Articles 2008 (Volume 6)
Volume 6, Number 1:
Wellness Interventions for School Counselors: A Case-Study in Treating Asperger’s Disorder
Holly J. Hartwig Moorhead and Judy Green, Walsh University, Rick R. McQuistion, Gentle Shepherd Counseling Center, and Barbara Ozimek, Warren, Ohio
Abstract
The Five Factor Wellness Inventory-Elementary Version (5F-WEL –E) was used in a pre- and post-test design to determine the wellness of a 13 year-old male with Asperger’s Disorder. Wellness in the Creative and Physical Self domains was low. Thus, the school counselor implemented a 5-month treatment plan, based upon the Wheel of Wellness, in the school and home to increase wellness in these areas. Physical Self wellness increased. Wellness in other domains was maintained, increased, or slightly decreased. Implications for further research as well as application of wellness-based treatment planning by school counselors are discussed.
Citation
Moorhead, H. J. H., Green, J., McQuistion, R. R., & Ozimek, B. (2008). Wellness interventions for school counselors: A case-study in treating Asperger’s disorder. Journal of School Counseling, 6(1). Retrieved from http://www.jsc.montana.edu/articles/v6n1.pdf
Type of Article
Theory and Research
Volume 6, Number 2:
Disc Golf Play: Using Recreation to Improve Disruptive Classroom Behaviors
Michael Lee Powell and Rebecca A. Newgent, University of Arkansas
Abstract
This study examined the use of disc golf as a creative, recreational play intervention for improving classroom behaviors in disruptive children. Twenty-two elementary students were randomly selected for either a treatment or control group and rated at pre- and post- by their teachers on the use of nine positive classroom behaviors (e.g., sharing, raising hand, and compliance). Results of a two-way ANOVA with repeated measures and one between-subjects factor revealed a significant difference (p < .0001) between both groups over time. Implications are discussed.
Citation
Powell, M. L., & Newgent, R. A. (2008). Disc golf play: Using recreation to improve disruptive classroom behaviors. Journal of School Counseling, 6(2). Retrieved from http://www.jsc.montana.edu/articles/v6n2.pdf
Type of Article
Theory and Research
Volume 6, Number 3:
Students With Emotional Disturbances: How Can School Counselors Serve?
Lynne Guillot Miller and John S. Rainey, Kent State University
Abstract
Students with Emotional Disturbances (ED) possess unique characteristics that require additional care from school counselors, teachers, and other school personnel. Information pertaining to the prevalence of ED among students and the common characteristics of students with ED is reviewed. Additionally, ideas and effective approaches that will aid school counselors in meeting the various needs of these students are presented. The purpose of the presented information is to broaden the skill repertoire of school counselors and to enhance the level of service they provide to students with ED.
Citation
Miller, L. G., & Rainey, J. S. (2008). Students with emotional disturbances: How can school counselors serve? Journal of School Counseling, 6(3). Retrieved from http://www.jsc.montana.edu/articles/v6n3.pdf
Type of Article
Current Issues
Volume 6, Number 4:
A Multicultural Competence Model for Counseling Gifted and Talented Children
Jacob J. Levy, University of Tennessee, and Jonathan A. Plucker, Indiana University
Abstract
This paper introduces a model of multicultural competence targeted at school counselors who work or may work with gifted and talented children. The model is designed as an extension of the Multicultural Counseling Competence framework (Sue, D. W., 2001). The present model outlines three competencies believed to be important to efficacious counseling with culturally diverse children identified as gifted and talented: 1) counselor awareness of one’s attitudes, assumptions, and biases about gifted and talented children; 2) understanding the characteristics of, and issues faced by gifted and talented children, and 3) developing appropriate interventions and strategies for counseling gifted and talented children.
