7 10 16 11.30 12.30 FyeRaineyWestBaltrinic 15 06 2016 1466003136
6/14/2016
Attendees entering… The relationship between implementing the ASCA National Model, job satisfaction, and burnout: What school counselors need to know by Drs. Heather Fye, Steve Rainey, Erin West, & Eric Baltrinic
Reflections • •
•
•
Who incorporates the ASCA National Model (one portion to all) into their practice? If so, what are some challenges, limitations, or barriers you have faced when implementing the ASCA National Model into your practice? What are some of the perceived benefits or strengths of incorporating the ASCA National Model into your practice? What are contributing factors to your job satisfaction, stress, and (potentially) burnout as a school counselor?
Background • Burnout is the physical or emotional exhaustion experienced due to work overload leading to difficulty with competently performing clinical tasks on the job and devaluing clients due to a combination of individual and environmental factors (Lee et al., 2007; Maslach, Schaufeli, & Leiter, 2001). • Burnout has the potential to negatively impact client care (Maslach, 1979) and the personal lives of school counseling professionals (Wilkerson & Bellini, 2006) • Roles of school counselors are often ambiguous and conflicted due to the changing educational system (Lambie & Williamson, 2004) • •
Role Ambiguity Role Conflict (Rizzo, House, Lirtzman, 1970)
Please complete the School Counseling Program Implementation Survey (SCPIS; Clemens, Carey, & Harrington, 2010) & How satisfied are you with your job? Completely Satisfied (10) -----------5----------- (1) Completely Unsatisfied
Developing a Personal Goal for Today’s Session • Identify one or two (SMART) goals based on your SCPIS (Clemens et al., 2010) ratings or your current experiences of job satisfaction, stress, or burnout. Example: I will have one conversation with my principal before the beginning of the school year that includes a discussion of five types of direct services I will engage in to help students succeed throughout the 2016-2017 academic year.
The ASCA National Model (2012) Comprehensive in scope, results-oriented in design, developmental in nature. Enhances learning of students in academic, career, and personal/social domains. Aligns roles of the school counselor. Assesses and measures students’ needs through a comprehensive school counseling program (CSCP) Themes drive school counselor practice and close achievement gaps of students: Leadership, Advocacy, Collaboration, Systemic change
Elements of a CSCP and The ASCA National Model: Foundation, Management, Delivery, Accountability
1
6/14/2016
The ASCA National Model (2012)
Research Variables • • • • • • • • • • • • • • • • • • • •
(Fye, 2016)
level of implementation of the ASCA National Model age gender race and ethnicity type of degree years of experience type of school district level of practice number of buildings served student-to-school counselor ratio amount of time engaged in supervision amount of time engaged in consultation percentage of time spend in counseling and noncounseling duties perceived principal support perceived job satisfaction perceived job stress coping response and style level of role ambiguity level of role conflict level of burnout
Note: Sample of School Counselors (ASCA members)
Barriers to Implementing the ASCA National Model 1. Level of Role Ambiguity (t = 4.53, p < .001) 2. Percentage of Time Spent in NonCounseling Duties (t = -3.54, p = .001) Note. N = 208. R2 = 0.353, F = 3.793
Predictor Variables of Burnout
1. Perceived Job Stress (t = 6.70, p
Attendees entering… The relationship between implementing the ASCA National Model, job satisfaction, and burnout: What school counselors need to know by Drs. Heather Fye, Steve Rainey, Erin West, & Eric Baltrinic
Reflections • •
•
•
Who incorporates the ASCA National Model (one portion to all) into their practice? If so, what are some challenges, limitations, or barriers you have faced when implementing the ASCA National Model into your practice? What are some of the perceived benefits or strengths of incorporating the ASCA National Model into your practice? What are contributing factors to your job satisfaction, stress, and (potentially) burnout as a school counselor?
Background • Burnout is the physical or emotional exhaustion experienced due to work overload leading to difficulty with competently performing clinical tasks on the job and devaluing clients due to a combination of individual and environmental factors (Lee et al., 2007; Maslach, Schaufeli, & Leiter, 2001). • Burnout has the potential to negatively impact client care (Maslach, 1979) and the personal lives of school counseling professionals (Wilkerson & Bellini, 2006) • Roles of school counselors are often ambiguous and conflicted due to the changing educational system (Lambie & Williamson, 2004) • •
Role Ambiguity Role Conflict (Rizzo, House, Lirtzman, 1970)
Please complete the School Counseling Program Implementation Survey (SCPIS; Clemens, Carey, & Harrington, 2010) & How satisfied are you with your job? Completely Satisfied (10) -----------5----------- (1) Completely Unsatisfied
Developing a Personal Goal for Today’s Session • Identify one or two (SMART) goals based on your SCPIS (Clemens et al., 2010) ratings or your current experiences of job satisfaction, stress, or burnout. Example: I will have one conversation with my principal before the beginning of the school year that includes a discussion of five types of direct services I will engage in to help students succeed throughout the 2016-2017 academic year.
The ASCA National Model (2012) Comprehensive in scope, results-oriented in design, developmental in nature. Enhances learning of students in academic, career, and personal/social domains. Aligns roles of the school counselor. Assesses and measures students’ needs through a comprehensive school counseling program (CSCP) Themes drive school counselor practice and close achievement gaps of students: Leadership, Advocacy, Collaboration, Systemic change
Elements of a CSCP and The ASCA National Model: Foundation, Management, Delivery, Accountability
1
6/14/2016
The ASCA National Model (2012)
Research Variables • • • • • • • • • • • • • • • • • • • •
(Fye, 2016)
level of implementation of the ASCA National Model age gender race and ethnicity type of degree years of experience type of school district level of practice number of buildings served student-to-school counselor ratio amount of time engaged in supervision amount of time engaged in consultation percentage of time spend in counseling and noncounseling duties perceived principal support perceived job satisfaction perceived job stress coping response and style level of role ambiguity level of role conflict level of burnout
Note: Sample of School Counselors (ASCA members)
Barriers to Implementing the ASCA National Model 1. Level of Role Ambiguity (t = 4.53, p < .001) 2. Percentage of Time Spent in NonCounseling Duties (t = -3.54, p = .001) Note. N = 208. R2 = 0.353, F = 3.793
Predictor Variables of Burnout
1. Perceived Job Stress (t = 6.70, p
