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- W323792773 abstract "Evaluation is a critical component of elementary guidance an? counseling programs. Evaluation activities enable counselors to (a) learn if they are accomplishing their goals, (b) identify what remains to be done, (c) identify effective components of their programs, and (d) discover new areas that need to be addressed (American School Counselor Association, 1990). Counselors are urged by the ethical standards of their profession to gather data on your effectiveness and be guided by the findings (American Association for Counseling and Development [AACD] Governing Council, 1988). Recent surveys, however, reveal that many counselors do not approach accountability responsibilities with enthusiasm (Campbell, 1990; Fairchild & Zins, 1986; Lee, 1989). Counselors who are reluctant to engage in systematic accountability cite lack of familiarity with evaluation procedures and time constraints as major barriers (Erpenbach, 1984; Schaffer & Atkinson, 1983; Wilson, 1985). They also believe that they need additional training, guidelines, and packaged kits with a focus on accountability (Schaffer & Atkinson, 1983). Recently, the American School Counselor Association (ASCA) has responded to elementary school counselors' need to evaluate their programs by developing the Professional Development Guidelines for Elementary School Counselors: A Self-Audit (ASCA, 1990). The elementary self-audit is one third of a three-level audit that addresses secondary, middle, and elementary guidance programs. ASCA's self-audit is a comprehensive, organized, and time-efficient accountability system. The purpose of this article is to introduce the self-audit to elementary counselors and to share ideas on how the instrument may be used both as an evaluation and as a public relations (PR) tool." @default.
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- W323792773 date "1990-01-01" @default.
- W323792773 modified "2023-09-24" @default.
- W323792773 title "American School Counselor Association's Self-Audit: Taking a Proactive Stance." @default.
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