Articles 2015 (Volume 13)
Volume 13, Number 1:
Sheila H. Chiffriller, Kelsey A. Kangos, and Lisa Milone, Pace University
Abstract
Social exclusion and the behaviors, thoughts, and feelings it evokes in children were examined in the present study. Two forms of exclusion were identified: being rejected and being ignored. Surveys were administered to third and fifth grade students in a Northeastern suburb in the United States to see how children respond overall and if younger and older elementary school students respond similarly. The students were asked to imagine themselves in four different peer situations in which they were included, rejected, or ignored and indicate how they would respond. Developmental differences and implications of the findings for counselors are discussed.
Citation
Chiffriller, S. H., Kangos, K. A., & Milone, L. (2015). What elementary students experience outside of the classroom: Children’s responses to social exclusion. Journal of School Counseling, 13(1). Retrieved from http://www.jsc.montana.edu/articles/v13n1.pdf
Type of Article
Theory and Research
Volume 13, Number 2:
Supervision of School Counseling Students: A Focus on Personal Growth, Wellness, and Development
Adina Smith and Rebecca L. Koltz, Montana State University
Abstract
Results of a grounded theory study exploring the experiences and processes of school counseling students’ professional and personal growth are provided. The researchers used focus groups over a two-year period to better comprehend students their experiences of growth. Several themes emerged: defining personal growth, wellness, and clinical growth as a professional school counselor. Within each of these major themes several sub-themes exist. Given that this was a grounded theory study, a model regarding how school counselors’ experience and process both professional and clinical growth is included. Finally, implications for school counselors working as supervisors of practicum and internship students are provided with the intent to help supervisors understand the developmental differences and needs for counseling students.
Citation
Smith, A., & Koltz, R. L. (2015). Supervision of school counseling students: A focus on personal growth, wellness, and development. Journal of School Counseling, 13(2). Retrieved from http://www.jsc.montana.edu/articles/v13n2.pdf
Type of Article
Theory and Research
Volume 13, Number 3:
What Factors Sustain Professional Growth Among School Counselors?
Varda Konstam and Amy L. Cook, University of Massachusetts Boston, Sara Tomek, University of Alabama, and Esmaeil Mahdavi, Robert Gracia, and Alexander H. Bayne, University of Massachusetts Boston
Abstract
This study examined relationships among self-reported professional expertise, organizational support of evidence-based practices (EBP), and professional growth. Data were collected from 85 members of American School Counseling Association (ASCA). School counselors with higher self-reported expertise reported that they were more likely to improve their school counseling skills. Those with more years of experience supervising school counselors also reported greater professional expertise. No linear relationship was found between organizational support of EBP and perceived professional expertise, which may be attributed to lack of adequate structural and organizational school supports. Implications for future research, counselor development, and supervision are discussed.
Citation
Konstam, V., Cook, A. L., Tomek, S., Mahdavi, E., Gracia, R., & Bayne, A. H. (2015). What factors sustain professional growth among school counselors? Journal of School Counseling, 13(3). Retrieved from http://www.jsc.montana.edu/articles/v13n3.pdf
Type of Article
Theory and Research
Volume 13, Number 4:
Elementary School Counselors’ Collaboration With Community Mental Health Providers
Kristen Moran, Clemson University, and Nancy Bodenhorn, Virginia Tech
Abstract
Perceptions and experiences of elementary school counselors’ collaborative efforts with community mental health providers are examined through this exploratory phenomenological study. Ten participants engaged in two in-depth interviews. Collaboration was considered an effective way to increase services to students and their families. Six themes emerged: interactions in collaboration, commitment to collaboration, benefits of collaboration, components of effective collaboration, barriers to collaboration, and changes needed to collaboration. Implications for school counselors and counselor educators are discussed.
Citation
Moran, K., & Bodenhorn, N. (2015). Elementary school counselors’ collaboration with community mental health providers. Journal of School Counseling, 13(4). Retrieved from http://www.jsc.montana.edu/articles/v13n4.pdf
Type of Article
Theory and Research
Volume 13, Number 5:
Lauren J. Moss, Kutztown University, and Anneliese A. Singh, The University of Georgia
Abstract
White school counselors must consider how racial identity, and whiteness as a construct, influences their work with students of color. This article addresses opportunities for White school counselors regarding how they may become allies to students of color and suggests way in which counselor educators can support the ally identity development in graduate students who are preparing to become school counselors. Intersections of racial privilege and ally identity development for White school counselors are described (Kendall, 2006; Mindrup, Spray & Lamberghini-West, 2011), and recommendations to the field of school counseling are made. Tenets of critical race theory (Ladson-Billings & Tate, 1995) and relational cultural theory (Jordan, 2010) are recommended as a theoretical framework for White school counselors’ efforts.
