Volume 18, Number 1: 

Supporting Young Children’s Executive Function Skills Through Mindfulness: Implications for School Counselors

Christine J. Lux, Kalli B. Decker, and Chloe Nease, Montana State University

Abstract

Shifting federal educational priorities and increased funding for pre-K means that more school counselors are interacting with and supporting children before kindergarten age in public school settings. One potential area of focus for school counseling with young students is executive function (EF), including emotional and behavioral regulation, noted in the research literature as essential skills that contribute to later school success. This position paper outlines the importance of EF and implications for school counselors, including using mindfulness as an intervention strategy to enhance young learners’ EF in individual and group contexts as part of a school counseling program

Citation

Lux, C. J., Decker, K. B., & Nease, C. (2020). Supporting young children’s executive function skills through mindfulness: Implications for school counselorsJournal of School Counseling, 18(1).  http:/www.jsc.montana.edu/articles/v18n1.pdf 

Type of Article

Current Issues

Volume 18, Number 2: 

Current Administrative Perceptions of School Counselors: Kansas Administrators’ Perceptions of School Counselor Duties

Jessica J. Lane and Gregory L. Bohner, Kansas State University, and Alice M. Hinck and Robert L. Kircher, Emporia State University

Abstract

This study examined Kansas administrators regarding their current perceptions of the role of school counselors. The study involved over 500 building administrators from elementary, middle, and high schools across rural, suburban, and urban districts in Kansas. The findings indicate that there is a clear opportunity to educate administrators on the role of professional school counselors and the standards of the profession for which counselors are accountable

Citation

Lane, J. J., Bohner, G. L., Hinck, A. M., & Kircher, R. L. (2020). Current administrative perceptions of school counselors: Kansas administrators’ perceptions of school counselor dutiesJournal of School Counseling, 18(2). http:/www.jsc.montana.edu/articles/v18n2.pdf 

Type of Article

Theory and Research


Volume 18, Number 3: 

International College Options: An Influential Professional Development Program for School Counselors

Beth H. Gilfillan, So Rin Kim, and Diandra J. Prescod, The Pennsylvania State University

Abstract

As more students in the US explore college options outside of the country, school counselors need more training to support this exploration and process. International College Options began in 2013 to address this need by providing professional development opportunities for school counselors. This quantitative study examined the program’s influence on school counselors’ work in the college process; results show that participating school counselors found the program helpful to their work with students. Implications for practice and future research are included.

Citation

Gilfillan, B. H., Kim, S. R., & Prescod, D. J. (2020). International college options: An influential professional development program for school counselorsJournal of School Counseling, 18(3). http:/www.jsc.montana.edu/articles/v18n3.pdf 

Type of Article

Theory and Research


Volume 18, Number 4: 

Hope for the Hurting: Strategies for School Counselors Working With Heartbroken Students

Merry Leigh Dameron and Russ Curtis, Western Carolina University

Abstract

The dissolution of adolescent romantic relationships can lead to a host of detrimental mental health, academic, and social issues for students. The purpose of this article is to discuss specific ways in which school counselors, using direct and indirect services can support students experiencing the trauma of a severed relationship. The article also emphasizes the importance of partnerships between school counselors, students, parents, teachers, and community practitioners. Two case studies are provided with specific recommendations for how school counselors can assist heartbroken students.

Citation

Dameron, M. L., & Curtis, R. (2020). Hope for the hurting: Strategies for school counselors working with heartbroken studentsJournal of School Counseling, 18(4). http:/www.jsc.montana.edu/articles/v18n4.pdf 

Type of Article

Innovative Methods


Volume 18, Number 5: 

The Curious Role of Teachers in College Guidance: Are Teachers Institutional Agents of College Access?

Suneal Kolluri, Neil Jacobson, Tattiya Maruco, and Zoë Corwin, University of Southern California

Abstract

A teacher's primary responsibility is the academic skill development of students. However, as detailed in this study, high school students report that they are more likely to reach out to teachers for college guidance than any other adults. Thus, teachers are uniquely positioned as "institutional agents" for students interested in college (Stanton-Salazar, 1997, 2011), but they often lack the training and time to confidently provide college guidance. This mixed-methods study analyzed survey data from students and teachers and interviews with administrators and college counselors to investigate factors that increase the likelihood that teachers support students in navigating college-going processes.

Citation

Kolluri, S., Jacobson, N., Maruco, T., & Corwin, Z. (2020). The curious role of teachers in college guidance: Are teachers institutional agents of college access?Journal of School Counseling, 18(5). http:/www.jsc.montana.edu/articles/v18n5.pdf 

Type of Article

Theory and Research


Volume 18, Number 6: 

A Primer on Designing a School Counseling Curriculum

Mark D. Nelson and Dawn S. Tarabochia, Montana State University

Abstract

One of the main contributions of school counselors is the development and designing of school counseling curriculum. Professional standards for the school counseling profession have been created to assist school counselors in the design process. The purpose of this article is to provide school counselors with a primer on designing school counseling curriculum. This article will provide a brief review of literature associated with designing school counseling curriculum and an overview of school counseling curriculum frameworks. Additionally, the article will provide clarification to terms associated with curriculum development, such as domains, standards, and competencies as well as options for school counselors to organize and deliver curriculum. Lastly, this article will provide specific tools and examples to aid for school counselors in the development and design of school counseling curriculum. Specific examples and tools include; examples for planning school counseling curriculum, examples of domains, standards and competencies using the terms outlined with the article, examples for developing assets, a tool to assist school counselors in organizing theme development and classroom activities, and lastly a classroom activity template.

