Articles 2007 (Volume 5)
Volume 5, Number 1:
The Role of the Middle School Counselor in Preventing Bullying
Nancy J. Cunningham and Michael Whitten, University of Louisville
Abstract
Middle school counselors are in a strategic position to provide leadership in promotion of bullying prevention efforts in their schools. This article provides middle school counselors with an understanding of early adolescent bullying, an overview of a comprehensive set of interventions that can be implemented to support a whole-school approach to addressing bullying, and suggestions for how middle school counselors can support the adoption and implementation of such an approach in their schools.
Citation
Cunningham, N. J., & Whitten, M. (2007). The role of the middle school counselor in preventing bullying. Journal of School Counseling, 5(1). Retrieved from http://www.jsc.montana.edu/articles/v5n1.pdf
Type of Article
Theory and Research
Volume 5, Number 2:
Scott L. Howell, Brigham Young University, Kathryn S. Bitner, Oak Canyon Junior High, Lindon, Utah, N. Jonnell Henry, Chapel Hill Elementary School, Decatur, Georgia, and Dennis L. Eggett, G. John Bauman Jr., Octavia Sawyer, and Russell Bryant, Brigham Young University
Abstract
This study investigated the professional development needs, preferences, and practices of secondary school counselors in Utah. Participants included 226 secondary school counselors who responded to a 20-question survey instrument. The respondents revealed that most of them exceed minimum licensure requirements for professional development but also spend significant amounts of personal time and expense to do so. The counselors also identified obstacles with, and preferences toward, professional development that they experience in the increasingly complex and sophisticated school environment. Findings will inform professional development policy and practice in the state and also provide a basis for future research.
Citation
Howell, S. L., Bitner, K. S., Henry, N. J., Eggett, D. L., Bauman Jr., J., Sawyer, O., & Bryant, R. (2007). Professional development and school counselors: A study of Utah school counselor preferences and practices. Journal of School Counseling, 5(2). Retrieved from http://www.jsc.montana.edu/articles/v5n2.pdf
Type of Article
Theory and Research
Volume 5, Number 3:
Improving Survey Response Rates of School Counselors: Comparing the Use of Incentives
Sheri Bauman, University of Arizona
Abstract
This article examines the effectiveness of incentives in improving survey response rates of school counselors and compares the findings with those of previously researched populations. A $1 cash incentive increased response rates for a one-wave mailing of a questionnaire, while a raffle opportunity did not. The number and length of optional comments did not differ by incentive condition. These results are viewed in the context of theoretical perspectives for understanding mailed questionnaire response decisions.
Citation
Bauman, S. (2007). Improving survey response rates of school counselors: Comparing the use of incentives. Journal of School Counseling, 5(3). Retrieved from http://www.jsc.montana.edu/articles/v5n3.pdf
Type of Article
Theory and Research
Volume 5, Number 4:
Self-Efficacy as a Function of Attributional Feedback
Sachin Jain, University of Texas-Pan American, Mary Alice Bruce and John Stellern, University of Wyoming, and Namita Srivastava, Dua Neuro Psychiatric Center, Lakhimpur-Kheri UP India
Abstract
The researchers investigated the effect of attributional feedback on self efficacy judgments among a sample of 192 eighth grade students. Self efficacy judgments were measured by the scale developed by Bandura and Schunk (1981). The results showed that improvement in self efficacy judgments was significantly more for attributional feedback conditions as compared to no attributional feedback conditions. When different feedback conditions were compared, it was found that the effort feedback affected the self efficacy judgments most positively; ability feedback was second, and ability + effort was in the third position.
