rich countries
that have worked to curb poverty. In this biased state, the
author presents a one-sided argument only. Article 3 by Kelley
72. Taylor (2017)
Reputation. The author is a contributor to contents on the
Insight website which reports news about various issues facing
the world today. being a magazine website, the source is not in
a position of authority.
Ability to Observe. Being a news reporter, the author is in a
position to access reliable evidence through researching on the
internet and conducting interviews.
Vested Interest. The author has a personal stake in the topic.
Being a reporter, telling the truth or lying will provide the
author with exposure and more clicks to the website.
Expertise. The author is not a specialist in the issue of poverty
and education. The evidence quoted, however, comes from
reliable sources such as directors in institutions that research
child poverty and education.
Neutrality. The author is neutral about the issue of poverty.
Although highlighting its negative impacts, the author also
discusses the possible interventions that can be implemented to
address the impact of poverty on education.
Works Cited
Theresa Capra (2009). Poverty and its Impact on Education:
Today and Tomorrow.
http://www.nea.org/assets/docs/HE/TA09PovertyCapra.pdf
ASCD (2020). Sean Slade-Senior Director of Global Outreach.
http://www.ascd.org/news-media/Sean-Slade-Director-
Outreach.aspx
Kelley Taylor (2017). Poverty Long-Lasting Effects on
Students’ Education and Success.
https://www.insightintodiversity.com/povertys-long-lasting-
effects-on-students-education-and-success/