Articles 2006 (Volume 4)
Volume 4, Number 1:
Working With Latina Adolescents in Online Support Groups
Debra J. Archuleta, Linda G. Castillo, and Jennifer J. King, Texas A&M University
Abstract
Latina students face many challenges that can lead to school dropout. Although school counselors have the skills and training to provide counseling and guidance to students at-risk for dropping out of school, they are often placed in positions where their role is primarily administrative. This paper describes an online support group developed by two rural school districts and a university counseling program in order to address the needs of Latina students.
Citation
Archuleta, D. J., Castillo, L. G., and King, J. J. (2006). Working with Latina adolescents in online support groups. Journal of School Counseling, 4(1). Retrieved from http://www.jsc.montana.edu/articles/v4n1.pdf
Type of Article
Innovative Methods
Volume 4, Number 2:
The Use of Psychodrama Techniques for Students With Asperger’s Disorder
Samira Munir, Round Rock Independent School District, and Edward Scholwinski and Jon Lasser, Texas State University
Abstract
Asperger’s Disorder (AD) is a pervasive developmental disorder affecting social functioning and behavioral interest and activities. The purpose of this article is to inform school counselors of the characteristic features of AD, common interventions being implemented, and the techniques associated with the practice of psychodrama that appear to have particular relevance in facilitating the generalization of social skills for students with AD. The merits of using psychodrama over other school counseling therapeutic approaches are considered, with an emphasis on the interface of psychodramatic techniques and key features of AD.
Citation
Munir, S., Scholwinski, E., & Lasser, J. (2006). The use of psychodrama techniques for students with Asperger’s Disorder. Journal of School Counseling, 4(2). Retrieved from http://www.jsc.montana.edu/articles/v4n2.pdf
Type of Article
Innovative Methods
Volume 4, Number 3:
Rapport-Building With Resistant Children: Re-Conceptualizing Relational Dynamics
Joshua M. Gold, University of South Carolina
Abstract
This paper briefly reviews existing conceptualizations of resistance in counseling children. The author posits that resistance is an “expected” aspect of all counseling and offers an alternative orientation toward client resistance based on exploring the child’s “helping narratives.” Two case studies illustrate the implementation of this intervention and its integration within the rapport-building process of counseling with children.
Citation
Gold, J. M. (2006). Rapport-building with resistant children: Re-conceptualizing relational dynamics. Journal of School Counseling, 4(3). Retrieved from http://www.jsc.montana.edu/articles/v4n3.pdf
Type of Article
Innovative Methods
Volume 4, Number 4:
Mary B. Ballard and Hunter D. Alessi, Southeastern Louisiana University
Abstract
This article examines the impact of childhood obesity upon the academic, career, and personal/social development of students. The four components of the American School Counselor Association’s (ASCA) delivery model, (classroom guidance, consultation, responsive services, and system support), are utilized to offer suggestions to the professional school counselor (PSC) for designing programs aimed at addressing the growing problem of childhood obesity. It is the goal of this article to enlighten PSCs and encourage immediate action.
Citation
Ballard, M. B., & Alessi, H. D. (2006). The impact of childhood obesity upon academic, personal/social, and career development: Implications for professional school counselors. Journal of School Counseling, 4(4). Retrieved from http://www.jsc.montana.edu/articles/v4n4.pdf
Type of Article
Current Issues
Volume 4, Number 5:
Fragile Friendships: Exploring the Use and Effects of Indirect Aggression Among Adolescent Girls
Julaine E. Field, Slippery Rock University, Laura M. Crothers, Duquesne University, and Jered B. Kolbert, Slippery Rock University
Abstract
This study investigated the roles of relational and social aggression in the friendships of adolescent females. Using qualitative methodology, twenty-eight 8th grade female students from a predominantly white, rural, junior high school were invited to discuss how they respond to and cope with conflict in their friendships, identify and describe social and relational aggression, interpret expectations from significant adults regarding conflict management, and use relational and social aggression with peers of equal or greater social status. Themes are presented and discussed as well as implications for school counseling interventions.