Citation
Jain, S., Bruce, M. A., Stellern, J., & Srivastava, N. (2007). Self-efficacy as a function of attributional feedback. Journal of School Counseling, 5(4). Retrieved from http://www.jsc.montana.edu/articles/v5n4.pdf
Type of Article
Theory and Research
Volume 5, Number 5:
Theresa Coogan and Janice DeLucia-Waack, University at Buffalo, SUNY
Abstract
A random convenience sample was compiled using 430 undergraduate students enrolled at a large northeastern university. Reported contact with school counselors in the three ASCA domains (academic, career, personal/social) and effectiveness ratings were examined. Female students reported significantly more contact only on career topics than males. Urban schools reported a significantly higher student to counselor ratio than suburban or rural schools, but lower ratings of effectiveness only than suburban schools. The perception of school counselors providing career assistance more than personal/social and academic assistance was reflected both in contact and perceptions of the role of school counselors.
Citation
Coogan, T., & DeLucia-Waack, J. (2007). Students’ reported contact with and perception of the role of high school counselors: An examination of the ASCA role standard domains. Journal of School Counseling, 5(5). Retrieved from http://www.jsc.montana.edu/articles/v5n5.pdf
Type of Article
Theory and Research
Volume 5, Number 6:
Adolescent Girl-to-Girl Bullying: Wellness-Based Interventions for School Counselors
Andrea Dixon Rayle, University of Florida, and Holly J. Hartwig Moorhead, Judy Green, Caryn A. Griffin, and Barbara Ozimek, Walsh University
Abstract
Adolescent girl-to-girl bullying is a pervasive concern in schools across the United States. In this article, the authors describe the possible negative effects of girl-to-girl bullying on adolescent females’ development and well-being and describe wellness as it relates to personal and social, academic, and career development of adolescent girls. Finally, the authors suggest relevant wellness-based interventions for school counselors to implement in individual counseling and planning, small group counseling, and large group classroom guidance curricula.
Citation
Rayle, A. D., Moohead, H. J. H., Green, J., Griffin, C. A., & Ozimek, B. (2007). Adolescent girl-to-girl bullying: Wellness-based interventions for school counselors. Journal of School Counseling, 5(6). Retrieved from http://www.jsc.montana.edu/articles/v5n6.pdf
Type of Article
Current Issues
Volume 5, Number 7:
Managing Student Behavior During Large Group Guidance: What Works Best?
Christopher J. Quarto, Middle Tennessee State University
Abstract
Participants provided information pertaining to managing non-task-related behavior of students during large group guidance lessons. In particular, school counselors were asked often how often they provide large group guidance, the frequency of which students exhibit off-task and/or disruptive behavior during guidance lessons, and techniques they use to address such behavior. School counselors also described how they were trained in classroom management and what they perceived to be the most and least effective classroom management techniques.
Citation
Quarto, C. (2007). Managing student behavior during large group guidance: What works best? Journal of School Counseling, 5(7). Retrieved from http://www.jsc.montana.edu/articles/v5n7.pdf
Type of Article
Theory and Research
Volume 5, Number 8:
An Exploration of 21st Century School Counselors’ Daily Work Activities
Andrea Dixon Rayle, University of Florida, and Jennifer R. Adams, West Virginia University
Abstract
With the current reformation of school counseling and the increasing expectations of school counselors, all counselors’ work activities include some Comprehensive School Counseling Program (CSCP) activities. This exploratory study focused on differential patterns among elementary, middle, and high school counselors’ daily work activities and on several demographic variables. Significant differences were found across demographic variables for the school counselors and for each of the 20 work activities. Implications for practice, training, and future research were considered.
Citation
Rayle, A. D., & Adams, J. R. (2007). An exploration of 21st century school counselors’ daily work activities. Journal of School Counseling, 5(8). Retrieved from http://www.jsc.montana.edu/articles/v5n8.pdf
Type of Article
Theory and Research
Volume 5, Number 9:
Journaling: An Underutilized School Counseling Tool
Brett Zyromski, Southern Illinois University at Carbondale
Abstract
The effectiveness of journaling as a therapeutic and teaching tool is well documented. However, specific examples of school counselors utilizing journaling as a therapeutic tool are sparse. Existing school counseling literature was reviewed and journaling as an educational and therapeutic tool was explored and related to the school counseling environment. Suggestions for using journaling as an effective school counseling resource were offered, and possible applications of online and paper and pencil journaling as a school counseling tool were presented.
