The Research Committee promotes the understanding and use of data and action research by AzSCA and AZ School Counselors to inform and demonstrate the effectiveness of their program.

• Shannon Raikes
• Jana Whiddon
• Kathryn Watkins van Asselt

This study examined the predictive relationship between transformational leadership (TL), grit, and burnout in school counselors. School counselor burnout has a negative impact on the mental, physical, and emotional well-being of counselors and diminishes the quality of care. This study sought to answer the question if transformational leadership and grit significantly predict burnout in school counselors. A quantitative methodology was selected for this study, and the researchers utilized a non-experimental, correlational design. A multiple linear regression was used to determine whether a predictive relationship exists between the two independent variables, TL and grit, and the dependent variable, burnout. The population was comprised of all certified school counselors that were actively practicing. The results of the multiple linear regression analysis indicated that, collectively, transformational leadership style and grit predicted burnout. Implications for counseling professionals are provided. Transformational leadership and grit can predict burnout. The authors suggest that transformational leadership and grit should be nurtured through personal practice and professional development opportunities to decrease burnout among school counselors.

• Meredith A Rausch
• Tayla S. Brown
• Sarah E. Adams

Individuals born between 2010-2025 are considered part of Generation Alpha (McCrindle, 2014). Little is known or written regarding this generation; however, a greater understanding of current knowledge can impact the future of this population. Researching this population's strengths, challenges, and barriers may help with creative strategies for prevention, education, and supporting their future. Teachers, administrators, school counselors, parents, and stakeholders interacting with members of Generation Alpha within the school setting play an integral part in effectively and efficiently providing personalized education and support. This article provides a compilation of current research on Generation Alpha and creative suggestions for educators, administrators, school counselors, and parents. Increasing awareness regarding the role of the school environment in shaping this generation may lead to increased success for all stakeholders.

• Samantha Lane Franklin
• Kathryn Watkins Van Asselt
• Megyn Shea
• Theresa Kascsak

The researchers investigated how 12 high school graduates from lower-income families viewed their experiences with school counselors on the topic of college and career readiness. The themes that emerged in the research were missed relationships, self-worth and value, access and equity, a different life, and engaging families, neighborhoods and community. Implications for school counselors, counselor educators, and future research is provided.

• Elizabeth Hooper, MA, MS
• Armando Romero, MS, BHT 

During the recent pandemic, counselors, like all educators, faced the challenge of engaging students working online and in safe-space or “hybrid” learning areas. This scenario often manifested failing grades, lack of motivation, and other mental health concerns such as depression, anxiety, and isolation. To increase academic participation and overall student wellness, counselors found new ways to build trust and rapport online instead of in person. Students shared motivational and how-to videos with classmates. Counselors conducted virtual family fun nights, incorporated music into counseling sessions, and integrated therapy dog school visits into the counseling program. Cooperation and perseverance amongst counseling colleagues and all school staff were crucial ingredients for student growth and success.

• Whitney Cowan Britton, Capella University
• Kathryn Watkins Van Asselt, Capella University

College and career readiness is an integral part of a comprehensive school counseling program. According to the American School Counselor Association (ASCA) Ethical Standards, school counselors are qualified and expected to provide direct and indirect services that address students’ academic, social/emotional, and career needs. In Arizona, and across the country, school counselors are expected to lead systemic change by delivering to all students a comprehensive competency-based program, aligned with state standards for academic, personal, and career development. This paper summarizes developmentally appropriate ideas for school counselors to lead robust college and career readiness classroom guidance. The importance of incorporating college and career readiness by discussing classroom management techniques will enable school counselors to lead an effective program. Three examples of lesson plans at the elementary, middle, and high school level are also provided.

• Jeff Cranmore. PhD, Grand Canyon University
• Laura Isbell, PhD, Texas A & M Commerce University
• Jennifer Akins, LPC, and School Counselor, McKinny High School
• Mitch VandenBoom, Assistant Principal, McKinny High School

Virtually all high schools offer college and career guidance. However, once seniors graduate, little information is available to schools on the experiences of their students. This study explored college readiness through the lens of current college students. Utilizing an on-line survey, 86 college students reported their experiences, as well as offered suggestions to school counselors.  Overwhelmingly, students reported a need to increase the rigor of their course work, and to begin to transition toward a collegiate environment. The paper concludes with suggestions for school counselors on improving college readiness to ensure all students have equal access to ensure future success.

• Jeff Cranmore. PhD, Grand Canyon University
• N.J. Katusz-Utter, Director of College Readiness, Sunnyside Unified School District

For the past 35 years, the AVID College Readiness System has worked to prepare students to enter the college and the workforce with the required skills for success. This paper will review the history and mission of AVID, as well as provide a brief overview of the AVID materials/curriculum and the evaluation standards. Finally, there is discussion of the role professional school counselors play in the campus-level AVID program, and how they can provide guidance to an even greater number of students. 

Closing the Gap Action Plan

Closing the Gap Results Report

Guidance Curriculum Action Plan

Guidance Curriculum Results Report

MPS School Counseling Goals

Promising Programs Article Template

Data Based Decision Making

DBDM Practice

EBSC Power Point

Urban School Counseling Initiative

Help! I Want To Publish

2011 AzSCA Research Journal -Volume 3