Developing a Professional Model for school counseling In Iran

Document Type : Original Research

Authors

1 Department of Counseling, Faculty of psychology and educational sceinces, Allameh Tabatabae i University, Tehran, Iran

2 Department of Counseling, Faculty of psychology and educational sceinces, Allameh Tabataba'i University, Tehran, Iran

3 Associate Professor, Department of Counseling, Faculty of psychology and educational sceinces, Allameh Tabataba'i University, Tehran, Iran

Abstract

School counseling plays a vital role in training the future generation of the country. Thus, there is a need to create a framework and clarify the roles and functions of school counseling programs. To this end, the present study aimed to develop a professional school counseling model in Iran using the qualitative content analysis method. First, upstream documents (Fundamental Reform Document of Education (FRDE) and national curricula) and specialized school counseling texts were analyzed and the underlying themes were extracted. Afterward, the data from the interviews with school counseling experts (school counselors and experts) were analyzed. The analysis of the data revealed 180 subthemes, 59 main themes, and 21 core themes that were used to develop a school counseling model with four components: foundations, management, services, and accountability. The foundations of the model have two key aspects (belief and prospect). The belief component refers to fundamental beliefs of education and prospect reflects an image of the ideal future. Moreover, management involves three key aspects (planning, administration, and interactions). Planning specifies how the program is designed and executed. Administration addresses the needs and procedures used for implementing programs. Interactions refer to the position of programs and the systematic promotion of education. In addition, services encompass two key aspects (inclusiveness and strategy). Inclusiveness refers to the coverage of school counseling services and the strategy specifies the procedures for delivering school counseling services. Finally, accountability involves two key aspects (evaluation and promotion). Evaluation involves measuring school counseling services, factors promoting school counselors’ competencies, and the requirements for acquiring such competencies. The professional school counseling model tries to create a comprehensive and systematic framework for school counseling activities by using scientific and culture-based theories to contribute to developing academic, occupational, personal-social, and religious-ethical competencies of future generations.
 

Keywords

Main Subjects


Akos, P., Bastian, K. C., Domina, T., & de Luna, L. M. M. (2019). Recognized ASCA Model Program (RAMP) and student outcomes in elementary and middle schools. Professional School Counseling, 22(1),  1-9. 2156759X19869933.
Akos, P., & Duquette, K. (2022). Trends and Changes in School Counselor CACREP Standards in the United States. Journal of School-Based Counseling Policy and Evaluation, 4(1), 1-10. https://doi.org/10.25774/aa2n-z983
American School Counselor Association. (2012). The ASCA national model: A framework for school counselor programs (3rd. ed).Alexandria, VA: American School Counselor Association.
American School Counselor Association. (2019). The ASCA national model: A framework for school counselor programs (4rd. ed). Retrieved from The American School Counselor Association (ASCA) website: https://www.schoolcounselor.org/school-counselors/asca-national-model/get-an-overview.
American School Counselor Association. (2019). ASCA National Model Executive Summary (4rd. ed). Retrieved from The American School Counselor Association (ASCA) website: https://www. schoolcounselor.org/asca/media/asca/ASCA%20National%20Model%20Templates/Fourth-Edition/ANMExecutiveSummary-4.pdf
American School Counselor Association [ASCA]. (2020). Teachers, administrators and school counselors collaborating to achieve high academic standards: College and Career Readiness for All A Handbook for Using Noncognitive Skills to Improve Student Succe.Retrieved from https://www. schoolcounselor.org/
American School Counselor Association [ASCA]. (2021). ASCA Student Standards: Mindsets and Behaviors for Student Success. Alexandria, VA: Author. Retrieved from https://www.schoolcounselor.org/getmedia/c2a69798-2620-414f-8744-4d4d911efa49/asca-student-standards.pdf
Arfasa, A. J., & Weldmeskel, F. M. (2020). Practices and challenges of guidance and counseling services in secondary schools. Emerging science journal4(3), 183-191.