Citation
Zyromski, B. (2007). Journaling: An underutilized school counseling tool. Journal of School Counseling, 5(9). Retrieved from http://www.jsc.montana.edu/articles/v5n9.pdf
Type of Article
Innovative Methods
Volume 5, Number 10:
Glinda Rawls, Western Michigan University
Abstract
While most counselor education programs offer training or coursework in multicultural counseling at the pre-service level, it is unclear to what extent school counselors continue to pursue professional development in multicultural counseling after obtaining state certification or licensure. This manuscript presents a discussion on the state credentialing and professional development requirements of school counselors. Implications for future research on the professional development of school counselors in multicultural training will also be discussed.
Citation
Rawls, G. (2007). State licensure requirements for school counselors: Implications for multicultural continuing education. Journal of School Counseling, 5(10). Retrieved from http://www.jsc.montana.edu/articles/v5n10.pdf
Type of Article
Current Issues
Volume 5, Number 11:
Career Planning With Students With and Without Disabilities: A Study of Illinois School Counselors
Carla R. Adkison-Bradley, Paula D. Kohler, Elizabeth Bradshaw, E. Brooks Applegate, Xiaofan Cai, and Janee Steele, Western Michigan University
Abstract
Career development is an essential role of the school counselor. This study examined the role of school counselors in assisting middle school and high school students with choosing careers. Special attention is given to school counselors working with students with and without disabilities. Results indicated that school counselors spend more counseling time with students without disabilities. Implications for school counseling practice are discussed.
Citation
Adkison-Bradley, C. R, Kohler, P. D., Bradshaw, E., Applegate, E. B., Cai, X., & Steele, J. (2007). Career planning with students with and without disabilities: A study of Illinois school counselors. Journal of School Counseling, 5(11). Retrieved from http://www.jsc.montana.edu/articles/v5n11.pdf
Type of Article
Theory and Research
Volume 5, Number 12:
Visual Layout of Print Questionnaires: Effect on Responses of Middle School Students
Sheri Bauman, University of Arizona, Robert Steiner, New Mexico State University, and Francesca López, University of Arizona
Abstract
A three-page questionnaire was modified to a one-page format. Questionnaires were administered in classroom groups to 300 middle school students. Classrooms were randomly divided into two groups, with one group receiving the original three-page format and the other receiving a single-page version of the same questionnaire. The visual layout of the two versions was different, and included variations in font, placement of response options, and spacing. Item non-response was greater for the single-page format. No statistically significant differences were detected between response patterns or internal consistency of the two versions of the questionnaire. Implications for school counselors are discussed.
Citation
Bauman, S., Steiner, R., & López, F. (2007). Visual layout of print questionnaires: Effect on responses of middle school students. Journal of School Counseling, 5(12). Retrieved from http://www.jsc.montana.edu/articles/v5n12.pdf
Type of Article
Theory and Research
Volume 5, Number 13:
The Voices of High School Counselors: Lived Experience of Job Stress
Leigh Falls and Mary Nichter, Sam Houston State University
Abstract
There is a paucity of literature addressing high school counselors’ experiences of job stress. Our qualitative phenomenological study adds to the professions’ knowledge of job stress as experienced by counselors in large suburban high schools. Our study illustrates the job stress phenomenon in the counselors’ own voices, identifies situations (role ambiguity, role conflict, and work overload) contributing to job stress, and discusses implications for future research and practice.
Citation
Falls, L., & Nichter, M. (2007). The voices of high school counselors: Lived experience of job stress. Journal of School Counseling, 5(13). Retrieved from http://www.jsc.montana.edu/articles/v5n13.pdf
Type of Article
Theory and Research
Volume 5, Number 14:
Building Caring Schools: Implications for Professional School Counselors
Shannon L. Ray, Nova Southeastern University, Glenn Lambie, University of Central Florida, Jennifer Curry, Louisiana State University
Abstract
Professional school counselors (PSCs) can support school personnel in promoting educational climates conducive to optimal student academic and social development. Critical elements in fostering caring schools include encouraging positive relationships; providing leadership for teachers and school personnel; facilitating collaboration between stakeholders; and providing psychoeducation. This article introduces the qualities and benefits of a caring school climate, outlines the role of PSCs in supporting caring schools, and offers practical implications and a case illustration of a PSC supporting a positive educational climate.
