Articles 2009 (Volume 7)
Volume 7, Number 1:
Counseling Concerns of Gifted and Talented Adolescents: Implications for School Counselors
Susannah Wood, University of Iowa
Abstract
Gifted students may seek school counselors for help with concerns regarding various aspects of their gifted experience. The purpose of this study was to determine which counseling concerns are experienced by gifted students. While underachievement and identity were not reported to be concerns encountered by 153 participants enrolled in a summer residential program, they did report concerns tied to multipotentiality, social acceptance, perfectionism and fear of failure and over half reported they asked for help on some of the reported concerns they experienced. Findings from this study have implications for school counselors working with gifted students in the academic, career and personal/social domains.
Citation
Wood, S. (2009). Counseling concerns of gifted and talented adolescents: Implications for school counselors. Journal of School Counseling, 7(1). Retrieved from http://www.jsc.montana.edu/articles/v7n1.pdf
Type of Article
Theory and Research
Volume 7, Number 2:
The Effects of an Empathy Building Program on Bullying Behavior
Stacey Stanbury, Lander Valley High School, Lander, Wyoming, Mary Alice Bruce, University of Wyoming, Sachin Jain, University of Idaho, and John Stellern, University of Wyoming
Abstract
This article discusses the development, implementation, and effects of a middle school empathy building program that was designed to reduce bullying behavior. Results show that participants in the intervention group reported engaging in significantly less bullying behavior as compared to the control group, and the program was particularly effective for the female participants.
Citation
Stanbury, S., Bruce, M. A., Jain, S., & Stellern, J. (2009). The effects of an empathy building program on bullying behavior. Journal of School Counseling, 7(2). Retrieved from http://www.jsc.montana.edu/articles/v7n2.pdf
Type of Article
Theory and Research
Volume 7, Number 3:
Primary Transitions: How Elementary School Counselors Promote Optimal Transitions
Kelsey Augst, Hilburn Drive Elementary School, Raleigh, North Carolina, and Patrick Akos, University of North Carolina at Chapel Hill
Abstract
Early school transitions provide students with opportunities and challenges that will impact their academic and developmental pathways, but the role that the elementary school counselor can play in these transitions is often overlooked in school counseling literature. The transition into kindergarten and the transition from second to third grade are critical times where school counselors can support students. Practical recommendations, based upon research, for best practices are provided for elementary school counselors in order to support students and families as they transition into kindergarten and across second and third grades.
Citation
Augst, K., & Akos, P. (2009). Primary transitions: How elementary school counselors promote optimal transitions. Journal of School Counseling, 7(3). Retrieved from http://www.jsc.montana.edu/articles/v7n3.pdf
Type of Article
Innovative Methods
Volume 7, Number 4:
Transforming Internship: The Use of Contracts in School Counselor Education
Donna M. Gibson, University of South Carolina
Abstract
Integrating school counseling standards, models, and initiatives can be overwhelming to all individuals striving to conduct comprehensive developmental guidance programs. The research in this area indicates a gap between the school counseling intern's ability to connect their learning of these initiatives to actual practice. This article focuses on an assignment that requires interns to transform their internship experience by using a contract based on school counseling standards to demonstrate best practice in the profession.
Citation
Gibson, D. M. (2009). Transforming internship: The use of contracts in school counselor education. Journal of School Counseling, 7(4). Retrieved from http://www.jsc.montana.edu/articles/v7n4.pdf
Type of Article
Professional Development
Volume 7, Number 5:
A Solution-Focused Leadership Model: Examining Perceptions of Effective Counselor Leadership
Janet G. Froeschle and Susan Nix, West Texas A&M University
Abstract
As school leaders, counselors are in a unique position to form collaborative partnerships with principals and faculty while utilizing techniques that improve morale, school climate, and student development. In this qualitative study, school counselors, teachers, and principals were asked to reflect on counseling leadership styles perceived as effective. Themes emerged suggesting the following leadership paradigms: collaboration between school counselors, principals, and teachers; the implementation of solution- focused techniques; and a need for school counseling program improvements. Recommendations and procedures for implementing a new leadership model, solution- focused leadership, are included as based on this qualitative data.
Citation
Froeschle, J. G., & Nix, S. (2009). A solution-focused leadership model: Examining perceptions of effective counselor leadership. Journal of School Counseling, 7(5). Retrieved from http://www.jsc.montana.edu/articles/v7n5.pdf
Type of Article
Professional Development
Volume 7, Number 6:
A School Counseling Program’s Accountable Response to Adolescent Self-Mutilation
Julie Thatcher, Tarrell Awe Agahe Portman, and Anna M. Williams-Viviani, University of Iowa
Abstract
Self-mutilation is a prevalent concern, particularly for adolescents. School counseling programs can play an important role in the recognition, prevention, and intervention of self-mutilation. This study reviews current literature on adolescent self-mutilation, prevention, and treatment suggestions offered school counseling program personnel. Also included is a brief review of school counseling program accountability literature followed by suggestions for school counseling program implementation of prevention and intervention strategies which incorporate accountability components in order to further the research on school counseling programmatic best practices for adolescent self-mutilation.
