Articles 2013 (Volume 11)
Volume 11, Number 1:
Melissa A. Martinez, Texas State University - San Marcos
Abstract
This qualitative study utilized interviews with 20 Latina/o high school seniors and five secondary school counselors in South Texas to further understand how counselors help Latina/o students navigate their college choice process. Findings indicate counselors provided students with access to college information and facilitated university representative visits and other college opportunities. However, assistance with individual academic and college planning was limited due to counselors’ multiple duties and large caseloads. Counselors also noted challenges for Latina/o students related to: gender role expectations, familismo, financial need, and first generation college status. Considerations for secondary school counselors working with Latina/o students are provided.
Citation
Martinez, M. A. (2013). Helping Latina/o students navigate the college choice process: Considerations for secondary school counselors. Journal of School Counseling, 11(1). Retrieved from http://www.jsc.montana.edu/articles/v11n1.pdf
Type of Article
Theory and Research
Volume 11, Number 2:
Making DATA Work: A Process for Conducting Action Research
Anita Young, Johns Hopkins University, and Carol Kaffenberger, George Mason University
Abstract
This conceptual model introduces a process to help school counselors use data to drive decision making and offers examples to implement the process. A step-by-step process is offered to help school counselors and school counselor supervisors address educational issues, close achievement gaps, and demonstrate program effectiveness. To illustrate the model, stakeholders use accountability strategies that address academic achievement issues, empower school counselors to be change agents, and build relationships with teachers and administrators is described.
Citation
Young, A., & Kaffenberger, C. (2013). Making data work: A process for conducting action research. Journal of School Counseling, 11(2). Retrieved from http://www.jsc.montana.edu/articles/v11n2.pdf
Type of Article
Innovative Methods
Volume 11, Number 3:
Underrepresented College Students’ Experiences With School Counselors
Donna J. Dockery, Virginia Commonwealth University, and Susan McKelvey, Virginia Commonwealth University
Abstract
School counselors should focus on helping underrepresented students access higher education in efforts to close achievement gaps. Limited information is available regarding how first-generation and ethnic minority students view school counseling efforts to promoting post-secondary opportunities. Participants in this study indicated school counselors could provide more support for college planning and transitions. Students of color held lower expectations that school counselors could help with college planning. Although more first-generation students received career information compared to second generation students, there were no significant differences in perceived support for college admissions. Because parents had the greatest influence on college decision-making, counselors should provide college programming for all students, with an emphasis on parents and on underrepresented students.
Citation
Dockery, D. J., & McKelvey, S. (2013). Underrepresented college students’ experiences with school counselors. Journal of School Counseling, 11(3). Retrieved from http://www.jsc.montana.edu/articles/v11n3.pdf
Type of Article
Theory and Research
Volume 11, Number 4:
Change-Agent-for-Equity (CAFE) Model: A Framework for School Counselor Identity
Erin C. M. Mason and Melissa S. Ockerman, DePaul University, and Stuart F. Chen-Hayes, Lehman College of the City University of New York
Abstract
Significant recent influences in the profession have provided clear direction about what school counseling programs should look like but have not explicitly defined the professional identity necessary to enact these programs. A Change-Agent-for-Equity (CAFE) Model draws from the American School Counselor Association National Model (2003, 2005, 2012) and the tenets of the National Center for Transforming School Counseling (Martin, 2002), proposing that the school counselor’s professional identity is central to school counseling programs and program outcomes. A case scenario is presented to illustrate the CAFE model in context.
Citation
Mason, E. C. M., Ockerman, M. S., & Chen-Hayes, S. F. (2013). Change-Agent-for-Equity (CAFE) model: A framework for school counselor identity. Journal of School Counseling, 11(4). Retrieved from http://www.jsc.montana.edu/articles/v11n4.pdf
Type of Article
Professional Development
Integrating School Counseling Core Curriculum Into Academic Curriculum
Kelly A. Kozlowski, Bowling Green State University
Abstract
Research indicates that the social and emotional well being of students impacts academic outcomes; however, due to a limited amount of class time, the counseling core curriculum that addresses these needs often takes a back seat to academic learning. This article proposes a paradigm shift where teachers and school counselors collaborate to integrate the counseling core curriculum into daily academic lessons. This results in meeting ASCA’s academic, personal/social, and career student standards within the context of academic content. Implications are discussed, such as school counselors being seen as collaborators in increasing the academic outcomes for all students, and closing the achievement gap.