Citation

Nelson, M. D., & Tarabochia, D. S. (2020). A primer on designing a school counseling curriculumJournal of School Counseling, 18(6). http:/www.jsc.montana.edu/articles/v18n6.pdf 

Type of Article

Resource Brief


Volume 18, Number 7: 

“I Can’t Help Them Enough” – Secondary School Counselors Preparing Latinx Students for College

Amanda Rutter, University of Northern Colorado, Susan X. Day, University of Houston, Elsa M. Gonzalez, Texas A&M University-Corpus Christi, Dominique T. Chlup, Texas A&M University, and Jorge E. Gonzalez, University of Houston

Abstract

Little is known about the experiences of school counselors in their role of disseminating college information to Latinx students. In this study, ten school counselors provided qualitative data which was then analyzed by the researchers for major themes. Themes highlighted the critical role of social capital: school counselors serve an overwhelming number of students, parental involvement is key, early intervention is crucial, parents and students have misperceptions about college, finances appear to be the largest road block to college access, and fear of leaving home function as a barrier for Latinx students. Findings revealed that school counselors in the study faced challenges of addressing inequality in college access, especially for Latinx first-generation students.

Citation

Rutter, A., Day, S. X., Gonzalez, E. M., Chlup, D. T., & Gonzalez, J. E. (2020). “I can’t help them enough” – secondary school counselors preparing Latinx students for collegeJournal of School Counseling, 18(7). http:/www.jsc.montana.edu/articles/v18n7.pdf 

Type of Article

Theory and Research


Volume 18, Number 8: 

Peer Victimization and Loneliness: The Moderating Role of School Connectedness by Gender

JoLynn V. Carney and Isak Kim, The Pennsylvania State University, David Bright, State University of New York, and Richard J. Hazler, The Pennsylvania State University

Abstract

School bullying has a detrimental impact on students, including sense of isolation and diminished school connectedness. The current study adopted social capital theory to examine the role of school connectedness as a moderator on the association between peer victimization and loneliness. A sample of 878 fourth- to sixth-grade elementary school students completed a self-report measure assessing peer victimization from school bullying, loneliness, and school connectedness. For data analyses, 834 cases (51.7% boys) were used after excluding cases with missing values. Data analyses included descriptive statistics, independent t-tests of peer victimization, loneliness, and school connectedness by gender, bivariate correlation analysis, and separate hierarchical linear regression analyses for boys and girls. Results supported existing literature revealing there was a significant mean difference in school connectedness by gender. School connectedness buffered the relationship between peer victimization and loneliness for girls as a moderator, whereas this moderating effect did not appear for boys. Implications for future research and practice are discussed.

Citation

Carney, J.  V., Kim, I., Bright, D., & Hazler, R. J. (2020). Peer victimization and loneliness: The moderating role of school connectedness by genderJournal of School Counseling, 18(8). http:/www.jsc.montana.edu/articles/v18n8.pdf 

Type of Article

Theory and Research


Volume 18, Number 9: 

The Measure of Gender Exploration and Commitment and the Role of the School Counselor

Jack D. Simons, Mercy College, and Michael W. Bahr, University of Missouri – St. Louis

Abstract

This study was conducted to develop the Measure of Gender Exploration and Commitment (MGEC), a school counseling and training tool. The MGEC assesses one’s gender exploration and commitment and was normed with a national sample of school counselors. Developing the MGEC involved (a) conducting a literature review, (b) modifying items, and (c) gathering data from school counselors to analyze demographic data and conduct principal component analysis.

Citation

Simons, J. D., & Bahr, M. W. (2020).The measure of gender exploration and commitment and the role of the school counselorJournal of School Counseling, 18(9). http:/www.jsc.montana.edu/articles/v18n9.pdf 

Type of Article

Theory and Research


Volume 18, Number 10: 

Technology Trends in School Counseling

Tracy Steele and Greg Nuckols, Stanford University, and Carolyn Stone, University of North Florida

Abstract

In this follow-up study, 973 members of the American School Counselor Association (ASCA) were surveyed regarding their use of technology in day-to-day counseling activities. School counselor use of technology for student planning purposes has increased over time, while its use in responsive services has not changed significantly. Counselors now answer email and respond to non-urgent messages outside of work hours less frequently. The authors discuss implications for the future role of technology in school counseling.

Citation

Steele, T., Nuckols, G., & Stone, C. (2020).Technology trends in school counselingJournal of School Counseling, 18(10). http:/www.jsc.montana.edu/articles/v18n10.pdf 

Type of Article

Theory and Research


Volume 18, Number 11: 

Using SFBC Group Techniques to Increase Latino Academic Self-Esteem

Justin Brogan, Susana Contreras Bloomdahl, W. Harper Rowlett, and Mardis Dunham, Murray State University

Abstract

A rural middle school in the geographic area between the Midwest to Southern U.S. sought help to motivate their Latino student population to aspire for higher academic goals. The researchers collaborated with the middle school to use solution-focused counseling techniques (Murphy, 2015) in a group format to bolster the self-esteem and ethnic identity of Latino middle school students. The group process and results demonstrated that participants significantly benefited in the areas of ethnic identity and self-esteem. Recommendations for working with multicultural students in school settings are included.

Citation

Brogan, J., Bloomdahl, S. C., Rowlett, W. H., & Dunham, M. (2020).Using SFBC group techniques to increase Latino academic self-esteemJournal of School Counseling, 18(11). http:/www.jsc.montana.edu/articles/v18n11.pdf 

Type of Article

Theory and Research


Volume 18, Number 12: 

Reducing Gun Violence in Schools: A School Counselor’s Role

Allison C. Paolini, Winthrop University

Abstract

This article focuses on gun violence in the school setting and the role of the counselor in helping to reduce gun violence. Gun violence in schools has become pervasive for many reasons, including lack of adequate support staff, undiagnosed mental health issues, students who experience isolation, anger, depression, bullying, as well as access to guns and rifles combined with a failure to conduct extensive background checks on purchasers of weapons of mass destruction. This article explores the instrumental role school counselors have in identifying, assisting, supporting, and empowering students who are struggling mentally, behaviorally, socially, and academically. A definition of gun violence, statistics, warning signs of perpetrators, and the impact of gun violence on students, are presented.

Citation

Paolini, A. C. (2020).Reducing gun violence in schools: A school counselor’s roleJournal of School Counseling, 18(12). http:/www.jsc.montana.edu/articles/v18n12.pdf 

Type of Article

Current Issues


Volume 18, Number 13: 

Using Creativity in School Counseling: Supporting Adolescent Students With Acquired Disabilities

Lacey Ricks, Liberty University, Korinne Babel, Troy University – Phenix City, and Sarah Kitchens, Liberty University

Abstract

Students with a newly acquired disability may struggle with adjusting to their life post-disability; therefore, they represent a unique facet of students within schools that require specialized services and support by school counselors. Creativity, used by school counselors within therapy sessions, may help promote personal growth and the successful transition of students back into school and home environments after a disability is acquired. This article focuses on narrative therapy, music, art, and drama techniques, as well as creative examples of how to approach transition issues associated with adolescent students who are struggling with newly acquired disabilities.