Citation
Levy, J. L., & Plucker, J. A. (2008). A multicultural competence model for counseling gifted and talented children. Journal of School Counseling, 6(4). Retrieved from http://www.jsc.montana.edu/articles/v6n4.pdf
Type of Article
Professional Development
Volume 6, Number 5:
Curanderismo: Folk Healing Practice and Child Abuse and Neglect Allegations
David L. Olguin, University of New Mexico
Abstract
Reporting child abuse and neglect is among the myriad issues professional school counselors inevitably encounter. Second-hand allegations further complicate the decision-making process. This article was motivated by an incident in a public elementary school where a family’s folk healing practice (curanderismo) was mistakenly identified as child abuse. The article provides an historical overview of curanderismo and commonly treated symptoms that can be perceived as abuse or neglect. Necessary factors and procedures for school counselors to make informed decisions about second-hand allegations are identified and determined..
Citation
Olguin, D. L. (2008). Curanderismo: Folk healing practice and child abuse and neglect allegations. Journal of School Counseling, 6(5). Retrieved from http://www.jsc.montana.edu/articles/v6n5.pdf
Type of Article
Current Issues
Volume 6, Number 6:
Designing Developmentally Appropriate School Counseling Interventions for LGBQ Students
Holly Kayler and Todd F. Lewis, The University of North Carolina at Greensboro, and English Davidson, Ragsdale High School
Abstract
Lesbian, gay, bisexual, and questioning (LGBQ) students must face the physical, cognitive, and emotional challenges of adolescent development while becoming aware of and coping with a sexual minority orientation. As an invisible minority, LGBQ students are stigmatized, and many experience negative outcomes (e.g., isolation, depression) as a result of heterosexism. The authors discuss how Cass’ model of sexual identity development serves as an appropriate template from which school counselors may work directly with students at each stage of sexual identity development. Additionally, the authors highlight numerous indirect services school counselors can provide to LGBQ students.
Citation
Kayler, H., Lewis, T. F., & Davidson, E. (2008). Designing developmentally appropriate school counseling interventions for LGBQ students. Journal of School Counseling, 6(6). Retrieved from http://www.jsc.montana.edu/articles/v6n6.pdf
Type of Article
Current Issues
Volume 6, Number 7:
First-Year School Counselors: Examining the Benefits of Informal Support and Mentoring
Amy Milsom and Holly Kayler, The University of North Carolina at Greensboro
Abstract
New professionals can benefit from support and mentoring as they transition into their jobs, and research suggests that school counselors often do not receive formal mentoring from other school counselors. In this qualitative study, seven first-year school counselors were asked to keep journals during their first year and to reflect on their experiences, challenges, and supports. Results suggested that school counselors experience support and mentoring in numerous ways even in the absence of formal mentoring programs. Recommendations for establishing informal support networks are provided.
Citation
Milsom, A., & Kayler, H. (2008). First-year school counselors: Examining the benefits of informal support and mentoring. Journal of School Counseling, 6(7). Retrieved from http://www.jsc.montana.edu/articles/v6n7.pdf
Type of Article
Theory and Research
Volume 6, Number 8:
School Counseling Intern Roles: Exploration of Activities and Comparison to the ASCA National Model
Wade C. Leuwerke, R. Matthew Bruinekool, and Amy Lane, Drake University
Abstract
Examination of 6,556 hours of school counselor interns’ activity logs provided a detailed description of roles and activities. Comparison of counselor intern activities to the ASCA (2005) National Model found consistency between responsive services at the elementary level and both responsive services and guidance curriculum at the middle school level. Identification of time on planning and inappropriate tasks provides a clearer picture of school counseling interns’ activities in the school.
Citation
Leuwerke, W. C., Bruinekool, R. M., & Lane, A. (2008). School counseling intern roles: Exploration of activities and comparison to the ASCA National Model. Journal of School Counseling, 6(8). Retrieved from http://www.jsc.montana.edu/articles/v6n8.pdf
Type of Article
Theory and Research
Volume 6, Number 9:
Effectiveness of Wellness-Based Classroom Guidance in Elementary School Settings: A Pilot Study
José A. Villalba and Jane E. Myers, The University of North Carolina at Greensboro
Abstract
A three-session, wellness-based classroom guidance unit was developed based on the Indivisible Self wellness model and presented to 55 students in 5th grade. Participants completed the Five Factor Wellness Inventory, Elementary School Version, before and after the unit. Wellness scores were significantly and positively higher at post-testing for Total Wellness and three of five wellness factors addressed in the guidance sessions (Creative, Social, and Physical Self). Follow-up studies revealed that students with low wellness scores at pre-test improved the most. Implications for elementary school counselors are discussed.
