Articles 2010 (Volume 8)
Volume 8, Number 1:
Juneau Mahan Gary, Kean University
Abstract
The impact, incidence, prevalence, and severity of violence and trauma adversely affect students academically, behaviorally, emotionally, and socially. For students residing in geographically isolated or self-sequestered communities, trauma may be exacerbated when school counselors may be unprepared to respond effectively and timely because prevention and intervention options might be limited. Barriers to preparedness may be related to geographic, financial, cultural, religious, psychological, or linguistic reasons. This paper describes how a free, online repository of pre-screened crisis-specific counseling and guidance resources could be useful in supporting students' resiliency in geographically isolated or self-sequestered communities.
Citation
Gary, J. M. (2010). A mouse click away: Internet resources for students in crisis in geographically isolated or self-sequestered communities. Journal of School Counseling, 8(1). Retrieved from http://www.jsc.montana.edu/articles/v8n1.pdf
Type of Article
Current Issues
Volume 8, Number 2:
Kelly Schaeffer, Washington High School, Pensacola, FL, Patrick Akos, University of North Carolina at Chapel Hill, and Jennifer Barrow, Doctoral Student, North Carolina State University
Abstract
Data indicate that minority students, economically disadvantaged students, and first-generation students are underrepresented in four-year colleges. Contemporary models encourage school counselors to act as advocates in their schools while addressing inequities and promoting the college access of underrepresented groups of students. This phenomenological study explored the definition and practice of high school counselor advocacy as it relates specifically to increasing access for students traditionally underrepresented in four-year colleges. Results indicate a priority and value of school counselor advocacy, however participants also emphasize challenges to advocacy that lie in their schools, communities, and even in the school counselors themselves.
Citation
Schaeffer, K., Akos, P., & Barrow, J. (2010). A phenomenological study of high school counselor advocacy as it relates to the college access of underrepresented students. Journal of School Counseling, 8(2). Retrieved from http://www.jsc.montana.edu/articles/v8n2.pdf
Type of Article
Theory and Research
Volume 8, Number 3:
Educating Future School Principals Regarding the Role of Professional School Counselors
Nancy M. Bringman, California State University, Bakersfield, Sunny M. Mueller, Walter Stiern Middle School, Bakersfield, California, and Sang Min Lee, Korea University, Seoul, South Korea
Abstract
In this study, the effects of an intervention designed to educate future school principals regarding the role of professional school counselors was examined. After a brief face-to-face presentation covering the ASCA National Model, future principals rated scheduling-registration, enforcement of school policies and rules, discipline, and administrative duties as less appropriate, and interpreting student records/test results as a more appropriate school counselor activity. Implications of the findings for school counselors and counselor educators are presented.
Citation
Bringman, N. M., Mueller, S. M., & Lee, S. M. (2010). Educating future school principals regarding the role of professional school counselors. Journal of School Counseling, 8(3). Retrieved from http://www.jsc.montana.edu/articles/v8n3.pdf
Type of Article
Theory and Research
Volume 8, Number 4:
Blaire Cholewa, Kean University, and Sondra Smith-Adcock and Ellen Amatea, University of Florida
Abstract
Elementary school counselors are often expected to intervene when students are disruptive. This article describes four evidence-based programs that have been shown to be highly effective in changing children’s disruptive behavior. The success of these programs rests on the involvement of both parents and teachers in developing a collaborative approach to managing children’s behavior. These four programs were evaluated in terms of their feasibility of implementation by school counselors and other school personnel, their substantiated effectiveness with diverse populations, and their accessibility and ease of use.
Citation
Cholewa, B., Smith-Adcock, S., & Amatea, E. (2010). Decreasing elementary school children’s disruptive behaviors: A review of four evidence-based programs for school counselors. Journal of School Counseling, 8(4). Retrieved from http://www.jsc.montana.edu/articles/v8n4.pdf
Type of Article
Innovative Methods
Volume 8, Number 5:
Factors That Influence Pre-Service Administrators’ Views of Appropriate School Counselor Duties
Kimberly L. Mason, University of New Orleans, and Dilani M. Perera-Diltz, Cleveland State University
Abstract
This study surveyed pre-service administrative internship students (N = 61) at an urban Midwestern state university to explore factors that influence duties assigned to school counselors at the elementary, middle, and high school levels. Results indicated variation in duties assigned by pre-service administrators based on school building level. Significant relationships were present between duties assigned to school counselors and methods of learning about the duties by pre-administrators, as well as duties assigned and the pre-service administrator’s personal experience with school counseling services. Specifically, all methods of learning and personal experience influenced duties recommended for high school counselors; and field service experience and an inability to pinpoint how learning occurred were influential in duty assignment at the middle school level. Implications for school counselors and counselor educators are provided.