Citation
Moss, L. J., & Singh, A. A. (2015). White school counselors becoming racial justice allies to students of color: A call to the field of school counseling. Journal of School Counseling, 13(5). Retrieved from http://www.jsc.montana.edu/articles/v13n5.pdf
Type of Article
Current Issues
Volume 13, Number 6:
Mark C. Rehfuss, Old Dominion University, and Pamela H. Sickinger, Simsbury High School
Abstract
A shortened form of the Career Construction Interview (CCI) was used to help high school students struggling with the career decision making process. The shortened instrument is described, as well as, its use with eleventh grade high school students who had low levels of career concern and career curiosity. Students who completed the exercise reported several themes that are introduced and discussed in the article. These themes reflected that the intervention was helpful and facilitated student self-understanding and career exploration. Practical applications for school counselors are discussed.
Citation
Rehfuss, M. C., & Sickinger, P. H. (2015). Assisting high school students with career indecision using a shortened form of the career construction interview. Journal of School Counseling, 13(6). Retrieved from http://www.jsc.montana.edu/articles/v13n6.pdf
Type of Article
Current Issues
Volume 13, Number 7:
A Model for School Counselors Supporting African American Youth With Forgiveness
Thomas W. Baskin, Jaquaye L. Russell, and Carey L. Sorenson, University of Wisconsin – Milwaukee, and Earlise C. Ward, University of Wisconsin – Madison
Abstract
The authors describe how practicing school counselors can appropriately and effectively work with African American youth regarding forgiveness. Further, the authors discuss the challenges that African American youth face. They illuminate how school counselors can help emotionally injured African American youth. As a school counseling intervention the forgiveness process can be conducted in a manner that is congruent with, and sensitive to, the development of positive African American ethnic identity. The use of forgiveness in school counseling is described, including the theory (Enright, 2001), and a case study, related to a process model of forgiveness.
Citation
Baskin, T. W., Russell, J. L., Sorenson, C. L., & Ward, E. C. (2015). A model for school counselors supporting African American youth with forgiveness. Journal of School Counseling, 13(7). Retrieved from http://www.jsc.montana.edu/articles/v13n7.pdf
Type of Article
Innovative Methods
Volume 13, Number 8:
School Counselors United in Professional Advocacy: A Systems Model
Dawnette L. Cigrand, Winona State University, Stacey Gaenzle Havlik and Krista M. Malott, Villanova University, and SaDohl Goldsmith Jones, Capella University
Abstract
Limited budgets may place educational positions in jeopardy and if school counseling positions become jeopardized, then school counselors must communicate their role and impact more effectively. However, school counselors may lack training and experience in professional self-advocacy practices, and advocacy efforts may be undermined by role confusion experienced by both counselors and the educational professionals surrounding them. This article describes one model of professional advocacy framed by Bronfenbrenner's Ecological Systems theory that may be used by school counseling leaders to plan systematic advocacy efforts that engage individual school counselors in united professional advocacy strategies.
Citation
Cigrand, D. L., Havlik, S. G. Malott, K. M., & Jones, S. G. (2015). School counselors united in professional advocacy: A systems model. Journal of School Counseling, 13(8). Retrieved from http://www.jsc.montana.edu/articles/v13n8.pdf
Type of Article
Current Issues
Volume 13, Number 9:
Amy L. Cook, University of Massachusetts Boston
Abstract
English language attainment and literacy acquisition are of significant importance to achieving academic success and college and career readiness in the United States. The rise in evidence-based standards requires concerted efforts by educators to meet the literacy needs of English language learners (ELLs). When collaborating with ELL teachers, school counselors are in a unique position to build literacy skills among ELL students, while simultaneously focusing on life skill development. This article provides specific suggestions for promoting literacy and social-emotional learning that school counselors can employ by collaborating with teachers and parents and through direct services with ELL students.
Citation
Cook, A. L. (2015). Building connections to literacy learning among English language learners: Exploring the role of school counselors. Journal of School Counseling, 13(9). Retrieved from http://www.jsc.montana.edu/articles/v13n9.pdf
Type of Article
Innovative Methods
Volume 13, Number 10:
Perceptions of a Gay-Straight Alliance Club Ban: School Counselors and Advocacy for LGBTQQ Students
Pamela S. Lassiter and Amy McCarthy Sifford, University of North Carolina at Charlotte
Abstract
This phenomenological inquiry explored the experiences and reactions of five school counselors who worked in a school that banned a Gay-Straight Alliance club. Specifically, the authors examined how counselors’ perceptions of the ban influenced their advocacy for LGBTQQ students. The results of semi-structured interviews revealed one overarching theme: The administration yielded to the status quo and three subthemes (1) the ban prevented students from receiving much needed support (2) proactive advocacy is the best course of action, and (3) change in communities is slow. Future practice and research directions are discussed.
