RAMP and PBIS: “They Definitely Support One Another”: The Results of aPhenomenological Study (Part One)
Scholars have explored the impact of comprehensive school counseling programs on studentoutcomes, including those programs that garnered the RAMP (Recognized ASCA [AmericanSchool Counselor Association] Model Program) designation. A surfeit of empiricalexaminations of positive behavioral intervention...
Gespeichert in:
| Veröffentlicht in: | Professional school counseling 2017-09, Vol.21 (1) |
|---|---|
| Hauptverfasser: | , |
| Format: | Artikel |
| Sprache: | eng |
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Tags: |
Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
|
| container_end_page | |
|---|---|
| container_issue | 1 |
| container_start_page | |
| container_title | Professional school counseling |
| container_volume | 21 |
| creator | Goodman-Scott, Emily Grothaus, Tim |
| description | Scholars have explored the impact of comprehensive school counseling programs on studentoutcomes, including those programs that garnered the RAMP (Recognized ASCA [AmericanSchool Counselor Association] Model Program) designation. A surfeit of empiricalexaminations of positive behavioral interventions and supports (PBIS) outcomes also areextant. Although researchers have investigated RAMP and PBIS individually and conceptualarticles have suggested models for aligning these two frameworks, scholarly investigationsof their interaction are scarce. Researchers in this study conducted a phenomenologicalinquiry with 10 school counselors employed in schools that featured both a RAMPdesignation and implementation of PBIS with fidelity. The researchers determined fourresulting themes regarding school counselors’ lived experiences working in schools withboth the RAMP designation and high levels of PBIS implementation: (a) RAMP–PBISinteraction, (b) “the data is amazing,” (c) “part of the [school] culture,” and (d)challenges and benefits. |
| doi_str_mv | 10.5330/1096-2409-21.1.119 |
| format | Article |
| fullrecord | <record><control><sourceid>proquest</sourceid><recordid>TN_cdi_proquest_journals_2231430867</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><sourcerecordid>2231430867</sourcerecordid><originalsourceid>FETCH-proquest_journals_22314308673</originalsourceid><addsrcrecordid>eNpjYJAyNNAzNTY20Dc0sDTTNTIxsNQ1MtQDQkNLJgZOI0NTM11zU8sIFgZOuAIOBq7i4iwDAwNDEwtTTobsIEffAIXEvBSFACfPYCuFRw1zQjJSKxVcUtMy8zJLUnMqFYJLCwryi0oU_PNSFRzz8ksyUoseNcy1UgCqUwhKLS7NKSlWyE9TSAzISM3LzwXinPz0zOTEHIXgktKUSgWNgESIZk0eBta0xJziVF4ozc2g7OYa4uyhW1CUX1iaWlwSn5VfWpQHlIo3MjI2NDE2sDAzNyZOFQBmPk8U</addsrcrecordid><sourcetype>Aggregation Database</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype><pqid>2231430867</pqid></control><display><type>article</type><title>RAMP and PBIS: “They Definitely Support One Another”: The Results of aPhenomenological Study (Part One)</title><source>JSTOR Archive Collection A-Z Listing</source><source>SAGE Complete A-Z List</source><creator>Goodman-Scott, Emily ; Grothaus, Tim</creator><creatorcontrib>Goodman-Scott, Emily ; Grothaus, Tim</creatorcontrib><description>Scholars have explored the impact of comprehensive school counseling programs on studentoutcomes, including those programs that garnered the RAMP (Recognized ASCA [AmericanSchool Counselor Association] Model Program) designation. A surfeit of empiricalexaminations of positive behavioral interventions and supports (PBIS) outcomes also areextant. Although researchers have investigated RAMP and PBIS individually and conceptualarticles have suggested models for aligning these two frameworks, scholarly investigationsof their interaction are scarce. Researchers in this study conducted a phenomenologicalinquiry with 10 school counselors employed in schools that featured both a RAMPdesignation and implementation of PBIS with fidelity. The researchers determined fourresulting themes regarding school counselors’ lived experiences working in schools withboth the RAMP designation and high levels of PBIS implementation: (a) RAMP–PBISinteraction, (b) “the data is amazing,” (c) “part of the [school] culture,” and (d)challenges and benefits.