Citation
Thatcher, J., Portman, T. A. A., & Williams-Viviani, A. M. (2009). A school counseling program’s accountable response to adolescent self-mutilation. Journal of School Counseling, 7(6). Retrieved from http://www.jsc.montana.edu/articles/v7n6.pdf
Type of Article
Theory and Research
Volume 7, Number 7:
Jennifer R. Curry, Louisiana State University, and B. Grant Hayes, University of Central Florida
Abstract
The ethical imperative for school counselors to intervene on behalf of marginalized students has been well documented. Lesbian, gay, bisexual, transgender, and questioning youth (LGBTQ) have been noted to be at increased risk for school dropout, truancy, lower school achievement, suicidal ideation and attempts, and depression. School counselors are in a unique position to foster the well-being of LGBTQ youth. This manuscript gives concrete strategies for intervening with LGBTQ youth through comprehensive school counseling programming.
Citation
Curry, J. R., & Hayes, B. G. (2009). Bolstering school based support by comprehensively addressing the needs of an invisible minority: Implications for professional school counselors. Journal of School Counseling, 7(7). Retrieved from http://www.jsc.montana.edu/articles/v7n7.pdf
Type of Article
Innovative Methods
Volume 7, Number 8:
Dispelling Seven Myths Concerning Latina/o Students: A Call to Action for School Counselors
Javier Cavazos Jr., University of Texas-Pan American, Alyssa G. Cavazos, Texas Christian University, and Maria G. Hinojosa and Marcos Silva, University of Texas-Pan American
Abstract
Research has illustrated that school counselors do not provide Latina/o students with sufficient information about higher education (Immerwahr, 2003; Zalaquett, 2005), high expectations (Martinez, 2003), and individual counseling and guidance (Vela Gude et al., in press). Because school counselors are supposed to play an important role in helping Latina/o students pursue higher education (Villalba, Akos, Keeter, & Ames, 2007), the current article identifies seven myths concerning a growing Latina/o population: (1) parents do not value education, (2) students do not value education, (3) low expectations do not exist, (4) students are receiving sufficient guidance, (5) perceived ability level is the most important factor in eventual academic achievement, (6) personal barriers are more detrimental than systemic barriers, and (7) students do not have the ability to adopt a futuristic orientation. Hopefully, this article will encourage school counselors to help Latina/o students by providing quality attention and advisement, high expectations, and information about higher education.
Citation
Cavazos, J. Jr., Cavazos, A. G., Hinojosa, M. G., & Silva, M. (2009). Dispelling seven myths concerning Latina/o students: A call to action for school counselors. Journal of School Counseling, 7(8). Retrieved from http://www.jsc.montana.edu/articles/v7n8.pdf
Type of Article
Current Issues
Volume 7, Number 9:
Charles R. McAdams III and Victoria A. Foster, The College of William & Mary, Kylie Dotson-Blake, East Carolina University, and Johnston M. Brendel, The College of William & Mary
Abstract
School counselors may be in the best position to identify troubled students and intervene before an act of school violence occurs. Current education literature challenges school counselors to expand their knowledge of social, environmental and family dynamics and the influences of those dynamics on student violence. This article will (a) introduce the structural elements of a family system (b) describe links between dysfunctional family structure and child aggression, (c) propose school-based strategies for working with students and their families that address the structural antecedents of aggression, and (d) underscore the feasibility and benefits of a systemic approach to violent students.
Citation
McAdams, C. R., III, Foster, V. A., Dotson-Blake, K., & Brendel, J. M. (2009). Dysfunctional family structures and aggression in children: A case for school-based, systemic approaches with violent students. Journal of School Counseling, 7(9). Retrieved from http://www.jsc.montana.edu/articles/v7n9.pdf
Type of Article
Innovative Methods
Volume 7, Number 10:
Michelle Perepiczka, Texas A&M University-Commerce
Abstract
Students in Disciplinary Alternative Education Programs (DAEPs) have a variety of behavior problems. School counselors in DAEPs have the opportunity to address emotional, academic, social, and behavioral concerns of these students. Counselors may use the strengths-based wellness paradigm as an alternative method of addressing students’ holistic needs while striving to follow the American School Counselor Association’s (2005) National Model. This article describes how to incorporate a 6 week wellness group counseling intervention into DAEPs with elementary students.
Citation
Perepiczka, M. (2009). Wellness-based group counseling with elementary students in disciplinary alternative education programs. Journal of School Counseling, 7(10). Retrieved from http://www.jsc.montana.edu/articles/v7n10.pdf
Type of Article
Innovative Methods
Volume 7, Number 11:
Duty to Warn and Protect Against Self-Destructive Behaviors and Interpersonal Violence
Danica G. Hays, Laurie M. Craigen, Jasmine Knight, Amanda Healey, and April Sikes, Old Dominion University
Abstract
Professional school counselors are likely to work with students who are experiencing mental health issues including self-injury, eating disorders, depression and suicidality, as well as those associated with dating violence and bullying. This paper discusses two key areas school counselors are encouraged to reflect upon in determining if there is a duty to warn and protect in these instances. Implications for school counselor practice are provided.