Arriero, E., & Griffin, D. (2018). ¡ Adelante! A community asset mapping approach to increase college and career readiness for rural Latinx high school students. Professional School Counseling, 22(1). 1-9. Doi: 10.1177/2156759X18800279
Asadi, A., & Tarebari, H. (2022). Comparative study of counseling and guidance services in Iranian and American schools. Journal Curriculum Development Research. 2(1), 56-75. https://doi.org/ 10.22034/IJCE.2023.330460.1396. (Persion)
Astuti, I. (2019). The Implementation of ADDIE Model in Developing Career Guidance Program in Senior High School. Journal of Education, Teaching, and Learning, 4 (1), 174-179. DOI:10.26737/jetl.v4i1.992
Azimi, D., Ghamari Givi, H., Rezaeisharif, A., & Sheykholeslami, A. (2022). Construction and Validation of School Counselor’s Efficiency Measurement Scale. Biannual Journal of Applied Counseling, 12(2), 1-20. doi: 10.22055/jac.2023.40376.1872
Bastian, K. C., Akos, P., Domina, T., & Griffard, M. (2019). Understanding the allocation of student support personnel in public schools. AERA Open, 5(4). 1-17. Doi:10.1177/2332858419890322
Baugh, A. (2018). The importance of guidance and counseling in present education system: Role of the teacher. International journal of advanced educational research, 3(2), 384-386.
Bauman, S., Taylor, T., & Noor, A. (2023). Task groups as an anti-oppression opportunity for school counselors. The Journal for Specialists in Group Work, 48(2), 146-160. https://doi.org/10.1080/01933922.2023.2204128
Berger, C. (2013). Bringing out the Brilliance: A counseling intervention for underachieving students. Professional School Counseling, 17 (1), 86-96. Doi: 10.1177/2156759X000170012
Blake, M. K. (2020). Other duties as assigned: The ambiguous role of the high school counselor. Sociology of Education, 93(4), 315-330. Doi: 10.1177/0038040720932563
Boyland, L. G., Geesa, R. L., Lowery, K. P., Quick, M. M., Mayes, R. D., Kim, J., & McDonald, K. M. (2019). Collaborative principal-school counselor preparation: National standards alignment to improve training between principals and school counselors. International Journal of Educational Leadership Preparation, 14(1), 188-205.
Braun, V. & Clarke, V. (2006), Using thematic analysis in psychology, Qualitative Research in Psychology, 3(2), 77-101. Doi: 10.1191/1478088706qp063oa
Braun, V., & Clarke, V. (2012). Thematic analysis. American Psychological Association.
Brewington, M., & Kushner, J. (2020). School counselor perceptions of a comprehensive school counseling model and implications for practice. Administrative Issues Journal10(2), 33-45. Doi: 10.5929/2020.10.2.3
British Association for Counselling and Psychotherapy[BACP]. (2014). The CSSO model. https://www.bacp.co.uk/bacp-journals/bacp-children-young-people-and-families-journal/september-2014/the-csso-model/ The CSSO model
Brown, M. H., Lenares-Solomon, D., & Deaner, R. G. (2019). Every student succeeds act: A call to action for school counselors. Journal of Counselor Leadership and Advocacy, 6(1), 86-96. Doi: 10.1080/2326716X.2018.1557574
Bryan, J., Williams, J. M., & Griffin, D. (2020). Fostering educational resilience and opportunities in urban schools through equity-focused school–family–community partnerships. Professional School Counseling23, 1-14. Doi:10.1177/2156759X19899179
Burgess, M., Goodman-Scott, E., Kemer, G., Carlisle, K., & Carlisle, R. (2023). Development and Evaluation of the School Counseling Internship Competency Scale. Professional School Counseling, 27(1), 1-11. Doi:10.1177/2156759X221150004
Creswell, J. W. (2016). 30 essential skills for the qualitative researcher. Translated: Yazdani & Mohammadi, 2018. Tehran: Negha Danesh. (Persion)
Chiang, C.F. & Hsieh, T.S. (2012). "The impacts of perceived organizational support and psychological empowerment on job performance: The mediating effects of organizational citizenship behavior", International Journal of Hospitality Management, 31, 180-190. Doi:10.1016/j.ijhm.2011.04.011
Coburn, C., Penuel, W. R., & Geil, K. E. (2013). Research-practice partnerships: A strategy for leveraging research for educational improvement in school districts. New York, NY: William T. Grant Foundation.