Citation
Kozlowski, K. A. (2013). Integrating school counseling core curriculum into academic curriculum. Journal of School Counseling, 11(5). Retrieved from http://www.jsc.montana.edu/articles/v11n5.pdf
Type of Article
Innovative Methods
Volume 11, Number 6:
Dawn S. Tarabochia, Montana State University
Abstract
The American School Counselor Association developed national standards for students to provide a framework for a holistic approach to student academic, career, and personal/social development. While the ASCA Student Standards are comprehensive, little attention is given to stress. Adolescents are experiencing greater stress associated with academic performance, extracurricular activities and worry about the future. The utilization of a well-being model and the integration of the ASCA Student Standards into school counseling programs for middle and high students can create a more holistic approach to providing stress education and stress reduction techniques.
Citation
Tarabochia, D. S. (2013). A comprehensive stress education and reduction program utilizing a well-being model: Incorporating the ASCA Student Standards. Journal of School Counseling, 11(6). Retrieved from http://www.jsc.montana.edu/articles/v11n6.pdf
Type of Article
Innovative Methods
Volume 11, Number 7:
Examination of Multicultural Counseling Competencies in School Counselors
Michele R. Guzmán, Nicolina A. Calfa, Valerie Van Horn Kerne, and Christopher McCarthy, The University of Texas at Austin
Abstract
The study investigated 227 school counselor’s multicultural counseling competencies (MCC). MCC were measured with a self-report inventory, and with ratings of responses to short vignettes, designed to assess “demonstrated” competency. Results indicated that school counselor self-ratings did not predict demonstrated ratings of MCC. People of color self-reported higher MCC. A significant effect for age and teaching experience was found with two of the four vignettes, with younger counselors and those with less teaching experience having more highly rated responses. Years of counseling experience was also significantly related to responses on one vignette, with less experienced counselors receiving higher ratings.
Citation
Guzmán, M. R., Calfa, N. A., Kerne, V. V. H., & McCarthy, C. (2013). Examination of multicultural counseling competencies in school counselors. Journal of School Counseling, 11(7). Retrieved from http://www.jsc.montana.edu/articles/v11n7.pdf
Type of Article
Theory and Research
Volume 11, Number 8:
The Ghost of “Emo:” Searching for Mental Health Themes In a Popular Music Format
Timothy D. Baker, Saint Cloud State University, Sondra Smith-Adcock, University of Florida, and Virginia R. Glynn, Saint Cloud State University
Abstract
The concept of “Emo” has gained attention among counselors who work with teens in school settings. Emo has been associated with music and popular media has linked it to mental health concerns, but scholarly sources have not converged regarding what sort of music it is, or what it means for adolescents’ wellness. The authors devise and explain a procedure for identifying and analyzing music with Emo characteristics. Several songs were identified having lyrics or video imagery that portrayed mental health scenarios, sufficient to trigger counselors’ duty-to-warn and/or mandated reporting obligations. Recommendations are made for the practice of school counselors.
Citation
Baker, T. D., Smith-Adcock, S.,& Glynn, V. R. (2013). The ghost of “Emo:” Searching for mental health themes in a popular music format. Journal of School Counseling, 11(8). Retrieved from http://www.jsc.montana.edu/articles/v11n8.pdf
Type of Article
Innovative Methods
Volume 11, Number 9:
Helping Students With Emotional Abuse: A Critical Area of Competence for School Counselors
Trevor J. Buser and Juleen K. Buser, Rider University
Abstract
Many school counselors experience difficulties in identifying and reporting suspected cases of emotional abuse. These difficulties are concerning, given the relatively high prevalence rates of emotional abuse. In this article, we discuss the definition of emotional abuse, review research on its prevalence and psychological correlates, and provide recommendations for reporting suspected cases. Attention is also given to the school counselor’s role in training teachers/staff on emotional abuse issues and intervening with students who experience emotional abuse.
