Articles 2017 (Volume 15)
Special Edition: Volume 15, Nos. 1-6
Enriching Student Well-Being and Success
Volume 15, Number 1:
Layla J. Kurt, University of Dayton
Abstract
Transgender students are a marginalized group of students who are calling for recognition and acceptance of their identities. Although Title IX assures students of freedom from discrimination based on sexual identity, many schools are struggling with policies that adequately provide these protections. Based on a previous qualitative study conducted by the author, this manuscript provides strategies that school counselors and other educators can implement to create a school climate that is safe, equitable, and fosters the well-being and success of transgender students.
Citation
Kurt, L. J. (2017). Creating school climates that foster inclusive community attitudes toward gender nonconforming students. Journal of School Counseling, 15(1). Retrieved from http://www.jsc.montana.edu/articles/v15n1.pdf
Type of Article
Current Issues
Volume 15, Number 2:
Transition to Post-secondary Life for Students with Disabilities: Promoting Student Success
Theresa A. Quigney, Cleveland State University
Abstract
The transition to life after high school for students with disabilities and the vital role that school counselors have in assisting the students and their families to achieve success are discussed. As there may be unique requirements for these students in making this transition, it is important that school counselors are acquainted with particular matters and techniques critical to student success. The educational categories of disabilities and special considerations that are presented may be beneficial to school counselors as they enhance their students’ opportunities to achieve their goals.
Citation
Quigney, T. A. (2017). Transition to post-secondary life for students with disabilities: Promoting student success. Journal of School Counseling, 15(2). Retrieved from http://www.jsc.montana.edu/articles/v15n2.pdf
Type of Article
Current Issues
Volume 15, Number 3:
Lorri M. Capizzi, San Jose State University, Carolyn Huie Hofstetter, University of California, San Diego, and Dolores D. Mena, Brent Duckor, and Xiaolu Hu, San Jose State University
Abstract
This article documents narrative experiences from alumni who participated in the GEAR UP program. The San Jose State University GEAR UP program, based on an intensive counseling model, is grounded in social capital and resilience theories, and is designed to increase the number of low-income students who are prepared to enter and succeed in postsecondary education. Qualitative findings from surveys and semi-structured interviews with GEAR UP alumni highlight the power of this intensive counseling model in providing meaning, connectedness, and a sense of empowerment for students to support their personal and academic development, college readiness, and overall well-being.
Citation
Capizzi, L. M., Hofstetter, C. H., Mena. D. D., Duckor, B., & Hu, X. (2017). Promoting low-income students’ college readiness, well-being, and success: A GEAR UP counseling program study. Journal of School Counseling, 15(3). Retrieved from http://www.jsc.montana.edu/articles/v15n3.pdf
Type of Article
Theory and Research
Volume 15, Number 4:
School Counselors’ Role in Dropout Prevention and Credit Recovery
Donna Tromski-Klingshirn and Yoko Miura, Wright State University
Abstract
This article introduces credit recovery (CR) programs to school counseling. Traditionally the school counselors’ role in CR has been limited to referring students who are, or who have, failed courses. Based on own our findings from a study of a large Midwest high school (N = 2,000) CR program, we make specific recommendations for school counselors to advocate for, and intervene with, failing students. Further, we propose a new instructional leadership role for school counselors within the instructional leadership team (ILT) to lead credit recovery efforts within the schools.
Citation
Tromski-Klingshirn, D. & Miura, Y. (2017). School counselors’ role in dropout prevention and credit recovery. Journal of School Counseling, 15(4). Retrieved from http://www.jsc.montana.edu/articles/v15n4.pdf
Type of Article
Theory and Research
Volume 15, Number 5:
Mental Health and Social Emotional Programming in Schools: Missing Link or Misappropriation?
Trigg A. Even, University of North Texas Dallas, and Heather L. Quast, Texas A&M University Commerce
Abstract
While differences of opinion exist on whether mental health services fall within the scope of public education, schools may represent the best opportunity to provide young people with necessary access to mental health care. Professional school counselors are uniquely qualified by training and experience to address the mental health and social emotional development needs of students, yet may be underutilized for this purpose, in part because school counselors may not be speaking the language of education, that is, academic achievement. The authors questioned whether school counseling is the missing link to advancing academic achievement or a misappropriation that deters schools from accomplishing their core mission. The literature relevant to the relationship between mental health programming and academic achievement was reviewed and recommended talking points for professional advocacy are discussed.