Corteselli, K. A., Hollinsaid, N. L., Harmon, S. L., Bonadio, F. T., Westine, M., Weisz, J. R., & Price, M. A. (2020). School counselor perspectives on implementing a modular treatment for youth. Evidence-Based Practice in Child and Adolescent Mental Health, 5(3), 271-287. Doi:10.1080/23794925.2020.1765434
Dameron, M. L., Camp, A., Friedmann, B., & Parikh‐Foxx, S. (2020). Multicultural education and perceived multicultural competency of school counselors. Journal of Multicultural Counseling and Development, 48(3), 176-190.  Doi:10.1002/jmcd.12176
Dhal, P. K. (2023). Guidance and Counselling in teacher education. Available at SSRN 4413319.  Doi:10.2139/ssrn.4413319
Dinkmeyer, D., & Carlson, J. (Without Date). Counseling and guidance in schools (creative interventions in school-centered).Akhtar Jamali et al. (2007). Third edition. Tehran: Varay danesh. (Persion)
Dores, A. R., Geraldo, A., Carvalho, I. P., & Barbosa, F. (2020). The use of new digital information and communication technologies in psychological counseling during the COVID-19 pandemic. International journal of environmental research and public health17(20), 1-24. Doi: 10.3390/ijerph17207663
Ebrahimi, L. (2019). Damaging Factors Of Counseling Role Of School Principals And Strategies For Expanding Their Counseling Role In The Process Of Education And Learning: Qualitative Research. Training & Learning Researches (Daneshvar Raftar), 16(1 (29)), 147-163. https://sid.ir/paper/236005. (Persion)
Ebrahimi, L., Farahbakhsh, K., Esmaaili, M., & Salimi Bejestani, H. (2015). Challenges Of Psychology And Counseling Activities In Schools: A Qualitative Study. Journal Of Qualitative Research In Health Sciences4(2), 166-177. (Persion)
Ellington, B., Dunbar, A., & Wachter-Morris, C. (2023). Elevating and Expanding School Counselors’ Roles and Voices in the Prevention of School Violence. Professional School Counseling27(1), 1-8. Doi: 10.1177/2156759X221150003
Fatehi, F. Fayyaz, I. Beheshti, S., & Bolandhemmatan, K. (2019). Analysis of the Principles of Citizenship Education from the Perspective of the Teachings of the Holy Quran. Pazhouhesh Dini. 39, 235-263. http://dorl.net/dor/20.1001.1.17352770.1398.19.39.11.1
Fernandez, S., & Moldogaziev, T. (2013). Using employee empowerment to encourage innovative behavior in the public sector. Journal of Public Administration Research and Theory, 23,155-187. Doi: 10.2307/23321088
Fezler, B., Brown, CH. (2011).The International Model For School Counseling Programs. Sponsored by AASSA and the U.S. State Department Office of Overseas Schools.
Fischer, A. R., Jome, L. M., & Atkinson, D. R. (1998). Reconceptualizing multicultural counseling: Universal healing conditions in a culturally specific context. The Counseling Psychologist, 26(4), 525–588.  Doi: 10.1177/0011000098264001
Fouladi, E. A. (2016). Recognition of the evolution and counseling challenges in education. Journal of Counseling Research, 15(57), 121-150. https://irancounseling.ir/journal/article-1-164-en.html (Persion)
Foulad, E. A., & Kalantar Hormozi, A. (2011). Peer Counseling: Perspectives, Mental Health Concepts, and Skills (Especially for Counselors), 6th Edition. Tehran: Tolo Danesh.
