Articles 2018 (Volume 16)
A New Typology: Four Perspectives of School Counselor Involvement with Families
Shannon McCarthy and Dayna Watson, University of Alabama at Birmingham
Abstract
School counselors are called to collaborate with families to support student success and achievement. Although the need for collaboration is apparent in the ASCA National Model as well as research on family-school engagement, an organized view of what this collaboration between school counselors and families may look like and how existing or proposed approaches to collaboration impact school counselor practices is not available. The purpose of this article is to propose a typology for understanding ways school counselors engage families. This typology has specific implications for assessment, service delivery, school counselor training, and future research.
Citation
McCarthy, S., & Watson, D. (2018). A new typology: Four perspectives of school counselor involvement with families. Journal of School Counseling, 16(1). Retrieved from http://www.jsc.montana.edu/articles/v16n1.pdf
Type of Article
Theory and Research
Volume 16, Number 2
Daniel A. DeCino, University of South Dakota, Molly M. Strear, San Francisco State University, and Seth Olson, University of South Dakota
Abstract
Multicultural counseling competence is vital for school counselors to meet the diverse needs of school communities. Furthermore, school counselors are called upon to develop and maintain their multicultural counseling competencies throughout the course of their careers. This study explored perceived multicultural counseling competencies of school counselors (N=320) in three Midwestern states. Data sources were the Multicultural Counseling Inventory (MCI), Marlowe-Crown Social Desirability Scale, Short Form-C (MC-C), and demographic questions. Results demonstrated statistical significance between gender, years of experience, and social desirability across subscales of the MCI. Implications for school counselors and school counselor educators are provided.
Citation
DeCino, D. A., Strear, M. M., & Olson, S. (2018). Exploring school counselors’ social desirability, multicultural counseling competence, and demographics in the Midwest. Journal of School Counseling, 16(2). Retrieved from http://www.jsc.montana.edu/articles/v16n2.pdf
Type of Article
Theory and Research
Volume 16, Number 3:
Reported Experiences of School Counseling Site Supervisors in a Supervision Training Program
Clare Merlin-Knoblich, University of North Carolina at Charlotte, Pamela N. Harris, University of North Carolina at Greensboro, Sharon Y. Chung, North Carolina State University, and Christopher R. Gareis, College of William & Mary
Abstract
Many professional school counselors regularly serve as site supervisors to school counselors-in-training, despite never receiving formal supervision training. Using a phenomenological approach, the researchers explored school counseling site supervisors’ (N = 15) experiences in a clinical faculty school counseling university supervision training program. Findings included reported enhanced knowledge of supervision models and increased intentionality in supervision. Overall, participants’ experiences suggest meaningful outcomes associated with a counselor educator-led supervision training program for school counseling site supervisors.
Citation
Merlin-Knoblich, C., Harris, P. N., Chung, S. Y., & Gareis, C. R. (2018). Reported experiences of school counseling site supervisors in a supervision training program. Journal of School Counseling, 16(3). Retrieved from http://www.jsc.montana.edu/articles/v16n3.pdf
Type of Article
Theory and Research
Volume 16, Number 4:
School Counselor and School Nurse Collaboration: Partnering for K-12 Student Success
Malti Tuttle, Morgan Yordy, Brandee Appling, and Erika Hanley, Auburn University
Abstract
School counselors and school nurses strive to support the well-being of students in K-12 school settings. Both professionals often overlap and interact with the same students prompting the need for effective collaboration. The purpose of this article is to introduce a collaboration model to assist school counselors and school nurses in forming a partnership to support students in K-12 school settings in attaining positive mental and physical health, thereby increasing overall school success.
Citation
Tuttle, M., Yordy, M., Appling, B., & Hanley, E. (2018). School counselor and school nurse collaboration: Partnering for K-12 student success. Journal of School Counseling, 16(4). Retrieved from http://www.jsc.montana.edu/articles/v16n4.pdf
Type of Article
Theory and Research
Volume 16, Number 5:
Nicole M. Arcuri, Lock Haven University of Pennsylvania
Abstract
This qualitative study explores school counselors’ experiences of the counseling relationship with students when also fulfilling the role of anti-bullying specialist. School counselors who also serve students as the anti-bullying specialist embrace a dual role with students. Interviews with school counselors practicing multiple role to include counselor and anti-bullying specialist were analyzed by the researcher for consistent and inconsistent experiences. The findings can provide guidance for the development and evaluation of school counselor role definitions that safeguard counseling effectiveness. Given that anti-bullying efforts in schools are required by federal law, understanding the indicated model policy, the outcomes in the state of New Jersey and their implications for school counselors in their role as an anti-bullying specialist is imperative. Participant feedback can provide school counseling graduate programs with data to analyze effectiveness of training practices for current real-world job roles and current school counselors with evidence for advocacy efforts.