Citation
Mason, K. L., & Perera-Diltz, D. M. (2010). Factors that influence pre-service administrators’ views of appropriate school counselor duties. Journal of School Counseling, 8(5). Retrieved from http://www.jsc.montana.edu/articles/v8n5.pdf
Type of Article
Theory and Research
Volume 8, Number 6:
Catherine L. Packer-Williams, Michelle L. Jay, and Kathy M. Evans, University of South Carolina
Abstract
This study explores the contextual factors that influence a school counselor’s decision to actively integrate multicultural diversity in his/her work. Through using the Integrating Multicultural Diversity Questionnaire (IMDQ) the effectiveness of multicultural diversity training, the types of multicultural diversity practices that are used with frequency and the challenges experienced and/or anticipated in integrating multicultural diversity practices in educational settings are investigated. Results indicate a significant number of participants do not daily integrate multicultural diversity practices because of a reported lack of skills and support as well as ineffectual pre-service multicultural diversity training.
Citation
Packer-Williams, C. L., Jay, M. L., & Evans, K. M. (2010). Understanding the contextual factors that influence school counselors’ multicultural diversity integration practices. Journal of School Counseling, 8(6). Retrieved from http://www.jsc.montana.edu/articles/v8n6.pdf
Type of Article
Theory and Research
Volume 8, Number 7:
Max Lencl and Julia Matuga, Bowling Green State University
Abstract
The current study investigated the relationship between adolescent bullying behaviors and early adulthood depression. 305 education majors were given the Zung (1965) self-rating depression scale and a bullying survey containing four descriptions of bullying behavior ( Victim, Bully, Non-involved, Victim/Bully) from which they were asked to select the one which best described their behavior between grades 7-9. Using ANOVA, significant differences were found between groups: the bully-victims had the highest mean depression score (N=29; 39), then the victims (N=41; 38.8), and lastly the non-involved group (N=233; 34.5). The bully-victims revealed the most severe depression. Implications for school professionals are discussed.
Citation
Lencl, M., & Matuga, J. (2010). The lifetime bully: Investigating the relationship between adolescent bullying and depression in early adulthood. Journal of School Counseling, 8(7). Retrieved from http://www.jsc.montana.edu/articles/v8n7.pdf
Type of Article
Theory and Research
Volume 8, Number 8:
A Collaborative Approach to Evaluating Well-Being in the Middle School Setting
Tammy D. Gilligan, Michele Kielty Briggs, A. Renee Staton, and Kenn E. Barron, James Madison University
Abstract
The benefits of a strength-based approach to working with children and adolescents are clearly indicated in the literature while Strengths-Based School Counseling embraces the positive development of students and learning environments. An interdisciplinary research team formed a partnership with a middle school community to intentionally investigate school climate, life satisfaction, wellness, and student motivation in order to promote positive development and overall well being of middle school students. Students rated moderate to high levels of satisfaction, perceptions of school climate, and overall wellness. Differences in grade levels were indicated. Implications for interdisciplinary teams, evaluation methods, and recommendations to support student wellness are offered.
Citation
Gilligan, T. D., Briggs, M. K., Staton, A. R., & Barron, K. E. (2010). A collaborative approach to evaluating well-being in the middle school setting. Journal of School Counseling, 8(8). Retrieved from http://www.jsc.montana.edu/articles/v8n8.pdf
Type of Article
Theory and Research
Volume 8, Number 9:
School Counselors Connecting the Dots Between Disruptive Classroom Behavior and Youth Self-Concept
Markus P. Bidell, Hunter College of the City University of New York, and Robert E. Deacon, Albuquerque, New Mexico
Abstract
Students exhibiting emotional and behavioral problems in the classroom can significantly impact the learning environment and often are referred to school counselors. The purpose of this study was to evaluate the relationship between high school students’ self-concept and disruptive classroom behaviors (DCB). High school students (N = 92) exhibiting DCB were compared with non-disruptive students using the Self-Description Questionnaire II to assess self-concept. High school students exhibiting DCB reported significantly lower levels of self-concept compared to their non-disruptive peers. Only non-academic aspects of self-concept were significantly lower in students displaying DCB. Findings are discussed within a broader paradigm shift advocating school counseling interventions based on the ASCA National Model® to support student self-concept and reduce DCB before such behaviors escalate to clinical levels and delinquency.
Citation
Bidell, M. P., & Deacon, R. E. (2010). School counselors connecting the dots between disruptive classroom behavior and youth self-concept. Journal of School Counseling, 8(9). Retrieved from http://www.jsc.montana.edu/articles/v8n9.pdf
Type of Article
Theory and Research
Volume 8, Number 10:
Sara M. Fier, Southwest Minnesota State University, and Lynda G. Brzezinski, Winona State University
Abstract
The transition from high school to college is challenging for many students. In addition to the typical challenges faced by students starting college, students with previously diagnosed psychiatric disabilities have illness-related challenges to face as they transition to college. This article provides information on the current state of concerns related to psychiatric disabilities among college students, as well as the developmental and transition factors that place college students at risk. Finally, the role of school counselors and ways they can help facilitate the transition to college for students with psychiatric disabilities are outlined.