Citation
Ray, S. L., Lambie, G., & Curry, J. (2007). Building caring schools: Implications for professional school counselors. Journal of School Counseling, 5(14). Retrieved from http://www.jsc.montana.edu/articles/v5n14.pdf
Type of Article
Theory and Research
Volume 5, Number 15:
Robert I. Urofsky, Clemson University, and Claudia J. Sowa, Grand Valley State University
Abstract
Charter schools are public schools exempted from certain federal and state regulations in exchange for contracted promises to achieve particular educational goals. The growing popularity of charter schools and the unique place they hold in the school reform movement is bringing them to the attention of educational service providers and the American public. This article introduces information about the charter school movement and presents the results of a survey that investigated charter school administrators’ attitudes and beliefs regarding developmental and mental health services. Implications for professional school counselors are examined.
Citation
Urofsky, R. I., & Sowa, C. J. (2007). Charter school administrators’ attitudes and beliefs concerning developmental and mental health services. Journal of School Counseling, 5(15). Retrieved from http://www.jsc.montana.edu/articles/v5n15.pdf
Type of Article
Theory and Research
Volume 5, Number 16:
Lisa Wines, Cypress-Fairbanks Independent School District, and Judith A. Nelson and Daniel Eckstein, Sam Houston State University
Abstract
The American School Counseling Association (ASCA) identifies scheduling students for classes as a non-counseling activity. Ideally, school counselors should limit non-counseling activities, but the reality is that counselors do in fact spend much time and energy scheduling classes, according to a recent survey of secondary counselors. We introduce a cognitive reframing of the task of scheduling classes as well as seven specific benefits, challenges, considerations, and concluding recommendations.
Citation
Wines, L., Nelson, J. A., & Eckstein, D. (2007). Reframing class scheduling: Seven school counselor benefits, challenges, considerations, and recommendations. Journal of School Counseling, 5(16). Retrieved from http://www.jsc.montana.edu/articles/v5n16.pdf
Type of Article
Theory and Research
Volume 5, Number 17:
Robert I. Urofsky and Eric Seiber, Clemson University, and Norman G. Hoffmann, Evince Clinical Assessments, Waynesville, North Carolina
Abstract
School counselors need a quick and effective means for determining substance use risk levels among their student population. The current study investigates sensitivity and specificity of a six-item screen, the UNCOPE, with a sample of adjudicated adolescents. Analysis reveals that the UNCOPE screen possesses suitable sensitivity and specificity to make it acceptable for routine screening applications. While caution must be exercised in applying the UNCOPE to general school populations, the results show a promising potential for it to serve as a tool for school counselors. Further research should examine the sensitivity and specificity of the UNCOPE screen with diverse student populations.
Citation
Urofsky, R. I., Seiber, E., & Hoffmann, N. G. (2007). UNCOPE: Evaluation of a brief screen for detecting substance dependence among juvenile justice populations. Journal of School Counseling, 5(17). Retrieved from http://www.jsc.montana.edu/articles/v5n17.pdf
Type of Article
Theory and Research
Volume 5, Number 18:
Sensory Integration Dysfunction: Implications for Counselors Working with Children
Rebecca L. Withrow, University of North Carolina, Greensboro
Abstract
Sensory Integration Dysfunction (SID), a sensory processing problem that afflicts about 15% of children, sets many children on a developmental trajectory of emotional and social problems. Children with SID often unintentionally alienate parents, peers, and teachers in their efforts to modify the amounts of sensory stimulation they receive. They then miss out on the social and cognitive interactions needed for healthy development, and develop secondary mental health problems such as fear, loneliness, and low self-esteem. Counselors who understand SID can intervene to help these children get “back on track” with normative social and cognitive development.