Fouladi, E. A., Tajikesmaeil, a., Kasaei, a., & Zahrakar, k. (2021). The position of guidance and counseling in evolutionary documents: a qualitative study. Cultural psychology, 4(2), 112-133. Doi: 10.30487/jcp.2020.119999
Fouladi, E. A., Tajikesmaeili, A. Kasaee, A., & Zahrakar, K. (2020). Codification of national standards for Iranian school counseling. Educational Research. 41, 46-74. http://dx.doi.org/10.52547/erj.7.41.3
Fox, C. L., & Butler, I. (2007). “If you don’t want to tell anyone else you can tell her”: Young people’s views on school counselling. British Journal of Guidance and Counselling, 35(1), 97–114. Doi:10.1080/03069880601106831
Geesa, R. L., Elam, N. P., Mayes, R. D., McConnell, K. R., & McDonald, K. M. (2019). School leaders’ perceptions on comprehensive school counseling (CSC) evaluation processes: Adherence and implementation of the American School Counselor Association (ASCA) National Model. Journal of Educational Leadership, Policy and Practice34(1), 25-43. Doi:10.21307/jelpp-2019-002
Geesa, R. L., Mayes, R. D., Lowery, K. P., Quick, M. M., Boyland, L. G., Kim, J., Elam, N. P., & McDonald, K. M. (2020). Increasing partnerships in educational leadership and school counseling: A framework for collaborative school principal and school counselor preparation and support. International Journal of Leadership in Education25(6), 876-899. Doi:10.1080/13603124.2020.1787525
Gibbons, M. M., Diambra, J. F., & Buchanan, D. K. (2010). School counselor perceptions and attitudes about collaboration. Journal of School Counseling8(34), 1-28. https://www.researchgate.net/publication/228754422  
Goodman-Scott, E., Donohue, P., & Betters-Bubon, J. (2023). A Phenomenological Investigation of Universal Mental Health Screening: Making Meaning for School Counseling. Professional School Counseling27(1), 2156759X221150008. https://doi.org/10.1177/2156759X221150008
Goodman-Scott, E. C., Taylor, J. V., & Walsh, R. (2022). Applying for RAMP using a cohort model: Results of a multilevel case study. Professional School Counseling26(1), 1-12. Doi:10.1177/2156759X221076846
Gurchian, N. Q., & Panahi, H. (2004). Designing a suitable model for guidance and counseling system for elementary school in Iran. Education Quarterly, 79, 104-76. (Persion)
Gysbers, N. C. (2000). Implementing a whole school approach to guidance through a comprehensive guidance program. Asian Journal of Counselling, 7(2), 5–17.
Haghighat, F., Madani, Y., Salehi, K., Ferasatkhah, M., & Pazargadi, M. (2022). Accreditation Model of Counselor Training Program: A Meta-Synthesis Study. Biannual Journal of Applied Counseling12(2), 21-56. doi: 10.22055/jac.2023.41868.1903
Harris, B. (2013). International school-based counselling. Scoping Report. Lutterworth: UK Counselling MindEd.
Harris, P. N., Shillingford, M. A., & Bryan, J. (2018). Factors influencing school counselor involvement in partnerships with families of color: A social cognitive exploration. Professional School Counseling22(1), 1-10. Doi: 10.1177/2156759X18814712
Hatch, T. & Bowers, J. (2012). The Asca National Model: A Framework for School Counseling Programs. Retrieved from The American School Counselor Association (ASCA) website: https://www.hatchingresults.com/books/asca-national-model
Havlik, S., Ciarletta, M., & Crawford, E. (2019). “If We Don’t Define Our Roles, Someone Else Will”: Professional Advocacy in School Counseling. Professional School Counseling, 22(1), 1-11. Doi: 10.1177/2156759X19848331
Hemi, A., & Maor, R. (2023). Stress in the school counsellor’s contemporary role: scale development and validation. Educational Studies49(2), 350-368. Doi:10.1080/03055698.2020.1865132
Heled, E., Ukrop, S., & Davidovitch, N. (2022). Between Academia and the Field: The Case of School Counselling Effectiveness of School Counselling Training and Its Impact on Professional Identity. International Journal of Higher Education11(6), 1-17. http://dx.doi.org/10.5430/ijhe.v11n6p1
High Council of Education. (2011). fundamental transformation document of education. Tehran: Cultural Revolution Council Secretariat. (Persion)
High Council of Education. (2012). National curriculum of the Islamic Republic of Iran. Tehran: Cultural Revolution Council Secretariat. (Persion)
Holman, L. F., Nelson, J., & Watts, R. (2019). Organizational Variables Contributing to School Counselor Burnout: An Opportunity for Leadership, Advocacy, Collaboration, and Systemic Change. Professional Counselor, 9(2), 126-141. Doi:10.15241/lfh.9.2.126
Hosseini birjandi, s. M. (2012). Academic guidance and counseling and the history of guidance and counseling in iran. 4th edition, Tehran ; Rushd. (Persion)
Hughes, T. L., Hess, R., Jones, J., & Worrell, F. C. (2020). From traditional practice to tiered comprehensive services for all: Developing a responsive school culture for the future. School Psychology35(6), 428-439. Doi:10.1037/spq0000410
Hui, E. K. P. (2000). Guidance as a whole school approach in Hong Kong: From remediation to student development. International Journal for the Advancement of Counselling, 22(1), 69–82.
