TPC-Journal-V4-Issue5

The Professional Counselor \Volume 4, Issue 5 465 (W. K. Kellogg Foundation, 2004, p. 65). When programs are planned with the use of a logic model, greater opportunities exist to explore foundational theories of change, to explore issues or problems addressed by the program, to surface community needs and assets related to the program, to consider desired program results, to identify influential program factors (e.g., barriers or supports), to consider program strategies (e.g., best practices), and to elucidate program assumptions (e.g., the beliefs behind how and why the strategies will work; W. K. Kellogg Foundation, 2004). The authors hope that logic modeling will be incorporated prospectively into the next revision process of the ASCA National Model. Basing future editions of the ASCA National Model on a logic model that comprehensively describes its theory of action should result in a more elegant ASCA National Model with a clearer articulation between its components and its desired results. Such a model would be easier to articulate, implement and evaluate. The authors hope that the development of a retrospective logic model in the present study will facilitate the prospective use of a logic model in subsequent ASCA National Model revisions. The present logic model provides a map of the current state of the ASCA National Model. It is a good starting point for reconsidering such questions as how the model should operate, whether the outcomes are the right outcomes, whether the activities are sufficient and comprehensive enough to lead to the desired outcomes, and whether the available program resources are sufficient to support implementation of program activities. Conflict of Interest and Funding Disclosure The authors reported no conflict of interest or funding contributions for the development of this manuscript. References American School Counselor Association. (2003). The ASCA national model: A framework for school counseling programs. Alexandria, VA: Author. American School Counselor Association. (2005). The ASCA national model: A framework for school counseling programs. (2nd ed.). Alexandria, VA: Author. American School Counselor Association. (2012). The ASCA national model: A framework for school counseling programs (3rd ed.). Alexandria, VA: Author. American School Counselor Association. (2013). Past RAMP Recipients. Retrieved from http://www.ascanationalmodel. org/learn-about-ramp/past-ramp-recipients Astramovich, R. L., & Coker, J. K. (2007). Program evaluation: The accountability bridge model for counselors. Journal of Counseling & Development , 85 , 162–172. doi:10.1002/j.1556-6678.2007.tb00459.x Astramovich, R. L., Coker, J. K., & Hoskins, W. J. (2005). Training school counselors in program evaluation. Professional School Counseling , 9 , 49–54. Carey, J., Harrington, K., Martin, I., & Hoffman, D. (2012). A statewide evaluation of the outcomes of ASCA National Model school counseling programs in rural and suburban Nebraska high schools. Professional School Counseling , 16 , 100–107. Carey, J. C., Harrington, K., Martin, I., & Stevens, D. (2012). A statewide evaluation of the outcomes of the implementation of ASCA National Model school counseling programs in high schools in Utah. Professional School Counseling , 16 , 89–99 . Clemens, E. V., Carey, J. C., & Harrington, K. M. (2010). The school counseling program implementation survey: Initial instrument development and exploratory factor analysis. Professional School Counseling , 14 , 125–134. Dimmitt, C., Carey, J. C., & Hatch, T. A. (2007) . Evidence-based school counseling: Making a difference with data-driven practices. New York, NY: Corwin Press. Frechtling, J. A. (2007). Logic modeling methods in program evaluation. New York, NY: Wiley & Sons.