Articles 2005 (Volume 3)
Volume 3, Number 1:
Counseling Global Nomads and Foreign Exchange Students in U.S. Schools
Nancy Bodenhorn, Virginia Tech
Abstract
Global nomads are those who spend a significant portion of their developmental years outside the parents’ culture. Many accompany parents on career moves, others complete foreign exchange years with host families. These students provide benefits and challenges to school professionals. This article provides a model of school counselor response when working with global nomad and foreign exchange students derived from previous research and guidelines provided by foreign exchange programs.
Citation
Bodenhorn, N. (2005). Counseling global nomads and foreign exchange students in U.S. schools. Journal of School Counseling, (3)1. Retrieved from http://www.jsc.montana.edu/articles/v3n1.pdf
Type of Article
Current Issues
Volume 3, Number 2:
Providing Efficacy for Solution-Focused Theory in School Counseling Programs
Mark C. Gillen, University of Tennessee at Chattanooga
Abstract
Solution-focused theory has been accepted as a useful treatment modality in schools with little empirical evidence regarding its efficacy. This article describes the historical underpinnings and assumptions of solution-focused theory, three studies that examine the effectiveness of solution-focused theory with children in school settings, as well as how solution-focused theory has been integrated into school counseling programs.
Citation
Gillen, M. C. (2005). Providing efficacy for solution-focused theory in school counseling programs. Journal of School Counseling, 3(2). Retrieved from http://www.jsc.montana.edu/articles/v3n2.pdf
Type of Article
Theory and Research
Volume 3, Number 3:
The Increasing Need for Quality Alternative Education—A School Counselor’s Perspective
Scott L. Howell, R. Dwight Laws, Russell Bryant, and Ellen Williams, Brigham Young University
Abstract
This study focuses on the secondary counselor perspective for students using alternative credit programs, e.g., independent study, evening classes, and summer school, to complement the high school educational experience. Three hundred high school counselors throughout the United States participated in this research that examined which types of students most benefited from these “other” curriculum sources and some of the reasons why. This study also profiled the characteristics of successful alternative education programs. These findings promise to better inform counselors, school administrators, curricular specialists, providers, and students’ themselves about the role alternative education is increasingly having within the secondary schools.
Citation
Howell, S. L., Laws, R. D., Bryant, R., & Williams, E. (2005). The increasing need for quality alternative education—a school counselor’s perspective. Journal of School Counseling, 3(3). Retrieved from http://www.jsc.montana.edu/articles/v3n3.pdf
Type of Article
Theory and Research
Volume 3, Number 4:
Multicultural Training for School Counselors: A Course Description
Cheryl Holcomb McCoy, University of Maryland
Abstract
This article describes a multicultural counseling course designed specifically for school counselor trainees. Results from a course evaluation are also offered and described. Analyses of the pre- and post-tests indicated an increase in the four dimensions (i.e., multicultural knowledge, multicultural awareness, multicultural skills, and multicultural terminology) of the Multicultural Counseling Competence and Training Survey-Revised (MCCTS-R; Holcomb-McCoy & Myers, 1999). However, there was only a significant increase in students’ level of multicultural knowledge.
Citation
McCoy, C. H. (2005). Multicultural training for school counselors: A course description. Journal of School Counseling, 3(4). Retrieved from http://www.jsc.montana.edu/articles/v3n4.pdf
Type of Article
Professional Development
Volume 3, Number 5:
Quantum Counseling: A New Perspective for Professional School Counselors
Perry R. Rettig, University of Wisconsin Oshkosh, and Robert Urofsky, Clemson University
Abstract
Professional school counselors find themselves working in school organizations that are antiquated and are not a natural fit to the actual work of the counselors. However, lessons being learned from the new sciences and open systems perspectives may shed a great deal of light as to how schools can be restructured in order to best utilize the talents of professional school counselors. This article will begin by showing how schools are currently structured and subsequently flawed. This introduction will be followed by a brief description of the lessons of the new sciences. We conclude by discussing the implications and applications of these new lessons as they relate to school organization and to the work of school counselors.
Citation
Rettig, P. R., & Urofsky, R. (2005). Quantum counseling: A new perspective for professional school counselors. Journal of School Counseling, 3(5). Retrieved from http://www.jsc.montana.edu/articles/v3n5.pdf
Type of Article
Current Issues
Volume 3, Number 6:
Principals, Release These People!
Kimberly McLeod, Texas Southern University
Abstract
Counselors are pinnacle partners in addressing No Child Left Behind legislation and academic reform initiatives in urban schools. Unfortunately, many times the role and responsibility of the school counselor is misunderstood, underutilized and inappropriately administered in menial and routine tasks on campus. This article discusses the professional potential school counselors have in reducing achievement gap and working with campus administration in true leadership collaborations that address the academic needs of public school youth.
Citation
McLeod, K. (2005). Principals release there people! Journal of School Counseling, 3(6). Retrieved from http://www.jsc.montana.edu/articles/v3n6.pdf
Type of Article
Current Issues
Volume 3, Number 7:
Tuning In While Growing Up: Messages Adolescents Receive From Popular Music Regarding Relationships
J. Scott Glass, East Carolina University, Russ Curtis, Western Carolina University, and George M. Thomas, Mississippi State University – Meridian
Abstract
Music has long been important to adolescents. It is one way they can express themselves and find a voice to represent the special circumstances they experience as young people. It is also known that love and romance are an important part of the adolescent experience (Paul & White, 1990). So, what messages do adolescents learn about relationships through popular music? This article examines the romantic themes present in the top songs from the past 20 years of popular music, and presents ideas about how this information can be used by school counselors working with adolescents.
Citation
Glass, J. S., Curtis, R., & Thomas, G. M. (2005). Tuning in while growing up: Messages adolescents receive from popular music regarding relationships. Journal of School Counseling, 3(7). Retrieved from http://www.jsc.montana.edu/articles/v3n7.pdf
Type of Article
Theory & Research
Volume 3, Number 8:
Black Butterfly: A Statement on Counseling Minority Youth
Kimberly McLeod, Texas Southern University
Abstract
There are numerous challenges present when non-minority therapists engage in counseling relationships with minority clients. Several issues from the therapist’s perspective are presented and various suggestions are offered to non-minority therapists working with minority clients.
Citation
McLeod, K. (2005). Black butterfly: A statement on counseling minority youth. Journal of School Counseling, 3(8). Retrieved from http://www.jsc.montana.edu/articles/v3n8.pdf
Type of Article
Current Issues
Volume 3, Number 9:
Steve Sternlof, University of Oklahoma Health Sciences Center, and Terry M. Pace and Denise Beesley, University of Oklahoma
Abstract
This study examined the relationship between educators’ ratings (N = 182) of interpersonal attractiveness and rejection for children exhibiting internalizing and externalizing behaviors. Results revealed that internalizing behavior was perceived to be less interpersonally attractive but was not necessarily seen with greater levels of personal rejection. Externalizing behavior was perceived negatively on both interpersonal attractiveness and personal rejection measures. Ratings of personal rejection for externalizing behavior were greater than ratings of rejection for internalizing behavior. Implications as to the role of school counselors in providing specialized training, professional development, and consultation are addressed along with directions for future research.
Citation
Sternlof, S., Pace, T. M., & Beesley, D. (2005). Educators’ responses to internalizing and externalizing symptomatology in children: Implications for school professionals. Journal of School Counseling, 3(9). Retrieved from http://www.jsc.montana.edu/articles/v3n9.pdf
Type of Article
Theory and Research