Citation
Lassiter, P. S., & Sifford, A. M. (2015). Perceptions of a Gay-Straight Alliance club ban: School counselors and advocacy for LGBTQQ students. Journal of School Counseling, 13(10). Retrieved from http://www.jsc.montana.edu/articles/v13n10.pdf
Type of Article
Theory and Research
Volume 13, Number 11:
High School Counselors’ Support and Latina/o Students’ Career Development
Javier Cavazos Vela, University of Texas at Brownsville, Brandé Flamez, Lamar University, and Ashley Clark, Commonwealth of Virginia Department for Aging and Rehabilitative Services
Abstract
The current study examined the impact of high school counselors’ support of Latina/o students’ career development outcomes. We used a quantitative, predictive design to explore Latina/o students’ vocational self-efficacy and outcome expectations. Perceptions of investment, accessibility, positive regard, appraisal, and expectations from school counselors did not impact Latina/o students’ vocational self-efficacy or outcome expectations. In addition to a discussion regarding the importance of these findings, implications for school counselors and researchers are offered.
Citation
Vela, J. C., Flamez, B., & Clark, A. (2015). High school counselors’ support and Latina/o students’ career development. Journal of School Counseling, 13(11). Retrieved from http://www.jsc.montana.edu/articles/v13n11.pdf
Type of Article
Theory and Research
Volume 13, Number 12:
Experiences With Classism: A Look at Social Class in a Rural High School
Zachary Pietrantoni, Dorea Glance, and Krista M. Smith, Southern Illinois University
Abstract
The American School Counselor Association’s (ASCA) National Model (2012) stated school counselors serve as advocates for equity in access and success in educational opportunities for all students; however, Lott (2002) suggested classism now affects more students than in previous generations. Most research has focused on college students and little research has addressed the experiences with classism for high school students. The researchers addressed this gap through an ethnographic qualitative study on experiences with classism of a rural high school in Illinois. The researchers concluded with implications for school counselors and future research on the area of classism in high schools.
Citation
Pietrantoni, Z., Glance, D., & Smith, K. M. (2015). Experiences with classism: A look at social class in a rural high school. Journal of School Counseling, 13(12). Retrieved from http://www.jsc.montana.edu/articles/v13n12.pdf
Type of Article
Theory and Research
Volume 13, Number 13:
A Window Into South Korean Culture: Stress and Coping in Female High School Students
Tim S. VanderGast, William Paterson University, Sejal Parikh Foxx and Claudia Flowers, University of North Carolina at Charlotte, Andrew Thomas Rouse, University of North Carolina at Pembroke, and Karen M. Decker, William Paterson University
Abstract
In an effort to increase multicultural competence, professional counselors in the United States analyzed archival data from high school students from Seoul, South Korea. A sample of all female (N = 577) high school students responded to survey questions related to stress and coping. Results demonstrated statistical significance in levels of stress between grade levels, and the relationship between stress and coping. Results suggest the need for continued development of professional school counseling programs in South Korea high schools for student wellness.
Citation
VanderGast, T. S., Foxx, S. P., Flowers, C., Rouse, A. T., & Decker, K. M. (2015). A window into South Korean culture: Stress and coping in female high school students. Journal of School Counseling, 13(13). Retrieved from http://www.jsc.montana.edu/articles/v13n13.pdf
Type of Article
Theory and Research
Volume 13, Number 14:
Javier Cavazos Vela, Ming-Tsan P. Lu, and Stacey L. Gonzalez, University of Texas Rio Grande Valley, Robert L. Smith, Texas A&M University-Corpus Christi, and Shaghayegh Azadi-Setayesh, University of Texas Rio Grande Valley
Abstract
In this qualitative study, we conducted in-depth interviews with secondary school counselors to understand differences between successful and less successful Latina/o students. Using an ecological framework as a theoretical lens, we highlighted differences between successful and less successful Latina/o high school students consistent with individual, interpersonal, and institutional categories. The following themes emerged: determination and commitment, motivation, goal setting, positive behavior and attitudes, family support, role models, school and teacher support, socioeconomic status, and environment. Following a discussion regarding differences between successful and less successful Latina/o students, we provide recommendations for researchers and school counselors to identify studies and interventions to help Latina/o students become academically successful.
