JSC 2016-2018 Archives
Volume 14, Number 1:
Supporting Every Child: School Counselors’ Perceptions of Juvenile Sex Offenders in Schools
Leann Wyrick Morgan and Levi S. McClendon, University of Texas at Tyler, Jenna McCarty, University of Colorado – Colorado Springs, and Kirk Zinck, University of Texas at Tyler
Abstract
Researchers explored the attitudes and concerns of professional school counselors in their roles in working with juvenile sex offenders (JSOs) who attend school. Little empirical data exist regarding school counselors’ roles in effectively engaging and supporting JSOs toward school success. Focus groups contributed to the consensual qualitative research (CQR) methodology, providing a framework for investigating concerns, experiences, attitudes, and beliefs related to juvenile sex offenders and school climate. The authors present findings of five systematic themes and the implications for school counselor best practice.
Citation
Morgan, L. W., McClendon, L. S., McCarty, J., & Zinck, K. (2016). Supporting every child: School counselors’ perceptions of juvenile sex offenders in schools. Journal of School Counseling, 14(1). Retrieved from http://www.jsc.montana.edu/articles/v14n1.pdf
Type of Article
Theory and Research
Volume 14, Number 2:
Sarah I. Springer, Temple University, and Dana Heller Levitt, Montclair State University
Abstract
Body image disturbance continues to be recognized in increasingly younger populations. Eating issues among elementary school children have become more overt and statistically prevalent in recent years. Elementary school counselors are in important positions to provide their communities with early detection information and prevention strategies. This manuscript will identify potential causes and risks associated with body image disturbance in elementary school-age children and present strategies for school counselors that address detection, prevention, and intervention efforts.
Citation
Springer, S. I. & Levitt, D. H. (2016). Eating issues and body image in elementary school: Detection and prevention strategies for school counselors. Journal of School Counseling, 14(2). Retrieved from http://www.jsc.montana.edu/articles/v14n2.pdf
Type of Article
Innovative Methods
Volume 14, Number 3:
Jennifer Betters-Bubon, University of Wisconsin-Whitewater, and Peg Donohue, Central Connecticut State University
Abstract
The implementation of school-wide positive behavioral interventions and supports (SWPBIS) has been shown to reduce behavioral incidents and lead to more positive school climates. Despite the growing popularity in schools, there lacks clear understanding of the school counselor role in this approach. We present the perspectives of an elementary school counselor and middle school counselor engaged in starting SWPBIS programs. This position paper is focused on how the alignment of school counseling and SWPBIS programs can lead to increased school counselor leadership capacity, resulting in collaborative teaming, the use of data and systemic school change.
Citation
Betters-Bubon, J., & Donohue, P. (2016). Professional capacity building for school counselors through school-wide positive behavior interventions and supports implementation. Journal of School Counseling, 14(3). Retrieved from http://www.jsc.montana.edu/articles/v14n3.pdf
Type of Article
Current Issues
Volume 14, Number 4:
Gerta Bardhoshi, University of Iowa, Kelly Duncan, Northern State University, and Amy Schweinle, University of South Dakota
Abstract
This study examined demographic factors as predictors of parent involvement (engagement with school, support of learning, support of child) among parents of children that attended a school implementing a college access program. The authors also examined whether involvement predicted access of postsecondary education facilitators in parents, when accounting for demographic factors. Results from multiple regression analyses indicated that parent race/ethnicity and income predicted involvement, while education level predicted access of postsecondary education facilitators. However, when including demographic factors, parent involvement was not predictive of access of postsecondary education facilitators.
Citation
Bardhoshi, G., Duncan, K., & Schweinle, A. (2016). Predictors of parent involvement and their impact on access of postsecondary education facilitators among White and American Indian parents. Journal of School Counseling, 14(4). Retrieved from http://www.jsc.montana.edu/articles/v14n4.pdf
Type of Article
Theory and Research
Volume 14, Number 5:
Stephaney S. Morrison, City University of New York - Hunter College, Delores E. Smith, University of Tennessee, Knoxville, Julia A. Bryan, Pennsylvania State University, and Janeé M. Steele, Western Michigan University
Abstract
Jamaican immigrant students are highly represented in U.S. public schools, primarily in regions concentrated throughout the east coast. Many of these students and their families have personal and social concerns that have implications for school counselors. In particular, scholars suggest that among this population, harsh methods of child discipline (e.g., corporal punishment) are prevalent and have ramifications for academic achievement, child abuse reporting, and socialization within the school. Few studies, however, document the disciplinary techniques of Jamaican immigrants in the United States. This exploratory study was developed to fill this gap in the literature. Results challenge prevailing assumptions about the universality of corporal punishment among Jamaican immigrants. Participants in the current study reported using a variety of disciplinary techniques and corporal punishment was not among the most used. Implications for school counselors and future research are discussed.