Citation
Arcuri, N. M. (2018). Counseling relationship experiences for K-12 school counselors who also fulfill the role of anti-bullying specialist. Journal of School Counseling, 16(5). Retrieved from http://www.jsc.montana.edu/articles/v16n5.pdf
Type of Article
Theory and Research
Volume 16, Number 6:
School Counselor Technology Use and School-Family-Community Partnerships
Sarah Cronin, Marguerite Ohrtman, Emily Colton, Brita Crouse, Jessica Depuydt, Camille Merwin, and Megan Rinn, University of Minnesota –Twin Cities
Abstract
Research in understanding effective strategies to develop stakeholder engagement is needed to further define the school counselor role and best outreach practices. School counselors are increasing their daily technology use. This study explores how school counselor technology use is related to school-family-community partnerships. School counselors (N = 87) answered questions about technology use and school-family-community partnerships. Results indicated certain technology resources were significantly correlated with school-family-community partnerships. Implications for school counselors and future research directions are discussed.
Citation
Cronin, S., Ohrtman, M., Colton, E., Crouse, B., Depuydt, J., Merwin, C., & Rinn, M. (2018). School counselor technology use and school-family-community partnerships. Journal of School Counseling, 16(6). Retrieved from http://www.jsc.montana.edu/articles/v16n6.pdf
Type of Article
Theory and Research
Volume 16, Number 7:
Assessing the Counseling and Non-Counseling Roles of School Counselors
Jan W. Chandler, Rainbow City, Alabama, Joy J. Burnham, The University of Alabama, Morgan E. Kiper Riechel, Mercer University, Carol A. Dahir, New York Institute of Technology, Carolyn B. Stone, University of North Florida, Dariel F. Oliver, Alexander City, Alabama, and Amy P. Davis and Kenya G. Bledsoe, The University of Alabama
Abstract
Counseling and non-counseling duties were investigated. The Assessment of School Counselor Needs for Professional Development (ASCNPD; Dahir & Stone, 2003, 2004) was used to examine the practices of 1,244 school counselors to determine the prevalence of the activities among school counselors. Principal component analysis indicated a two-factor structure for the ASCNPD related to “counseling duties” and “non-counseling duties.” Additional analyses using MANOVA revealed significant grade level differences and urban and rural school differences. Results and implications related to counseling roles and role confusion are discussed.
Citation
Chandler, J. W., Burnham, J. J., Riechel, M. E. K., Dahir, C. A., Stone, C. B., Oliver, D. F., … Bledsoe, K. G. (2018). Assessing the counseling and non-counseling roles of school counselors. Journal of School Counseling, 16(7). Retrieved from http://www.jsc.montana.edu/articles/v16n7.pdf
Type of Article
Theory and Research
Volume 16, Number 8:
Angel Riddick Dowden, North Carolina A&T State University, Kendra Gray, Asheboro City Schools, and Niah White, Glacia Ethridge, Natalie Spencer, and Quintin Boston, North Carolina A&T State University
Abstract
The purpose of the study was to explore, in depth, the impact teen pregnancy has on education attainment for girls 13-19 years of age across racial/ethnicity and socioeconomic status. Eight girls from African American/Black and Hispanic/Latino ethnic backgrounds participated in the study. Critical race theoretical framework was utilized for the study. Results identified six themes: sex education, social stigma and psychological stress about being a pregnant or parenting teen girl, teen parenthood, impacts of male relationships, support systems, and accountability and responsibility. Strategies for school counselors working with pregnant and parenting teen girls are provided.
Citation
Dowden, A. R., Gray, K., White, N., Ethridge,, G., Spencer, N., & Boston, Q. (2018). A phenomenological analysis of the impact of teen pregnancy on education attainment: Implications for school counselors. Journal of School Counseling, 16(8). Retrieved from http://www.jsc.montana.edu/articles/v16n8.pdf
Type of Article
Theory and Research
Volume 16, Number 9:
Exploration of Potential Predictor Variables Leading to School Counselor Burnout
Leigh Falls Holman, University of Memphis, Richard Watts and Rebecca Robles-Pina, Sam Houston State University, and Lisa Grubbs, Texas Women’s University
Abstract
Job stress and burnout negatively impact school counselors and the school communities in which they serve. This study explores variables previously indicated by the literature as potentially contributing to school counselor job stress or burnout. These include size of caseload, location of school (urban, suburban, rural), grade level served (elementary, middle, high school), and counselor ethnicity. Although we found some significant ethnic differences in development of job stress; overall, our findings contradicted the literature on each of these variables. We explore reasons for differences in findings and make suggestions for future research.