Citation
Fier, S. M., & Brzezinski, L. G. (2010). Facilitating the high school-to-college transition for students with psychiatric disabilities: Information and strategies or school counselors. Journal of School Counseling, 8(10). Retrieved from http://www.jsc.montana.edu/articles/v8n10.pdf
Type of Article
Current Issues
Volume 8, Number 11:
The Impact of Rational Emotive Behavior Therapy on Teacher Efficacy and Student Achievement
Jeffrey M. Warren, North Carolina State University
Abstract
This literature review explores the potential impact of Rational Emotive Behavior Therapy (REBT) on teacher efficacy and student achievement. Research conducted to date, focusing on increasing teacher efficacy and student achievement, has produced mixed results. Teachers continue to think, emote, and behave in unhelpful ways. REBT appears to provide a supportive framework for increasing teacher efficacy and potentially student achievement. School counselors can play a vital role in the dissemination of REBT through professional development. Research findings and theoretical implications are discussed.
Citation
Warren, J. M. (2010). The impact of rational emotive behavior therapy on teacher efficacy and student achievement. Journal of School Counseling, 8(11). Retrieved from http://www.jsc.montana.edu/articles/v8n11.pdf
Type of Article
Theory and Research
Being Mexican: Strengths and Challenges of Mexican-Origin Adolescents
Krista M. Malott, Villanova University
Abstract
This article provides outcomes of a qualitative inquiry with 20 adolescents of Mexican origin, all of whom have lived in the United States at least two years. Questions addressed the perceived strengths and challenges related to the participants’ ethnic heritage. Findings indicated the greatest perceived challenge was discrimination. Strengths were identified as pride in one’s heritage and the ability to overcome difficulties and to respond effectively to discrimination. Suggestions for applying findings to school counselor practices are provided.
Citation
Malott, K. M. (2010). Being Mexican: Strengths and challenges of Mexican-origin adolescents. Journal of School Counseling, 8(12). Retrieved from http://www.jsc.montana.edu/articles/v8n12.pdf
Type of Article
Current Issues
School Counselor Collaboration with Language Interpreters: Results of a National Survey
Tina R. Paone, Monmouth University, Krista M. Malott, Villanova University, and Cleborne Maddux, University of Nevada, Reno
Abstract
In an effort to increase knowledge of current school practices with regard to the use of language interpreters, experiences in collaborative work with interpreters were assessed through a national survey. Outcomes indicated a perceived need for more interpreter assistance, with many indicating a need for full-time language services. Bilingual staff members (e.g., secretaries or janitors) were most frequently identified as performing interpreter services. Primary challenges regarding the collaboration included limited interpreter skills or training, interpreter inability to manage emotional session content, and interpreter alteration of counselor commentary or assumption of control of counseling sessions.
Citation
Paone, T. R., Malott, K. M., & Maddux, C. (2010). School counselor collaboration with language interpreters: Results of a national survey. Journal of School Counseling, 8(13). Retrieved from http://www.jsc.montana.edu/articles/v8n13.pdf
Type of Article
Theory and Research
An Ethics Challenge for School Counselors
Janet G. Froeschle and Charles Crews, Texas Tech University
Abstract
Ethical issues arise more often for school counselors than for those who work in other settings (Remley, 2002). The challenge of working not only with minors but also with other stakeholders including parents, teachers, school administrators, and community members sets the stage for potential legal and ethical dilemmas. Awareness and adherence to ethical codes, therefore, is critical if school counselors are to make appropriate, ethical decisions (Bodenhorn, 2006; Capuzzi, 2002; Glosoff & Pate, 2002). This article enhances school counselors’ knowledge of ethical codes by using actual cases as submitted by school counselors. The issues are presented in a quiz format to further discussion and relate each scenario to particular ethical codes.
Citation
Froeschle, J. G., & Crews, C. (2010). An ethics challenge for school counselors. Journal of School Counseling, 8(14). Retrieved from http://www.jsc.montana.edu/articles/v8n14.pdf
Type of Article
Current Issues
School Counselors and Principals: Different Perceptions of Relationship, Leadership, and Training
Stephen A. Armstrong, Jane H. MacDonald, and Sandy Stillo, Texas A&M University-Commerce
Abstract
This study examined school counselors’ and principals’ perceptions of their relationship and the effectiveness of their respective professional preparation programs. An exploratory factor analysis (n = 615) revealed three salient factors: relationship quality, campus leadership and training satisfaction. Kruskal-Wallis tests revealed statistically significant differences in all three factors across the four groups (elementary counselors and principals, and secondary counselors and principals). Mann Whitney U post hoc tests indicated more statistically significant differences among secondary counselors and principals than elementary. Implications for school counselors and improvements in preparation programs for counselors and principals are included.