Citation
Villalba, J. A., & Myers, J. E. (2008). Effectiveness of wellness-based classroom guidance in elementary school settings: A pilot study. Journal of School Counseling, 6(9). Retrieved from http://www.jsc.montana.edu/articles/v6n9.pdf
Type of Article
Theory and Research
Racial Disparities in New Millennium Schools: Implications for School Counselors
Ireon LeBeauf, University of Nevada – Reno
Abstract
This article explores the role of race in new millennium schools and its impact on students. Multicultural, psycho-social, and academic issues are addressed, and interventions for school counselors are discussed. Racially correlated disparities in K-12 education are apparent in: test scores, grades, retention and drop-out rates, identification for special education and gifted programs, extracurricular and co-curricular involvement, tracking, and disciplinary rates showing disproportionate disadvantages to students of color. This article identifies the primary targets of racial harassment in school, issues of ethnic groups, and psycho-environmental concerns that affect the service delivery and practice of today’s school counselor.
Citation
LeBeauf, I. (2008). Racial disparities in new millennium schools: Implications for school counselors. Journal of School Counseling, 6(10). Retrieved from http://www.jsc.montana.edu/articles/v6n10.pdf
Type of Article
Current Issues
School Counseling in China Today
Timothy C. Thomason, Northern Arizona University, and Xiao Qiong, Xi'an Shiyou University
Abstract
This article provides a brief overview of the development of psychological thinking in China and social influences on the practice of school counseling today. Common problems of students are described, including anxiety due to pressure to perform well on exams, loneliness and social discomfort, and video game addiction. Counseling approaches used by school counselors today can include both traditional Chinese treatments like qigong and modern Western approaches like cognitive behavioral therapy. There is a great need for more school counselors, more training for counselors on modern counseling methods, and more efforts to reduce the stigma of seeking counseling. An understanding of how school counseling is practiced in China can increase the cultural awareness and sensitivity of American school counselors.
Citation
Thomason, T. C., & Qiong, Xiao (2008). School counseling in China today. Journal of School Counseling, 6(11). Retrieved from http://www.jsc.montana.edu/articles/v6n11.pdf
Type of Article
Current Issues
Service Learning Integrated in Urban School Counselor Preparation
Felicia L. Wilczenski and Rebecca A. Schumacher, University of Massachusetts Boston
Abstract
School counseling graduate students are preparing for a special relationship with the communities in which they serve, that is, to care for the personal, social, and educational well-being of children and adolescents. School counselor program faculty need to educate instill in their students a sense of their ethical responsibilities to those communities. Service learning can foster an ethic of care. This article describes how future school counselors are prepared through service-learning pre-practicum and practicum with the understandings, skills, and dispositions to support high needs urban secondary students through the complexity of the post-secondary planning process and the transition to a successful university experience.
Citation
Wilczenski, F. L., & Schumacher, R. A. (2008). Service learning integrated in urban school counselor preparation. Journal of School Counseling, 6(12). Retrieved from http://www.jsc.montana.edu/articles/v6n12.pdf
Type of Article
Innovative Methods
Fostering a Healthy Body Image: Prevention and Intervention With Adolescent Eating Disorders
Michelle Giles and Michael Hass, Chapman University
Abstract
Eating disorders are among the most frequently seen chronic illnesses found in adolescent females. In this paper, we discuss school-based prevention and intervention efforts that seek to reduce the impact of this serious illness. School counselors play a key role in the prevention of eating disorders and can provide support even when not directly involved in psychological or medical treatment. Because of their ability to play a leadership role in school-based prevention of eating disorders, school counselors are essential in facilitating a collaborative approach to the prevention of and intervention in eating disorders and their associated risk factors.
Citation
Giles, M., & Hass, M. (2008). Fostering a healthy body image: Prevention and intervention with adolescent eating disorders. Journal of School Counseling, 6(13). Retrieved from http://www.jsc.montana.edu/articles/v6n13.pdf
Type of Article
Innovative Methods
Preparing Rural Students for Large Colleges and Universities
Douglas A. Guiffrida, University of Rochester
Abstract
Results of this review of college student retention research suggest that students from rural communities face additional challenges adjusting to large colleges and universities compared to students from urban and suburban areas. Research that describes the additional challenges faced by rural students while transitioning to large institutions is presented. Implications are provided to assist rural school counselors in helping their students select colleges that meet their needs and prepare for their experiences at large colleges and universities.