Citation
Withrow, R. L. (2007). Sensory integration dysfunction: Implications for counselors working with children. Journal of School Counseling, 5(18). Retrieved from http://www.jsc.montana.edu/articles/v5n18.pdf
Type of Article
Theory and Research
Volume 5, Number 19:
Secondary School Counselors as Educational Leaders: Shifting Perceptions of Leadership
Angella D. Ford and Judith A. Nelson, Sam Houston State University
Abstract
School counselors are currently being charged to become active participants in systemic change for student achievement. This will require leadership. Our study was significant in that it complemented and perpetuated the vision and direction of the school counseling field. This empirical study investigates school counselors’ perceptions of leadership, specifically their roles as educational leaders in their present school settings. Our study was a qualitative inquiry into a select number of Texas high school counselors with years of experience ranging from three years to thirty-two years. This collaborative study provided insight into counselors’ views of leadership. Our study results indicated that respondents have the tools to be educational leaders. However, some of the tools are misunderstood, underutilized, unrecognized and/or used incorrectly.
Citation
Ford, A. D., & Nelson, J. A. (2007). Secondary school counselors as educational leaders: Shifting perceptions of leadership. Journal of School Counseling, 5(19). Retrieved from http://www.jsc.montana.edu/articles/v5n19.pdf
Type of Article
Current Issues
Volume 5, Number 20:
Shaundra B. Daily and Rosalind W. Picard, Massachusetts Institute of Technology
Abstract
This paper describes a new digital technology to support emotional self-awareness and empathy, called G.I.R.L.S (Girls Involved in Real Life Sharing). The system invited users to reflect actively upon and interact with a dialogue about how the story made them feel through the construction of pictorial narratives. In a pilot study with teenage girls, the system enabled the subjects to express themselves freely in a comfortable and meaningful way, and fostered an increase in emotional expressivity as compared to a control group. While the system has been tested with a small group of minority middle-school children, a web version of the system is in development that we believe will be useful for school counselors.
Citation
Daily, S. B., & Picard, R. W. (2007). Girls involved in real life sharing: Utilizing technology to support the emotional development of teenaged girls. Journal of School Counseling, 5(20). Retrieved from http://www.jsc.montana.edu/articles/v5n20.pdf
Type of Article
Theory and Research
Volume 5, Number 21:
Evaluating School Counseling Websites: An Evaluation Tool
Glenda P. Reynolds, Auburn University Montgomery, and Helen Kitchens, Troy University Montgomery
Abstract
The purpose of this paper is to describe the use of a webpage evaluation for imbedding technology in classes for teaching school counseling and counseling program development. The instructors created the Website Evaluation Form to help students recognize qualities of webpages that would enhance the school counseling program, broaden their information base about what counselors are doing over a large geographical area, and plan for their own website.
Citation
Reynolds, G. P., & Kitchens, H. (2007). Evaluating school counseling websites: An evaluation tool. Journal of School Counseling, 5(21). Retrieved from http://www.jsc.montana.edu/articles/v5n21.pdf
Type of Article
Theory and Research
International Adoption of Post-Institutionalized Children: Implications for School Counselors
Karyn B. Purvis, David R. Cross, and Jacquelyn S. Pennings, Texas Christian University
Abstract
During the last decade, nearly 190,000 children from outside the United States have been adopted by families in the United States, and many of these children have experienced orphanage care. These children are vulnerable to a complex constellation of deficits crossing behavioral, physical, educational and emotional domains. Parents and schools are often unprepared for the needs of these post-institutionalized adopted children. School counselors are in a unique position to help educators and parents develop appropriate interventions for these children. This article contains a brief review of the literature on post-institutionalized adopted children and implications for school counselors in interacting with these children, their parents, and their teachers.