Citation
Hays, D. G., Craigen, L. M., Knight, J., Healey, A., & Sikes, A. (2009). Duty to warn and protect against self-destructive behaviors and interpersonal violence. Journal of School Counseling, 7(11). Retrieved from http://www.jsc.montana.edu/articles/v7n11.pdf
Type of Article
Current Issues
Volume 7, Number 12:
Examining Hispanic Counseling Students’ Worries: A Qualitative Approach
Javier Cavazos Jr., Victor I. Alvarado, Iliana Rodriguez, and John Robert Iruegas, University of Texas-Pan American
Abstract
This study examined the worries and concerns of 24 Hispanic counselors-in training. The four most reported worries were training and preparedness, non-counseling duties, finding a school counseling position, and effectiveness. Results indicate that although Hispanic counselors-in training are concerned about their effectiveness and competence as school counselors, they are also concerned about placement in a position that involves non-counseling (e.g., paperwork) duties. This study provides evidence for the continued need of advocacy for the school counseling profession.
Citation
Cavazos, J., Jr., Alvarado, V. I., Rodriguez, I., & Iruegas, J. R. (2009). Examining Hispanic counseling students’ worries: A qualitative approach. Journal of School Counseling, 7(12). Retrieved from http://www.jsc.montana.edu/articles/v7n12.pdf
Type of Article
Theory and Research
Volume 7, Number 13:
Identifying Exemplary School Counseling Practices in Nationally Recognized High Schools
Matthew Militello, North Carolina State, Raleigh, John Carey and Carey Dimmitt, University of Massachusetts at Amherst, Vivian Lee, College Board, and Jason Schweid, University of Massachusetts at Amherst
Abstract
The National Center for School Counseling Outcome Research (CSCOR) at the University of Massachusetts-Amherst studied exemplary practices of 18 high schools that received recognition for college preparation and placement in 2004 and 2005. Through interviews with key personnel at each of the high schools, the researchers generated a set of ten domains that characterize the work of the school counselor that seem to be related to improved student enrollment in post-secondary institutions.
Citation
Militello, M., Carey, J., Dimmitt, C., Lee, V., & Schweid, J. (2009). Identifying exemplary school counseling practices in nationally recognized high schools. Journal of School Counseling, 7(13). Retrieved from http://www.jsc.montana.edu/articles/v7n13.pdf
Type of Article
Theory and Research
Volume 7, Number 14:
Trish Hatch, T. Shelton, and Gerald Monk, San Diego State University
Abstract
Professional School Counselors (PSCs) are trained to be leaders in school reform, collaborators with other educators, and advocates for all students. While PSCs provide academic, career, and personal/social interventions for the student body as part of a comprehensive school counseling program the needs of students with disabilities are often excluded. This article demonstrates replicable strategies for including students with special needs in a comprehensive school counseling program. The school counseling graduate participants focused on students with high-incidence disabilities in a diverse, urban high school in San Diego, California.
Citation
Hatch, T., Shelton, T., & Monk, G. (2009). Making the invisible visible: School counselors empowering students with disabilities through self-advocacy training. Journal of School Counseling, 7(14). Retrieved from http://www.jsc.montana.edu/articles/v7n14.pdf
Type of Article
Innovative Methods
Volume 7, Number 15:
Johanna Nilsson, University of Missouri-Kansas City, Lynn Leonard, Shawnee Mission West High School, Overland Park, Kansas, Danah Barazanji, University of Missouri-Kansas City, Rachel Simone, Gillis Center, Kansas City, Missouri
Abstract
This study investigated 65 school counselors’ perception of classroom placement of twins and multiples. The results showed that most of the participants had twins and multiples in their schools, but that they were neither aware of their school district nor building´s policy regarding placement. Most participants supported early separation, already at preschool or kindergarten, and believed that separation would have a positive impact on the children’s development. However, over 70% reported having no training on issues associated with twins and multiples in school system. Implications for research and practice are addressed.
Citation
Nilsson, J., Leonard, L., Barazanji, D., & Simone, R. (2009). Placement of twins and multiples in the classroom: A brief survey of school counselors’ knowledge and attitudes. Journal of School Counseling, 7(15). Retrieved from http://www.jsc.montana.edu/articles/v7n15.pdf
Type of Article
Theory and Research
Volume 7, Number 16:
Professional Development Schools: A Model for Preparing School Counselor Trainees
Michael Brooks, University of Alabama at Birmingham, Sam Steen, George Washington University,Franklyn Williams, University of Central Florida
Abstract
This article discusses a training model, based on The Education Trust, The American School Counselor Association, and The Holmes Partnership, consisting of school counselor trainees completing their clinical experiences in a Professional Development School. A case study demonstrating the role of the school counselor is presented along with implications for counselor educators.