Citation
Armstrong, S. A., MacDonald, J. H., & Stillo, S. (2010). School counselors and principals: Different perceptions of relationship, leadership, and training. Journal of School Counseling, 8(15). Retrieved from http://www.jsc.montana.edu/articles/v8n15.pdf
Type of Article
Theory and Research
Johanna Nilsson, University of Missouri-Kansas City, Lynn Leonard, Shawnee Mission West High School, Overland Park, Kansas, Danah Barazanji, University of Missouri-Kansas City, and Rachel Simeone, Gillis Center, Kansas City, Missouri
Abstract
This study investigated 65 school counselors’ perception of classroom placement of twins and multiples. The results show 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. Yet, over 70% reported having no training on issues associated with twins and multiples in the school system. Implications for research and practice are addressed.
Citation
Nilsson, J., Leonard, L., Barazanji, D., & Simeone, R. (2010). Placement of twins and multiples in the classroom: A brief survey of school counselors’ knowledge and attitudes. Journal of School Counseling, 8(16). Retrieved from http://www.jsc.montana.edu/articles/v8n16.pdf
Type of Article
Theory and Research
Self-Efficacy and Multicultural Competence of School Counselors
Delila Owens, Wayne State University, Nancy Bodenhorn, Virginia Tech University, and Rhonda M. Bryant, Albany State University
Abstract
The study examined the relationship between school counselor self efficacy and perceived multicultural competence self efficacy in a sample of 157 school counselors. Results reveal School Counselor Self-Efficacy (SCSE) cultural acceptance subscale was a statistically significant predictor of all three multicultural competencies (MCC: Terminology, Knowledge, and Awareness) scales. Results also indicate that school counselors’ years of experience was a significant predictor in all three MCC scales (Terminology, Knowledge, and Awareness). Implications of the findings are discussed.
Citation
Owens, D., Bodenhorn, N., & Bryant, R. M. (2010). Self-efficacy and multicultural competence of school counselors. Journal of School Counseling, 8(17). Retrieved from http://www.jsc.montana.edu/articles/v8n17.pdf
Type of Article
Theory and Research
The Personal is Political: School Counselors’ Use of Self in Social Justice Advocacy Work
Eleanor H. McMahan, Anneliese A. Singh, Alessandra Urbano, and Meg Haston, The University of Georgia
Abstract
This qualitative study explored the aspects of “self” school counselors (N = 16) described as central to advocating for social justice in their school systems. Using grounded theory, this study explored racial, feminist, and advocacy identity development in relation to the personhood of the counselor, and how these elements coalesced around action for social change. Implications for school counselor advocacy, training, and research are discussed.
Citation
McMahan, E. H., Singh, A. A., Urbano, A., & Haston, M. (2010). The personal is political: School counselors’ use of self in social justice advocacy work. Journal of School Counseling, 8(18). Retrieved from http://www.jsc.montana.edu/articles/v8n18.pdf
Type of Article
Theory and Research
Reducing Test Anxiety Among Third Grade Students Through the Implementation of Relaxation Techniques
Heidi A. Larson, Mera K. El Ramahi, Steven R. Conn, Lincoln A. Estes, and Amanda B. Ghibellini, Eastern Illinois University
Abstract
The purpose of this study was to reduce the negative effects that self-perceived levels of test anxiety have on third-grade students. The participants in this study consisted of 177 third-grade students at two Midwestern public elementary schools. Students at one school were taught relaxation techniques, while students at the second school served as the control group, receiving no training. The Westside test anxiety scale (Driscoll 2007), elevator breathing and guided relaxation were utilized to measure and manage levels of anxiety. The results indicated that the relaxation intervention had a significant effect in reducing test anxiety in the experimental group. In contrast, no significant decrease in test anxiety was found among the control group. This study highlights the implications for counselors, parents and teachers working with elementary students facing high-stakes testing.
Citation
Larson, H. A., El Ramahi, M. K., Conn, S. R., Estes, L. A., & Ghibellini, A. B. (2010). Reducing test anxiety among third grade students through the implementation of relaxation techniques. Journal of School Counseling, 8(19). Retrieved from http://www.jsc.montana.edu/articles/v8n19.pdf
Type of Article
Theory and Research
Measuring Ethical Sensitivity to Racial and Gender Intolerance in Schools
Edward P. Cannon, University of Colorado Denver
Abstract
Professional school counselors must increasingly be prepared to work in more racially and ethnically diverse school settings. At the same time, most school counselor trainees continue to be from the dominant culture, raising the likelihood of culture clashes and ethical violations. This article describes the use of a computer version of a measure of ethical sensitivity to racial and gender intolerance, the Racial Ethical Sensitivity Test – Compact Disk (REST-CD; Sirin, Brabeck, Satiani, & Rogers-Serin, 2003) with school counselor interns. A study of 54 school counselor interns showed that courses in professional ethics and multicultural issues were positively related to scores on the REST-CD. Implications for training and directions for future research are discussed.