Citation
Even, T. A., & Quast, H. L. (2017). Mental health and social emotional programming in schools: Missing link or misappropriation? Journal of School Counseling, 15(5). Retrieved from http://www.jsc.montana.edu/articles/v15n5.pdf
Type of Article
Theory and Research
Volume 15, Number 6:
School Counselors and Multicultural Education: Applying the Five Dimensions
Clare Merlin, University of North Carolina, Charlotte
Abstract
Multicultural education is an educational approach designed to ensure equal educational opportunities for all students, including those in marginalized groups. This approach has historically been directed towards teachers, but school counselors have the appropriate training and skills to lead multicultural education efforts, as well. In this article, the five dimensions of multicultural education are described and examples are provided that suggest how school counselors can use each dimension in order to create a context in which all students succeed.
Citation
Merlin, C. (2017). School counselors and multicultural education: Applying the five dimensions. Journal of School Counseling, 15(6). Retrieved from http://www.jsc.montana.edu/articles/v15n6.pdf
Type of Article
Current Issues
Volume 15, Number 7:
Motivational Interviewing, the Transtheoretical Model of Change, and Academic Development
Jered B. Kolbert, Brittany L. Happe, Debra Hyatt-Burkhart, and Laura M. Crothers, Duquesne University, and Marissa Capuzzi, Greater Latrobe School District
Abstract
Motivational interviewing (Miller & Rollnick, 2012) and the transtheoretical model of change (Prochaska, Norcross, & DiClimente, 2007) offer potential considerable benefits to professional school counselors’ efforts to promote academic development. We describe how these models can be used by professional school counselors in the provision of what are referred to as responsive services in the ASCA National Model (ASCA, 2012), which includes individual counseling, individual student planning, and the indirect services of collaboration and consultation with parents and teachers as they strive to support student academic achievement. We offer two case studies to illustrate the adaptation and employment of the approaches discussed in the paper.
Citation
Kolbert, J. B., Happe, B. L., Hyatt-Burkhart, D., Crothers, L. M., & Capuzzi, M. (2017). Motivational interviewing, the transtheoretical model of change, and academic development. Journal of School Counseling, 15(7). Retrieved from http://www.jsc.montana.edu/articles/v15n7.pdf
Type of Article
Theory and Research
Volume 15, Number 8:
Myths and Misconceptions About LGBTQ Youth: School Counselors’ Role in Advocacy
Roberto L. Abreu, University of Kentucky, and Adriana G. McEachern and Maureen C. Kenny, Florida International University
Abstract
Although schools are thought to be safe environments for all students, sexual minority and gender expansive (i.e., LGBTQ) students often feel unsafe and unwelcome as a result of misconceptions about their identity. This paper explores eight commonly held myths and misconceptions about LGBTQ youth. The role of professional school counselors (PSCs) in debunking these myths and advocating for these students will be discussed. Implications for practice and future research will be addressed.
Citation
Abreu, R., McEachern, A. G., & Kenny, M. C. (2017). Myths and misconceptions about LGBTQ youth: school counselors’ role in advocacy. Journal of School Counseling, 15(8). Retrieved from http://www.jsc.montana.edu/articles/v15n8.pdf
Type of Article
Current Issues
Volume 15, Number 9:
Aida Midgett, Diana Doumas, Rhiannon Trull, and April D. Johnston, Boise State University
Abstract
A randomized controlled study evaluated a brief, bystander bullying intervention for junior high school students. Students in both groups reported an increase in knowledge and confidence to act as defenders and to utilize strategies to intervene on behalf of victims of bullying. Findings suggest possible carry-over effects from the intervention group to control group. Students in the intervention group, however, reported a significantly greater ability to identify of bullying and a decrease in anxiety (p = .06) relative to the control group. There were no differences in reported depression between the two groups. Implications for school counselors are discussed.
Citation
Midgett, A., Doumas, D., Trull, R., & Johnston, A. D. (2017). A randomized controlled study evaluating a brief, bystander bullying intervention with junior high school students. Journal of School Counseling, 15(9). Retrieved from http://www.jsc.montana.edu/articles/v15n9.pdf
Type of Article
Theory and Research
Volume 15, Number 10:
Black and Latino Fathers of Students with Autism: Culturally Responsive Support
Michael D. Hannon, Montclair State University, Kaprea F. Johnson, Old Dominion University, and Nicole A. Christian and LaChan V. Hannon, Montclair State University
Abstract
Perspectives from five Black and Latino fathers of students with autism are shared from this qualitative pilot study. The fathers were asked to describe the most helpful forms of support from school counselors. One-time, semi-structured interviews were conducted and interpreted with the thematic analysis method. Results suggest support from other parents, and specifically from other fathers, with shared experiences is most helpful. Recommendations for school counseling practice and research are shared.
