Featured Research Exploring the Job Duties That Impact School Counselor Wellness: The Role of RAMP, Supervision, and Support Nicole M. Randick 1 , Shannon Dermer 2 , and Rebecca E. Michel 3 Abstract The authors examined the predictive relationship between the performance of job duties informed by the American School Counselor Association (ASCA) National Model and overall wellness of school counselors. We also examined the relationship between organizational factors (i.e., Recognized ASCA Model Program, supervision, and support), the frequency of job duties performed, and overall wellness. The results revealed a predictive relationship between some of the job duties school counselors perform and wellness. We provide implications for school counseling practice and training programs. Keywords ASCA National Model, organizational factors, school counselors, wellness Wellness, defined as a way of life that fosters “the optimum state of health and well-being that each individual is capable of achieving” (Myers, Sweeny, & Witmer, 2000, p. 252), is a central foundation of the school counseling profession. The American School Counselor Association’s ASCA Ethical Stan- dards for School Counselors require school counselors to per- form duties identified by the ASCA National Model (ASCA, 2012, 2016; Standard B.3.c) and to “monitor their emotional and physical health and practice wellness to ensure optimal professional effectiveness” (Standard B.3.f). Therefore, school counselors must balance the dual task of supporting their stu- dents’ academic, social/emotional, and career development while also ensuring that their own wellness needs are being met (ASCA, 2012, 2016; Bryant & Constantine, 2006; Limberg, Lambie, & Robinson, 2016). School counselors must balance the dual task of supporting their students’ academic, social/ emotional, and career development while also ensuring that their own wellness needs are being met. When their job duties are aligned with ASCA National Model (2012) guidelines, school counselors feel more sup- ported, have a greater commitment to their work, and experi- ence increased job satisfaction (Baggerly & Osborn, 2006; Pyne, 2011; Scarborough & Culbreth, 2008). Increased support and supervision create a culture of professional wellness and a more positive work environment for school counselors (Bernard & Goodyear, 2009). Specifically, school counselors who received supervision reported feeling more supported in their role, competent, and empathetic with students (Moyer, 2011; Murphy & Kaffenberger, 2007; Young & Lambie, 2007). Although school counseling supervision has been shown to foster a supportive working environment, other organizational factors make working in a school challenging. For example, when school counselors have incomplete information about how to perform their jobs, they experience role ambiguity, which can result in decreased job satisfaction, stress, impair- ment, and burnout (Cervoni & DeLucia-Waack, 2011; Leu- werke, Walker, & Shi, 2009; Wilkerson & Bellini, 2006). Other challenges include increased demands, unmanageable caseloads, working in unsupportive systems, high levels of emotional exhaustion, and receiving little to no supervision (Culbreth, Scarborough, Banks-Johnson, & Solomon, 2005; McCarthy, Kerne, Calfa, Lambert, & Guzma ´n, 2010; Moyer, 2011; Wilkerson & Bellini, 2006). ASCA encourages programs to align school counselors’ work responsibilities with the ASCA National Model (2012), and fully aligned programs can apply to receive Recognized 1 Adler Graduate School, Minnetonka, MN, USA 2 Governors State University, University Park, IL, USA 3 DePaul University, Chicago, IL, USA Corresponding Author: Nicole M. Randick, EdD, Adler Graduate School, Minnetonka, MN 55343, USA. Email: nicole.randick@alfredadler.edu Professional School Counseling Volume 22(1): 1-11 ª 2019 American School Counselor Association Article reuse guidelines: sagepub.com/journals-permissions DOI: 10.1177/2156759X18820331 journals.sagepub.com/home/pcx