Articles 2020 (Volume 18)
Volume 18, Number 1:
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 counselors. Journal of School Counseling, 18(1). http:/www.jsc.montana.edu/articles/v18n1.pdf
Type of Article
Current Issues
Volume 18, Number 2:
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 duties. Journal 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 counselors. Journal 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 students. Journal of School Counseling, 18(4). http:/www.jsc.montana.edu/articles/v18n4.pdf
Type of Article
Innovative Methods
Volume 18, Number 5:
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 curriculum. Journal 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 college. Journal 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 gender. Journal 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 counselor. Journal 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 counseling. Journal 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-esteem. Journal 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 role. Journal 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 disabilities. Journal 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 settings. Journal 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 spectrum. Journal 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 counselors. Journal 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 counselors. Journal 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:
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:
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
