The School Counseling Program Implementation Survey: Initial Instrument Development and Exploratory Factor Analysis

Elysia Versen Clemens · John C. Carey · Karen Harrington

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Counseling Practices and Supervision Psychometric Methodologies and Testing School Health and Nursing Education

Abstract

This article details the initial development of the School Counseling Program Implementation Survey and psychometric results including reliability and factor structure. An exploratory factor analysis revealed a three-factor model that accounted for 54% of the variance of the intercorrelation matrix and a twofactor model that accounted for 47% of the variance. Cronbach's alpha reliability estimates for subscales ranged from .79 to .87. Subscales of the instrument may be used to assess ASCA National Model program implementation, programmatic orientation, school counseling services, and school counselors' use of computer software.

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2020Best practices in exploratory factor analysis: four recommendations for getting the most from your analysis 2020Best practices in exploratory factor analysis: four recommendations for getting the most from your analysis 1999Evaluating the use of exploratory factor analysis in psychological research.1987Uses of factor analysis in counseling psychology research.1992Research design in counseling 1996Effects of under- and overextraction on principal axis factor analysis with varimax rotation.1990Component Analysis versus Common Factor Analysis: Some Further Observations 1997The Impact of More Fully Implemented Guidance Programs on the School Experiences of High School Students: A Statewide Evaluation Study

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2012A Statewide Evaluation of the Outcomes of the Implementation of ASCA National Model School Counseling Programs in Utah High Schools 2019School Counselors’ Perceptions of Barriers to Implementing a RAMP-Designated School Counseling Program 2014Development of a Logic Model to Guide Evaluations of the ASCA National Model for School Counseling Programs

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