Citation
Cannon, E. P. (2010). Measuring ethical sensitivity to racial and gender intolerance in schools. Journal of School Counseling, 8(20). Retrieved from http://www.jsc.montana.edu/articles/v8n20.pdf
Type of Article
Theory and Research
Experiences of School Counselors During and After Making Suspected Child Abuse Reports
April Sikes, Southern Arkansas University, and Theodore P. Remley Jr. and Danica G. Hays, Old Dominion University
Abstract
The purpose of this study was to explore the experiences of school counselors during and after making suspected child abuse and neglect reports. A total of 847 school counselors who were members of the American School Counselor Association (ASCA) participated in this study. Results showed that professional school counselors encountered some interpersonal and intrapersonal negative experiences during and after making reports of suspected child abuse. Implications for school counselors and future research are provided.
Citation
Sikes, A., Remley, T., Jr., & Hays, D. G. (2010). Experiences of school counselors during and after making suspected child abuse reports. Journal of School Counseling, 8(21). Retrieved from http://www.jsc.montana.edu/articles/v8n21.pdf
Type of Article
Theory and Research
Are You a Legally Literate School Counselor?
Kimberly R. Hall and Jeri L. Rushing, Mississippi State University, and Andrew V. Beale, Virginia Commonwealth University
Abstract
This exercise is designed to assist school counselors in assessing their knowledge of prevalent ethical and legal issues within the school setting. The aim is to highlight emerging legal and ethical dilemmas and motivate counselors to stay abreast of specific school rules and policies, as well as keep a basic understanding of state and federal laws affecting their work.
Citation
Hall, K. R., Rushing, J. L., & Beale, A. V. (2010). Are you a legally literate school counselor? Journal of School Counseling, 8(22). Retrieved from http://www.jsc.montana.edu/articles/v8n22.pdf
Type of Article
Current Issues
Courtney Brewer, Walden University, and James Carroll, Central Michigan University
Abstract
School-based mentoring programs which utilize peer mentors have become a popular and cost-effective way of providing support services to students. While several studies examining mentee outcomes appeared in the past decade, less research has examined characteristics of the high school mentors involved. This study examined social interest, social self-efficacy, and general self-efficacy levels of high school volunteer mentors and their nonmentor peers, along with the effects of gender, prior mentoring experience, and experience as a mentee. Findings suggest higher levels of social self-efficacy, higher numbers of female volunteers, and higher rates of former mentees among mentor populations.
Citation
Brewer, C., & Carroll, J. (2010). Half of the equation: Social interest and self-efficacy levels among high school volunteer peer mentors vs. their nonmentor peers. Journal of School Counseling, 8(23). Retrieved from http://www.jsc.montana.edu/articles/v8n23.pdf
Type of Article
Theory and Research
A Personal Journey in Promoting Social Justice as a School Counselor: An Action Research Approach
Angel Riddick Dowden, North Carolina State University
Abstract
This article describes the author’s journey as a school counselor utilizing an action research approach to advocate for social justice in education. Two case studies are provided to discuss the process utilized to advocate for equal education for all students as a school counselor. Lastly, the author reflects on the successes and failures experienced during the process, and provides pertinent information for school counselors who seek to infuse action research and social justice into the work they currently do.
Citation
Dowden, A. R. (2010). A personal journey in promoting social justice as a school counselor: An action research approach. Journal of School Counseling, 8(24). Retrieved from http://www.jsc.montana.edu/articles/v8n24.pdf
Type of Article
Current Issues
Does Holding a Teacher Education Degree Make a Difference in School Counselors’ Job Performance?
David M. Stein and Scott DeBerard, Utah State University
Abstract
An important hiring criterion maintained by some school districts is that school counselors possess a teaching certificate and prior teaching experience. The present study examined the actual job performance of novice school counselor (interns) in relation to whether they had teacher certification and at least two years of teaching experience, or entered the school counseling profession as non-teachers. Results showed that standardized supervisors’ evaluations of counselor interns’ performance in four main skill areas (Professional Behavior, Clinical Skills, Teaching Skills, Hireability) were not associated with prior teacher training and/or experience. However, male, novice counselors were rated somewhat lower on the domain of Professional Behavior than female counselors. The methodological advantages of studying the teacher-counselor question using novice counselors and expert supervisor-evaluators are discussed. The implications for graduate program training, and hiring practices are summarized.
Citation
Stein, D. M., & DeBerard, S. (2010). Does holding a teacher education degree make a difference in school counselors’ job performance? Journal of School Counseling, 8(25). Retrieved from http://www.jsc.montana.edu/articles/v8n25.pdf
Type of Article
Theory and Research
School Counselors’ Experiential Training in Group Work
Samuel K. Bore, Stephen A. Armstrong, and Ashley Womack, Texas A&M University-Commerce
Abstract
School counselors’ perceptions of the efficacy and satisfaction of their experiential training in group work were investigated. An exploratory factor analysis (n = 304) revealed four salient factors: leader characteristics, leader responsibilities, child/adolescent group leadership and adult group leadership. A majority of participants indicated they were not satisfied with their experiential training and supervision in group work. A multiple regression analysis showed a statistically significant relationship between experiential training and utilization of psycho-educational groups in schools. Implications for school counselor preparation programs are discussed.