</description><identifier>ISSN: 1096-2409</identifier><identifier>EISSN: 2156-759X</identifier><identifier>DOI: 10.5330/1096-2409-21.1.119</identifier><language>eng</language><publisher>Alexandria: SAGE PUBLICATIONS, INC</publisher><subject>Researchers ; School counseling</subject><ispartof>Professional school counseling, 2017-09, Vol.21 (1)</ispartof><rights>2017 American School Counselor Association</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>314,780,784,27923,27924</link.rule.ids></links><search><creatorcontrib>Goodman-Scott, Emily</creatorcontrib><creatorcontrib>Grothaus, Tim</creatorcontrib><title>RAMP and PBIS: “They Definitely Support One Another”: The Results of aPhenomenological Study (Part One)</title><title>Professional school counseling</title><description>Scholars have explored the impact of comprehensive school counseling programs on studentoutcomes, including those programs that garnered the RAMP (Recognized ASCA [AmericanSchool Counselor Association] Model Program) designation. A surfeit of empiricalexaminations of positive behavioral interventions and supports (PBIS) outcomes also areextant. Although researchers have investigated RAMP and PBIS individually and conceptualarticles have suggested models for aligning these two frameworks, scholarly investigationsof their interaction are scarce. Researchers in this study conducted a phenomenologicalinquiry with 10 school counselors employed in schools that featured both a RAMPdesignation and implementation of PBIS with fidelity. The researchers determined fourresulting themes regarding school counselors’ lived experiences working in schools withboth the RAMP designation and high levels of PBIS implementation: (a) RAMP–PBISinteraction, (b) “the data is amazing,” (c) “part of the [school] culture,” and (d)challenges and benefits.</description><subject>Researchers</subject><subject>School counseling</subject><issn>1096-2409</issn><issn>2156-759X</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2017</creationdate><recordtype>article</recordtype><sourceid>ABUWG</sourceid><sourceid>AFKRA</sourceid><sourceid>AZQEC</sourceid><sourceid>BENPR</sourceid><sourceid>CCPQU</sourceid><sourceid>DWQXO</sourceid><sourceid>GNUQQ</sourceid><recordid>eNpjYJAyNNAzNTY20Dc0sDTTNTIxsNQ1MtQDQkNLJgZOI0NTM11zU8sIFgZOuAIOBq7i4iwDAwNDEwtTTobsIEffAIXEvBSFACfPYCuFRw1zQjJSKxVcUtMy8zJLUnMqFYJLCwryi0oU_PNSFRzz8ksyUoseNcy1UgCqUwhKLS7NKSlWyE9TSAzISM3LzwXinPz0zOTEHIXgktKUSgWNgESIZk0eBta0xJziVF4ozc2g7OYa4uyhW1CUX1iaWlwSn5VfWpQHlIo3MjI2NDE2sDAzNyZOFQBmPk8U</recordid><startdate>20170901</startdate><enddate>20170901</enddate><creator>Goodman-Scott, Emily</creator><creator>Grothaus, Tim</creator><general>SAGE PUBLICATIONS, INC</general><scope>0-V</scope><scope>3V.</scope><scope>4T-</scope><scope>4U-</scope><scope>7RQ</scope><scope>7XB</scope><scope>88B</scope><scope>88G</scope><scope>8A4</scope><scope>8FI</scope><scope>8FJ</scope><scope>8FK</scope><scope>ABUWG</scope><scope>AFKRA</scope><scope>ALSLI</scope><scope>AZQEC</scope><scope>BENPR</scope><scope>CCPQU</scope><scope>CJNVE</scope><scope>DWQXO</scope><scope>FYUFA</scope><scope>GHDGH</scope><scope>GNUQQ</scope><scope>M0P</scope><scope>M2M</scope><scope>PQEDU</scope><scope>PQEST</scope><scope>PQQKQ</scope><scope>PQUKI</scope><scope>PRINS</scope><scope>PSYQQ</scope><scope>Q9U</scope><scope>S0X</scope><scope>U9A</scope></search><sort><creationdate>20170901</creationdate><title>RAMP and PBIS: “They Definitely Support One Another”: The Results of aPhenomenological Study (Part One)</title><author>Goodman-Scott, Emily ; Grothaus, Tim</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-proquest_journals_22314308673</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2017</creationdate><topic>Researchers</topic><topic>School counseling</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Goodman-Scott, Emily</creatorcontrib><creatorcontrib>Grothaus, Tim</creatorcontrib><collection>ProQuest Social Sciences Premium Collection</collection><collection>ProQuest Central (Corporate)</collection><collection>Docstoc</collection><collection>University Readers</collection><collection>Career & Technical Education Database</collection><collection>ProQuest Central (purchase pre-March 2016)</collection><collection>Education Database (Alumni Edition)</collection><collection>Psychology