Jaber, F., & Al-Hroub, A. (2023). School counselors’ perceptions of virtual counseling in Lebanon: A qualitative study. Frontiers in Psychology, 13, 1-13. Doi:10.3389/fpsyg.2022.1083644
Jones, S., Ricks, J., Warren, J., Mauk, G. (2019). Exploring the career and college readiness of high school students serviced by RAMP and non-RAMP school counseling programs in North Carolina. ASCA Research Report. Retrieved from www.schoolcounselor.org/asca/media/asca/Careers-Roles/ResearchReport-Jones.pdf
Jones, T. M., Malorni, A., Lea III, C. H., McCowan, K., & Spencer, M. S. (2023). University–School Partnerships: Successes and Challenges in Designing and Implementing Strategies to Promote Racial Equity. Children and Schools, 45(1), 7-16. Doi:10.1093/cs/cdac023
Karaman, M. A., Eşici, H., Tomar, İ. H., & Aliyev, R. (2021). COVID-19: Are school counseling services ready? Students' psychological symptoms, school counselors' views, and solutions. Frontiers in Psychology12, 1-14. Doi:10.3389/fpsyg.2021.647740
Kim, N., & Lambie, G. W. (2018). Burnout and Implications for Professional School Counselors. Professional Counselor, 8(3), 277-294. Doi:10.15241/nk.8.3.277
Kim, H., Molina, C. E., Watkinson, J. S., Leigh‐Osroosh, K. T., & Li, D. (2024). Theory‐informed school counseling: Increasing efficacy through prevention‐focused practice and outcome research. Journal of Counseling & Development. 102(2), 226–238. Doi:10.1002/jcad.12507
Kishani Farahani, E. A., Farmahini Farahani, M., & Rahnama, A. (2013). The Basic Components of Islamic-Iranian Citizenship Education. National Studies Journal, 14(56), 51-74.
Kuff, R. M., Greytak, E. A., & Kosciw, J. G. (2019). Supporting safe and healthy schools for lesbian, gay, bisexual, transgender, and queer students: A national survey of school counselors, social workers, and psychologists. Gay, Lesbian and Straight Education Network (GLSEN). https://www. proquest.com/reports/supporting-safe-healthy-school s-lesbian-gay/docview/2228677216/se-2?accountid=13963
Lambie, G. W., Stickl Haugen, J., Borland, J. R., & Campbell, L. O. (2019). Who Took" Counseling" out of the Role of Professional School Counselors in the United States?. Journal of School-Based Counseling Policy and Evaluation1(3), 51-61. Doi: 10.25774/7kjb-bt85
Lapan, R. T., Gysbers, N. C., & Petroski, G. F. (2003). Helping seventh graders be safe and successful: A statewide study of the impact of comprehensive guidance and counseling programs. Journal of Counseling & Development, 79, 320–330. Doi:10.1002/j.1556-66 76.2001.tb01977.x
Lauterbach, A. A., Harrington, K., Yakut, A. D., & Krezmien, M. (2018). School counselor knowledge, beliefs, and practices related to the implementation of standards-based comprehensive school counseling in the United States. Journal of School-Based Counseling Policy and Evaluation (JSCPE), 1(1), 1-16. Doi: 10.25774/7hhc-x195
Ieva, K. P., Beasley, J., & Steen, S. (2021). Equipping school counselors for antiracist healing centered groups: A critical examination of preparation, connected curricula, professional practice and oversight. Teaching and Supervision in Counseling, 3(2), 62-77. Doi:10.7290/tsc030207
Levy, I. P., & Lemberger-Truelove, M. E. (2021). Educator–Counselor: A Nondual Identity for School Counselors. Professional School counseling, 24(1b), 1–7. Doi:10.1177/2156759X211007630
Lithoxoidou, A., Seira, E., Vrantsi, A., & Dimitriadou, C. (2020). Promoting resiliency, peer mediation and citizenship in schools: The outcomes of a three-fold research intervention. Participatory Educational Research, 8(2), 109-128. Doi:10.17275/per.21.32.8.2
Littrell, J & Peterson, J. (2004). Portrait and model of a school counselor: translated: Zahrakar & Sami, 2012. first edition. Tehran: Rawan. (Persion)