Citation
Brooks, M., Steen, S., & Williams, F. (2009). Professional development schools: A model for preparing school counselor trainees. Journal of School Counseling, 7(16). Retrieved from http://www.jsc.montana.edu/articles/v7n16.pdf
Type of Article
Professional Development
Post-Training Needs of Urban High School Counselors: Implications for Counselor Training Programs
Delila Owens, Francesca Pernice-Duca, and Diana Thomas, Wayne State University
Abstract
In this study, the post-training needs of urban high school counselors were explored. A total of 55 high school counselors completed a questionnaire. The counselors emphasized the necessity of supplemental training for properly conducting youth drop-out and violence prevention programs, effective services for underachieving students who consistently earn low-to-failing grades, and needs assessments analysis. Implications for counselor education training programs are discussed.
Citation
Owens, D., Pernice-Duca, F., & Thomas, D. (2009). Post-training needs of urban high school counselors: Implications for counselor training programs. Journal of School Counseling, 7(17). Retrieved from http://www.jsc.montana.edu/articles/v7n17.pdf
Type of Article
Professional Development
School Counselors’ Role in Dating Violence Intervention
Laurie M. Craigen, April Sikes, Amanda Healey, and Danica Hays, Old Dominion University
Abstract
Dating violence among adolescents is a major public health concern. The purpose of this paper is to examine five factors of which school counselors must be aware in order to recognize, intervene, and report incidence of dating violence. These factors are (a) understanding the diverse definitions of dating violence, (b) recognizing dating violence indicators, (c) having knowledge of the peer influences related to dating violence, (d) understanding the process of the disclosure of dating violence, and (e) various ethical considerations related to dating violence. Also included in this paper are future implications for school counselors.
Citation
Craigen, L. M., Sikes, A., Healey, A., & Hays, D. (2009). School counselors’ role in dating violence intervention. Journal of School Counseling, 7(18). Retrieved from http://www.jsc.montana.edu/articles/v7n18.pdf
Type of Article
Current Issues
The School Counselor as Grant Writer
Debbie Vernon, Hudson Middle School, Hudson, Ohio, and John S. (Steve) Rainey, Kent State University
Abstract
An important role for school counselors is that of advocate for resources. Grant writing is one way in which school counselors can secure financial resources to develop and maintain school counseling programs. An outline of the grant writing process is provided along with strategies for implementation, potential benefits and challenges, followed by a discussion of next steps as school counselors explore the world of grant funding. Recommendations for school counselor education programs are also presented.
Citation
Vernon, D., & Rainey, J. S. (2009). The school counselor as grant writer. Journal of School Counseling, 7(19). Retrieved from http://www.jsc.montana.edu/articles/v7n19.pdf
Type of Article
Professional Development
School Counselors’ Adoption of Brief Counseling: The Diffusion of an Innovative Practice
John M. Littrell and Laurie Carlson, Colorado State University
Abstract
Brief counseling has emerged as an innovation in the field of school counseling. This study examined the factors that promote and impede the adoption of such innovation. Everett Rogers’ diffusion of innovation model provided the framework for the survey examining counselors’ knowledge, application skills, and actual use of brief counseling. The study investigated how counselors’ readiness to adopt innovation, the characteristics of brief counseling, and the counselors’ social networks and activities influenced the adoption of brief counseling. Implications for the professional development and continuing education of professional school counselors are discussed.
Citation
Littrell, J. M., & Carlson, L. (2009). School counselors’ adoption of brief counseling: The diffusion of an innovative practice. Journal of School Counseling, 7(20). Retrieved from http://www.jsc.montana.edu/articles/v7n20.pdf
Type of Article
Theory and Research
Julia Bryan, The College of William and Mary, Cheryl Moore-Thomas, Loyola College in Maryland, Norma L. Day-Vines, The Virginia Polytechnic Institute, Cheryl Holcomb-McCoy, University of Maryland at College Park, and Natasha Mitchell, Prince George’s County Public Schools
Abstract
Data from the National Education Longitudinal Study of 1988-2000 (NELS: 88) were used to examine the characteristics of students who see their school counselor about general, academic, career, and academic issues. Study results indicated that overall, school counselors were more likely to have contact with students who are identified as at-risk for school failure. Implications for future school counseling research are discussed.
Citation
Bryan, J., Moore-Thomas, C., Day-Vines, N. L., Holcomb-McCoy, C., & Mitchell, N. (2009). Characteristics of students who receive school counseling services: Implications for practice and research. Journal of School Counseling, 7(21). Retrieved from http://www.jsc.montana.edu/articles/v7n21.pdf
Type of Article
Theory and Research
David L. Olguin and Jeanmarie Keim, University of New Mexico
Abstract
The New Mexico Next Step Plan, a postsecondary career transition plan for grades 8 through 12, aims to enhance relationships between all educational stakeholders: students, parents/caregivers, community, and administrators. These stakeholder relationships are intended to close the achievement gap among all students, in particular, ethnic youth. Professional school counselors need to lead this charge. Qualitative feedback from a survey and a compliance audit demonstrate how the school counseling curriculum can utilize stakeholders in career development activities to promote students’ academic success.