Citation

Ricks, L., Babel, K., & Kitchens, S. (2020).Using creativity in school counseling: Supporting adolescent students with acquired disabilitiesJournal of School Counseling, 18(13). http:/www.jsc.montana.edu/articles/v18n13.pdf 

Type of Article

Innovative Methods


Volume 18, Number 14: 

School Counselors Working With Undocumented Students in K-12 School Settings

Anjanette Todd, Crystal Ayala, and Karen Barraza, University of Texas at El Paso

Abstract

Undocumented students face many challenges while trying to navigate through the K-12 educational system. This article emphasizes the educational and personal challenges and traumas this vulnerable student population faces. Using the ecological systems theory (1977) developed by Urie Bronfenbrenner as a framework, two student vignettes will be presented. Both vignettes will provide information on laws and policies that apply to undocumented students as well as highlight counseling interventions to address the stress and trauma that impact their mental health.

Citation

Todd, A., Ayala, C., & Barraza, K. (2020).School counselors working with undocumented students in K-12 school settingsJournal of School Counseling, 18(14). http:/www.jsc.montana.edu/articles/v18n14.pdf 

Type of Article

Current Issues


Volume 18, Number 15: 

Utilizing the Sanford Harmony Program for Children on the Autism Spectrum

Jennifer Kampmann and Mary Bowne, South Dakota State University

Abstract

This article introduces readers to a collaborative community of practice that implemented the Sanford Harmony curriculum, a curriculum that was implemented at a social skills camp for children who were typical developing, as well as children on the autism spectrum. Even though a small number of families enrolled in the camp, several positive results and benefits emerged after a two-week implementation period. In addition, several potential directions for using the Sanford Harmony curriculum emerged for this type of experience.

Citation

Kampmann, J., & Bowne, M. (2020).Utilizing the Sanford Harmony program for children on the autism spectrumJournal of School Counseling, 18(15). http:/www.jsc.montana.edu/articles/v18n15.pdf 

Type of Article

Resource Brief


Volume 18, Number 16: 

Teens of Incarcerated Parents: A Group Counseling Intervention for High School Counselors

Jennifer Gerlach, Texas A&M University – Corpus Christi

Abstract

Children and adolescents who experience parental incarceration are faced with significant challenges. Additionally, parental incarceration disproportionally affects African American families and families in urban settings. Due to institutional, economic, and social barriers, access to community mental health services for these affected children and teens is often limited. However, professional school counselors (PSCs) are positioned to fill the gap in services and provide much needed support for these students. This article presents a six-session, small counseling group plan for high school PSCs working with teenagers of incarcerated parents. Additional considerations related to prescreening participants and collecting data are also provided.

Citation

Gerlach, J. (2020).Teens of incarcerated parents: A group counseling intervention for high school counselorsJournal of School Counseling, 18(16). http:/www.jsc.montana.edu/articles/v18n16.pdf 

Type of Article

Innovative Methods


Volume 18, Number 17: 

Cyberbullying: New Approaches for School Counselors

Jesse E. Florang, University of Nebraska-Kearney

Abstract

Cyberbullying has become a well-documented problem plaguing the mental health and safety of teenagers in schools. An examination of the literature that includes other complex social/emotional issues provides a framework for more effective cyberbullying prevention and intervention strategies. This article examines current research, highlights existing misconceptions, and re-frames misguided intervention efforts that have prevented school counselors from effectively addressing cyberbullying. Considering these past mistakes and current misconceptions, this article provides a new philosophy with fresh approaches to cyberbullying for school counselors to accurately and appropriately intervene in schools.

Citation

Florang, J. E. (2020).Cyberbullying: New approaches for school counselorsJournal of School Counseling, 18(17). http:/www.jsc.montana.edu/articles/v18n17.pdf 

Type of Article

Current Issues


Volume 18, Number 18: 

Using Social Information Processing Theory to Counsel Aggressive Youth

Elizabeth Santone, Laura M. Crothers, Jered B. Kolbert, and Joseph Miravalle, Duquesne University

Abstract

The social information processing (SIP) model, which involves a sequence of six cognitive processing steps, is frequently used by researchers to understand proactive and reactive aggression in youth; however, there has been little discussion in the literature regarding the application of the SIP model in school counseling. This article presents a review of the SIP model followed by a brief summary of the research regarding the relationship between SIP deficits and aggression. Counseling interventions related to each of the SIP steps for use with proactive and reactive aggressive youth are also presented.

Citation

Santone, E., Crothers, L. M., Kolbert, J. B., & Miravalle, J. (2020).  Using social information processing theory to counsel aggressive youth. Journal of School Counseling, 18(18). http:/www.jsc.montana.edu/articles/v18n18.pdf 

Type of Article

Current Issues


Volume 18, Number 19: 

Are School Counselors Sufficiently Prepared to Serve Students with Disabilities?

Jenna M. Alvarez, University of Cincinnati, Christine Suniti Bhat, Ohio University, and Leena J. Landmark, Sam Houston State University

Abstract

The purpose of this qualitative exploratory single-case study was to examine how school counselors from a master’s level counselor education program are trained to work with PreK-12 students with disabilities. Transcripts from semi-structured interviews with nine school counselors-in-training and course syllabi were analyzed using embedded analysis and pattern matching analysis techniques. A key finding was that school counselor trainees drew on prior knowledge and experiences rather than education to work with PreK-12 students with disabilities. Recommendations for school counselor training focused on better serving PreK-12 students with disabilities are provided.

