Transforming the school counseling profession

By Bradley T. Erford. 2006

262 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/b46a6e1080588d3e9aca65dcb5258709f2d99b43

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Citations in the corpus

New Professional Roles and Advocacy Strategies for School Counselors: A Multicultural/Social Justice Perspective to Move Beyond the Nice Counselor Syndrome (2008, background): “Accepting these new professional roles requires school counselors to significantly alter their traditional ways of thinking and operating by implementing proactive multicultural/social justice counseling and advocacy services that are designed to ensure equal educational access, opportunities, reso”
The ACA Advocacy Competencies: A Social Justice Advocacy Framework for Professional School Counselors: (2007, background): “Professional school counselors who work as social change agents can help eliminate the achievement gap, increase academic expectations, and become more proactive in creating safer and more inclusive learning environments for all students (Erford, 2007; Martin, 2002).”
Multicultural and Social Justice Counseling Competencies (2017, background): “Models of school counseling leadership are well represented in the scholarly literature (Davis, 2005; Stone & Dahir, 2006, 2007; Dollarhide, 2003; Erford, 2014; Mason & McMahon, 2009; Northouse, 2016; Pérusse & Goodnough, 2004; Sink, 2009).”
The Challenge to Change from Guidance Counseling to Professional School Counseling: A Historical Proposition (2004, background): “Comprehensive professional school counseling programs are progressive in that they adhere to the most recent standards proposed by ASCA (Erford, 2003; Rowley, 2000; Sink, 2005).”