Citation
Holman, L. F., Watts, R., Robles-Pina, R., & Grubbs, L. (2018). Exploration of potential predictor variables leading to school counselor burnout. Journal of School Counseling, 16(9). Retrieved from http://www.jsc.montana.edu/articles/v16n9.pdf
Type of Article
Theory and Research
Volume 16, Number 10:
Refugee Children Acculturation: Group Process in Schools as Cultural Microcosms
Thomas Killian, Marist College, Betty Cardona, University of Northern Colorado and Lainey J. Brottem, University of Minnesota
Abstract
In the US, school attendance is mandated for refugee children. These children endure sudden immersion and must acculturate into this novel culture, whose customs often vastly diverge from their native culture’s values. Refugee children often struggle with acculturation-related mental health issues, such as internalizing significantly clashing native and host cultural values. Without navigational assistance, refugee children may get lost in the new culture. Possibly the best-suited helpers for them are school counselors, who are uniquely positioned to facilitate acculturation with group work experiences. This paper provides examples of group interventions and explores implications with a theoretically grounded acculturation model.
Citation
Killian, T., Cardona, B., & Brottem, L. J. (2018). Refugee children acculturation: Group process in schools as cultural microcosms. Journal of School Counseling, 16(10). Retrieved from http://www.jsc.montana.edu/articles/v16n10.pdf
Type of Article
Innovative Methods
Volume 16, Number 11:
Youth in Foster Care as Victims and Perpetrators of Teen Dating Violence
Colleen Chalmers, Tonika Duren Green, and Ashley Kruger, San Diego State University
Abstract
Youth who experience child abuse and family violence have a greater likelihood of being a victim or perpetrator of teen dating violence (Foshee et al., 2008; Wolfe et al., 2009). This article discusses the impact of dating violence on foster youth’s behavior, academics, and social life. Currently, there are very few resources and evidence-based practices for school counselors who work with this population. Recommendations are provided for (a) implementing and improving district policies, and (b) developing and implementing programs to prevent, identify, and intervene in violent relationships (Wekerle et al., 2009).
Citation
Chalmers, C., Green, T. D., & Kruger, A. (2018). Youth in foster care as victims and perpetrators of teen dating violence. Journal of School Counseling, 16(11). Retrieved from http://www.jsc.montana.edu/articles/v16n11.pdf
Type of Article
Innovative Methods
Volume 16, Number 12:
Javier Cavazos Vela, Federico Guerra, Christian Garcia, and Yvette Hinojosa, University of Texas Rio Grande Valley
Abstract
A quantitative, predictive design was used to explore how positive psychology, mental health, and cultural factors influenced Latina/o adolescents’ college-going beliefs. By using multiple regression analysis, findings indicated that hope and life satisfaction were significant predictors of college-going beliefs. We provide a discussion regarding the importance of these findings as well as recommendations for school counselors.
Citation
Vela, J. C., Guerra, F., Garcia, C., & Hinojosa, Y. (2018). Increasing school counselors’ understanding of factors that influence Latina/o adolescents’ college-going beliefs. Journal of School Counseling, 16(12). Retrieved from http://www.jsc.montana.edu/articles/v16n12.pdf
Type of Article
Theory and Research
Volume 16, Number 13:
Mary Edwin and Diandra Prescod, The Pennsylvania State University
Abstract
Career development is a lifelong process that begins in childhood and has been linked to student success in other aspects of their development in childhood and adulthood (Blackhurst, Auger, & Wahl, 2003). This article presents a fifth-grade technology-based career development curriculum that engages students in a 10-week long exploration of interests, skills, college degrees and careers, and culminates with students creating career trifold display boards and presenting them to community members. School counselors can use this career exploration unit to support students’ career development and to begin the lifelong process of preparing them for success in the world of work.
