Articles 2012 (Volume 10)
Volume 10, Number 1:
The Role School Counselors Believe They Should Adopt in Dropout Prevention
Christine V. Carr and John P. Galassi, The University of North Carolina at Chapel Hill
Abstract
The ASCA National Model’s theme and element definitions were used to investigate the school counselor’s role in dropout prevention. The domains recommended by the What Works Clearinghouse (staying-in-school, progressing-in-school, and completing-school) were used to determine how accountability should be assessed. Results indicate that counselors view delivery system as the primary role they should adopt followed in order by advocacy and collaboration, systemic change, and leadership. Counselors did not indicate a preference for any one assessment domain except when comparing the completing-school and progressing-in-school domains. In that comparison, the progressing-in-school domain was the preferred method of demonstrating accountability in dropout prevention.
Citation
Carr, C. V., & Galassi, J. P. (2012). The role school counselors believe they should adopt in dropout prevention. Journal of School Counseling, 10(1). Retrieved from http://www.jsc.montana.edu/articles/v10n1.pdf
Type of Article
Theory and Research
Volume 10, Number 2:
Service-Learning and Classroom Guidance: A Program for Elementary Students
Sam Steen, George Washington University, Adele Logan O’Keefe, Old Dominion University, Dana Griffin, The University of North Carolina at Chapel Hill, and Katherine Routzahn, Loudoun County Schools
Abstract
This article defines service-learning within the context of school counseling and describes a school counseling program that integrated service-learning into classroom guidance for elementary students. Student reflections about their experiences within the framework of personal-social, academic, and career development are provided. Additionally, implications for school counselors, future research, and suggestions for implementation are explored.
Citation
Steen, S., O’Keefe, A. L., Griffin, D., & Routzahn, K. (2012). Service-learning and classroom guidance: A program for elementary students. Journal of School Counseling, 10(2). Retrieved from http://www.jsc.montana.edu/articles/v10n2.pdf
Type of Article
Innovative Methods
Volume 10, Number 3:
School Counselor Competency and Lesbian, Gay, Bisexual, Transgender, and Questioning (LGBTQ) Youth
Rebekah Byrd, East Tennessee State University, and Danica G. Hays, Old Dominion University
Abstract
Much research has been dedicated to the difficulties LGBTQ individuals face. Further, school counselors have been challenged to assist LGBTQ individuals in the school setting. Being aware of the specific issues and being educated about specific ways to assist these individuals enable school counselors to be more effective clinicians (DePaul, Walsh, & Dam, 2009). This article will address three components of counselor preparation and affirmative school counseling interventions: counselor self-awareness, LGBTQ sexual identity development, and LGBTQ-affirmative school climate. For each component, an activity is presented to assist professional school counselors become more LGBTQ-affirmative.
Citation
Byrd, R., & Hays, D. G.(2012). School counselor competency and lesbian, gay, bisexual, transgender, and questioning (LGBTQ) youth. Journal of School Counseling, 10(3). Retrieved from http://www.jsc.montana.edu/articles/v10n3.pdf
Type of Article
Innovative Methods
Dilani M. Perera-Diltz, Cleveland State University, and Kimberly L. Mason, University of New Orleans
Abstract
Supervision is vital for personal and professional development of counselors. Practicing school counselors (n = 1557) across the nation were surveyed to explore current supervision practices. Results indicated that 41.1% of school counselors provide supervision. Although 89% receive some type of supervision, only 10.3% of school counselors receive weekly supervision from another school counselor. Most school counselors receive supervision from principals (62.8%). Approximately 32% engage in supervision with other mental health professionals. Only 5.1% of school counselors engage in technology-mediated supervision. Implications, limitations, and future directions for research are provided.
Citation
Perera-Diltz, D. M., & Mason, K. L. (2012). A national survey of school counselor supervision practices: Administrative, clinical, peer, and technology mediated supervision. Journal of School Counseling, 10(4). Retrieved from http://www.jsc.montana.edu/articles/v10n4.pdf
Type of Article
Theory and Research
Volume 10, Number 5:
Developing School Counseling Students’ Social Justice Orientation Through Service Learning
Melissa S. Ockerman and Erin C. M. Mason, DePaul University
Abstract
Counselor educators must examine the quality and intentionality of coursework and field experiences offered to their students as the role of school counselors continues to transform. The emphasis in the field on school counselors as social justice agents and advocates should be reflected in school counselor training programs. The authors present a two-course sequence using pre-practicum service learning as a valuable program component for assisting school counseling students to develop a social justice orientation.