Citation
Olguin, D. L., & Keim, J. (2009). Using stakeholders as career bridges to advance students’ academic performance: How would you like your stake? Journal of School Counseling, 7(22). Retrieved from http://www.jsc.montana.edu/articles/v7n22.pdf
Type of Article
Theory and Research
Rachelle Pérusse, Lukas Kailimang, and Megan Krell, University of Connecticut
Abstract
School counselors are charged with helping students in the personal/social, academic, and career development domains. Obesity creates adverse educational outcomes for students along these three domains, suggesting an obesity achievement gap. Thus, school counselors can benefit from knowing which interventions have been shown to be successful in working with students who are overweight. This article presents school counselors with five empirically-based interventions to confront obesity in their schools: Student Media Awareness to Reduce Television (SMART), Dance for Health, Planet Health, Stanford Health Heart Program, and PE4Life. The specific role that school counselors can assume to help implement these interventions is also reviewed.
Citation
Pérusse, R., Kailimang, L., & Krell, M. (2009). Closing the obesity achievement gap: Evidence-based practices that school counselors can help implement. Journal of School Counseling, 7(23). Retrieved from http://www.jsc.montana.edu/articles/v7n23.pdf
Type of Article
Innovative Methods
Systemic Interventions With Alternative School Students: Engaging the Omega Children
Elizabeth R. O’Brien, University of Tennessee Chattanooga, and Jennifer R. Curry, Louisiana State University
Abstract
Alternative school placement continues to be a final option for many students who have experienced ongoing academic and behavioral difficulties. As the majority of these students tend to be at-risk for school failure and truancy, it is critical that during alternative school placement opportunities are afforded to reconnect or engage these youth. This article explores options for increasing multisystemic engagement and support for students in alternative school placements.
Citation
O’Brien, E. R., & Curry, J. R. (2009). Systemic interventions With alternative school students: Engaging the omega children. Journal of School Counseling, 7(24). Retrieved from http://www.jsc.montana.edu/articles/v7n24.pdf
Type of Article
Innovative Methods
How Service Learning Addresses the Mental Health Needs of Students in Urban Schools
Felicia L. Wilczenski and Amy L. Cook, University of Massachusetts Boston
Abstract
Service learning promotes social-emotional and academic development through active engagement in community activities. It empowers students to think beyond themselves and to develop a commitment to serve others. In so doing, service learning builds connections with school and community that are critically important in urban settings. This paper links key components of effective mental health programs in urban schools with service learning.
Citation
Wilczenski, F. L., & Cook, A. L. (2009). How service learning addresses the mental health needs of students in urban schools. Journal of School Counseling, 7(25). Retrieved from http://www.jsc.montana.edu/articles/v7n25.pdf
Type of Article
Current Issues
Marianne E. Connolly, Johns Hopkins University, and Eric J. Green, The Chicago School of Professional Psychology
Abstract
Parental divorce has become increasingly common for large numbers of families in schools (Lamden, King, & Goldman, 2002). This article addresses the effects of divorce on children and protective factors supporting their adjustment. Evidence-based interventions for children of divorce in elementary school counseling programs are discussed. School-based consultation, the Children of Divorce Intervention Program, and the Children’s Support Group are three evidence-based practices described. Implications for schools counselors are provided to help integrate research findings and practice.
Citation
Connolly, M. E., & Green, E. J. (2009). Evidence-based counseling interventions with children of divorce: Implications for elementary school counselors. Journal of School Counseling, 7(26). Retrieved from http://www.jsc.montana.edu/articles/v7n26.pdf
Type of Article
Innovative Methods
Asian Indian Students: Moving Beyond Myths and Adopting Effective Practices
Sejal B. Parikh, University of North Florida
Abstract
This article describes the Asian Indian population and how the myth of the model minority can influence students’ access to support services. It is important for school counselors to understand how this minority group experiences stressors related to academics, career decision making, and personal/social development. Effective interventions and strategies for working with Asian Indian students and their families are discussed.
Citation
Parikh, S. (2009). Asian Indian students: Moving beyond myths and adopting effective practices. Journal of School Counseling, 7(27). Retrieved from http://www.jsc.montana.edu/articles/v7n27.pdf
Type of Article
Innovative Methods
ASCA Ethical Standards and the Relevance of Eastern Ethical Theories
Amy L. Cook, University of Massachusetts Boston, and Rick A. Houser, University of Alabama
Abstract
As schools become increasingly diverse through immigration and growth of minority groups, it is important that school counselors incorporate culturally sensitive ethical decision-making in their practice. The use of Western ethical theories in the application of professional codes of ethics provides a specific perspective in ethical decision-making, but may not provide school counselors with a broad cultural perspective. We discuss the use of Eastern theories of ethics (Taoism and Hinduism) and their relevance to the ASCA Ethical Standards for School Counselors to inform school counselors’ work with Asian immigrant students.