Citation
Edwin, M., & Prescod, D. (2018). Fostering elementary career exploration with an interactive, technology-based career development unit. Journal of School Counseling, 16(13). Retrieved from http://www.jsc.montana.edu/articles/v16n13.pdf
Type of Article
Innovative Methods
Volume 16, Number 14:
Investigating the Effectiveness of a Motivational Interviewing Group on Academic Motivation
Daniel Gutierrez, College of William and Mary, and Sejal P. Foxx and Elvita Kondili, University of North Carolina at Charlotte
Abstract
This randomized controlled trial examines the effectiveness of a motivational interviewing (MI) group on the academic motivation of students at an alternative school (N = 43). Findings demonstrated that MI groups are effective in increasing extrinsic motivation, whereas both the waiting list control and study skills comparison group did not demonstrate statistical significance. The findings of this study have several implications for school-based motivation enhancement interventions.
Citation
Gutierrez, D., Foxx, S. P., & Kondili, E. (2018). Investigating the effectiveness of a motivational interviewing group on academic motivation. Journal of School Counseling, 16(14). Retrieved from http://www.jsc.montana.edu/articles/v16n14.pdf
Type of Article
Theory and Research
Volume 16, Number 15:
Stress, Coping, and Depression Among Black Urban Adolescents: Implications for School Counseling
Latoya C. Conner, Stanford University, and Christine J. Yeh, University of San Francisco
Abstract
This research explored the interrelationship between stress, cultural coping, and depression among 208 Black-identified high school students at an urban high school. We hypothesized a statistically significant relationship between African-centered worldview, spirituality, collective self-esteem, and creative coping. These variables were also hypothesized to be predictive of symptoms of depression. Simultaneous regression analyses revealed that African-centered worldview, collective self-esteem and spirituality were predictive of cultural coping practices. Adolescents coped with depression in spiritual and creative ways, and those with family and peer support reported fewer symptoms of depression. Implications for school counseling are discussed.
Citation
Conner, L. C., & Yeh, C. J. (2018). Stress, coping, and depression among Black urban adolescents: Implications for school counseling. Journal of School Counseling, 16(15). Retrieved from http://www.jsc.montana.edu/articles/v16n15.pdf
Type of Article
Theory and Research
Volume 16, Number 16:
Aggression in Sessions: Strategies and Interventions for School Counselors
Eric S. Davis, Sarah Flick, Patricia Mendez, and Brianna Urbina, University of South Florida
Abstract
School counselors are charged with meeting the academic and personal/social needs of all students. Aggression can have a significantly negative effect on both areas in the school environment. It is imperative that these aspects are addressed in culturally and developmentally appropriate ways. Creative approaches based in play and art can be effective and appropriate in addressing these concerns for a multitude of students. This article will present insights and theory-based creative interventions for working with aggression in elementary school counseling sessions.
Citation
Davis, E. S., Flick, S., Mendez, P., & Urbina, B. (2018). Aggression in sessions: Strategies and interventions for school counselors. Journal of School Counseling, 16(16). Retrieved from http://www.jsc.montana.edu/articles/v16n16.pdf
Type of Article
Innovative Methods
Volume 16, Number 17:
Response to Intervention for English Learners: A Framework for School Counselors
Leonissa V. Johnson, Clark Atlanta University, Malti Tuttle and Jamie Harrison, Auburn University, and E. Mackenzie Shell, Clark Atlanta University
Abstract
Response to intervention (RTI) is a process used to identify academic, behavioral, and/or social-emotional supports for students with school related concerns. School counselors often serve on this team as supporters, interveners, advocates, and facilitators. English learners present unique language, access and identification challenges to RTI. This article presents a framework for school counselors to utilize during their advocacy for English learners in the instructional RTI process. The model outlines relevant stakeholders, parent/guardian supports, interpreter guidelines, and pertinent academic resources needed to advocate for English learners in the instructional RTI process.
Citation
Johnson, L. V., Tuttle, M., Harrison, J., & Shell, E. M. (2018). Response to intervention for English learners: A framework for school counselors. Journal of School Counseling, 16(17). Retrieved from http://www.jsc.montana.edu/articles/v16n17.pdf
Type of Article
Current Issues
Volume 16, Number 18:
An Examination of School Counselors’ Use of Electronic Case Notes
Megyn L. Shea, New York Institute of Technology, Dan Cinotti, New York Institute of Technology, and Carolyn Stone, University of North Florida
Abstract
The use of electronic case notes carries legal and ethical implications related to the Family Educational Rights and Privacy Act (FERPA). Data from a national survey of over 1,200 school counselors was used in this study to examine their beliefs and behaviors regarding the use of electronic case notes. Strategies for the appropriate use of the school’s information management system are included.