Citation
Ockerman, M., & Mason, E. C. M. (2012). Developing school counseling students’ social justice orientation through service learning. Journal of School Counseling, 10(5). Retrieved from http://www.jsc.montana.edu/articles/v10n5.pdf
Type of Article
Professional Development
Volume 10, Number 6:
Factors Influencing School Counselors’ Perceived Effectiveness
Michael Shufelt Moyer, University of Texas at San Antonio, and Kumlan Yu, Catholic University of Korea
Abstract
School counselor credentialing requirements have been a continuous topic of discussion for counselor educators and credentialing bodies. Recent discussions include whether or not prior teaching experience is needed to be an effective counselor. The authors surveyed over 300 school counselors from states with varied credentialing standards and asked them to respond to questions regarding perceived counseling effectiveness, collective self-esteem, and previous teaching and school counseling experience. The results indicate the most significant predictors of school counselor perceived effectiveness are their experience in school counseling and their collective self-esteem with the school counseling profession. Implications for school counselor education are discussed.
Citation
Moyer, M. S. & Yu, K. (2012). Factors influencing school counselors’ perceived effectiveness. Journal of School Counseling, 10(6). Retrieved from http://www.jsc.montana.edu/articles/v10n6.pdf
Type of Article
Theory and Research
Volume 10, Number 7:
Rebekah F. Cole, Norfolk, Virginia
Abstract
In order to help each student to be successful in school, as outlined in the ASCA National Model, professional school counselors are called to partner with military families in order to work for their children’s social, emotional, and academic success during deployments. Possible school-family partnerships that may occur before, during, and after deployments are explored. In addition, the roles of the professional school counselor in these partnerships, which include facilitating educational and emotional preparation, providing emotional support for both children and family members, identifying mental health concerns, and connecting families with needed resources in the community, are discussed.
Citation
Cole, R. F. (2012). Professional school counselors’ role in partnering with military families during the stages of deployment. Journal of School Counseling, 10(7). Retrieved from http://www.jsc.montana.edu/articles/v10n7.pdf
Type of Article
Current Issues
Volume 10, Number 8:
Jennifer S. Barna, Marywood University, and Pamelia E. Brott, Virginia Polytechnic Institute and State University
Abstract
The researchers explored the relationship between elementary school counselors’ motivational orientation, perceptions of importance and levels of implementation of Academic and Personal/Social Standards as a strategy for supporting academic achievement. Responses from 212 elementary school counselors confirm both types of Standards as being highly important for and highly implemented in their programs. Utilizing Self-Determination Theory (SDT; Deci & Ryan, 1985) as a theoretical framework, it was found participants’ motivation could best be characterized as identified regulation for incorporating personal and social development as a strategy to support academic achievement.
Citation
Barna, J. S. & Brott, P. E. (2012). Elementary school counselors’ motivation to support student academic achievement through identified standards. Journal of School Counseling, 10(8). Retrieved from http://www.jsc.montana.edu/articles/v10n8.pdf
Type of Article
Theory and Research
Volume 10, Number 9:
Adding to the Toolbox: Using Creative Interventions With High School Students
Laura Bruneau, Adams State College, and Jake J. Protivnak, Youngstown State University
Abstract
This article provides a comprehensive overview of creative interventions used with adolescents in the secondary school setting. School counselors who incorporate creative interventions along with traditional counseling methods will increase their effectiveness with high school students. Creative interventions that can be delivered through classroom guidance and/or individual and group counseling will be discussed, including the use of art, props, reading, writing, music, play, and sandtray. Specific examples of ways to utilize each intervention are also provided to assist school counselors with implementation of these methods.
Citation
Bruneau, L., & Protivnak, J. J. (2012). Adding to the toolbox: Using creative interventions with high school students. Journal of School Counseling, 10(9). Retrieved from http://www.jsc.montana.edu/articles/v10n9.pdf
Type of Article
Innovative Methods
Volume 10, Number 10:
Jennifer L. Pepperell, Minnesota State University, Mankato, Deborah J. Rubel, Oregon State University, and Laura A. Maki, Minnesota State University, Mankato
Abstract
In counseling research and practice gifted girls often lack identification as a cultural group with unique features. Yet, girls in this population have specific and distinct struggles, worldviews, and ways of navigating social and academic groups. The purpose of this conceptualization article is to apply the bicultural skills model to adolescent gifted girls and to discuss the subsequent implications for school counseling practice.