Citation
Morrison, S. S., Smith, D. E., Bryan, J. A., & Steele, J. M. (2016). An exploratory study of the child disciplinary practices of Jamaican immigrant parents in the United States: Implications for school counselors. Journal of School Counseling, 14(5). Retrieved from http://www.jsc.montana.edu/articles/v14n5.pdf
Type of Article
Theory and Research
Volume 14, Number 6:
Mandala Mornings: A Creative Approach for Elementary School Counselors
Katrina Cook and Mary G. Mayorga, Texas A&M University-San Antonio, and Veronica Ball, Archdiocese of San Antonio, Department of Catholic Schools
Abstract
The American School Counselor Association (ASCA, 2012) has identified one of the ways elementary school counselors can assist students to become successful in school is to offer small group counseling through the responsive services delivery system. Expressive arts, such as creating mandalas, provide a non-threatening approach for school counselors to support the students they serve. This article describes how elementary school counselors in a large school district incorporated mandalas in the delivery of their responsive services. An example of an early morning group using mandalas is described.
Citation
Cook, K., Mayorga, M. G, & Ball, V. (2016). Mandala mornings: A creative approach for elementary school counselors. Journal of School Counseling, 14(6). Retrieved from http://www.jsc.montana.edu/articles/v14n6.pdf
Type of Article
Innovative Methods
Volume 14, Number 7:
Javier Cavazos Vela, University of Texas Rio Grande Valley, Brande Flamez, Lamar University, and Gregory Scott Sparrow and Eunice Lerma, University of Texas Rio Grande Valley
Abstract
The impact of high school counselors’ support on Mexican American adolescents’ college-going beliefs was examined. We used a quantitative, predictive design to explore predictors of Mexican American adolescents’ college-going beliefs. Perceptions of accessibility and expectations from school counselors positively impacted college-going beliefs while perceptions of appraisal negatively impacted college-going beliefs. In addition to a discussion regarding the importance of these findings, implications for school counselors and researchers are offered.
Citation
Vela, J. C., Flamez, B., Sparrow, G. S., & Lerma, E. (2016). Understanding support from school counselors as predictors of Mexican American adolescents’ college-going beliefs. Journal of School Counseling, 14(7). Retrieved from http://www.jsc.montana.edu/articles/v14n7.pdf
Type of Article
Theory and Research
Volume 14, Number 8:
The Qualitative Impact of Adventure Based Counseling on Sixth Grade General Education Students
Richard L Albright, Lee University
Abstract
General education, middle school students’ experience and outcomes related to their participation in adventure based counseling (ABC) were investigated through the use of qualitative research case study design. Research questions examine what students expect, experience, and perceive as the impact of an adventure based intervention. Analysis of interviews, researcher observations, field notes, and journaling provide key insights into ABC programming. Students’ expectations were such that they expected to have fun, but were fearful, yet confident. An examination of their immediate reactions to the intervention revealed that the students experienced physical challenge and success, social challenge and success, emotional challenge and success, as well as cognitive challenge and success. A key finding from an interview session with students completed well after the activities took place revealed that students believed that the intervention had a positive impact socially for themselves as well as their classmates. These insights into ABC provide facilitators, school counselors, teachers, and administrators valuable information on the constructs through which participant growth occurs and recommendations for planning and facilitating such programming.
Citation
Albright, R. L. (2016). The qualitative impact of adventure based counseling on sixth grade general education students. Journal of School Counseling, 14(8). Retrieved from http://www.jsc.montana.edu/articles/v14n8.pdf
Type of Article
Theory and Research
Volume 14, Number 9:
Melissa A. Odegard-Koester and Paul Watkins, Southeast Missouri State University
Abstract
The working relationship between principals and school counselors have received some attention in the literature, however, little empirical research exists that examines specifically the components that facilitate a collaborative working relationship between the principal and school counselor. This qualitative case study examined the unique perspective for building a leader-member relationship between the principal and school counselor. Specifically, the case study examined the experiences of the working relationship of a principal and school counselor in a rural Midwestern elementary school. Data analysis revealed that the following three shared themes emerged: student-centered focus, role differentiation, and trust. From these themes and their descriptions a collaborative working relationship resulted. As a result, the principal school counselor model evolved. Implications for principals and school counselors as well as future research are presented.
Citation
Odegard-Koester, M. A., & Watkins, P. (2016). Collaborative relationships between principals and school counselors: Facilitating a model for developing a working alliance. Journal of School Counseling, 14(9). Retrieved from http://www.jsc.montana.edu/articles/v14n9.pdf
Type of Article
Theory and Research
Volume 14, Number 10:
Merry Leigh Dameron, University of North Carolina at Charlotte
Abstract
Increasing demands upon the time of the professional school counselor combined with the call by the American School Counselor Association to provide direct services to students may lead many in the profession to wonder from what theoretical standpoint(s) they can best meet these lofty goals. I propose a two phase approach combining person-centered counseling with solution-focused brief therapy as a concrete, functional method to address student counseling needs within the school setting.