Citation
Shea, M. L., Cinotti, D., & Stone, C. (2018). An examination of school counselors’ use of electronic case notes. Journal of School Counseling, 16(18). Retrieved from http://www.jsc.montana.edu/articles/v16n18.pdf
Type of Article
Theory and Research
Volume 16, Number 19:
A Phenomenological Inquiry of High School Students’ Meaningful Experiences with School Counselors
Corrine R. Sackett, Clemson University, Laura B. Farmer, Virginia Tech, and Kristen B. Moran, Campbell University
Abstract
Researchers explored meaningful experiences of high school students in counseling with school counselors through phenomenological interviews. Students discussed the following themes: relationship with the school counselor, characteristics of school counselors, benefits received from school counselors, and collaboration with the school counselor. Findings indicated participants in most cases accessed their school counselors solely for academic purposes such as class scheduling and for college and career readiness. Implications for school counselors, counselor educators, and professional advocacy are discussed.
Citation
Sackett, C. R., Farmer, L. B., & Moran, K. B. (2018). A phenomenological inquiry of high school students’ meaningful experiences with school counselors. Journal of School Counseling, 16(19). Retrieved from http://www.jsc.montana.edu/articles/v16n19.pdf
Type of Article
Theory and Research
Volume 16, Number 20:
Immigrant Versus Nonimmigrant 9th Graders' Use of School Counseling Services
Qi Shi, Loyola University Maryland
Abstract
This research investigated 9th-grade immigrant and nonimmigrant student use of school counseling services using the High School Longitudinal Study 2009 (HSLS:09). This study highlighted profiles of both immigrant and nonimmigrant 9th graders who see school counselors for various services and examined the impact of a series of variables (demographic, support services received, school belonging, and school engagement) on the use of school counseling services. Lastly, this research compared immigrant students with nonimmigrant students in their use of school counseling services. Implications for school counseling practice and future research are discussed.
Citation
Shi, Q. (2018). Immigrant versus nonimmigrant 9th graders' use of school counseling services. Journal of School Counseling, 16(20). Retrieved from http://www.jsc.montana.edu/articles/v16n20.pdf
Type of Article
Theory and Research
Volume 16, Number 21:
The Rural Gap: The Need for Exploration and Intervention
David J. Bright, The Pennsylvania State University
Abstract
Research shows that rural students face increasing challenges to academic, social-emotional, and career success. An understanding of student culture, background, and needs is required for a school counselor to advocate for all students. Research into the needs of rural students is lacking when compared to other populations. Research suggests that poverty, geographic isolation, cultural isolation, lack of school and community resources, and barriers to educational success as factors influencing the development and success of rural students. This article reviews the available literature and provides suggestions for the direction of future school counseling research.
Citation
Bright, D. J. (2018). The rural gap: The need for exploration and intervention. Journal of School Counseling, 16(21). Retrieved from http://www.jsc.montana.edu/articles/v16n21.pdf
Type of Article
Theory and Research
Volume 16, Number 22:
A Survey of School Counselor Multicultural Education Behaviors and the Obstacles that Impede Them
Clare Merlin-Knoblich, University of North Carolina at Charlotte, and Jason A. Chen, College of William & Mary
Abstract
In this study, researchers examined the frequency with which school counselors enact multicultural education behaviors and the obstacles preventing those behaviors. Using theoretical dimensions and approaches to multicultural education, they developed an instrument measuring school counseling multicultural education behavior. After pilot testing the instrument (n = 114), they distributed a refined instrument to a state school counselor database, and 594 school counselors participated in the primary data collection. Researchers used exploratory factor analysis to determine five factors comprising 72% combined variance of school counselor multicultural education behaviors. Participants enacted behaviors in two factors (Classroom Guidance with Multicultural Education Emphases and Human Relations) occasionally and behaviors in three factors (Professional Development with Multicultural Education Emphases, Knowledge Construction, and Teaching the Exceptional and Culturally Different) rarely. The most common obstacles preventing behaviors were not enough time and not needed. Researchers discuss implications for engaging in and promoting multicultural education in schools.