Citation

Alvarez, J. M., Bhat, C. S., & Landmark, L. J. (2020).  Are school counselors sufficiently prepared to serve students with disabilities? Journal of School Counseling, 18(19). http:/www.jsc.montana.edu/articles/v18n19.pdf 

Type of Article

Theory and Research


Volume 18, Number 20: 

Sexual and Gender Minority Identity Development: Recommendations for School Counselors

Jack D. Simons, Mercy College, and Matthew J. Beck, Western Illinois University – Quad Cities

Abstract

School counselors should be taught about and utilize sexual and gender minority (SGM) identity development models as part of training and advocacy for and with SGM youth in schools. This article reviews several widely used SGM identity development models and provides pedagogical and clinical practice recommendations. Current and future school counselors, including those who train them, are responsible for promoting authentic and healthy human development by reviewing SGM identity development models with students and other school stakeholders.

Citation

Simons, J. D., & Beck, M. J. (2020).  Sexual and gender minority identity development: Recommendations for school counselors. Journal of School Counseling, 18(20). http:/www.jsc.montana.edu/articles/v18n20.pdf 

Type of Article

Current Issues 


Volume 18, Number 21: 

School Counselors as Social Justice Change Agents: Addressing Retention of African American Males

Mariama I. Cook Sandifer, Columbus State University, and Eva M. Gibson, Austin Peay State University

Abstract

African American students are retained at a higher rate compared to Hispanic and White students (National Center of Education Statistics, 2015). While there are many causative variables identified as explanations for racial disparities in grade retention practices, school counselors are encouraged to facilitate efforts to bridge existing gaps. This article outlines educational challenges for African American males and explores the connection between race and culture in grade retention practices in schools. The school counselors’ role is discussed and implications for practitioners are provided.

Citation

Sandifer, M. I., & Gibson, E. M. (2020).  School counselors as social justice change agents: Addressing retention of African American males. Journal of School Counseling, 18(21).  http:/www.jsc.montana.edu/articles/v18n21.pdf 

Type of Article

Current Issues 


Volume 18, Number 22: 

School-Age Coping: Themes Across Three Generations of Sexual Minorities

Jack D. Simons and Melissa Ramdas, Mercy College, and Stephen T. Russell, University of Texas-Austin

Abstract

Because sexual minorities are an at-risk population, researchers conducted retrospective life story interviews with 191 sexual minority people comprising participants from a marriage equality cohort, an HIV/AIDS epidemic cohort, and a Stonewall rebellion cohort. The participants were located within 80 miles of four major metropolitan areas in the United States. Of the 191 participants interviewed, 90 participants talked about their school-age experiences and how they coped during elementary, middle, and high school. Five themes were identified in the interview data that were coded by the research team: (a) the influence of relationships, (b) experiencing emotions, (c) coming out, (d) coping behaviorally, and (e) coping cognitively. Implications for school counseling practice and future research are provided for educators, researchers, and helping professionals.

Citation

Simons, J. D., Ramdas, M., & Russell, S. T. (2020).  School-age coping: Themes across three generations of sexual minorities. Journal of School Counseling, 18(22). http:/www.jsc.montana.edu/articles/v18n22.pdf 

Type of Article

Theory and Research 


Volume 18, Number 23: 

High School Hazing Prevention and Gender: Implications for School Counselors

Elizabeth J. Allan, Leah Hakkola, and David Kerschner, University of Maine

Abstract

This article describes an evaluation of a high school hazing prevention training workshop with an investigation of gender differences in student responses. Data were gathered using pre- and post-surveys and follow-up focus groups with athletic teams in two schools in the northeastern U.S. Statistical analyses reveal the training was effective in shifting responses for male and female students while the staff impact was limited. Gendered perceptions and themes of power and status emerged from the qualitative analysis. Recommendations for research and school counselor practice are provided.

Citation

Allan, E. J., Hakkola, L., & Kerschner, D. (2020). High school hazing prevention and gender: Implications for school counselors. Journal of School Counseling, 18(23). http:/www.jsc.montana.edu/articles/v18n23.pdf 

Type of Article

Theory and Research  


Volume 18, Number 24: 

A Confirmatory Factor Analysis of the School Counseling Program Implementation Survey

Heather J. Fye, The University of Alabama, and Riza Memis, Ilker Soyturk, Rebecca Myer, Aryn C. Karpinski, and J. Steve Rainey, Kent State University

Abstract

The three-factor model structure of the School Counseling Program Implementation Survey was tested with a national sample (N = 275) of school counselors. Confirmatory factor analysis (CFA) suggested a modified two-factor model was the most appropriate fit. Implications and future research for the school counseling profession are discussed.

Citation

Fye, H. J., Memis, R., Soyturk, I., Myer, R., Karpinski, A. C., & Rainey, J. S. (2020). A confirmatory factor analysis of the School Counseling Program Implementation Survey. Journal of School Counseling, 18(24). http:/www.jsc.montana.edu/articles/v18n24.pdf 

Type of Article

Theory and Research


Volume 18, Number 25: 

Understanding Elementary and Middle School Counselors’ Experiences with Disability Awareness and Advocacy

Christa S. Bialka and Stacey Havlik, Villanova University

Abstract

Students with disabilities are at greater risk for depression, substance use, bullying, and fewer friendships, largely due to negative attitudes and misperceptions from their nondisabled peers. School counselors are particularly important stakeholders in improving the experiences of students with disabilities. This qualitative study uses the American Counseling Association (ACA) Advocacy Competencies as a lens to understand how six school counselors raise disability awareness within the context of social justice advocacy. Results indicate that participants primarily focused on ways to advocate alongside or on behalf of students with disabilities at an individual level (client/student domain). Additional findings highlight the need for increased disability-related training within counselor preparation programs and the importance of including disability issues within the frame of multicultural competence. The results of this study fill a gap in the literature and lead to a deeper understanding of how school counselors are presently engaging in disability programs in their schools. Additionally, findings from this research directly aid in the construction of coursework and related experiences that would enhance the preparation of pre-service school counselors.disabilities. This qualitative study uses the American Counseling Association (ACA) Advocacy Competencies as a lens to understand how six school counselors raise disability awareness within the context of social justice advocacy. Results indicate that participants primarily focused on ways advocate alongside or on behalf of students with disabilities at an individual level (client/student domain). Additional findings highlight the need for increased disability-related training within counselor preparation programs and the importance of including disability within the frame of multicultural competence. The results of this study fill a gap in the literature and lead to a deeper understanding of how school counselors are presently engaging in disability programming in their schools. Additionally, findings from this research directly aid in the construction of coursework and related experiences that would enhance the preparation of pre-service school counselors.