Citation
Vela, J. C., Lu, M. P., Gonzalez, S. L., Smith, R. L., & Azadi-Setayesh, S. (2015). School counselors’ perceptions of differences between successful and less successful Latina/o high school students. Journal of School Counseling, 13(14). Retrieved from http://www.jsc.montana.edu/articles/v13n14.pdf
Type of Article
Theory and Research
Volume 13, Number 15:
Rural School Counselors and LGBTQ Students
Phyllis K. Robertson, Western Carolina University, and Jennifer Full, East McDowell Middle School, Marion, North Carolina
Abstract
The pathways employed school counselors take for continuing their education beyond graduate school on issues of diversity may be somewhat limited in rural areas and the perception may be that few lesbian, gay, bisexual, transgender, and queer/questioning students exist in rural schools. School counselors have an ethical and legal obligation to create safe and welcoming environments for LGBTQ students. This paper provides a brief examination of traditional approaches to professional development on sexual minority issues and a proposal for alternative educational opportunities for rural school counselors.
Citation
Robertson, P. K. & Full, J. (2015). Rural school counselors and LGBTQ students. Journal of School Counseling, 13(15). Retrieved from http://www.jsc.montana.edu/articles/v13n15.pdf
Type of Article
Current Issues
Volume 13, Number 16:
In Their Own Voices: Adolescent African American Males’ Experiences of the Achievement Gap
Natasha S. Moon and Anneliese A. Singh, The University of Georgia
Abstract
The authors use a phenomenological research tradition grounded in CRT tenets to describe the daily lived experiences that 12 male African American youth had in relation to the achievement gap. Researchers collected individual semi-structured interviews and focus group data related to the study phenomenon. There were five themes identified in participant data: (a) achievement gap or resource gap? (b) salience of parental support, (c) environmental obstacles related to academic achievement, (d) individual motivation and effort, and (e) resiliency and persistence in the face of racism. Implications for school counseling research, practice, and advocacy with African American male youth and study limitations are discussed.
Citation
Moon, N. S., & Singh, A. A. (2015). In their own voices: Adolescent African American males’ experiences of the achievement gap. Journal of School Counseling, 13(16). Retrieved from http://www.jsc.montana.edu/articles/v13n16.pdf
Type of Article
Theory and Research
Volume 13, Number 17:
Interpersonal Process Group Counseling for Educationally Marginalized Youth: The MAGNIFY Program
Christopher D. Slaten and Zachary M. Elison, Purdue University
Abstract
Youth mental health is an area of profound disparity between the demand and supply of services, particularly in schools that serve students at risk of school dropout. This article describes the conceptual foundations and implementation of MAGNIFY, a program that provides free group counseling to small alternative schools with students who have a history of behavioral problems in school or have been labeled at risk of dropping out of school. MAGNIFY is a non-structured program that uses school counseling graduate students to facilitate weekly school-based interpersonal process groups and is financially supported by local businesses and donors. Program components, finances, limitations, and implications are discussed.
Citation
Slaten, C. D., & Elison, Z. M. (2015). Interpersonal process group counseling for educationally marginalized youth: The MAGNIFY program. Journal of School Counseling, 13(17). Retrieved from http://www.jsc.montana.edu/articles/v13n17.pdf
Type of Article
Innovative Methods
Volume 13, Number 18:
Amy L. Cook, University of Massachusetts Boston, and Rachelle Pérusse and Eliana D. Rojas, University of Connecticut
Abstract
According to the U.S. Department of Education (2010), Latina/o English language learners (ELL students) are less likely to complete high school and attend college compared to their White non-Latina/o peers. Numerous factors affect Latina/o ELL students’ academic achievement, including insufficient resources, acculturation issues, attitudinal barriers, immigration factors, and English-language proficiency. Through a literature review, we identify particular school counselor interventions that address these barriers and promote college access among Latina/o ELL students.
Citation
Cook, A. L., Pérusse, R., & Rojas, E. D. (2015). Promoting college access among Latina/o English language learners: Implications for professional school counselors. Journal of School Counseling, 13(18). Retrieved from http://www.jsc.montana.edu/articles/v13n18.pdf
Type of Article
Innovative Methods
Volume 13, Number 19:
PACES: A Model of Student Well-Being
Mark D. Nelson, Dawn S. Tarabochia, and Rebecca L. Koltz, Montana State University
Abstract
School counselors design, deliver, and evaluate comprehensive, developmental school counseling programs that are focused on enhancing student development and success. A model of student well-being, known as PACES, is defined and described that consists of five distinct and interactive domains: physical, affective, cognitive, economic, and social. Suggestions are offered regarding how the PACES model can be used to enrich the delivery of school counseling programs.
Citation
Nelson, M. D., Tarabochia, D. S., & Koltz, R. L. (2015). PACES: A model of student well-being. Journal of School Counseling, 13(19). Retrieved from http://www.jsc.montana.edu/articles/v13n19.pdf
Type of Article
Innovative Methods