Citation
Merlin-Knoblich, C., & Chen, J. A. (2018). A survey of school counselor multicultural education behaviors and the obstacles that impede them. Journal of School Counseling, 16(22). Retrieved from http://www.jsc.montana.edu/articles/v16n22.pdf
Type of Article
Theory and Research
Volume 16, Number 23:
Maureen Buckley and Jennifer N. Mahdavi, Sonoma State University
Abstract
School counselors must be knowledgeable about the distinctive needs of students with specific learning disabilities in order to meet the mandate to provide equitable services to all students as part of their comprehensive school counseling program. The training of school counselors renders a valuable part of the educational team working to promote optimal outcomes for this population. This article provides an overview of specific learning disabilities and an outline of the unique needs of students eligible for Individuals with Disabilities Education Act (IDEA) services. Critical issues in the domains of academic, career, and social-emotional development are addressed, as well as strategies to assist students.
Citation
Buckley, M, & Mahdavi, J. N. (2018). Bringing children from the margins to the page: School counselors supporting students with learning disabilities. Journal of School Counseling, 16(23). Retrieved from http://www.jsc.montana.edu/articles/v16n23.pdf
Type of Article
Innovative Methods
Volume 16, Number 24:
High School Counselors’ Influence on Low Socioeconomic Students’ College Enrollment
Vernell L. Deslonde, Fontana, California, and Michael D. Becerra, Dallas, Texas
Abstract
This exploratory case study examined high school counselors’ (n=12) influence on the college enrollment decisions of students from low socioeconomic backgrounds. Study participants were employed across seven schools within the United States. The findings highlight five main themes: (a) school counselor as a source of college information, (b) counselor-student relationship, (c) counselor competency and preparedness, (d) strategies used to promote postsecondary success, and (e) curriculum usage to support postsecondary success. This article discusses implications for high school counselors.
Citation
Deslonde, V. L., & Becerra, M. D. (2018). High school counselors’ influence on low socioeconomic students’ college enrollment. Journal of School Counseling, 16(24). Retrieved from http://www.jsc.montana.edu/articles/v16n24.pdf
Type of Article
Theory and Research
Volume 16, Number 25:
Cody T. Havard and Skylar S. Workman, The University of Memphis
Abstract
The current study used a quasi-experimental design to initially test a method for teaching about rivalry and fan behavior. Results showed that people who were exposed to and learned about rivalry and fan behavior using comic strips and cartoons on www.SportRivalry.com (a) rated rival fan behavior more negatively, (b) experienced less satisfaction when their favorite team beat the rival team, and (c) were more likely to stop someone attempting to steal a rival fan’s belongings than people in the control group. Implications include support for the development of a curriculum to teach about rivalry and fan behavior. Future directions for research are also presented.
Citation
Havard, C. T., & Workman, S. S. (2018). Adventures with sport rivalry man: Initial testing of a classroom method using comics and cartoons to teach about rivalry and fan behavior. Journal of School Counseling, 16(25). Retrieved from http://www.jsc.montana.edu/articles/v16n25.pdf
Type of Article
Theory and Research
Volume 16, Number 26:
Cynthia T Walley, Mercy College, and Jasmine Knight, Regent University
Abstract
Undocumented college-bound students face many obstacles when planning for college, and school counselors are well positioned to assist them. However, the focus is often on enrollment versus college completion. This article considers the preparation needs for undocumented college-bound students through the lens of both their unauthorized and first-generation status. Recommendations for school counselors are presented that focus on identification and invisibility of undocumented youth, policy and reform, and social/emotional preparations for college.
Citation
Walley, C. T., & Knight, J. L. (2018). The road less traveled: School counselors’ role in helping undocumented students move beyond college enrollment. Journal of School Counseling, 16(26). Retrieved from http://www.jsc.montana.edu/articles/v16n26.pdf
Type of Article
Current Issues
Volume 16, Number 27:
Application of Character Development With Students on the Autism Spectrum
Mark D. Nelson and Dawn S. Tarabochia, Montana State University
Abstract
School counselors implement school counseling programs that serve to promote student success for all students. Character development can be an important element within school counseling programs. This article will provide a comprehensive overview of the establishment of character development in schools and within comprehensive school counseling programs. Further, a basic primer regarding students with autism spectrum disorder is presented for school counselors. In addition, a discussion provides examples of how a character development program can be applied in working with students on the autism spectrum through the use of social stories.
Citation
Nelson, M. D., & Tarabochia, D. S. (2018). Application of character development with students on the autism spectrum. Journal of School Counseling, 16(27). Retrieved from http://www.jsc.montana.edu/articles/v16n27.pdf
Type of Article
Innovative Methods