Martin, I., Carey, J., & DeCoster, K. (2009). A national study of the current status of state school counseling models. Professional School Counseling, 12, 378–386. Doi:10.1177/2156759X0901200506
Mahomed, N. J. B., Johari, K. S. K., & Mahmud, M. I. (2019). Coping strategies and psychological well-being of guidance and counselling teachers in schools. Creative Education, 10(12), 3028-3040. Doi: 10.4236/ce.2019.1012227
Mathiesen, I. H., & Gunnarsdottir, H. M. (2021). Separate counselling services in Norwegian upper secondary schools. A possibility for a collective holistic approach?. International Journal for Educational and Vocational Guidance, 1-20.  Doi:10.1007/s10775-021-09494-z
Mason, E. C. M., & Trezek, B. J. (2021). Using the CSCORE protocol to identify evidence-based practices in school counseling intervention research. Counseling Outcome Research and Evaluation12(2), 91-104. Doi:10.1080/21501378.2020.1796480
McConnell, K. R., Geesa, R. L., Mayes, R. D., & Elam, N. P. (2020). Improving school counselor efficacy through principal-counselor collaboration: A comprehensive literature review. Mid-Western Educational Researcher, 32(2), 133-155. https://www.mwera.org/MWER/volumes/v32/issue2/V32n2-McConnell-FEATURE-ARTICLE.pdf
Mecadon-Mann, M., & Tuttle, M. (2023). School Counselor Professional Identity in Relation to Post-master’s Supervision. Professional School Counseling, 27(1), 1-11. Doi:10.1177/2156759X221143932
Milsom, A., & Morey, M. (2019). Does RAMP matter? Comparing elementary student grades and absences in one district. Professional School Counseling22(1), 1-8. Doi:10.1177/2156759X19847977.
Moradi, A., & Abtahi, S. M. (2016). The place of national identity in the discourse of religious democracy. Islamic Revolution Studies, 13(46), 177-200. (Persion)
Moyer, M. (2011). Effects of Non-Guidance Activities, Supervision, and Student-to-Counselor Ratios on School Counselor Burnout. Journal of School Counseling9(5), 1-31. Retrieved from jsc.montana.edu/articles/v9n5.pdf
Mulhern, C. (2020). Better School Counselors, Better Outcomes: Quality Varies, and Can Matter as Much as with Teachers. Education Next, 20(3), 52-60.
Mullen, P. R., Chae, N., Backer, A., & Niles, J. (2021). School counselor burnout, job stress, and job satisfaction by student caseload. Nassp Bulletin105(1), 25-42. https://doi.org/10.1177/0192636521999828
Naimah, R., Budiono, A. N., & Karamoy, Y. K. (2023). Group counseling: a reality approach to increased resilience student academics. Advanced In Social Humanities Research1(5), 743-753.
Nkechi, E. E., Ewomaoghene, E. E., & Egenti, N. (2016). The role of guidance and counselling in effective teaching and learning in schools. RAY: International Journal of Multidisciplinary Studies1(2), 36-48.
Paolini, A. C. (2019). School counselors promoting college and career readiness for high school students. Journal of School Counseling, 17(2), 1–21. http://jsc.montana.edu/articles/v17n2.pdf
Parnoureh, A., & Hoshangi, H. (2019). Investigating the components of the religious dimension of national identity; Strategies and solutions. National Studies, 20(3), 17-32. (Persion)
Parikh‐Foxx, S., Martinez, R., Baker, S. B., & Olsen, J. (2020). Self‐efficacy for enhancing students’ career and college readiness: A survey of professional school counselors. Journal of Counseling & Development98(2), 183-192. Doi:10.1002/jcad.12312
Parzych, J. L., Generali, M., & Yavuz, O. (2023). School counseling programs identifying academic development needs. Journal of Education203(1), 118-128. Doi:10.1177/00220574211016433
Perera-Diltz, D. M., & Mason, K. L. (2008). Ideal to real: Duties performed by school counselors. Journal of School Counseling, 6, 1–36.