Citation
Guiffrida, D. A. (2008). Preparing rural students for large colleges and universities. Journal of School Counseling, 6(14). Retrieved from http://www.jsc.montana.edu/articles/v6n14.pdf
Type of Article
Current Issues
Brett Zyromski, Southern Illinois University Carbondale, and Arline Edwards Joseph, North Carolina State University
Abstract
Empirical research suggests a correlation between Cognitive Behavioral Therapy (CBT) interventions and increased academic achievement of students in middle schools. An argument was presented for utilizing CBT intervention within the delivery system of comprehensive school counseling programs in middle schools; specifically in individual counseling, small group counseling, and classroom guidance lessons. Practical examples and resources were provided to assist school counselors in implementing CBT interventions to help students control cognitive thought processes and positively impact academic achievement.
Citation
Zyromski, B., & Joseph, A. E. (2008). Utilizing cognitive behavioral interventions to positively impact academic achievement in middle school students. Journal of School Counseling, 6(15). Retrieved from http://www.jsc.montana.edu/articles/v6n15.pdf
Type of Article
Innovative Methods
A Content Analysis of Pre-Service School Counselors’ Evaluations of an Urban Practicum Experience
Cheryl Holcomb-McCoy and Georgina Johnston, University of Maryland at College Park
Abstract
This article examines the evaluations of nine pre-service school counselors who completed a practicum in an inner-city or urban, predominately African American school. A content analysis of the pre-service counselors’ narrative evaluations was studied and six themes emerged: (a) Relationships and Interactions with Urban Students and Educators, (b) Cultural Differences, (c) Urban Schools and Environment, (d) Urban School Counseling Skills, (e) Urban School Counselor’s Role, and (f) Urban Student Issues/Problems. Implications for urban school counselor educators and future research are given.
Citation
Holcomb-McCoy, C., & Johnston, G. (2008). A content analysis of pre-service school counselors’ evaluations of an urban practicum experience. Journal of School Counseling, 6(16). Retrieved from http://www.jsc.montana.edu/articles/v6n16.pdf
Type of Article
Theory and Research
Latino High School Students' Perceptions and Preferred Characteristics of High School Counselors
Wendy Eckenrod-Green and John R. Culbreth, The University of North Carolina at Charlotte
Abstract
With a trendsetting change in the demographic population of public high school students, school counselors need to be equipped with multicultural competence to better understand the needs of the students they serve, especially Latino students. Semi-structured interviews were conducted to obtain Latino high school students’ perceptions and preferred characteristics of their school counselor. Students' responses indicate that there is a lack of awareness of the role and function of school counselors among Latino students. In addition, students reported the need for a translator and the need for Hispanic school counselors, or, for the school counselor to speak Spanish. Implications for school counselors and counselor educators are provided.
Citation
Eckenrod-Green, W., & Culbreth, J. R. (2008). Latino high school students' perceptions and preferred characteristics of high school counselors. Journal of School Counseling, 6(17). Retrieved from http://www.jsc.montana.edu/articles/v6n17.pdf
Type of Article
Theory and Research
Counseling Adolescents for the Death of a Parent: A Literature Review
Eva E. Reed, The Pennsylvania State University
Abstract
Adolescents experiencing the death of a parent face additional challenges in navigating the physical, mental, emotional, and social adjustment associated with adolescent development. This review explores the impact of parental death on adolescent development and offers empirical support for counseling interventions. Factors addressed include developmental issues, grief, interventions, implications for research, and suggestions for school counselors and educators.