Citation
Pepperell, J. L., Rubel, D. J., & Maki, L. A. (2012). Conceptualizing gifted adolescent girls using the bicultural skills model: Implications for school counselors. Journal of School Counseling, 10(10). Retrieved from http://www.jsc.montana.edu/articles/v10n10.pdf
Type of Article
Current Issues
Volume 10, Number 11:
Eric S. Davis, Argosy University-Tampa, and Mary Ann Clark, University of Florida
Abstract
In this qualitative study, eight school counselors participated in a series of reality play counseling trainings introducing techniques appropriate for counseling upper-grade elementary school students to enhance positive relationship building and problem solving skills. Participants were interviewed and their transcripts were analyzed using grounded theory methods which yielded four core categories: positive aspects of implementation, perceptions of the effectiveness of relationship building, perceptions of the effectiveness of developing problem solving skills, and concerns regarding implementation.
Citation
Davis, E. S., & Clark, M. A. (2012). Elementary school counselors’ perceptions of reality play counseling in students’ relationship building and problem-solving skills. Journal of School Counseling, 10(11). Retrieved from http://www.jsc.montana.edu/articles/v10n11.pdf
Type of Article
Theory and Research
Volume 10, Number 12:
School Dropout Indicators, Trends, and Interventions for School Counselors
Donna J. Dockery, Virginia Commonwealth University
Abstract
School counselors are expected to develop programs that promote academic success for all students, including those at risk for dropping out of school. Knowledge of key indicators of potential dropouts and current trends in dropout prevention research may assist school counselors in better understanding this complex issue. Implementing recommended intervention strategies including longitudinal tracking systems to more clearly identify students who may later drop out of school, targeted programs for use with individual and groups of students at risk of dropping out, and offering school-wide strategies may help school counselors better meet the needs of potential dropouts.
Citation
Dockery, D. J. (2012). School dropout indicators, trends, and interventions for school counselors. Journal of School Counseling, 10(12). Retrieved from http://www.jsc.montana.edu/articles/v10n12.pdf
Type of Article
Current Issues
Volume 10, Number 13:
Michael D. Hannon, The Pennsylvania State University
Abstract
This conceptual manuscript argues the utility of school counselors developing knowledge of and competencies to respond to the socio-emotional needs of the siblings of children with disabilities. The discussion informs readers of the range and diversity within this population, shares how the ecological contexts shape their experience and identity, and details how school counselors can leverage their skills to meet needs that emerge for this population as a result of their unique experiences.
Citation
Hannon, M. D. (2012). Supporting siblings of children with disabilities in the school setting: Implications and considerations for school counselors. Journal of School Counseling, 10(13). Retrieved from http://www.jsc.montana.edu/articles/v10n13.pdf
Type of Article
Current Issues
Volume 10, Number 15:
Integrating RTI With School Counseling Programs: Being a Proactive Professional School Counselor
Melissa S. Ockerman, Erin C. M. Mason, and Amy Feiker Hollenbeck, DePaul University
Abstract
With the implementation of Response to Intervention (RTI) across many states, the school counseling profession must be proactive in establishing its critical role in this process. This article outlines the three essential and shared components between RTI and comprehensive, developmental school counseling programs. Each of these integral and overlapping constructs are discussed and linked to practical applications, implications, and recommendations for professional school counselors’ future practice and research.
Citation
Ockerman, M. S., Mason, E. C. M., & Hollenbeck, A. F. (2012). Integrating RTI with school counseling programs: Being a proactive professional school counselor. Journal of School Counseling, 10(15). Retrieved from http://www.jsc.montana.edu/articles/v10n15.pdf
Type of Article
Current Issues
Dropout Prevention: Recommendations for School Counselors
Taheera Blount, North Carolina State University
Abstract
School counselors are charged to identify potential dropouts and they work closely with students to help them stay in school or find alternative means of completing their education. Ninth grade students transitioning to high school experience insurmountable challenges as they shift from middle school to high school. Students who lack the academic preparedness for high school often repeat the ninth grade or drop out of high school. This literature review explored the reasons why students drop out of school, identified predictive risk factors, and highlighted social indicators associated with students who drop out of high school. The school counselor role is to provide intervention strategies and programs to strengthen students desire to remain in school. This article provides school counselors with recommended strategies to decrease students from dropping out of school.