Pincus, R., Hannor-Walker, T., Wright, L., & Justice, J. (2020). COVID-19’s effect on students: How school counselors rise to the rescue. NASSP Bulletin104(4), 241-256. Doi:10.1177/0192636520975866
Pitan, O. S., & Atiku, S. O., (2017). Structural determinants of students’ employability: Influence of career guidance activities. South African journal of Education, 37 (4), 1-13. https://doi.org/10.15700/saje.v37n4a1424
Pyne, J. R. (2011). Comprehensive school counseling programs, job satisfaction, and the ASCA National Model. Professional School Counseling, 15(2), 88-97. Doi:10.1177/2156759X1101500202
Rezapour Mirsaleh, Y., Shafaei, M., & Barati, S. (2017). Investigating of students’ awareness, availability and using of Informational Recourse in discipline selection. Journal of Counseling Research, 15(60), 60-83. (Persion)
Robinson, D. M., Mason, E. C., McMahon, H. G., Flowers, L. R., & Harrison, A. (2019). New school counselors’ perceptions of factors influencing their roles as leaders. Professional School Counseling,  22(1), 1-15. Doi:10.1177/2156759X19852617
Randick, N. M., Dermer, S., & Michel, R. E. (2018). Exploring the job duties that impact school counselor wellness: The role of RAMP, supervision, and support. Professional School Counseling22(1), 1-11. Doi: 10.1177/2156759X18820331
Rahmatian, r.a., & sharif, j. (2007). The role of self-assessment in on-the-job teacher training. International journal of humanities (the journal of humanities), 14(1), 15-26. (Persion)
Rutledge, M. L., Burgess, M., Bledsoe, K. G., & Stickl Haugen, J. (2023). Examining Indiana’s State-Recognized Comprehensive School Counseling Programs, Caseload, and Academic Outcomes of Diverse Student Populations. Journal of School-Based Counseling Policy and Evaluation5(2), 45-57. Doi:10.25774/7p0d-h080
Sakız, H., & Sarıçalı, M. (2019). Paradigmatic challenges in school counselling: Correlates and reflections on practice. Journal of Psychologists and Counsellors in Schools, 29(1), 69-81. Doi:10.1017/jgc.2018.23
Salehi Najaf Abadi, R. (2014). Developing an Academic Counseling Model and Evaluating Effect on First-year High school Studentʹ Academic Success. (PhD Thesis. Faculty of Psychology and Educational Sciences, Isfahan University). (Persion)
Savitz-Romer, M. S., Nicola, T. P., Jensen, A., Hill, N. E., Liang, B., & Perella, J. (2018). Data-driven school counseling: The role of the research–practice partnership. Professional School Counseling, 22(1), 1-9. Doi:10.1177/2156759X18824269
Sayadi, A., & Shafi' Abadi, A. (2010). Designing a psychological empowerment program based on Shafiabadi's multilevel career model and comparing its effectiveness with Thomas and Velthouse's cognitive model among high school counselors in Rasht city. Counseling Culture and Psycotherapy1(1), 19-48. Doi : 10.22054/qccpc.2010.5865
Shafiabadi, A. (2013). Academic and career guidance and counseling (concepts and applications), 10th edition, Tehran: Samt. (Persion)
Shi, Q., & Brown, M. H. (2020). School counselors’ impact on school-level academic outcomes: Caseload and use of time. Professional School Counseling, 23, 1-8. Doi: 2156759X20904489.
