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Articles 1 - 3 of 3
Full-Text Articles in Psychology
Is Self-Efficacy Tied To Better Motivational Interview Outcomes In An Urgent Care Setting?, Girishkumar Krishnan
Is Self-Efficacy Tied To Better Motivational Interview Outcomes In An Urgent Care Setting?, Girishkumar Krishnan
Georgia State Undergraduate Research Conference
No abstract provided.
Change-Agent-For-Equity (Cafe) Model: A Framework For School Counselor Identity, Erin Mason, Melissa Ockerman
Change-Agent-For-Equity (Cafe) Model: A Framework For School Counselor Identity, Erin Mason, Melissa Ockerman
Counseling and Psychological Services Faculty Publications
Significant recent influences in the profession have provided clear direction about what school counseling programs should look like but have not explicitly defined the professional identity necessary to enact these programs. A Change-Agent-for-Equity (CAFE) Model draws from the American School Counselor Association National Model (2003, 2005, 2012) and the tenets of the National Center for Transforming School Counseling (Martin, 2002), proposing that the school counselor’s professional identity is central to school counseling programs and program outcomes. A case scenario is presented to illustrate the CAFE model in context.
School Counseling Supervision In Challenging Times: The Cafe Supervisor Model, Melissa Ockerman, Erin Mason, Stuart Chen-Hayes
School Counseling Supervision In Challenging Times: The Cafe Supervisor Model, Melissa Ockerman, Erin Mason, Stuart Chen-Hayes
Counseling and Psychological Services Faculty Publications
Given the increased need for school counselors to proactively address the pervasive achievement, opportunity, and attainment gaps, school counselor preparation should move from traditional supervision models to one with an equitable K-12 student outcomes focus. The Change Agent for Equity (CAFE) model presented can help school counselors-in-training foster a change agent identity, aimed at helping all K-12 students succeed and reach their postsecondary dreams. The CAFE model and the supervisor’s identity and supervision practices within the model are described. Additionally, internship assignments and rubrics are outlined and supervisory recommendations and implications are discussed.