Citation
Bore, S. K., Armstrong, S. A., & Womack, A. (2010). School counselors’ experiential training in group work. Journal of School Counseling, 8(26). Retrieved from http://www.jsc.montana.edu/articles/v8n26.pdf
Type of Article
Theory and Research
Tim Grothaus and Rebekah Cole, Old Dominion University
Abstract
Given the disproportionally dire educational outcome data for students from families with low income, school counselors are challenged to advocate, educate, and collaborate with stakeholders to address the pernicious and prevalent achievement and access gaps. After an examination of the inequitable current conditions for these students and families, school counselor facilitation of school-family partnerships is explored. In addition, school counselor roles in challenging biases, educating stakeholders, and engaging in advocacy for these students and families are discussed.
Citation
Grothaus, T., & Cole, R. (2010). Meeting the challenges together: School counselors collaborating with students and families with low income. Journal of School Counseling, 8(27). Retrieved from http://www.jsc.montana.edu/articles/v8n27.pdf
Type of Article
Current Issues
Counseling Group Curriculum for Parents on Bullying
John Lamanna, M. Ann Shillingford, Mary-Frances Parrish, and Rebecca Sheffield, College of William and Mary
Abstract
This article discusses the impact of bullying on K-12 students and the importance of collaborative partnerships between home and school in decreasing the dramatic effects of student bullying behaviors. The authors present a six-week, research-based, small group curriculum specifically developed for professional school counselors to support parents of middle school children who have been bullied.
Citation
Lamanna, J., Shillingford, M. A., Parrish, M., & Sheffield, R. (2010). Counseling group curriculum for parents on bullying. Journal of School Counseling, 8(28). Retrieved from http://www.jsc.montana.edu/articles/v8n28.pdf
Type of Article
Innovative Methods
Accountability in Action: Service-Learning Partnerships in Practice
Kylie P. Dotson-Blake, L. Kaye Dotson, J. Scott Glass, and Brett D. Lilley, East Carolina University
Abstract
This article begins with an exploration of the issues facing beginning school counselors and the educational requirements for school counselor education programs. Following this exploration, the discussion moves into a description of how service-learning can be used to foster understanding and transfer abstract professional concepts into practice. A case example of a class incorporating service-learning is presented, providing counselor educators with an in-depth understanding of the key foundational underpinnings necessary for effective service-learning projects in school counseling coursework. Potential challenges are discussed and suggestions for future research are shared.
Citation
Dotson-Blake, K. P., Dotson, L. K., Glass, J. S., & Lilley, B. D. (2010). Accountability in action: Service-learning partnerships in practice. Journal of School Counseling, 8(29). Retrieved from http://www.jsc.montana.edu/articles/v8n29.pdf
Type of Article
Innovative Methods
Clinical Preparation and Supervision of Professional School Counselors
Jill M. Thompson and Noran L. Moffett, Clark Atlanta University
Abstract
The need for a discussion of school counselor preparation and supervision is supported by the guidelines established by both the Council for the Accreditation of Counseling and Related Educational Programs (CACREP), 2009 and the American School Counselor Association (ASCA), 2005. The significance of this article is to provide a reflective narrative based upon actual practices designed to prepare candidates to meet the rigor and relevance required by both accreditation boards and professional organizations. In addition, a clinical preparation and supervision model will be presented. Stages of developmental supervision, clinical supervision experience, and modalities of clinical supervision are discussed.
Citation
Thompson, J. M., & Moffett, N. L. (2010). Clinical preparation and supervision of professional school counselors. Journal of School Counseling, 8(30). Retrieved from http://www.jsc.montana.edu/articles/v8n30.pdf
Type of Article
Theory and Research
The Evolving Identity of School Counselors as Defined by the Stakeholders
Gerra Perkins, Northwestern State University, and Jeffrey Oescher and Mary B. Ballard, Southeastern Louisiana University
Abstract
To better understand the evolving identity of school counselors, this article examines the value stakeholders place on the roles of elementary school counselors. The School Counselor Role Survey (SCRS) was administered to assess stakeholders’ perceptions of the importance of the school counselor roles advocated by The Education Trust and the American School Counselor Association (ASCA). The survey combined the three content areas of the ASCA National Standards and the five domains of The Education Trust’s Transforming School Counseling Initiative (TSCI). Results found that all stakeholder groups perceived the most important role of an elementary school counselor is to be that of a mental health professional.