Citation
Cook, A. L., & Houser, R. A. (2009). ASCA ethical standards and the relevance of Eastern ethical theories. Journal of School Counseling, 7(28). Retrieved from http://www.jsc.montana.edu/articles/v7n28.pdf
Type of Article
Current Issues
The Enigma of Bipolar Disorder in Children and Adolescents
Gregory T. Hatchett, Northern Kentucky University
Abstract
In the past decade, there has been a proliferation in the number of children and adolescents diagnosed with bipolar disorder. Except in rare cases, the young people who receive this diagnosis do not meet the strict diagnostic criteria for bipolar disorder I or II in the DSM-IV-TR. Many pediatric psychiatrists insist there are important development differences in the manifestation of bipolar disorder in childhood and adolescence. In place of clear-cut episodes of mania/hypomania and depression, they argue that younger people with the disorder experience chronic irritability, aggressive behavior, impulsivity, extremely rapid mood swings, hyperactivity, and severe temper tantrums. Given that many of the young people pose special challenges to the school system, the purpose of this article is to update school counselors on this controversial expansion of the diagnosis and treatment of bipolar disorder among children and adolescents.
Citation
Hatchett, G. T. (2009). The enigma of bipolar disorder in children and adolescents. Journal of School Counseling, 7(29). Retrieved from http://www.jsc.montana.edu/articles/v7n29.pdf
Type of Article
Current Issues
Effectiveness of School Counselor Supervision With Trainees Utilizing the ASCA Model
Colette Blakely, Lee A. Underwood, and Mark Rehfuss, Regent University
Abstract
This study sought to determine if differences existed in the supervision of school counselors in Traditional school counseling programs versus Recognized ASCA Model Programs (RAMP). The findings indicated that there are significant differences between Traditional counseling supervisors and RAMP counseling supervisors across all supervisory activities. In addition, it was found that the school counseling supervisors involved in RAMP had more years of work experience than supervisors in Traditional programs. Implications of these findings for school counseling theory, research and practice are also discussed.
Citation
Blakely, C., Underwood, L. A. & Rehfuss, M. (2009). Effectiveness of school counselor supervision with trainees utilizing the ASCA Model. Journal of School Counseling, 7(30). Retrieved from http://www.jsc.montana.edu/articles/v7n30.pdf
Type of Article
Theory and Research
Franciene S. Sabens, Chester High School, Chester, Illinois, and Brett Zyromski, Southern Illinois University Carbondale
Abstract
The No Child Left Behind (NCLB) Act contains numerous implications for school counselors, but the affects of NCLB on school counselors’ roles and identities has not been thoroughly explored. Further, ways comprehensive school counseling programs and school counselors can thrive while striving to meet the goals of NCLB have been ignored in previous research. Therefore, in this manuscript, the school counseling related facets of NCLB were presented, school counselors’ roles according to the legislation were discussed, and empirically supported school counseling interventions available for meeting the goals of NCLB were highlighted. Implications for practicing school counselors concluded the manuscript.
Citation
Sabens, F. S., & Zyromski, B. (2009). Aligning school counselors, comprehensive school counseling programs, and the No Child Left Behind Act of 2001. Journal of School Counseling, 7(31). Retrieved from http://www.jsc.montana.edu/articles/v7n31.pdf
Type of Article
Innovative Methods
Gail Uellendahl, Diana Stephens, and Lisa Buono, California Lutheran University, and Rolla Lewis, California State University, East Bay
Abstract
The need for greater accountability in school counseling practice is widely accepted within the profession. However, there are obstacles to making accountability efforts common practice among all school counselors. The Support Personnel Accountability Report Card (SPARC) is a tool that can be used to encourage and support these efforts. In this study, 146 SPARC participants were surveyed to determine the impact of their participation in the SPARC application process. Results indicate that participation led to an increased use of student outcomes data for program improvement, increased awareness about student support programs among stakeholders, and increased action research activities.
Citation
Uellendahl, G., Stephens, D., Buono, L., & Lewis, R. (2009). Support Personnel Accountability Report Card (SPARC): A measure to support school counselor accountability efforts. Journal of School Counseling, 7(32). Retrieved from http://www.jsc.montana.edu/articles/v7n32.pdf
Type of Article
Theory and Research
Emergence of National School Counseling Models: Views From the United States and Turkey
Bengü Ergüner-Tekinalp and Wade Leuwerke, Drake University, and Şerife Terzi, Gazi University
Abstract
School counseling in Turkey and the United States has progressed on different historical paths. The two countries also have distinct cultures. This article reviews the historical development of the profession in both countries and specifically examines efforts to develop and implement broad national models based on a comprehensive developmental school counseling (CDSC) program. Challenges impeding further advancement of the profession in both countries are examined. Comparison of cross-cultural challenges will inform and support practitioners in both countries striving to implement national models based on CDSC programs.