Citation
Buser, T. J., & Buser, J. K. (2013). Helping students with emotional abuse: A critical area of competence for school counselors. Journal of School Counseling, 11(9). Retrieved from http://www.jsc.montana.edu/articles/v11n9.pdf
Type of Article
Theory and Research
Volume 11, Number 10:
Principals: What Are their Roles and Responsibilities?
Amanda Cisler and Mary Alice Bruce, University of Wyoming
Abstract
Collaboration between school counselors and principals is increasingly important in this accountability era. The purpose of this quantitative study was to examine the role of principal as perceived by professional school counselors and principals, both in training and practicing. While similarities were found in two categories: Managing School Personnel and School Climate, significant differences emerged in all three categories, including Parent and Community Collaboration. These findings indicate that school counselors and principals could benefit from learning more about the others’ respective roles to enhance their working partnership towards increasing academic achievement.
Citation
Cisler, A., & Bruce, M. A. (2013). Principals: What are their roles and responsibilities? Journal of School Counseling, 11(10). Retrieved from http://www.jsc.montana.edu/articles/v11n10.pdf
Type of Article
Theory and Research
Volume 11, Number 11:
Cynthia T. Walley, Hunter College, and Tim Grothaus, Old Dominion University
Abstract
Given the prevalence of adolescent mental health issues and the impact they have on adolescent development and school success, school counselors are challenged to provide appropriate prevention and intervention services. Yet the sufficiency of school counselor training for these challenges is unclear. Qualitative procedures were used to examine eight secondary school counselors’ preparation to recognize and respond to adolescent mental health issues. Results indicate beneficial aspects of training occurred prior to, during, and after their graduate counseling program. Training deficits and impediments were also identified. Implications for counselor educators, school counseling students, and school counseling supervisors are discussed.
Citation
Walley, C. T., & Grothaus, T. (2013). A qualitative examination of school counselors’ training to recognize and respond to adolescent mental health issues. Journal of School Counseling, 11(11). Retrieved from http://www.jsc.montana.edu/articles/v11n11.pdf
Type of Article
Theory and Research
Volume 11, Number 12:
School Counselors’ Constructions of Student Confidentiality
Shannon Trice-Black, Morgan E. Kiper Riechel, and M. Ann Shillingford, College of William and Mary
Abstract
Confidentiality in counseling relationships helps ensure trust between clients and counselors. Yet, defining and understanding the boundaries of confidentiality in school settings is often difficult, as school counselors are engaged in multiple relationships with various stakeholders. This qualitative phenomenological study explores the experiences of nine practicing school counselors to answer the following two research questions: 1) how do professional school counselors respond to ethical issues related to student confidentiality as they perform their responsibilities within the school community? And, 2) how do school counselors believe members of the school community perceive student confidentiality? Upon analysis, two main themes emerged from participants’ narratives: relationships and training. Subthemes were also present for each of the two main themes. Under relationships, subthemes include trust, school culture, teamwork and consultation. Under training, subthemes of graduate training, professional development, and experience emerged. Implications for counselor educators and school counseling graduate programs are discussed.
Citation
Trice-Black, S., Riechel, M. E. K., & Shillingford, M. A. (2013). School counselors’ constructions of student confidentiality. Journal of School Counseling, 11(12). Retrieved from http://www.jsc.montana.edu/articles/v11n12.pdf
Type of Article
Theory and Research
Volume 11, Number 13:
Helen Janc Malone, Harvard University
Abstract
This qualitative longitudinal multiple case study offers a perspective into the college information gathering practices across a sample of low-income students at two large urban public high schools. The findings show that students engage in and benefit from comprehensive information gathering strategies but that disparities exist across academic performance levels and demographic factors. The study sheds light on the paramount role that school counselors play during the students’ college information gathering “search” stage. The presented findings offer concrete strategies that can aid school counselors in evaluating and improving their own college-related services.