Citation

Bialka, C. S., & Havlik, S. (2020). Understanding elementary and middle school counselors’ experiences with disability awareness and advocacy. Journal of School Counseling, 18(25). http:/www.jsc.montana.edu/articles/v18n25.pdf 

Type of Article

Theory and Research


Volume 18, Number 26: 

Evidence-Based Social Skills Curricula for Adolescents With Autism and Developmental Disabilities: A Literature Review

Malti Tuttle, Doris Hill, and Caroline Rothschild, Auburn University

Abstract

A literature review of evidence-based social skills curricula that support adolescents with autism and developmental disabilities (ASD/DD) is presented. This article provides an overview of peer-reviewed articles and evaluation of the feasibility of implementing evidence-based interventions for social skills within the academic setting for adolescents in need of such interventions. The intent of this article is inform school counselors of these resources and curricula.social skills within the academic setting for adolescents in need of such interventions. The intent of this article is inform school counselors of these resources and curricula.

Citation

Tuttle, M., Hill, D., & Rothschild, C. (2020). Evidence-based social skills curricula for adolescents with autism and developmental disabilities: A literature review. Journal of School Counseling, 18(26). http:/www.jsc.montana.edu/articles/v18n26.pdf 

Type of Article

Theory and Research


Volume 18, Number 27: 

Experiences of Adolescents as They Navigate the Competitive College-Going Culture

Kathleen L. Grant, Monmouth University

Abstract

A growing body of literature has demonstrated that the college preparation and admissions process is a powerful force in the lives of some high school students. However, mounting evidence illuminates unintended consequences of the college admission pressures on students. This study endeavored to gain an understanding of the lived experiences of adolescents as they navigate the competitive and achievement-oriented college-going culture. The participants’ narratives described the ways these students accepted, struggled with, challenged, and resisted dominant cultural messages as they prepared for college. The insights gained from the participants’ portraits have implications for school counseling practice and future research.

Citation

Grant, K. L. (2020). Experiences of adolescents as they navigate the competitive college-going culture. Journal of School Counseling, 18(27). http:/www.jsc.montana.edu/articles/v18n27.pdf 

Type of Article

Theory and Research


Volume 18, Number 28: 

Addressing the Unrecognized Grief of Elementary Students Experiencing Relationship Loss

Jake J. Protivnak, Youngstown State University, Holly Scott, Capella University, Emily R. Herman, The Ohio State University, and Danielle Matos, Western Reserve Local School District

Abstract

Unrecognized grief (also called disenfranchised grief) is an emotion experienced when a loss is not socially supported, mourned, or acknowledged (Doka, 1989). Elementary students often experience unrecognized grief when relationships with friends, family, teachers, support professionals, and pets change or end. While these developments are often a normal part of life, elementary students experience grief that may lead to academic or behavioral difficulties in school. The purpose of this article is to review the concept of unrecognized grief experienced by elementary students due to relationship loss and provide school counselors with individual, group, and system-wide strategies.

Citation

Protivnak, J. J., Scott, H., Herman, E. R., & Matos, D. (2020). Addressing the unrecognized grief of elementary students experiencing relationship loss. Journal of School Counseling, 18(28). http:/www.jsc.montana.edu/articles/v18n28.pdf 

Type of Article

Current Issues


2021

Volume 19, Number 1: 

After the Fires: School Counselors Respond

Maureen Buckley, Sonoma State University, and Alina Robello, University of California Riverside

Abstract

This article explores school counselors’ experiences of the 2017 Sonoma Complex wildfires. Thirty-eight school counselors completed a 20-item survey exploring impact and responses to the devastating wildfires. Results detail school counselors’ insights regarding post-fire responses and the impact of the fires on students, families, and school staff. Findings include the importance of open and collaborative communication, counseling support, and contextual interventions that address both instrumental and psychological needs. Implications for practice and future research are presented. 

Citation

Buckley, M. & Robello, A. (2021). After the fires: School counselors respond. Journal of School Counseling, 19(1). http:/www.jsc.montana.edu/articles/v19n1.pdf 

Type of Article

Theory and Research

Volume 19, Number 2: 

School Refusal in a Multi-Tiered System of Supports Model: Cognitive-Behavioral and Mindfulness Interventions

Lindsey M. Nichols, University of Wyoming, Sally Mueller, Missoula, Montana, and Kelley Donisthorpe, University of Montana

Abstract

School attendance is a complex topic for all school stakeholders preparing students for college and career success. Students who refuse to attend or avoid school are affected or influenced by a myriad of reasons such as their own physical or mental health issues. This article explores the various factors at the root of school refusal, particularly anxiety. Considering students’ possible sources of distress, cognitive-behavioral and mindfulness interventions are discussed as well as other strategies across a multi-tiered system of supports model. Three case studies provide insight into various interventions that school counselors and other school personnel may use in school refusal situations. 

Citation

Nichols, L. M., Mueller, S., & Donisthorpe, K. (2021). School refusal in a multi-tiered system of supports model: Cognitive-behavioral and mindfulness interventionsJournal of School Counseling, 19(2). http:/www.jsc.montana.edu/articles/v19n2.pdf 

Type of Article

Current Issues

Volume 19, Number 3: 

Resilience Factors in College Students at Risk of Depression

Diane Marcotte, Université du Québec à Montréal, and Aude Villatte, Université du Québec en Outaouais

Abstract

The college transition constitutes a vulnerability period for at-risk students. Although several risk factors associated with depression have been identified in the young adult population, very few studies to date have focused on the aspect of resilience during this academic transition. In the present study, a subgroup of resilient students, who did not report depressive symptoms despite experiencing some family risk factors, was compared to a subgroup of depressive students. The results revealed that, among these variables, a low level of dysfunctional attitudes related to dependency and well-defined personal goals can be considered as being higher resiliency variables. 