Citation
Purvis, K. B., Cross, D. R., & Pennings, J. S. (2007). International adoption of post-institutionalized children: Implications for school counselors. Journal of School Counseling, 5(22). Retrieved from http://www.jsc.montana.edu/articles/v5n22.pdf
Type of Article
Current Issues
Volume 5, Number 23:
School Counselor Involvement in Postsecondary Transition Planning for Students with Disabilities
Amy Milsom, University of North Carolina at Greensboro
Abstract
School counselors are charged with addressing the career development and transition needs of all students (American School Counseling Association [ASCA], 2005), yet research has revealed that not all school counselors are involved in postsecondary transition planning for students with disabilities. This exploratory study examined high school counselor involvement in postsecondary transition planning activities for students with disabilities. Recommendations regarding the collaborative provision of postsecondary transition planning services for students with disabilities are presented.
Citation
Milsom, A. (2007). School counselor involvement in postsecondary transition planning for students with disabilities. Journal of School Counseling, 5(23). Retrieved from http://www.jsc.montana.edu/articles/v5n23.pdf
Type of Article
Theory and Research
Counselor Education and Educational Administration: An Exploratory Survey of Collaboration
Rachelle Pérusse, University of Connecticut, Gary E. Goodnough, Plymouth State University, and Tamisha Bouknight, Lehman College
Abstract
One way to inform educational administration faculty and future school principals about the role of the school counselor is for counselor educators to collaborate with educational administration faculty. However, there are very few recommendations about how these faculty members might collaborate. In an exploratory national survey, counselor educators were asked how they work collaboratively with educational administration faculty. Over 50% of counselor educators said they collaborated with educational administration faculty at their institution. Results suggested ways in which counselor education faculty might collaborate with educational administration faculty in preparing future school principals to work with school counselors.
Citation
Pérusse, R., Goodnough, G. E., & Bouknight, T. (2007). Counselor education and educational administration: An exploratory survey of collaboration. Journal of School Counseling, 5(24). Retrieved from http://www.jsc.montana.edu/articles/v5n24.pdf
Type of Article
Theory and Research
Volume 5, Number 25:
No Childhood Left Behind: Advocating for the Personal and Social Development of Children
Tina R. Paone, Monmouth University, and William J. Lepkowski, St. Cloud State University
Abstract
The American School Counselor Association (ASCA) national model recognizes the importance of school counselors addressing the personal and social development of students, as well as the academic development, to ultimately help them succeed. A number of concerns have been raised regarding the impact of the No Child Left Behind (NCLB) Act on education. This manuscript reports on current criticisms of the NCLB Act’s impact on education and provides arguments for school counselors to use in advocating for the importance of meeting the personal and social needs of all students so schools can truly work toward leaving no child behind.
Citation
Paone, T. R., & Lepkowski, W. J. (2007). No childhood left behind: Advocating for the personal and social development of children. Journal of School Counseling, 5(25). Retrieved from http://www.jsc.montana.edu/articles/v5n25.pdf
Type of Article
Current Issues
Volume 5, Number 26:
Practicum in Counseling: A New Training Model
Carlo Cuccaro, Lanigan Elementary School, Fulton, New York, and Jean M. Casey, State University of New York at Oswego
Abstract
This study examined the effectiveness of a new counseling practicum training model which was developed as part of a Professional Development School (PDS) program. Unlike the traditional counseling practicum, the university instructor and graduate students worked together in an elementary school setting for one day a week. All supervision was provided on-site and the students were given immediate feedback on their counseling strategies and skills. The study examined what differences, if any, existed in student and classroom teachers' perceptions of the PDS practicum versus the traditional practicum experience. Findings concluded that students in the PDS practicum were significantly more positive about their experience than those in the traditional settings. Results from teacher surveys did not reveal significant differences between practicum settings.
Citation
Cuccaro, C., & Casey, J. M. (2007). Practicum in counseling: A new training model. Journal of School Counseling, 5(26). Retrieved from http://www.jsc.montana.edu/articles/v5n26.pdf
Type of Article
Theory and Research