Citation
Blount, T. (2012). Dropout prevention: Recommendations for school counselors. Journal of School Counseling, 10(16). Retrieved from http://www.jsc.montana.edu/articles/v10n16.pdf
Type of Article
Innovative Methods
Volume 10, Number 17:
Project SisterCircle: Risk, Intersectionality, and Intervening in Urban Schools
Wendi Williams, Thomas Karlin, and Deidre Wallace, Long Island University – Brooklyn
Abstract
Adolescent Black/African descent and Latina girls in urban environments are at heightened risk for the negative consequences of sexual risk. Intervention programming that accounts for the intersection of adolescent girls’ racial/ethnic cultural experiences and gender are likely to be most effective in minimizing their vulnerability for sexual risk. Project SisterCircle (PSC) is a psychosocial and spiritual intervention developed to address sexual risk vulnerability (SRV) among Black/African descent and Latina adolescent girls. The components of the PSC intervention are presented. Practical implications for implementing the intervention in schools are discussed.
Citation
Williams, W., Karlin, T., & Wallace, D. (2012). Project SisterCircle: Risk, intersectionality, and intervening in urban schools. Journal of School Counseling, 10(17). Retrieved from http://www.jsc.montana.edu/articles/v10n17.pdf
Type of Article
Innovative Methods
Volume 10, Number 18:
Gail K. Roaten and David J. Roaten, Texas State University
Abstract
Brain growth and change is a key factor in adolescent development, influencing cognitions, emotions, and behavior. As technology has improved, so has the research on the adolescent brain. School counselors working with adolescents need to be familiar with recent literature to be more effective in their work with middle and high school students. Understanding changes in teens’ brains and the impact it has on cognitive and personal/social development may assist school counselors in building a developmentally appropriate secondary school counseling program that better meets the needs of adolescent student populations.
Citation
Roaten, G. K., & Roaten, D. J. (2012). Adolescent brain development: Current research and the impact on secondary school counseling programs. Journal of School Counseling, 10(18). Retrieved from http://www.jsc.montana.edu/articles/v10n18.pdf
Type of Article
Theory and Research
Volume 10, Number 19:
Jeffrey M. Warren, University of North Carolina at Pembroke, and Angel R. Dowden, North Carolina A&T State University
Abstract
An understanding of teacher beliefs and emotions is invaluable for school counselors developing comprehensive counseling programs. This study explored the relationships among elementary school teachers’ beliefs and emotions. Teachers (n = 42) completed surveys related to efficacy beliefs, irrational beliefs, and emotions. Significant relationships were found among the variables under investigation. Implications for how these findings translate to practice for school counselors and counselor educators are addressed. Suggestions for future research are explored.
Citation
Warren, J. M., & Dowden, A. R. (2012). Elementary school teachers’ beliefs and emotions: Implications for school counselors and counselor educators. Journal of School Counseling, 10(19). Retrieved from http://www.jsc.montana.edu/articles/v10n19.pdf
Type of Article
Theory and Research
Volume 10, Number 20:
Sexting: New Challenges for Schools and Professional School Counselors
Adriana G. McEachern, Florida International University, Renee T. McEachern-Ciattoni, Gulliver Preparatory Pinecrest School, and Filomena Martin, Florida International University
Abstract
Sexting, the practice of sending sexually explicit messages or photographs of oneself or others on digital electronic devices, presents challenges for schools and professional school counselors. The implications of sexting for schools, school counselors, students, and parents are discussed. School counselor interventions, developing school district Internet use policies, and educating students, teachers, and parents on the dangers of sexting are recommended as ways to prevent and respond to school sexting incidents.
Citation
McEachern, A. G., McEachern-Ciattoni, R. T., & Martin, F. (2012). Sexting: New challenges for schools and professional school counselors. Journal of School Counseling, 10(20). Retrieved from http://www.jsc.montana.edu/articles/v10n20.pdf
Type of Article
Innovative Methods
Volume 10, Number 21:
Supervision of School Counselors: The SAAFT Model
Katrina Cook, Texas A&M University – San Antonio, Heather Trepal and Catherine Somody, University of Texas at San Antonio
Abstract
This article provides a description of a qualitative study of supervisees' experiences of supervision in the Professional Academic Response Model (PARM) program, a supervision intervention/program designed for school counselors. Themes from individual interviews included: (a) the supervisee’s relationship with the supervisor, (b) the supervisee’s relationship with the student, (c) the supervisee’s professional role as a school counselor and (d) the supervisee’s professional identity as a school counselor. These findings underscore the need for additional research in the field that specifically addresses school counselor supervision.