Citation
Hannon, M. D., Johnson, K. F., Christian, N. A., & Hannon, L. V. (2017). Black and Latino fathers of students with autism: Culturally responsive support. Journal of School Counseling, 15(10). Retrieved from http://www.jsc.montana.edu/articles/v15n10.pdf
Type of Article
Theory and Research
Volume 15, Number 11:
Professional Issues in School Counseling and Suicide Prevention
Laura L. Gallo, Boise State University
Abstract
Suicide is the second leading cause of death for adolescents and has become a public health concern in the United States. In addition, certain groups of students are more at risk for suicide than others. School counselors have an ethical obligation to protect their students and are in an ideal position to educate students and staff about the risks and warning signs of suicide. Ethical issues such as counselor competence, school responsibility, and community buy in are important considerations for educators. Lastly, implications for practicing school counselors in preventing suicide are provided.
Citation
Gallo, L. L. (2017). Professional issues in school counseling and suicide prevention. Journal of School Counseling, 15(11). Retrieved from http://www.jsc.montana.edu/articles/v15n11.pdf
Type of Article
Current Issues
Volume 15, Number 12:
Richard E. Cleveland, Georgia Southern University, and Julie Hartline, Cobb County School District
Abstract
This article describes initial efforts to pilot an evaluation instrument for school counselors. The pilot was a collaboration led by the state’s school counselor association involving a state department of education (DOE), local school districts, and university faculty members. The article begins with a brief overview of historical and contextual factors relevant to the creation of the instrument and the pilot project. A summary description of the instrument is then provided that lists individual items and supplementary information distributed with the protocol. Next, preliminary results are presented. Finally, the article concludes by discussing limitations of the study, implications for practitioners, and recommendations for further research.
Citation
Cleveland, R. E., & Hartline, J. (2017). School counselor evaluation instrument pilot project: A school counselor association, department of education, and university collaboration. Journal of School Counseling, 15(12). Retrieved from http://www.jsc.montana.edu/articles/v15n12.pdf
Type of Article
Theory and Research
Volume 15, Number 13:
Using an Ethical Decision-Making Model to Address Ethical Dilemmas in School Counseling
Timothy Brown, Stephen A. Armstrong, Samuel Bore, and Chris Simpson, Texas A&M University-Commerce
Abstract
School counselors frequently face ethical dilemmas. These dilemmas often involve relationships with principals, parents, and other stakeholders. School counselors may confront complex ethical issues involving confidentiality, student safety, parental rights, and social media. The American School Counselor Association recommends following an ethical decision-making model when dealing with complex ethical issues. An explanatory case study is provided along with sample dilemmas to illustrate how an ethical decision-making model might be used within the school setting.
Citation
Brown, T., Armstrong, S. A., Bore, S. & Simpson, C. (2017). Using an ethical decision-making model to address ethical dilemmas in school counseling. Journal of School Counseling, 15(13). Retrieved from http://www.jsc.montana.edu/articles/v15n13.pdf
Type of Article
Theory and Research
Volume 15, Number 14:
Curricular Abstinence: Examining Human Sexuality Training in School Counselor Preparation Program
Richard Joseph Behun, Marywood University, Julie A. Cerrito, The University of Scranton, David L. Delmonico, Duquesne University, and Estelle Campenni, Marywood University
Abstract
Professional school counselors (PSCs; N = 486) rated their level of perceived preparedness acquired in their school counselor preparation program with respect to knowledge, skills, and self-awareness of five human sexuality domains (behavior, health, morality, identity, violence) across grade level (elementary vs. secondary) and three human sexuality training groups (single course in human sexuality, human sexuality infused throughout curriculum, or no human sexuality training). Results indicated that while the majority of PSCs provided sexuality counseling to school students, many reported not receiving master’s level education or training in this area.