Database (Alumni)</collection><collection>Education Periodicals</collection><collection>Hospital Premium Collection</collection><collection>Hospital Premium Collection (Alumni Edition)</collection><collection>ProQuest Central (Alumni) (purchase pre-March 2016)</collection><collection>ProQuest Central (Alumni Edition)</collection><collection>ProQuest Central UK/Ireland</collection><collection>Social Science Premium Collection</collection><collection>ProQuest Central Essentials</collection><collection>ProQuest Central</collection><collection>ProQuest One Community College</collection><collection>Education Collection</collection><collection>ProQuest Central Korea</collection><collection>Health Research Premium Collection</collection><collection>Health Research Premium Collection (Alumni)</collection><collection>ProQuest Central Student</collection><collection>Education Database</collection><collection>Psychology Database</collection><collection>ProQuest One Education</collection><collection>ProQuest One Academic Eastern Edition (DO NOT USE)</collection><collection>ProQuest One Academic</collection><collection>ProQuest One Academic UKI Edition</collection><collection>ProQuest Central China</collection><collection>ProQuest One Psychology</collection><collection>ProQuest Central Basic</collection><collection>SIRS Editorial</collection><jtitle>Professional school counseling</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Goodman-Scott, Emily</au><au>Grothaus, Tim</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>RAMP and PBIS: “They Definitely Support One Another”: The Results of aPhenomenological Study (Part One)</atitle><jtitle>Professional school counseling</jtitle><date>2017-09-01</date><risdate>2017</risdate><volume>21</volume><issue>1</issue><issn>1096-2409</issn><eissn>2156-759X</eissn><abstract>Scholars have explored the impact of comprehensive school counseling programs on studentoutcomes, including those programs that garnered the RAMP (Recognized ASCA [AmericanSchool Counselor Association] Model Program) designation. A surfeit of empiricalexaminations of positive behavioral interventions and supports (PBIS) outcomes also areextant. Although researchers have investigated RAMP and PBIS individually and conceptualarticles have suggested models for aligning these two frameworks, scholarly investigationsof their interaction are scarce. Researchers in this study conducted a phenomenologicalinquiry with 10 school counselors employed in schools that featured both a RAMPdesignation and implementation of PBIS with fidelity. The researchers determined fourresulting themes regarding school counselors’ lived experiences working in schools withboth the RAMP designation and high levels of PBIS implementation: (a) RAMP–PBISinteraction, (b) “the data is amazing,” (c) “part of the [school] culture,” and (d)challenges and benefits.</abstract><cop>Alexandria</cop><pub>SAGE PUBLICATIONS, INC</pub><doi>10.5330/1096-2409-21.1.119</doi></addata></record> |
| fulltext | fulltext |
| identifier | ISSN: 1096-2409 |
| ispartof | Professional school counseling, 2017-09, Vol.21 (1) |
| issn | 1096-2409 2156-759X |
| language | eng |
| recordid | cdi_proquest_journals_2231430867 |
| source | JSTOR Archive Collection A-Z Listing; SAGE Complete A-Z List |
| subjects | Researchers School counseling |
| title | RAMP and PBIS: “They Definitely Support One Another”: The Results of aPhenomenological Study (Part One) |
| url | https://sfx.bib-bvb.de/sfx_tum?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2025-01-12T23%3A23%3A13IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-proquest&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=RAMP%20and%20PBIS:%20%E2%80%9CThey%20Definitely%20Support%20One%20Another%E2%80%9D:%20The%20Results%20of%20aPhenomenological%20Study%20(Part%20One)&rft.jtitle=Professional%20school%20counseling&rft.au=Goodman-Scott,%20Emily&rft.date=2017-09-01&rft.volume=21&rft.issue=1&rft.issn=1096-2409&rft.eissn=2156-759X&rft_id=info:doi/10.5330/1096-2409-21.1.119&rft_dat=%3Cproquest%3E2231430867%3C/proquest%3E%3Curl%3E%3C/url%3E&disable_directlink=true&sfx.directlink=off&sfx.report_link=0&rft_id=info:oai/&rft_pqid=2231430867&rft_id=info:pmid/&rfr_iscdi=true |