Citation
Reed, E. E. (2008). Counseling adolescents for the death of a parent: A literature review. Journal of School Counseling, 6(18). Retrieved from http://www.jsc.montana.edu/articles/v6n18.pdf
Type of Article
Theory and Research
The Impact of the Supervision Relationship on the Behaviors of School Counseling Interns
Jake J. Protivnak, Youngstown State University, and Thomas E. Davis, Ohio University
Abstract
This study investigated the onsite supervision relationship and the behaviors of ninety-seven school counseling interns in a Midwestern state. Results indicated that the supervision relationship was related to the behaviors of school counseling interns. Within the supervision relationship, decreased role ambiguity was found to be a strong predictor of engagement in appropriate school counseling internship behaviors. Findings support the importance of counselor educators, school counseling interns and onsite school counseling supervisors attending to the supervision relationship.
Citation
Protivnak, J. J., & Davis, T. E. (2008). The impact of the supervision relationship on the behaviors of school counseling interns. Journal of School Counseling, 6(19). Retrieved from http://www.jsc.montana.edu/articles/v6n19.pdf
Type of Article
Theory and Research
Laura Fazio-Griffith and Jennifer R. Curry, Louisiana State University
Abstract
This article defines process observation and how it can be used by professional school counselors to assist classroom teachers in enhancing the learning environment for students. Further, this article elucidates the skills used by process observers. A case illustration is provided to demonstrate application of this service. Finally, practical strategies for implementing this service in the school setting are given as well as implications for counselors and counselor educators.
Citation
Fazio-Griffith, L., & Curry, J. R. (2008). Professional school counselors as process observers in the classroom: Collaboration with classroom teachers. Journal of School Counseling, 6(20). Retrieved from http://www.jsc.montana.edu/articles/v6n20.pdf
Type of Article
Innovative Methods
Andrea L. Dixon, University of Florida, Joyce A. DeVoss, Northern Arizona University, and Eric S. Davis, University of Florida
Abstract
This exploratory study focused on the inter-collaboration activities among 112 elementary, middle, and high school counselors that facilitate students’ transitions. Results indicated significant differences in several of the current collaboration activities of the varying levels of school counselors; however, there were no differences found in the school counselors’ beliefs about collaboration activities. Implications for student transition-related collaborative activities among school counselors are presented and implications for future research are considered.
Citation
Dixon, A. L., DeVoss, J. A., & Davis, E. S. (2008). Strengthening links between the levels: School counselor collaboration for successful student transitions. Journal of School Counseling, 6(21). Retrieved from http://www.jsc.montana.edu/articles/v6n21.pdf
Type of Article
Innovative Methods
Professional Challenges in School Counseling: Organizational, Institutional and Political
Trish Hatch, San Diego State University
Abstract
The school counseling profession has struggled throughout history to secure a legitimate integral position in the educational mission of school. The profession is more likely to gain acceptance and be seen as a legitimate profession if we understand three theories that form the foundation of professional legitimacy: Organizational Theory, Institutional Theory, and Political Theory. This article briefly explains each theory, examines the profession through the lens of each theory, discusses how the ASCA National Standards and ASCA National Model were intended to address them, and suggests specific actions that school counseling professionals must take to ensure the profession grows and prospers.
Citation
Hatch, T. (2008). Professional challenges in school counseling: Organizational, institutional and political. Journal of School Counseling, 6(22). Retrieved from http://www.jsc.montana.edu/articles/v6n22.pdf
Type of Article
Professional Development
A. Jordan Wright and Ben Emmert-Aronson, Teachers College, Columbia University
Abstract
The School Counselor Development Program (SCDP) was developed as a continuing education intervention for middle school counselors in the New York City Department of Education, focusing on six mental health issues relevant to their work with students. A pilot study was run with 21 New York City Public School counselors. This paper focuses on one of the six modules, dealing with the depression and suicidality of students. The training consisted of a short didactic portion focusing on skills training, extensive role-play practice, and a concluding discussion. A repeated measures design was used with counselors self-assessing confidence before and after the training. It showed a moderately significant increase in counselors’ confidence in dealing with suicidal students and a significant increase in their confidence in dealing with depressed students. Implications for counselors, limitations of the study, and future research are discussed.