Citation

Marcotte, D., & Villatte, A. (2021). Resilience factors in college students at risk of depression. Journal of School Counseling, 19(3). http:/www.jsc.montana.edu/articles/v19n3.pdf 

Type of Article

Theory and Research

Volume 19, Number 4: 

School Counselors’ Role in Child Rights and Human Rights Education: Moving Beyond One’s Professional Comfort Zone

Juneau Mahan Gary, Kean University

Abstract

Average American students are seldom aware of child and human rights principles and their impact globally and locally. School counselors are one logical group of school specialists skilled to facilitate school-based, rights-based (i.e., child and human rights) initiatives to promote students’ awareness. Moving beyond their professional comfort zones, school counselors have (a) training in leadership, systemic change, advocacy, and collaboration and (b) requisite skills to facilitate students’ development of a rights-based foundation to become engaged and responsible global citizens with a mature rights-based lens. Rights-based resources are offered for guidance lessons, academic lessons, and extra-curricular programs. 

Citation

Gary, J. M. (2021). School counselors’ role in child rights and human rights education: Moving beyond one’s professional comfort zone. Journal of School Counseling, 19(4). http:/www.jsc.montana.edu/articles/v19n4.pdf 

Type of Article

Current Issues

Volume 19, Number 5: 

School Counselors and School-Community Partnerships: Perceptions From School Counselors

Sabri Dogan, Siirt University, and Colette T. Dollarhide and David Julian, The Ohio State University

Abstract

Numerous authors have called for school counselors to be leaders in school-community collaborative partnerships, yet current research pertaining to school counselors’ involvement with such efforts is lacking. This survey was conducted to ascertain school counselors’ perceptions of their role and training relative to school-community partnerships in a Midwestern state. 

Citation

Dogan, S., Dollarhide, C. T., & Julian, D. (2021). School counselors and school-community partnerships: Perceptions from school counselors. Journal of School Counseling, 19(5). http:/www.jsc.montana.edu/articles/v19n5.pdf 

Type of Article

Theory and Research

Volume 19, Number 6: 

Supporting the Success of Student Refugees Using a Multi-Tiered Systemic Approach

Dana T. Isawi, Northern Illinois University, Olamojiba Bamgbose, University of Wisconsin Whitewater, and Teresa. A. Fisher, Northern Illinois University

Abstract

School counselors are in a unique position to support the development and success of student refugees. This article presents a multi-tiered systemic approach for school counselors to enhance the social/emotional, academic, and career development of student refugees in K-12 schools. The article elaborates on culturally sensitive practical interventions for working with this population of students. 

Citation

Isawi, D. T., Bamgbose, O., & Fisher, T. A. (2021). Supporting the success of student refugees using a multi-tiered systemic approach. Journal of School Counseling, 19(6). http:/www.jsc.montana.edu/articles/v19n6.pdf 

Type of Article

Resource Brief

Volume 19, Number 7: 

Forward March: Implementing the ASCA National Model to Support Military-Connected Students

Taqueena S. Quintana, Arkansas State University, and Rebekah F. Cole, Arkansas State University

Abstract

This article outlines the challenges that military-connected students face and discusses ways in which school counselors may utilize each of the four components of the ASCA National Model to help this population. Finally, a case study is presented to demonstrate how school counselors may support military-connected students. Utilizing the ASCA model is especially important when working with military-connected students, who may have needs that are unfamiliar to many school counselors. 

Citation

Quintana, T. S., & Cole, R. F. (2021). Forward march: Implementing the ASCA National Model to support military-connected students. Journal of School Counseling, 19(7). http:/www.jsc.montana.edu/articles/v19n7.pdf 

Type of Article

Current Issues

Volume 19, Number 8: 

Experiences of Successful First-Generation College Students With College Access

Jonathan R. Ricks, The University of North Carolina at Pembroke, and Jeffrey M. Warren, North Carolina Central University

Abstract

A plethora of educational research suggests that first-generation college students (FGCS) are at a distinct disadvantage when attempting to access college. Much of the research on this population examines the struggles these students face. Using a phenomenological approach, this qualitative study investigated lived experiences of ten successful FGCS enrolled at an historically Black university in southeastern United States. Themes emerged related to the participants’ pre-college circumstances, decision to attend college, and experiences accessing college. The results of the study serve as a guide for professional school counselors who aim to develop preventative measures and promote social and cultural capital for prospective FGCS. 

Citation

Ricks, J. R., & Warren, J. M. (2021). Experiences of successful first-generation college students with college access. Journal of School Counseling, 19(8). http:/www.jsc.montana.edu/articles/v19n8.pdf 

Type of Article

Theory and Research


Volume 19, Number 9: 

Utilizing Play Therapy Within the ASCA National Model

Heather J. Fye, University of Alabama, and J. Steve Rainey, Kent State University

Abstract

School counselors are uniquely qualified to meet the increasing mental health needs of students within the school setting. Play therapy is an evidence-based intervention used by school counselors to address the mental health needs of youth. Job demands require school counselors to provide goal-focused and time-sensitive interventions. Accordingly, this article describes how to utilize play therapy within the ASCA National Model and provides examples for elementary school counselors implementing play therapy interventions with students. A case example illustrates individual play therapy goal setting. 

Citation

Fye, H. J., & Rainey, J. S. (2021). Utilizing play therapy within the ASCA National Model. Journal of School Counseling, 19(9). http:/www.jsc.montana.edu/articles/v19n9.pdf 

Type of Article

Resource Brief


Volume 19, Number 10:
 

Experiences of School Counselors-in-Training in a School-based Clinical Practicum

J. Richelle Joe, University of Central Florida, Jessica Martin, Lamar University, and Viki Kelchner and Jon R. Borland, University of Central Florida

Abstract

In this phenomenological study, ten school counselors-in-training were interviewed to explore their experiences at a school-based clinical practicum. Emergent themes included professional growth and development, collaboration and teamwork, knowledge gains, and preparation. Results of the study indicate that a school-based clinical practicum facilitates self-efficacy, provides unique collaborative experiences, and allows for an understanding of family and school systems mediated by on-site faculty supervision. Implications include curricular considerations for school counselor preparation and the value of school-based clinical practicum experiences for school counselors-in-training. 