Citation
Cook, K., Trepal, H., & Somody, C. (2012). Supervision of school counselors: The SAAFT model. Journal of School Counseling, 10(21). Retrieved from http://www.jsc.montana.edu/articles/v10n21.pdf
Type of Article
Theory and Research
Volume 10, Number 22:
Michelle Mitcham, Argosy University, Wendy-lou Greenidge, Michelle Bradham-Cousar, Jennifer Figliozzi, and Mary Ann Thompson
Abstract
Group counseling is a practical way for school counselors to deliver career services. School counselors face competing demands on their time coupled with the problematic student to counselor ratios that often exist in schools, group counseling thereby offers a pragmatic solution. This article provides implications for implementing group counseling career interventions in urban schools in order to illustrate ways that school counselors may close the achievement gap and advocate for all students in pursuance of career goals. Thus, group counseling initiatives will help to meaningfully provide students with real world skills both for school and in the world of work.
Citation
Mitcham, M., Greenidge, W., Bradham-Cousar, M., Figliozzi, J., & Thompson, M. A. (2012). Increasing career self-efficacy through group work with culturally and linguistically diverse students. Journal of School Counseling, 10(22). Retrieved from http://www.jsc.montana.edu/articles/v10n22.pdf
Type of Article
Innovative Methods
Volume 10, Number 23:
Christopher T. Belser, Jessica A. Morris, and Jennifer M. Hasselbeck, Baton Rouge, Louisiana
Abstract
The need for school-based interventions targeting the childhood obesity epidemic has been well documented. The risk factors associated with childhood obesity are physical, mental, psychosocial, academic, and economic. With training in developing comprehensive programs and interventions, professional school counselors are positioned to assist students suffering as a result of childhood obesity. This manuscript provides strategies for intervening with students and other school community stakeholders within the context of the themes of school counseling as indicated by the National Model (2005): advocacy, leadership, collaboration, and systemic change.
Citation
Belser, C. T., Morris, J. A., & Hasselbeck, J. M. (2012). A call to action: Addressing the childhood obesity epidemic through comprehensive school counseling programs. Journal of School Counseling, 10(23). Retrieved from http://www.jsc.montana.edu/articles/v10n23.pdf
Type of Article
Innovative Methods
Elias Zambrano, Felicia Castro-Villarreal, and Jeremy Sullivan, University of Texas at San Antonio
Abstract
For many students, school counselors and school psychologists are the initial and primary mental health service providers. The authors will articulate how these two professional groups can use complementary competencies to better serve students through collaborative efforts. Within the context of Response to Intervention and the CDCGP Model, a collaborative model complete with sample strategies to illustrate the effective delivery of collaborative prevention, intervention, and remedial services for all students is provided.
Citation
Zambrano, E., Castro-Villarreal, F., & Sullivan, J. (2012). School counselors and school psychologists: Partners in collaboration for student success within RTI and CDCGP frameworks. Journal of School Counseling, 10(24). Retrieved from http://www.jsc.montana.edu/articles/v10n24.pdf
Type of Article
Innovative Methods
Volume 10, Number 25:
Peer Tutoring With Child-Centered Play Therapy Language
Sarah Vavreck, Wake Forest University, and Judy Esposito, Elon University
Abstract
The focus of this paper is on responses from fifth grade peer tutors who were trained to use child-centered play therapy language during tutoring sessions with kindergarteners. The focus of this project was to identify academic and social/emotional benefits of participating in the program. Results indicated that participation in the program provided a rich, experiential learning opportunity for the fifth graders to develop a relationship with a younger child, to reflect on the challenges of working with a younger child, and to discover and implement child-centered methods of setting appropriate limits with their kindergarten tutees.
Citation
Vavreck, S., & Esposito, J. (2012). Peer tutoring with child-centered play therapy language. Journal of School Counseling, 10(25). Retrieved from http://www.jsc.montana.edu/articles/v10n25.pdf
Type of Article
Theory and Research