Citation
Ergüner-Tekinalp, B., Leuwerke, W., & Terzi, Ş. (2009). Emergence of national school counseling models: Views from the United States and Turkey. Journal of School Counseling, 7(33). Retrieved from http://www.jsc.montana.edu/articles/v7n33.pdf
Type of Article
Professional Development
Grief Counseling Groups for Adolescents Based on Re-Membering Practices
Stephanie Granados, VITAS Innovative Hospice Care, John Winslade, California State University San Bernardino, and Megan De Witt and Lorraine Hedtke, VITAS Innovative Hospice Care
Abstract
Focusing on “re-membering” practices is new to grief counseling. Traditional approaches to grief counseling are guided by the concepts of stages or tasks, usually to move the person toward accepting the reality of loss and to “say goodbye” to their deceased loved one. This alternative approach to grief counseling, driven by social constructionism and the narrative perspective, works to keep dead loved ones close and their voices alive. Here the process of a grief counseling group for students at middle and high school levels based on these principles is outlined along with some preliminary responses from participants.
Citation
Granados, S., Winslade, J., De Witt, M., & Hedtke, L. (2009). Grief counseling groups for adolescents based on re-membering practices. Journal of School Counseling, 7(34). Retrieved from http://www.jsc.montana.edu/articles/v7n34.pdf
Type of Article
Innovative Methods
Creative Approaches to Serving LGBTQ Youth in Schools
Dennis A. Frank, II, Roosevelt University, and Edward P. Cannon, University of Colorado, Denver
Abstract
The psychological, social, and emotional needs of lesbian, gay, bisexual, transgender, and questioning youth often go unmet in schools. These students may be “out and proud” or they may be silent and invisible; either way, providing effective services to them creates unique challenges for professional school counselors. Providing direct services in schools may be difficult; therefore, indirect methods may create a more hospitable environment for LGBTQ youth. It is the purpose of this article to offer a better understanding of the complexities that sexual minority youth deal with in schools and to offer school counselors and others working in the school environment creative ways to work with LGBTQ students.
Citation
Frank, D. A., II, & Cannon, E. P. (2009). Creative approaches to serving LGBTQ youth in schools. Journal of School Counseling, 7(35). Retrieved from http://www.jsc.montana.edu/articles/v7n35.pdf
Type of Article
Current Issues
Cynthia Walley, Hunter College, and Tim Grothaus and Laurie Craigen, Old Dominion University
Abstract
With the array of challenges facing today’s youth, school counselors are in a unique position to recognize and respond to the diverse mental health needs of students. After a brief examination of the challenges and some promising responses, this article will consider the use of advocacy, collaboration, and professional development to aid school counselors in utilizing culturally responsive efforts to promote mental health and assist with the amelioration of student mental health concerns.
Citation
Walley, C., Grothaus, T., & Craigen, L. (2009). Confusion, crisis, and opportunity: Professional school counselors’ role in responding to student mental health issues. Journal of School Counseling, 7(36). Retrieved from http://www.jsc.montana.edu/articles/v7n36.pdf
Type of Article
Current Issues
Dawn M. Romano and Louis V. Paradise, University of New Orleans, and Eric J. Green, The Chicago School of Professional Psychology
Abstract
Questions have arisen regarding counselor’s capabilities in assisting students with special needs (Milsom & Akos, 2003; Studer & Quigney, 2005). This study examined school counselors’ training and attitudes toward providing services to students with learning disabilities who qualified for services only under Section 504 of the Rehabilitation Act. The results indicated that although counselors strongly support providing services to students with special needs, those who lack educational experience reported feeling unprepared to implement specialized services. These findings suggest that school counselors would benefit from additional training when counseling students with learning disabilities. Implications for school counselor educators are provided.
Citation
Romano, D. M., Paradise, L. V., & Green, E. J. (2009). School counselors’ attitudes towards providing services to students receiving Section 504 classroom accommodations: Implications for school counselor educators. Journal of School Counseling, 7(37). Retrieved from http://www.jsc.montana.edu/articles/v7n37.pdf
Type of Article
Theory and Research
Rebecca A. Newgent, Karyl L. Lounsbery, Elizabeth A. Keller, Crystal R. Baker, Timothy A. Cavell, and Erica M. Boughfman, University of Arkansas
Abstract
Differential perceptions among students, parents, and school personnel in relation to peer victimization were examined. Data were collected at three time points. Students reported lower overall levels of peer victimization at Time 1 than did parents and lower levels of verbal victimization than did teachers. Students reported victimization declined significantly after the transition to middle school. Implications for prevention and intervention by school counselors are provided.