Citation
Field, J. E., Crothers, L. M., & Kolbert, J. B. (2006). Fragile friendships: Exploring the use and effects of indirect aggression among adolescent girls. Journal of School Counseling, 4(5). Retrieved from http://www.jsc.montana.edu/articles/v4n5.pdf
Type of Article
Theory and Research
Volume 4, Number 6:
Meeting School Counselors’ Supervision Needs: Four Models of Group Supervision
Jeremy M. Linton and Constance J. Deuschle, Indiana University South Bend
Abstract
Lack of clinical supervision continues to be a major problem for school counseling practitioners. In this article, the authors describe group supervision as a viable option for addressing this important issue and outline four models of group supervision. Additionally, several considerations for planning and implementing supervision groups in school settings are discussed. The purpose of this review is to provide school counseling practitioners, supervisors, and counselor educators with a basic understanding of group supervision practices and to encourage these professionals to engage in a more detailed exploration of the topic.
Citation
Linton, J. M., & Deuschle, C. J. (2006). Meeting school counselors’ supervision needs: Four models of group supervision. Journal of School Counseling, 4(6). Retrieved from http://www.jsc.montana.edu/articles/v4n6.pdf
Type of Article
Innovative Methods
Volume 4, Number 7:
Joe H. Brown and Pedro R. Portes, University of Louisville
Abstract
The present paper discusses some of the current issues confronting practitioners and researchers in understanding gender differences in children’s adjustment to divorce. Gender differences in children’s developmental adjustment to divorce are influenced by pre and post divorce development processes, parent expectation and children’s coping abilities. Current research indicates that boys and girls are affected differentially by divorce with boys experiencing greater maladjustment resulting from divorce related processes. Recommendations are provided for practitioners who work with children of divorce and their families in the home and school.
Citation
Brown, J. H., & Portes, P. R. (2006). Understanding gender differences in children’s adjustment to divorce: Implications for school counselors. Journal of School Counseling, 4(7). Retrieved from http://www.jsc.montana.edu/articles/v4n7.pdf
Type of Article
Current Issues
Volume 4, Number 8:
As Mentoring Flourishes, So Does the Intern
Sandee Bonura, Chapman University
Abstract
All university counselors-in-training complete internships under a “qualified” veteran. With a “swim or sink” mentality, an enthusiastic/competent student can be reduced to an insecure and discouraged intern, because supervisors don’t have essential mentoring skills. Beliefs and attitudes are acquired/internalized during internship and veterans influence this experience and ensuing attitudes profoundly. Without quality mentorship, interns may perceive themselves ill suited for the profession. Simply put, when mentoring flourishes, everyone benefits.
Citation
Bonura, S. (2006). As mentoring flourishes, so does the intern. Journal of School Counseling, 4(8). Retrieved from http://www.jsc.montana.edu/articles/v4n8.pdf
Type of Article
Current Issues
Volume 4, Number 9:
Addressing Conduct Disorder in Elementary School Children: An Application of the ASCA National Model
Stephen P. Demanchick, University of Rochester, Malathi Rangan, National Institute for the Mentally Handicapped, Secunderabad, India, and Kathryn Douthit, University of Rochester
Abstract
The range of management strategies for school counselors dealing with conduct disorder in elementary school children can be expanded through an integration of several of the principles of the ASCA National Model®. This paper discusses ways the counselor can use the model to assist struggling children, teachers, administrators, and families as they cope with conduct issues that affect social, emotional and academic competencies. The diagnostic criteria of conduct disorder, as specified by the Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition, Text Revision (DSM-IV-TR), are presented and risk factors for conduct disorder are summarized. Finally, a Cumulative Risk Intervention Model for use in elementary schools is elaborated.
Citation
Demanchick. S. P., Rangan, M., & Douthit, K. (2006). Addressing conduct disorder in elementary school children: An application of the ASCA National Model. Journal of School Counseling, 4(9). Retrieved from http://www.jsc.montana.edu/articles/v4n9.pdf
Type of Article
Current Issues
Volume 4, Number 10:
Leadership With Administration: Securing Administrative Support for Transforming Your Program
Kelli A. Saginak, University of Wisconsin Oshkosh, and Colette T. Dollarhide, University of South Carolina
Abstract
This article provides school counselors with a plan for securing administrative support for implementing of comprehensive school counseling programs. Systems and systems theory is introduced to explain systemic change in the context of leadership. Leadership theory is presented to assist school counselors in leading systemic change and securing support for program development from administrators and other critical stakeholders.