Citation
Perkins, G., Oescher, J., & Ballard, M. B. (2010). The evolving identity of school counselors as defined by the stakeholders. Journal of School Counseling, 8(31). Retrieved from http://www.jsc.montana.edu/articles/v8n31.pdf
Type of Article
Theory and Research
Matthew E. Lemberger, University of Missouri – St. Louis, Carrie A. Wachter Morris, Purdue University, Elysia V. Clemens, The University of Northern Colorado, and Allison L. Smith, Antioch University New England
Abstract
This qualitative study explores the referral process to mental health providers by school counselors, as perceived by school counselors. Using an open-ended survey instrument, school counselors were asked to describe the referral process, including prevalence, decisional factors, follow-up, and evaluation. Results suggest that school counselors value mental health providers, engage in collaborative relationships, and utilize these relationships throughout referral situations, but that communication and teaming between these two sets of professionals may be lacking after the referral is made. Implications for mental health professionals and school counselors and recommendations for best practices are presented.
Citation
Lemberger, M. E., Morris, C. A. W., Clemens, E. V., & Smith, A. L. (2010). A qualitative investigation of the referral process from school counselors to mental health providers. Journal of School Counseling, 8(32). Retrieved from http://www.jsc.montana.edu/articles/v8n32.pdf
Type of Article
Theory and Research
Rebecca Anne Chambers, High Ridge, Missouri, Brett Zyromski, Northern Kentucky University, and Kimberly K. Asner-Self and Muthoni Kimemia, Southern Illinois University Carbondale
Abstract
Analyses of 103 St. Louis metro area school counselors’ using the National School Violence Survey (Astor et al., 1997; Astor et al., 2000; Furlong et al., 1996) suggests school counselors’ perceptions of school violence and their preparedness to respond to said violence vary by both community setting and years of experience. Discussion frames the findings within the American School Counseling Association's National Standards, includes suggestions for school counselors to prepare for acts of school violence and concludes with implications for school counselor training.
Citation
Chambers, R. A., Zyromski, B., Asner-Self, K. K., & Kimemia, M. (2010). Prepared for school violence: School counselors’ perceptions of preparedness for responding to acts of school violence. Journal of School Counseling, 8(33). Retrieved from http://www.jsc.montana.edu/articles/v8n33.pdf
Type of Article
Theory and Research
School Counselor Perceptions and Attitudes About Collaboration
Melinda M. Gibbons, Joel F. Diambra, and Deborah K. Buchanan, University of Tennessee
Abstract
The American School Counselor Association’s increased focus on collaboration in the schools indicates the importance of this activity. School counselors are charged with constructing collaborative relationships with stakeholders focused on academic success for all students. This study explores K-12 school counselors’ perceptions and attitudes about collaboration in one southeastern state through survey research methods. Results show that school counselors collaborate regularly and with various stakeholders. School counselors indicated the terms needed, preferred and valuable most strongly expressed their attitudes toward collaboration. Implications for practice and future research are discussed.
Citation
Gibbons, M. M., Diambra, J. F., & Buchanan, D. K. (2010). School counselor perceptions and attitudes about collaboration. Journal of School Counseling, 8(34). Retrieved from http://www.jsc.montana.edu/articles/v8n34.pdf
Type of Article
Theory and Research
Mary Ann Hollingsworth, University of West Alabama
Abstract
This study examined the relationship between dimensions of wellness and academic performance for 634 third through fifth grade students in Title One schools in rural Mississippi, using composites of the Five Factor Wellness Inventory for Elementary Children and Reading, Language, and Math Scores of the Mississippi Curriculum Test (a state level measure of content mastery). Results supported significant correlations between performance on all three academic tests and scores on social, physical, and coping wellness composites. Implications are discussed for school counselors with support of practical wellness applications with elementary students and needs for further research.
Citation
Hollingsworth, M. A. (2010). Relationship of friends, physical education, and state test scores: Implications for school counselors. Journal of School Counseling, 8(35). Retrieved from http://www.jsc.montana.edu/articles/v8n35.pdf
Type of Article
Theory and Research
Ellen S. Amatea, Isabel A. Thompson, Lisa Rankin-Clemons, and Maritza L. Ettinger, University of Florida
Abstract
A multiple family discussion group program was implemented and evaluated by school counselors working with families of young children referred by their teachers for aggression and attention problems. The logic guiding construction of the program and the program’s unique aspects are described. Outcome data revealed that the program was effective in reducing the children’s hyperactive, defiant, and aggressive behavior and improving the parents’ management skills. The advantages of school counselors conducting this program are discussed.