Citation
Malone, H. J. (2013). The search stage: When, where, and what information do urban public high school students gather about college? Journal of School Counseling, 11(13). Retrieved from http://www.jsc.montana.edu/articles/v11n13.pdf
Type of Article
Theory and Research
Volume 11, Number 14:
Brenna A. Juhnke, Ronald Reagan High School, San Antonio, Texas, Gerald A. Juhnke, The University of Texas at San Antonio, Russell C. Curtis and E. Heather Thompson, Western Carolina University, Kenneth M. Coll, Boise State University, and Fangzhou Yu, Michael S. Moyer, and Alison Mullett, The University of Texas at San Antonio
Abstract
Motivational interviewing is a proven, evidence-based intervention. It has been successfully utilized as a potent intervention with students presenting a broad range of concerns from substance abuse to obesity. To date, however, no articles exist within the general counseling literature or the Journal of School Counseling specifically describing how to utilize motivational interviewing with school-aged bullying perpetrators. This article will describe how school counselors can effectively utilize motivational interviewing with bullying school-age youth.
Citation
Juhnke, B. A., Juhnke, G. A., Curtis, R. C., Thompson, E. H., Coll, K. M., Fangzhou, Y., …Mullett, A. (2013). Using motivational interviewing with school-age bullies: A new use for a proven, evidence-based intervention. Journal of School Counseling, 11(14). Retrieved from http://www.jsc.montana.edu/articles/v11n14.pdf
Type of Article
Innovative Methods
Volume 11, Number 15:
Ambiguous Loss and its Effects on Children: Implications and Interventions for School Counselors
K. Guidry, C. Simpson, T. Test, and C. Bloomfield, Texas A & M University-Commerce
Abstract
School counselors are regularly tasked with managing student’s emotions and behaviors that impede school performance. This daunting assignment can be overwhelming for school professionals. With the many diagnoses that may provide an explanation for dysfunctional behavior amongst students, the possibility of grief is frequently overlooked. The purpose of this article is to define and describe the concept of grief and how it may explain challenging behaviors with students. Additionally, this definition will be expanded by introducing the definition of ambiguous grief. Examples of ambiguous grief scenarios will be provided, as well as implications for school counselors.
Citation
Guidry, K., Simpson, C., Test, T., & Bloomfield, C. (2013). Ambiguous loss and its effects on children: Implications and interventions for school counselors. Journal of School Counseling, 11(15). Retrieved from http://www.jsc.montana.edu/articles/v11n15.pdf
Type of Article
Current Issues
Volume 11, Number 16:
On Track: A University Retention Model Utilizing School Counseling Program Interns
Jill M. Thorngren, South Dakota State University, Mark D. Nelson and Larry J. Baker, Montana State University – Bozeman, Barbara Zuck, Montana State University – Northern, Rebecca L. Koltz, Montana State University – Bozeman
Abstract
This article outlines a pilot study conducted with persisting and non-persisting students in a mid-sized public university in the West. Based on those findings, a retention initiative was developed. The study and initiative both utilize the ASCA framework, making a case that this model has application in institutions of higher education as well as public schools. The significance of collaborations between school counseling programs and college advising centers is also portrayed.
Citation
Thorngren, J. M., Nelson, M. D., Baker, L. J., Zuck, B., & Koltz, R. L. (2013). On track: A university retention model utilizing school counseling program interns. Journal of School Counseling, 11(16). Retrieved from http://www.jsc.montana.edu/articles/v11n16.pdf
Type of Article
Theory and Research
Volume 11, Number 17:
School Counseling in Disciplinary Alternative Education Programs
Patrick R. Mullen and Glenn W. Lambie, University of Central Florida
Abstract
Disciplinary alternative education programs (DAEP) service many students; however, limited literature is published for school counselors working in these schools. Therefore, this manuscript provides a conceptual foundation for counselors working with students attending DAEPs. Specifically, the manuscript (a) reviews the types of alternative education schools in the United States; (b) introduces the individual, academic, and family factors of students in DAEPs; and (c) presents implications for counselors in DAEPs to support service delivery.