Citation
Newgent, R. A., Lounsbery, K. L., Keller, E. A., Baker, C. R., Cavell, T. A., & Boughfman, E. M. (2009). Differential perceptions of bullying in the schools: A comparison of student, parent, teacher, school counselor, and principal reports. Journal of School Counseling, 7(38). Retrieved from http://www.jsc.montana.edu/articles/v7n38.pdf
Type of Article
Theory and Research
Anger in Middle School: The Solving Problems Together Model
Kimberly R. Hall, Jeri L. Rushing, and Rachel B. Owens, Mississippi State University
Abstract
Problem-focused interventions are considered to be one of the most effective group counseling strategies with adolescents. This article describes a problem-focused group counseling model, Solving Problems Together (SPT), with a small group of adolescent African American boys struggling with anger management. Adapted from the teaching philosophy of problem-based learning, SPT provides students with the opportunity to work toward positive solutions for managing their anger, while simultaneously helping them to increase their critical thinking and problem-solving skills. Disciplinary referrals related to anger and violent behavior decreased significantly after completion of the group experience.
Citation
Hall, K. R., Rushing, J. L., & Owens, R. B. (2009). Anger in middle school: The solving problems together model. Journal of School Counseling, 7(39). Retrieved from http://www.jsc.montana.edu/articles/v7n39.pdf
Type of Article
Innovative Methods
Children of Incarcerated Parents: Implications for School Counselors
Priscilla Petsch and Aaron B. Rochlen, University of Texas at Austin
Abstract
The recent increase in prison populations has given rise to an unprecedented number of children in the school system with incarcerated parents. To cope with stressors before, during, or after parents’ incarceration, children can exhibit a range of problematic and maladaptive behaviors. This article explores the negative behaviors these children can exhibit during various stages of their parents’ incarceration and the implications of such behaviors in school and learning environments. In addition, the paper argues for the critical role counselors can have in providing relevant therapeutic interventions, reducing stigma of incarceration in the schools, and integrating community resources.
Citation
Petsch, P., & Rochlen, A. B. (2009). Children of incarcerated parents: Implications for school counselors. Journal of School Counseling, 7(40). Retrieved from http://www.jsc.montana.edu/articles/v7n40.pdf
Type of Article
Current Issues
Factors Affecting Drug Abuse in Adolescent Females in Rural Communities
Susan L. Renes and Anthony T. Strange, University of Alaska Fairbanks
Abstract
This article explores factors influencing adolescent female substance use in rural communities. Self-reported data gathered from females 12 to 15 years of age in two northwestern communities in the United States showed an association among gender identity, peer and parental relationships, and substance use. Aggressive masculinity had the strongest association with substance use while peer attachment and parent attachment offered some protection. Study findings suggest that early adolescent females exhibiting aggressive behavior are at higher risk for substance use. Along with students who have little parent or peer support, this group represents a target for personal/social development programs that could be implemented by school counselors.
Citation
Renes, S. L., & Strange, A. T. (2009). Factors affecting drug abuse in adolescent females in rural communities. Journal of School Counseling, 7(41). Retrieved from http://www.jsc.montana.edu/articles/v7n41.pdf
Type of Article
Theory and Research
An Adlerian Alliance Supervisory Model for School Counseling
James M. Devlin, Seattle Pacific University, and Robert L. Smith and Christine A. Ward, Texas A&M University-Corpus Christi
Abstract
A theoretical framework is presented describing the integration of the Working Alliance and Adlerian Supervision. An Adlerian Alliance Supervisory Model (AASM) is presented as a supervisory approach that infuses the standards of the American School Counselor Association’s National Model. Components considered being essential parts of the AASM: The Supervisory Working Alliance, Adlerian Supervision, and the ASCA National Model are presented. A case study illustrates the use of the AASM applied within a school counseling setting. Implications for counselor education and supervision and school counseling are provided.
Citation
Devlin, J. M., Smith, R. L., & Ward, C. A. (2009). An Adlerian alliance supervisory model for school counseling. Journal of School Counseling, 7(42). Retrieved from http://www.jsc.montana.edu/articles/v7n42.pdf
Type of Article
Professional Development
Addressing the Needs of Substance Abusing Adolescents: A Guide for Professional School Counselors
April Sikes, Southern Arkansas University, and Rebekah F. Cole, Rebecca McBride, Angela Fusco, and Justin Lauka, Old Dominion University
Abstract
As individuals with multiple needs, substance abusing adolescents may seek the support and assistance of school counselors. The purpose of this article is to provide professional school counselors with information they can use to assist students with substance abuse issues. Specifically, this article examines (a) complexity of addressing substance abuse in schools, (b) recognizing and assessing adolescent substance abuse, (c) adolescent substance abuse prevention and intervention, and (d) collaboration with teachers and community stakeholders.
Citation
Sikes, A., Cole, R. F., McBride, R., Fusco, A., & Lauka, J. (2009). Addressing the needs of substance abusing adolescents: A guide for professional school counselors. Journal of School Counseling, 7(43). Retrieved from http://www.jsc.montana.edu/articles/v7n43.pdf
Type of Article
Current Issues