Citation
Behun, R. J., Cerrito, J. A., Delmonico, D. L., & Campenni, E. (2017). Curricular abstinence: Examining human sexuality training in school counselor preparation program. Journal of School Counseling, 15(14). Retrieved from http://www.jsc.montana.edu/articles/v15n14.pdf
Type of Article
Theory and Research
Volume 15, Number 15:
Positive Psychology and Career Development
Michelle Aulthouse, Albert Gallatin Area School District, and Jered B. Kolbert, Matthew J. Bundick and Laura M. Crothers, Duquesne University
Abstract
The article details how school counselors can use principles of positive psychology to promote students' career development by facilitating students' pursuit of purpose and meaning. Specifically, the publication identifies how school counselors can actively employ with their students five constructs of positive psychology—namely strengths, positive emotions and flow, gratitude, perceiving and living a calling, and work/school hope—identified by Dik et al., (2014) as having empirical support for promoting career development. The authors of the manuscript provide approaches and techniques drawing on counseling theories including: cognitive therapy, solution-focused therapy, existential therapy, and positive psychotherapy, and offer actionable strategies for school counselors.
Citation
Aulthouse, M., Kolbert, J. B., Bundick, M. J.,& Crothers, L. M. (2017). Positive psychology and career development. Journal of School Counseling, 15(15). Retrieved from http://www.jsc.montana.edu/articles/v15n15.pdf
Type of Article
Innovative Methods
Volume 15, Number 16:
School Counseling Needs of Latino Students
Maggie M. Parker, Mississippi College, and Dee C. Ray, University of North Texas
Abstract
This article focuses on determining the school counseling activities perceived as important by a sample of Latino high school students. The researchers explored student perceptions through the administration of a survey instrument created for this project to better understand Latino students’ perceptions and satisfaction with school counselor activities. The instrument consisted of items aligned with domains described in the American School Counselor Association’s National Model and current literature on Latino adolescents’ experiences. According to the results, students indicated that they believed college and career activities to be important, however were not satisfied with how their school counselors provided those activities. The results, limitations, and suggestions for school counselors are provided.
Citation
Parker, M. M., & Ray, D. C. (2017). School counseling needs of Latino students. Journal of School Counseling, 15(16). Retrieved from http://www.jsc.montana.edu/articles/v15n16.pdf
Type of Article
Theory and Research
Volume 15, Number 17:
Helping Secondary School Students Understand and Regulate Stress
Mark D. Nelson and Dawn S. Tarabochia, Montana State University
Abstract
A psychoeducational unit on stress is provided for school counselors or other educators working with secondary school-aged students. The unit can be utilized as part of a guidance curriculum. An overview of stress response during adolescent development is provided. A brief historical and contextual description of guidance curriculum and its role in comprehensive school counseling programs are offered.
Citation
Nelson, M. D., & Tarabochia, D. S. (2017). Helping secondary school students understand and regulate stress. Journal of School Counseling, 15(17). Retrieved from http://www.jsc.montana.edu/articles/v15n17.pdf
Type of Article
Innovative Methods
Volume 15, Number 18:
Glenda S. Johnson, Appalachian State University
Abstract
Children living in poverty face challenges progressing through the educational system prepared adequately for college and/or career (ACT, 2015; Newell, 2013). With momentum gained through national movements, such as the First Lady Michele Obama’s 2014 Reach Higher initiative, and state initiatives on college and career readiness, a call has been made to close the existing gap between children from poverty and their peers. The author proposes the use of the CARE model (Foss, Generali, & Kress, 2011) for school counselors to address the disparity between the college and career preparation of students from poverty and their middle and upper class peers.
Citation
Johnson, G. S. (2017). School counselors supporting the career and college preparedness of students from poverty: Using the CARE model. Journal of School Counseling, 15(18). Retrieved from http://www.jsc.montana.edu/articles/v15n18.pdf
Type of Article
Innovative Methods
Volume 15, Number 19:
Kevin C. Roxas, Western Washington University, María L. Gabriel, Poudre School District, and Kent Becker, Saybrook University
Abstract
One of the fastest growing segments of the student population in the U.S. includes students from immigrant backgrounds. However, there is a lack of research about how school counselors can access and listen to the voices of these youth. This article seeks to add to the existing research on multicultural school counseling for immigrant youth with a focus on students in middle school and proposes photovoice as a culturally responsive method of working with students. Photovoice is a participatory action research method used with marginalized youth that serves to empower participants to represent their point of view and everyday lived realities. The findings from the study include three themes which school counselors can learn from and act upon in their daily work with immigrant youth: middle school immigrant students’ feelings of discrimination, the strengths and assets of their immigrant families, and the need for more support from school counselors.
Citation
Roxas, K, C., Gabriel, M. L., & Becker, K. (2017). “Mexicans are like thieves and bad people, and we’re not really like that”: Immigrant youth use photovoice to counter racism and discrimination. Journal of School Counseling, 15(19). Retrieved from http://www.jsc.montana.edu/articles/v15n19.pdf
Type of Article
Theory and Research