Citation
Mullen, P. R., & Lambie, G. W. (2013). School counseling in disciplinary alternative education programs. Journal of School Counseling, 11(17). Retrieved from http://www.jsc.montana.edu/articles/v11n17.pdf
Type of Article
Current Issues
Volume 11, Number 18:
Vision: A Conceptual Framework for School Counselors
Jennifer Scaturo Watkinson, Loyola University Maryland
Abstract
Vision is essential to the implementation of the American School Counselor Association (ASCA) National Model. Drawing from research in organizational leadership, this article provides a conceptual framework for how school counselors can incorporate vision as a strategy for implementing school counseling programs within the context of practice. Specific attention is given to how school counselors craft, communicate, and market their school counseling vision to gain support from teachers and administrators to implement comprehensive school counseling programs fashioned after the ASCA National Model.
Citation
Watkinson, J. S. (2013). Vision: A conceptual framework for school counselors. Journal of School Counseling, 11(18). Retrieved from http://www.jsc.montana.edu/articles/v11n18.pdf
Type of Article
Professional Development
Volume 11, Number 19:
The Need for Developmental Models in Supervising School Counselors
Laura L. Gallo, Marion, Iowa
Abstract
Developmental models, like Stoltenberg, McNeil, and Delworth’s integrated developmental model (IDM) for supervision (1998), provide supervisors with an important resource in understanding and managing the counseling student’s development and experience. The current status of school counseling supervision is discussed as well as the benefits of developmental models, such as IDM, are identified with specific examples related to school counseling. Lastly, implications for the future in incorporating developmental models into school counseling supervision are mentioned.
Citation
Gallo, L. L. (2013). The need for developmental models in supervising school counselors. Journal of School Counseling, 11(19). Retrieved from http://www.jsc.montana.edu/articles/v11n19.pdf
Type of Article
Theory and Research
Volume 11, Number 20:
Early Career School Counselors’ Training Perspectives: Implications for School Counselor Educators
Christopher D. Slaten, Purdue University, Dominick A. Scalise, University of Maryland-College Park, and Krystle Gutting and Thomas W. Baskin, University of Wisconsin-Milwaukee
Abstract
The current study examined early career professional school counselors’ experiences related to their work as mental health professionals in schools. Nine individuals participated in qualitative interviews that were analyzed using consensual qualitative research methods (Hill, 2012). All individuals were professional school counselors trained in accredited programs and had three or fewer years of post-degree experience in their schools. Implications for school counseling educators that train school counselors and suggestions for future advocacy are presented. This study provides important information for both training programs and school systems to better understand the unique skills of school counselors and the emerging needs of the students they serve.
Citation
Slaten, C. D., Scalise, D. A., Gutting, K., & Baskin, T. W. (2013). Early career school counselors’ training perspectives: Implications for school counselor educators. Journal of School Counseling, 11(20). Retrieved from http://www.jsc.montana.edu/articles/v11n20.pdf
Type of Article
Theory and Research
Volume 11, Number 21:
Jacqueline M. Swank, University of Florida, and David E. Swank, Daytona Beach, Florida
Abstract
School counselors have the challenging task of implementing a comprehensive, developmental school counseling program to serve a large number of students. We present the creative use of a garden program to promote the development of students through the integration of the natural environment. Additionally, we describe activities and metaphors within the five garden stages encompassed within the program (planning, preparing, planting, maintaining, and harvesting), identify the American School Counselor Association Student Standards (ASCA, 2004) addressed within the garden activities, and discuss the implications and practical considerations for school counselors.
Citation
Swank, J. M., & Swank, D. E. (2013). Student growth within the school garden: Addressing personal/social, academic, and career development. Journal of School Counseling, 11(21). Retrieved from http://www.jsc.montana.edu/articles/v11n21.pdf
Type of Article
Innovative Methods
