This paper reviews Hardy’s (2008) dissertation on perceptions of school counselors and school administrators with the respect to the roles of school counselors as they implement the New York Comprehensive School Counseling Model. This critique will examine the problem and purpose of the study, literature review, methodology and conclude with discussion and summary.
(Hardy’s, 2008) study focused on two problems. The first concern focused on “the ambiguous role definition of actual practice for school counselors since New York State school counselors responsibilities are defined by local school district administration instead of the components of the New York State Model. In addition, a second problem is the understanding by school personnel of the school district’s conditions and their readiness towards the implementation of the New York State Mode” (p.2-3).
The purpose of the study was to “examine actual and preferred school counselor practice as well as perceptions of school counselors and administrators towards a comprehensive school counseling program in New York State”(p.3).
The Literature Review
Hardy’s literature review gives a historical overview regarding school counseling dating as late as 1950’s until the present. Hardy described the importance of organizations such as American School Counseling Association and Educational Trust participation regarding the transformation of school counseling program as well as, the school counselor’s role within elementary, middle and high school settings. ASCA and Educational Trust organizations are responsible for establishing parameters that most districts and states follow. Hardy’s related literature describes the old adage views regarding what do counselors do all day. Hardy’s highlights the benefits of comprehensive school counseling program that allows parents, students, teachers and administrators the opportunity to describe how their students are different because of the school counseling program. In addition to the outcome mentioned above Hardy believes that New York State model will establish appropriate activities and duties for all school counselors to follow. Hardy provides it readers and reviewers with the following information regarding appropriate school counseling duties such as individual and group counseling, large group guidance and consultation with stakeholders versus inappropriate duties such as, lunch, bus and recess duty, clerical duties, discipline students and supervising detention halls. Reportedly, New York State model will provide administrators and districts with a clear and defined role for all practicing school counselors. Lastly, Hardy believes that school counselors and principal’s readiness to implement comprehensive program per the results received from the study. Hardy, hypothesized that “school counselor’s readiness to implement the state model will significantly explain the variation among the scores for preferred...