Citation

Joe, J. R., Martin, J., Kelchner, V., & Borland, J. R. (2021). Experiences of school counselors-in-training in a school-based clinical practicum. Journal of School Counseling, 19(10). http:/www.jsc.montana.edu/articles/v19n10.pdf 

Type of Article

Theory and Research


Volume 19, Number 11: 

Big Five Factor Personality Differences by Academic Major and Gender in a Faith-Based University Sample

David E. Jones, Liberty University, Anna Ord, Regent University, Kate Duskey, Cincinnati Christian University, Kate Jones, Batavia, OH, Neil Duchac, Kennesay State University, Mariah Dern, University of Cincinnati, and Lydia Montiel, Regent University

Abstract

Big Five personality research has been criticized for lack of generalizability due to the overuse of undergraduate psychology student samples. We address this criticism by including undergraduate religion students. This study explores student personality traits and gender differences in an underrepresented sample. Results indicated that religion students scored significantly higher in agreeableness than business students, and lower in neuroticism compared to education students. Gender comparisons revealed significant differences in terms of agreeableness, conscientiousness, neuroticism, and openness. Findings underscore the importance of tailored school counseling interventions based on the personality traits and gender to achieve an optimal fit between personality, gender, and career choice. 

Citation

Jones, D. E., Ord, A., Duskey, K., Jones, K., Duchac, N., Dern, M., & Montiel, L. (2021). Big Five factor personality differences by academic major and gender in a faith-based university sample. Journal of School Counseling, 19(11). http:/www.jsc.montana.edu/articles/v19n11.pdf 

Type of Article

Theory and Research


Volume 19, Number 12: 

Essential Addictions Terminology for School Counselors

Edward T. Dunbar, Jr., Mark D. Nelson, and Dawn S. Tarabochia, Montana State University

Abstract

Substance use and other addictive behaviors can last throughout the lifespan and lead to other health issues. Adolescents are not immune to addiction or addictive behaviors and are more likely to experience curiosity and to engage in experimentation. Historically, addiction has been a topic that has been avoided or stigmatized. Further, the use of stigmatizing language can be detrimental to those seeking help for addiction or addictive behaviors. Thus, discussing addiction or addictive behaviors may be difficult even for those in the helping professions due to worry about stigmatizing language. The purpose of this brief report is to provide school counselors with resources associated with current addiction terminology and definitions. Specifically, this report will address a list of essential terminology associated with addictions and a list of destigmatizing terminology and replacement language for outdated stigmatizing addictions terminology. 

Citation

Dunbar, E. T., Jr., Nelson, M. D., & Tarabochia, D. S. (2021). Essential addictions terminology for school counselors. Journal of School Counseling, 19(12). http:/www.jsc.montana.edu/articles/v19n12.pdf 

Type of Article

Resource Brief


Volume 19, Number 13: 

Professional School Counselor and Principal Recognition of Appropriate and Inappropriate Activities

Dana L. Unger, University of North Carolina at Pembroke, Steve Rainey, Kent State University, and Hannah R. Anderson, Illinois Mathematics and Science Academy

Abstract

This study examined professional school counselor and principal recognition of appropriate and inappropriate activities of professional school counselors. Researchers investigated the differences in recognition between professional school counselors and principals serving at various educational levels. Results showed differences in what professional school counselors see as appropriate and inappropriate as compared to and contrasted with what principals deemed appropriate. There were six items in which principals and school counselors at every level were in clear agreement. 

Citation

Unger, D. L., Rainey, S., & Anderson, H. R. (2021). Professional school counselor and principal recognition of appropriate and inappropriate activities. Journal of School Counseling, 19(13). http:/www.jsc.montana.edu/articles/v19n13.pdf 

Type of Article

Theory and Research


Volume 19, Number 14:
 

Pathways for Implementing a School Therapy Dog Program: Steps for Success and Best Practice Considerations

Jennifer VonLintel, B.F. Kitchen Elementary School, and Laura Bruneau, Adams State University

Abstract

Animal-assisted interventions intentionally incorporate the power of the human-animal bond into the therapeutic process. Research findings indicate that therapy dog programs can reduce student stress and build connections within the school, strengthening student response to school-based interventions and providing a foundation to achieve a diverse range of goals. Two main pathways for school counselors in implementing therapy dog programs are described, including (a) utilizing community-based volunteer teams and (b) creating a comprehensive therapy dog program. Strategies for incorporating best practices in animal-assisted interventions, including counselor competence and animal welfare, are offered. 

Citation

VonLintel, J., & Bruneau, L. (2021). Pathways for implementing a school therapy dog program: Steps for success and best practice considerations. Journal of School Counseling, 19(14). http:/www.jsc.montana.edu/articles/v19n14.pdf 

Type of Article

Innovative Methods


Volume 19, Number 15:
 

A Validation Study of the Multicultural Counseling Inventory for School Counselors

Daniel A. DeCino, University of South Dakota, Molly M. Strear and Julie Chronister, San Francisco State University, Hsin-Ya Liao, Washington State University, Chih-Chin Chou, University of South Florida, and Steven Chesnut, University of South Dakota

Abstract

This article summarizes the exploratory factor analysis and confirmatory factor analysis results from a sample of (N = 322) school counselors’ multicultural competence in three Midwestern states. Findings indicate the factor analytic structure of the original Multicultural Counseling Inventory (MCI) can be revised to a parsimonious 15-item, three-factor model for school counselors. Implications suggest that research with the refined 15-item MCI in other areas and more diverse populations is warranted. 