Shi, Q.; Liu, X. & Leuwerke, W. (2014).Students’Perceptions of School Counselors: An Investigation of Two High Schools in Beijing, China. The Professional Counselor, 4(5), 519–530. Doi:10.15241/qs.4.5.519
Strear, M., Duffy, H., & Sunde, A. (2021). When Schools Go Dark, School Counselors Shine: School Counseling during a Global Pandemic. Brief. American Institutes for Research. https://www.air.org/resource/when-schools-go-dark-school-counselors-shineschool-counseling-during-global-pandemic
Steen, S., Melfie, J., Carro, A., & Shi, Q. (2022). A systematic literature review exploring achievement outcomes and therapeutic factors for group counseling interventions in schools. Professional School Counseling, 26(1a), 1-13. Doi:10.1177/2156759X221086739
Strear, M. M., Van Velsor, P., DeCino, D. A., & Peters, G. (2018). Transformative school counselor leadership: An intrinsic case study. Professional School Counseling, 22(1), 1-9. Doi:10.1177/2156759X18808626
Supreme Council of the Cultural Revolution (SCCR). (2011). Theoretical foundations of the fundamental transformation in the public formal education system of the Islamic Republic of Iran. Tehran: Cultural Revolution Council Secretariat. (Persion)
Tavakoli, Y., Izadi, A. A., Mostsfa Pur, F., Fuladi, A. A., & Mohammad Khani, S. (2007). Guidance and counseling programs and activities in secondary and pre-university period. Third edition, Tehran: Varai Danesh. (Persion)
Terrin, É., & Triventi, M. (2023). The effect of school tracking on student achievement and inequality: A meta-analysis. Review of Educational Research, 93(2), 236-274.  Doi:10.3102/00346543221100850
Torunoğlu, H., & Gençtanırım, D. (2015). The perceptions of school counselors about the counseling and guidance programs of vocational high schools. Procedia-Social and Behavioral Sciences, 174, 368-376. Doi:10.1016/j.sbspro.2015.01.675
vojdani hemmat, M., & Kalantar Hormozi, A. (2022). Study of school counselors’ perceptions on their professional role. Biannual Journal of Applied Counseling11(2), 105-136. doi: 10.22055/jac.2021.38252.1824
Vojdani hemmat, M., Salimi Bajestani, H., Kalantar Hormozi, A., & farahbakhsh, K. (2021). Formulation comprehensive student academic guidance model based on developmental approach. Cultural Psychology5(1), 24-58. Doi : 10.30487/jcp.2021.275677.1244 .(Persion)
Waalkes, P. L., Gonzalez, L. M., & Brunson, C. N. (2019). Vision boards and adolescent career counseling: A culturally responsive approach. Journal of Creativity in Mental Health14(2), 205-216. Doi :10.1080/15401383.2019.1602092
Warren, J. M., Coker, G. L., & Collins, M. L. (2019). Children of incarcerated parents: Considerations for professional school counselors. Professional Counselor, 9(3), 185-199. Doi:10.15241/jmw.9.3.185
Whiston, S.C. and Sexton, T.L. (2011), A Review of School Counseling Outcome Research: Implications for Practice. Journal of Counseling & Development, 76, 412- 426. Doi:10.1002/j.1556-6676.1998.tb02700.x
Wilder, C. (2018). Promoting the role of the school counselor. Journal of Professional Counseling: Practice, Theory & Research, 45(2), 60-68. Doi:10.1080/15566382.2019.1646085
Wong, L. P. W., & Yuen, M. T. (2019). Career guidance and counseling in secondary schools in Hong Kong: A historical overview. Journal of Asia Pacific Counseling, 9(1), 1–19.  http://dx.doi.org/10.18401/2019.9.1.1
Wood, C., & Rayle, A. D. (2006). A model of school counseling supervision: The goals, functions, roles, and systems model. Counselor Education and Supervision, 45(4), 253-266. Doi :10.1002/j.1556-6978.2006.tb00002.x
Yeo, L. S., & Lee, B. O. (2014). School-based counselling in Singapore. Journal of Asian Pacific Counselling, 4(2), 69-79. Doi :10.18401/2014.4.2.7
Yilmaz, Ü. & Turk, F. (2020). The Effect of Peer Mediation Training on Self-Efficacy, Locus of Control and Conflict Resolution Skills. International Journal of Human and Behavioral Science, 6(1), 1-16. Doi : 10.19148/ijhbs.746707
Ziomek-Daigle, J., Goodman-Scott, E., Cavin, J., & Donohue, P. (2016). Integrating a Multi-Tiered System of Supports With Comprehensive School Counseling Programs. The Professional Counselor, 6(3), 220-232.  Doi :10.15241/JZD.6.3.220