Citation
Wright, A. J., & Emmert-Aronson, B. (2008). School counselor development program (SCDP) for the treatment of adolescent depression and suicidality: A pilot study. Journal of School Counseling, 6(23). Retrieved from http://www.jsc.montana.edu/articles/v6n23.pdf
Type of Article
Theory & Research
Jeremy R. Sullivan and Michael S. Moyer, University of Texas at San Antonio
Abstract
In their work with adolescent students, school counselors often are faced with the ethical dilemma of whether to break confidentiality to report risk-taking and potentially dangerous behaviors to parents. This study reports the results of a national survey asking school counselors to rate the importance of multiple factors that influence their decision to break confidentiality with students. Based on responses from 200 school counselors, exploratory factor analysis was used to categorize these considerations into 4 factors: Dangerousness of the Behavior, Protecting the Student and Relationship, Compliance, and Student Characteristics. Respondents also provided additional considerations that influence their ethical decision-making; these additional considerations point to potential directions for future research.
Citation
Sullivan, J. R., & Moyer, M. S. (2008). Factors influencing the decision to break confidentiality with adolescent students: A survey of school counselors. Journal of School Counseling, 6(24). Retrieved from http://www.jsc.montana.edu/articles/v6n24.pdf
Type of Article
Theory & Research
A School Counselor’s Guide to Reporting Child Abuse and Neglect
April Sikes, Old Dominion University
Abstract
The process of reporting abuse can be challenging, traumatic, and at times, overwhelming. In order for school counselors to be effective helpers for children, it is essential that they know how to recognize and prevent child abuse and neglect. The purpose of this article is to provide professional school counselors with information they can use to assist in the identification, reporting, and prevention of child abuse and neglect.
Citation
Sikes, A. (2008). A school counselor’s guide to reporting child abuse and neglect. Journal of School Counseling, 6(25). Retrieved from http://www.jsc.montana.edu/articles/v6n25.pdf
Type of Article
Innovative Methods
Ideal to Real: Duties Performed by School Counselors
Dilani M. Perera-Diltz, Cleveland State University, and Kimberly L. Mason, University of New Orleans
Abstract
School counselors (n = 1,704) nationwide were surveyed to determine if the duties performed by them were aligned with the duties prescribed by the school counseling profession since the inception of the American School Counseling Association (ASCA) National Model in 2003. Differences were found based on participants having received ASCA National Model training, having teaching credentials, and working in states with mandates for school counseling.
Citation
Perera-Diltz, D. M., & Mason, K. L. (2008). Ideal to real: Duties performed by school counselors. Journal of School Counseling, 6(26). Retrieved from http://www.jsc.montana.edu/articles/v6n26.pdf
Type of Article
Theory & Research
Veronica Castro, University of Texas-Pan American, Michael B. Johnson, Georgia Highlands College, and Robert Smith, Texas A&M University-Corpus Christi
Abstract
School counselors are in a unique position to help at-risk students. Research indicates that teaching resiliency skills and emotional intelligence is a promising venture (Bernard, 1997; Chavkin & Gonzalez, 2000; Henderson & Milstein, 2002). Seventy identified at-risk seventh and eighth grade students enrolled in the Teen Leadership Program (Flippen Group, 2001) served as the population for this study. Initial analysis of the data did not reveal a difference between treatment and control groups. However, non-parametric tests indicate that the experimental group had a significant difference in office referrals. Findings and recommendations for future research are further elaborated in this study.
Citation
Castro, V., Johnson, M. B., & Smith, R. (2008). Self-reported resilient behaviors of seventh and eighth grade students enrolled in an emotional intelligence based program. Journal of School Counseling, 6(27). Retrieved from http://www.jsc.montana.edu/articles/v6n27.pdf
Type of Article
Theory & Research
Obsessive Compulsive Disorder and the School Counselor
Ellen C. Wertlieb, University of Pittsburgh School of Medicine
Abstract
The current article is designed to provide school counselors an understanding of obsessive-compulsive disorder (OCD). The causes, characteristics, and treatment approaches are presented with examples focusing on school-related issues. The article concludes with a discussion about the role that the school counselor can take in helping the child with OCD to have a successful school experience.
Citation
Wertlieb, E. C. (2008). Obsessive compulsive disorder and the school counselor. Journal of School Counseling, 6(28). Retrieved from http://www.jsc.montana.edu/articles/v6n28.pdf
Type of Article
Current Issues