Citation

DeCino, D. A., Strear, M. M., Chronister, J., Liao, H.-Y., Chou, C.-C., & Chesnut, S. (2021). A validation study of the Multicultural Counseling Inventory for school counselors. Journal of School Counseling, 19(15). http:/www.jsc.montana.edu/articles/v19n15.pdf 

Type of Article

Theory and Research


Volume 19, Number 16:
 

Perceptions of Sexual and Gender Minorities and Allied Youth Regarding Bullying

Laura M. Crothers and Jered B. Kolbert, Duquesne University, Daniel S. Wells, School District in Charlotte-Mecklenburg, North Carolina, Casandra Berbary, Rochester Institute of Technology, Suzanne Chatlos, State University of New York at Plattsburgh, Julie Buzgon, School District in Broward County, Florida, Matthew Joseph and Ara J. Schmitt, Duquesne University, Latitia Lattanzio and John Lipinski, Indiana University of Pennsylvania, and Jacob Wadsworth, Duquesne University

Abstract

A sample of sexual- and gender-minority students (n = 65; 51.6% female; 55.8% White; M age = 16.94 years) reported more peer victimization, lower academic achievement, and poorer perceptions of school safety as compared to their heterosexual allied peers. Sexual- and gender-minority students demonstrating higher levels of sexual activity and having trouble developing friendships reported increased victimization. Staff and peer supportiveness and anti-bullying enforcement significantly predicted less bullying. Anti-bullying programs containing sexual- and gender-minority-specific language were associated with less bullying of sexual- and gender-minority youth. Positive relationships existed between anti-bullying enforcement and support by school personnel and peers. 

Citation

Crothers, L. M., Kolbert, J. B., Wells, D. S., Berbary, C., Chatlos, S., Buzgon, J., Joseph, M., Schmitt, A. J., Lattanzio, L., Lipinski, J., & Wadsworth, J. (2021). Perceptions of sexual and gender minorities and allied youth regarding bullying. Journal of School Counseling, 19(16). http:/www.jsc.montana.edu/articles/v19n16.pdf 

Type of Article

Theory and Research


Volume 19, Number 17:
 

Effects of a Comprehensive School Counseling Training on Pre-ASCA-Trained School Counselors: A Single-Case Research Design

Diane Zimmer, Firelands Local School District, John Laux, University of Toledo, Yanhong Liu, Syracuse University, and Madeline Clark and Jennifer L. Reynolds, University of Toledo

Abstract

This study investigated the impact of a multicomponent training program on the American School Counselor Association’s National Model of school counseling. The model was designed to enhance school counselors’ competence in implementing a comprehensive school counseling program. An ABA single case design was used to collect baseline, training, and post-training data. The participants (n = 3) were pre-ASCA-trained school counselors with 15 years or more of school counseling experience. All exhibited growth during the training phase, which was sustained through the post-training phase. 

Citation

Zimmer D., Laux, J., Liu, Y., Clark, M., & Reynolds, J. L. (2021). Effects of a comprehensive school counseling training on pre-ASCA-trained school counselors: A single-case research design. Journal of School Counseling, 19(17). http:/www.jsc.montana.edu/articles/v19n17.pdf 

Type of Article

Theory and Research


Volume 19, Number 18:
 

Examining Self-Efficacy and Preparedness to Succeed in Post-Secondary Education: A Survey of Recent High School Graduates

Rachel Saunders, University of Cincinnati, Sejal Parikh Foxx, University of North Carolina at Charlotte, S. Todd Bolin and Brittany Prioleau, Charlotte, North Carolina, Merry Leigh Dameron, Western Carolina University, Maylee Vazquez, North Carolina A&T State University, and Jennifer Perry, Georgia Southern University

Abstract

Professional school counselors are charged with preparing students to be college and career ready and students may depend on their school counselor to provide them with a comprehensive plan for post-secondary options. Unfortunately, even with adequate access to academic knowledge and skills, not all students may be career and college ready due to the lack of confidence in their ability to succeed. Therefore, the purpose of this study was to explore the self-efficacy of high school graduates regarding their preparedness to succeed in a post-secondary education. Using a univariate of analysis of variance, the data collected from a sample of 154 college students were analyzed. Results indicated that when it comes to positive personal characteristics, Asian American students had statistically lower scores. Additional analysis also revealed that students from rural schools had lower academic competence regarding their self-efficacy. The article presents implications for school counselors, school counselors in-training, and counseling programs. 

Citation

Saunders, R., Foxx, S. P., Bolin, S. T., Prioleau, B., Dameron, M. L., Vazquez, M., & Perry, J. (2021). Examining self-efficacy and preparedness to succeed in post-secondary education: A survey of recent high school graduates. Journal of School Counseling, 19(18). http:/www.jsc.montana.edu/articles/v19n18.pdf 

Type of Article

Theory and Research


Volume 19, Number 19:
 

School Counseling and Social Emotional Learning Programs

Helena Stevens, Minnesota State University Mankato

Abstract

School counselors implement social emotional learning (SEL) programs to support students’ holistic development and to prepare them for both academic and personal success. It is imperative that school counselors use evaluation research as they continue to refine their implementation and program selection efforts. This phenomenological qualitative case study investigated the experiences that two groups of students had with an SEL program. Three themes emerged including inconsistent experiences, disconnected perceptions about social-emotional needs, and the importance of using students as stakeholders. Implications for school counselors and counselor educators are provided. 

Citation

Stevens, H. (2021). School counseling and social emotional learning programs. Journal of School Counseling, 19(19). http:/www.jsc.montana.edu/articles/v19n19.pdf 

Type of Article

Theory and Research


Volume 19, Number 20
 

Individual Counseling in Schools: A Process Model for School Counselors

Mark D. Nelson, Edward T. Dunbar, Jr., and Dawn S. Tarabochia, Montana State University

Abstract

According to the American School Counselor Association, the role of a school counselor includes improving success for all students. Thus, the profession of school counseling encompasses a variety of tasks, duties, and responsibilities. One of the most fundamental responsibilities of a school counselor is to provide individual counseling to students. While individual counseling is undoubtedly essential to the role of a school counselors, information and resources regarding the process of providing individual counseling to students remain somewhat obscure given that school counselors do not diagnose or treat students and generally provide short-term counseling. The purpose of this resource brief is to provide school counselors with an outline of an individual counseling process, as well as specific resources to guide school counselors as they engage in individual counseling with students.

Citation

Nelson, M. D., Dunbar, E. T., Jr., & Tarabochia, D. S. (2021). Individual counseling in schools: A process model for school counselors. Journal of School Counseling, 19(20). http:/www.jsc.montana.edu/articles/v19n20.pdf 

Type of Article

Resource Brief