Citation
Saginak, K. A., & Dollarhide, C. T. (2006). Leadership with administration: Securing administrative support for transforming your program. Journal of School Counseling, 4(10). Retrieved from http://www.jsc.montana.edu/articles/v4n10.pdf
Type of Article
Current Issues
Volume 4, Number 11:
Promoting a Pro-College Culture With At-Risk Students: School Counselors’ Perspectives
Jill M. Thorngren, Jayne Downey, and Mark D. Nelson, Montana State University
Abstract
There are several factors that encourage at-risk students to finish high school and continue to pursue post-secondary education. Some school counseling programs have combined these factors in an attempt to foster a pro-college culture within their schools. Using qualitative methods, a study was conducted to assess school counselors’ perspectives regarding the factors that related to creating and maintaining a pro-college culture. Results and a discussion of the findings are presented.
Citation
Thorngren, J. T., Downey, J., & Nelson, M. D. (2006). Promoting a pro-college culture with at-risk students: School counselors’ perspectives. Journal of School Counseling, 4(11). Retrieved from http://www.jsc.montana.edu/articles/v4n11.pdf
Type of Article
Theory and Research
Volume 4, Number 12:
Comparing the Roles of School Counselors and School Psychologists: A Study of Preservice Teachers
Randall L. Astramovich and Scott A. Loe, University of Nevada, Las Vegas
Abstract
The specific roles of school counselors and school psychologists are frequently misunderstood by students, parents, and other education professionals. This article presents results from a study of preservice teachers’ (N = 111) views of the functions of school counselors and school psychologists in helping students. Results suggest that preservice teachers distinguish between school counselor and school psychologist roles in promoting student career readiness and personal social development, while no distinctions are made between supporting student academic development and providing counseling services. Implications for professional school counselors and counselor education are discussed.
Citation
Astramovich, R. L., & Loe, S. A. (2006). Comparing the roles of school counselors and school psychologists: A study of preservice teachers Journal of School Counseling, 4(12). Retrieved from http://www.jsc.montana.edu/articles/v4n12.pdf
Type of Article
Theory and Research
Volume 4, Number 13:
Julia Bryan, College of William and Mary, and Cheryl Holcomb-McCoy, University of Maryland at College Park
Abstract
Seventy-two (n = 72) school counselors from South Carolina were surveyed to assess their perceptions of their pre-service training in relation to eight school-family-community partnership roles and their perceived level of involvement in these roles, This exploratory study sought to determine whether school counselors varied by school level in their perceptions of their training and involvement and whether or not significant relationships existed between perceptions of pre-service training and perceived level of involvement in the eight partnership roles. Implications for practice, training, and research are discussed.
Citation
Bryan, J., & Holcomb-McCoy, C. (2006). School counselors’ training and involvement in school-family-community partnership roles: An exploratory study. Journal of School Counseling, 4(13). Retrieved from http://www.jsc.montana.edu/articles/v4n13.pdf
Type of Article
Theory and Research
Volume 4, Number 14:
Principals’ Perceptions of School Counselor Roles and Satisfaction With School Counseling Services
Denise Beesley and Lisa L. Frey, University of Oklahoma
Abstract
This study surveyed principals (N = 303) across the nation about their perceptions of school counselor roles and satisfaction with counseling services. Results from this exploratory study revealed that principals reported overall satisfaction with counseling services, although satisfaction varied across levels (elementary, middle school/junior high, high school) and service area. Suggestions are offered by principals for improving counseling services. Implications for school counselor training, opportunities for collaborative school counselor-principal partnerships, and the need for additional research are also presented.
Citation
Beesley, D., & Frey, L. L. (2006). Principals’ perceptions of school counselor roles and satisfaction with school counseling services. Journal of School Counseling, 4(14). Retrieved from http://www.jsc.montana.edu/articles/v4n14.pdf
Type of Article
Theory and Research
Volume 4, Number 15:
Self-Injurious Behavior: Characteristics and Innovative Treatment Strategies
Michelle Dykes, Southeast Kentucky Community & Technical College, Victoria Specian and Meredith Nelson, Louisiana State University – Shreveport, and Neal Gray, Eastern Kentucky University
Abstract
Self-injurious behavior is the intentional harming of one’s own body. Little attention has been given to SIB in the past, particularly in terms of innovative treatment approaches. Adolescents are at a particularly high-risk for developing this ineffectual coping mechanism. School counselors are in a unique position to aid in the identification of this potentially deadly behavior. The characteristics and etiology of self-injurious behavior are presented, and innovative treatment strategies are outlined.