Citation
Amatea, E. S., Thompson, I. A., Rankin-Clemons, L., & Ettinger, M. L. (2010). Becoming partners: A school-based group intervention for families of young children who are disruptive Journal of School Counseling, 8(36). Retrieved from http://www.jsc.montana.edu/articles/v8n36.pdf
Type of Article
Theory and Research
Understanding Non-Suicidal Self-Injury: Perceptions of School Counselors
Chris Simpson, Stephen A. Armstrong, Lisa Couch, and Samuel K. Bore, Texas A&M University-Commerce
Abstract
This national exploratory study examined the perceptions of secondary school counselors’ (n = 81) understanding of non-suicidal self-injury (NSSI). Two one-way ANOVAs revealed no statistically significant differences between middle and high school counselors on their perceptions of the prevalence of NSSI. Descriptive analyses revealed that a majority of participants lacked confidence in providing information about NSSI to school personnel. Recommendations for school counselors are provided.
Citation
Simpson, C., Armstrong, S. A., Couch, L. & Bore, S. K. (2010). Understanding non-suicidal self-injury: Perceptions of school counselors. Journal of School Counseling, 8(37). Retrieved from http://www.jsc.montana.edu/articles/v8n37.pdf
Type of Article
Theory and Research
Accountability Through Documentation: What Are Best Practices for School Counselors?
Joseph D. Wehrman, Rhonda Williams, and Julaine Field, University of Colorado at Colorado Springs, and Shanna Dahl Schroeder, Osseo School District 279
Abstract
This article provides an analysis of important considerations for documentation for school counselors. Although the American School Counseling Association (ASCA) does not provide a national protocol for documentation of school counseling services, the ASCA Ethical guidelines provide insight into ethical record keeping which protects student confidentiality and aids school counselors in organizing contact data for reporting purposes. This article outlines the various regulatory mandates for student records as well as best practices for school counselors for organizing, maintaining, and destroying counseling records. The relationship between effective record keeping and school counselor accountability is also discussed.
Citation
Wehrman, J. D., Williams, R., Field, J., & Schroeder, S. D. (2010). Accountability through documentation: What are best practices for school counselors? Journal of School Counseling, 8(38). Retrieved from http://www.jsc.montana.edu/articles/v8n38.pdf
Type of Article
Current Issues
Fostering Healthy Development Among Middle School Females: A Summer Program
Mary Caton, Butler Junior High School, Julaine E. Field, University of Colorado at Colorado Springs, and Jered B. Kolbert, Slippery Rock University of Pennsylvania
Abstract
This study seeks to understand the effectiveness of a five-day residential leadership camp on the body image, assertiveness skills, attitudes towards gender equality, conflict resolution skills of early adolescent girl participants. To investigate the significance of the intervention, camp participants were asked to complete several instruments including the Adolescent Femininity Ideology Scale Parts 1 and 2 (Tolman & Porche, 2000), the Attitudes Toward Women Scale for Adolescents (Galambos, Peterson, Richards, & Gitelson, 1985), the Body Appreciation Scale (Avalos, Tylka, & Wood-Barcalow, 2005), and the Conflict Resolution Scale (Smith, Daunic, Miller, & Robinson, 2002). These instruments were given in a pretest/posttest format and were analyzed for significance through a repeated measures MANOVA test. Statistical significance was found for every scale but the conflict resolution style subscale of the Conflict Resolution Scale (Smith et al., 2002). Specific implications for school counselors are discussed.
Citation
Caton, M., Field, J. E., & Kolbert, J. B. (2010). Fostering healthy development among middle school females: A summer program. Journal of School Counseling, 8(39). Retrieved from http://www.jsc.montana.edu/articles/v8n39.pdf
Type of Article
Theory and Research
Post-Secondary Transition Model for Students With Disabilities
Kim Naugle and Thomas Aaron Campbell, Eastern Kentucky University, and Neal D. Gray, Lenoir-Rhyne University
Abstract
This article provides suggestions and strategies for school counselors assisting students with disabilities transitioning into post-secondary settings. Topics include: legislation regarding transition services; resources and suggestions for successful transitions to post-secondary environments (academic and vocational); and advocacy and ableism. A model of four cornerstones of effective transition planning and recommendations for school counselor education programs are offered for consideration as well as a summary and suggestions concerning ways school counselors can provide effective transition services.
Citation
Naugle, K., Campbell, T. A., & Gray, N. D. (2010). Post-secondary transition model for students with disabilities. Journal of School Counseling, 8(40). Retrieved from http://www.jsc.montana.edu/articles/v8n40.pdf
Type of Article
Innovative Methods
Qi Shi and Sam Steen, George Washington University
Abstract
A group counseling intervention with beginning-level ESL students in middle school is presented. Findings from the pre- and post-group evaluations showed statistically significant improvement in students’ reading and writing skills and appropriate classroom behaviors. Limitations of the research design are discussed and implications for school counselors serving ESL students in small groups are provided.
Citation
Shi, Q., & Steen, S. (2010). Group work with English as Second Language (ESL) students: Integrating academic and behavior considerations. Journal of School Counseling, 8(41). Retrieved from http://www.jsc.montana.edu/articles/v8n41.pdf
Type of Article
Innovative Methods