Citation
Dykes, M., Specian, V., Nelson, M., & Gray, N. (2006). Self-injurious behavior: Characteristics and innovative treatment strategies. Journal of School Counseling, 4(15). Retrieved from http://www.jsc.montana.edu/articles/v4n15.pdf
Type of Article
Current Issues
Volume 4, Number 16:
Carla Adkison-Bradley, Phillip D. Johnson, Glinda Rawls, and Darryl Plunkett, Western Michigan University
Abstract
Overrepresentation of African Americans in special education programs has engendered much concern within the education community. However, little information is available on how the counseling profession can advocate for this particular population. The purpose of this article is to illuminate information pertaining to the overrepresentation of African American males in special education. Strategies for school counselors to intervene and advocate for African American males and their families will also be discussed.
Citation
Adkison-Bradley, C., Johnson, P. D., Rawls, G., & Plunkett, D. (2006). Overrepresentation of African American males in special education programs: Implications and advocacy strategies for school counselors. Journal of School Counseling, 4(16). Retrieved from http://www.jsc.montana.edu/articles/v4n16.pdf
Type of Article
Current Issues
Volume 4, Number 17:
Facilitating the Transition Between Play in the Classroom and Play Therapy
Joel Muro, Karen Petty, and Mavis DakoGyeke, Texas Woman’s University
Abstract
Play therapists, school counselors, and play developmentalists have much in common as they work with children in clinical, classroom settings, and after school programs. A strong relationship can be forged among the developmentalists (those trained in early child development/education) and those who work with children in program settings (e.g., therapists and counselors). In order to overcome the barriers that are present in responding to the experiences and challenges that children face, this article contends that play therapists, counselors, and play developmentalists can work with children in large play spaces or groups or with single children and exchange valuable information to provide positive experiences.
Citation
Muro, J., Petty, K., & DakoGyeke, M. (2006). Facilitating the transition between play in the classroom and play therapy. Journal of School Counseling, 4(17). Retrieved from http://www.jsc.montana.edu/articles/v4n17.pdf
Type of Article
Current Issues
Volume 4, Number 18:
Heather C. Trepal, The University of Texas at San Antonio, and Kelly L. Wester, The University of North Carolina at Greensboro
Abstract
Despite the fact that self-injurious behaviors are gaining increased attention in the schools, little is actually known about prevalence, treatment considerations, and school counselor training issues. This article will present the results from a national survey of American School Counselor Association (ASCA) members regarding their perceptions of self-injurious behaviors. Particular attention will be paid to training issues and best practices when working with students who self-injure.
Citation
Trepal, H. C., & Wester, K. L. (2006). School counselors and self-injurious behaviors: Assessing perceptions, prevalence, and training issues. Journal of School Counseling, 4(18). Retrieved from http://www.jsc.montana.edu/articles/v4n18.pdf
Type of Article
Theory and Research
Volume 4, Number 19:
Mentoring Programs for First-Year Elementary School Counselors: An Exploratory Study
Stephen A. Armstrong, and Richard S. Balkin, Texas A&M University-Commerce, Rosita Long, Dallas, Texas, and Charmaine Caldwell, Texas A&M University-Commerce
Abstract
This exploratory study examined the importance of a mentoring program using a purposeful sample of 16 first-year elementary school counselors. A qualitative analysis revealed the importance of support that participants received from their mentors and mentoring cohort group. Participants also indicated an increase in self-efficacy as a result of the mentoring program. Implications for counselor induction and preparation are discussed.
Citation
Armstrong, S. A., Balkin, R. S., Long, R., & Caldwell, C. (2006). Mentoring programs for first-year elementary school counselors: An exploratory study. Journal of School Counseling, 4(19). Retrieved from http://www.jsc.montana.edu/articles/v4n19.pdf
Type of Article
Theory and Research
Volume 4, Number 20:
Culturally-Competent School Counseling With Asian American Adolescents
Linda G. Castillo and Marion J. Phoummarath, Texas A&M University
Abstract
Asian American adolescents are frequently overlooked as a population in need of counseling interventions. However, cultural issues such as refugee status or the pressure of high academic achievement can influence an Asian American student’s mental health. As there is a dearth of school counseling literature written about what school counselors should be aware of when working with Asian American adolescents, the purpose of this paper is to provide school counselors with knowledge, awareness, and skills needed to work with Asian American youth and families in the schools. An historical overview of Asian immigration and common cultural beliefs are discussed. A model for working with Asian American adolescents in the schools is provided as well as suggestions for counseling with Asian American adolescents.
Citation
Castillo, L. G., & Phoummarath, M. J. (2006). Culturally-competent school counseling with Asian American adolescents. Journal of School Counseling, 4(20). Retrieved from http://www.jsc.montana.edu/articles/v4n20.pdf
Type of Article
Innovative Methods
Volume 4, Number 21:
Development and Field Test of an Employment Interview Instrument for Secondary School Counselors
Marybeth Green, Shawnee Mission Northwest High School, and Howard Ebmeier, University of Kansas
Abstract
The purpose of this study was to identify the major components of a secondary school counselor’s job and translate these job responsibilities into an instrument that could be used by school administrators to identify high quality secondary school counselors during the employment interview. A review of literature resulted in the identification of 37 competencies deemed essential in defining a quality secondary school counselor. The competencies were then used in the development of an instrument that was evaluated utilizing school counselors and administrators.
Citation
Green, M., & Ebmeier, H. (2006). Development and field test of an employment interview instrument for secondary school counselors Journal of School Counseling, 4(21). Retrieved from http://www.jsc.montana.edu/articles/v4n21.pdf
Type of Article
Theory and Research
Volume 4, Number 22:
Students with Sensory Integration Dysfunctions: Issues for School Counselors
Idit Katz, Ben-Gurion University, Israel
Abstract
A substantial number of school age children suffer from difficulties in integrating sensory input in an adaptive manner (termed sensory integration dysfunction – SID). These students are at high risk for emotional, social, and educational problems. This article defines SID, describes typical behaviors of children with SID, and presents guidelines for school counselors in their intervention concerning students with SID.
Citation
Katz, I. (2006). Students with sensory integration dysfunctions: Issues for school counselors. Journal of School Counseling, 4(22). Retrieved from http://www.jsc.montana.edu/articles/v4n22.pdf
Type of Article
Current Issues
Volume 4, Number 23:
Solution Focused Empathy Training Groups for Students With Fire-setting Behaviors
Janet G. Froeschle, West Texas A&M University
Abstract
Fire-setting students are those who intentionally or unintentionally set one or more fires due to curiosity, stress, a need for attention, or due to criminal delinquency. This article describes the nature of fire-setting behaviors, discusses the profile and risk factors associated with the behavior, and outlines a group program using empathy training and solution focused brief therapy. The benefits of using solution focused brief therapy and empathy training are discussed along with specific techniques involved in using each component.
Citation
Froeschle, J. G. (2006). Solution focused empathy training groups for students with fire-setting behaviors. Journal of School Counseling, 4(23). Retrieved from http://www.jsc.montana.edu/articles/v4n23.pdf
Type of Article
Innovative Methods
Volume 4, Number 24:
Implications for Collaboration: An Investigation With School Counselors and School Psychologists
Pamela E. Guess, University of Tennessee at Chattanooga, and Mark C. Gillen and Scott E. Woitaszewski, University of Wisconsin-River Falls
Abstract
Collaboration is an interactive process that has become mandated as a part of educational decision-making. School counselors and school psychologists are now guided by professional principles that advocate interdisciplinary collaboration. This study identified activities for which these professionals currently collaborated with each other, as well as desired activities for collaboration. Demographic factors that appeared related to amounts of collaboration were also identified. Years of experience, gender, and administrative support were factors that significantly influenced collaboration. Implications for school practitioners are discussed.
Citation
Guess, P. E., Gillen, M. C., & Woitaszewski, S. E. (2006). Implications for collaboration: An investigation with school counselors and school psychologists. Journal of School Counseling, 4(24). Retrieved from http://www.jsc.montana.edu/articles/v4n24.pdf
Type of Article
Theory and Research
Volume 4, Number 25:
La Tonya L. Gillis, The College of William and Mary
Abstract
As educators prepare secondary students for post-graduate experiences, students with disabilities are often exposed to fewer opportunities that prepare them to be responsible and productive members of society. Building level administrators and school counselors are vital members in assuring that students with disabilities are included in as many post-secondary opportunities as their non-disabled peers. A collaborative effort between students, parents, teachers, counselors, and principals must occur in order to provide students with disabilities effective transition services that will allow them to become contributing members of the community.
Citation
Gillis, L. L. (2006). Effective transition services for students with disabilities: Examining the roles of building principals and school counselors. Journal of School Counseling, 4(25). Retrieved from http://www.jsc.montana.edu/articles/v4n25.pdf
Type of Article
Innovative Methods