Citation
Dameron, M. L. (2016). Person-centered counseling and solution-focused brief therapy: An integrative model for school counselors. Journal of School Counseling, 14(10). Retrieved from http://www.jsc.montana.edu/articles/v14n10.pdf
Type of Article
Innovative Methods
Volume 14, Number 11:
Family Matters: An Investigation of Family Coursework in School Counseling Programs
J. Richelle Joe, University of Central Florida, and Pamela N. Harris, University of North Carolina at Greensboro
Abstract
School counselors are expected to form collaborative relationships with the families of students. Yet, school counselors have limited knowledge about families to form these partnerships, as a descriptive content analysis of the family coursework requirements in CACREP-accredited school counseling programs in the southern region revealed that most programs do not mandate family coursework. Implications for the preparation of students to engage in school-family collaboration are discussed.
Citation
Joe, J. R., & Harris, P. N. (2016). Family matters: An investigation of family coursework in school counseling programs. Journal of School Counseling, 14(11). Retrieved from http://www.jsc.montana.edu/articles/v14n11.pdf
Type of Article
Theory and Research
Volume 14, Number 12:
Evidence-Informed Recommendations to Promote Black Student Engagement
Shyrea J. Minton, California State University, Northridge
Abstract
In 2012, Black students dropped out of school at a rate of 7.5% (NCES, 2013a). While this is the second lowest dropout rate for this population in 55 years, Black students are still dropping out at nearly twice the rate (4.3%) of their White counterparts. This paper includes a review of literature related to this phenomenon and offers evidence-informed recommendations taken from the literature for professional school counselors to utilize to improve academic engagement of Black students. These recommendations include: facilitating difficult dialogues on race, using a Student Success Skills program, and entering into school-family-community partnerships.
Citation
Minton, S. J. (2016). Evidence-informed recommendations to promote Black student engagement. Journal of School Counseling, 14(12). Retrieved from http://www.jsc.montana.edu/articles/v14n12.pdf
Type of Article
Theory and Research
Volume 14, Number 13:
Boys II Men: A Culturally-Responsive School Counseling Group for Urban High School Boys of Color
Leyla Pérez-Gualdrón, Christine Yeh, and LyRyan Russell, University of San Francisco
Abstract
Using a participatory and collaborative approach, we developed, implemented, and evaluated a culturally responsive school counseling group, Boys II Men, for 11 low-income diverse male students of color at an urban public school. The content of the group focused on five areas: social connections and support, exploring gender roles, navigating identities, school engagement, and future planning. We worked closely with teachers, school staff, and counselors to foster a supportive and positive school climate (Beesley, 2004). Each student was interviewed about his experience in the group to assess the impact of the strategies and techniques used. We also analyzed the specific content of each module for main themes. Strengths and weaknesses of the group were also assessed at post-test. Innovative methods and practical applications for school counselors are discussed.
Citation
Pérez-Gualdrón, L., Yeh, C., & Russell, L. (2016). Boys II Men: A culturally-responsive school counseling group for urban high school boys of color. Journal of School Counseling, 14(13). Retrieved from http://www.jsc.montana.edu/articles/v14n13.pdf
Type of Article
Theory and Research
Volume 14, Number 14:
Working With Nonsuicidal Self-Injurious Adolescents
Mark D. Nelson, Montana State University, and Rian Piccin, Lander, Wyoming
Abstract
Nonsuicidal self-injury (NSSI) has evolved into a serious issue for adolescents, and is encountered in school systems across the United States. The ability of school counselors and other professionals working in the school environment to understand and assist students who exhibit signs of NSSI is critically important. Research remains minimal on the subject and it is unclear whether or not schools across the country have proper protocols in place for working with students who exhibit signs of NSSI. School professionals should be familiar with NSSI, how to identify NSSI behaviors in students, and proper protocols for working with students who exhibit signs of NSSI.
Citation
Nelson, M. D., & Piccin, R. (2016). Working with nonsuicidal self-injurious adolescents. Journal of School Counseling, 14(12). Retrieved from http://www.jsc.montana.edu/articles/v14n14.pdf
Type of Article
Current Issues
Special Edition: Volume 15, Nos. 1-6
Enriching Student Well-Being and Success
Volume 15, Number 1:
Layla J. Kurt, University of Dayton
Abstract
Transgender students are a marginalized group of students who are calling for recognition and acceptance of their identities. Although Title IX assures students of freedom from discrimination based on sexual identity, many schools are struggling with policies that adequately provide these protections. Based on a previous qualitative study conducted by the author, this manuscript provides strategies that school counselors and other educators can implement to create a school climate that is safe, equitable, and fosters the well-being and success of transgender students.
Citation
Kurt, L. J. (2017). Creating school climates that foster inclusive community attitudes toward gender nonconforming students. Journal of School Counseling, 15(1). Retrieved from http://www.jsc.montana.edu/articles/v15n1.pdf
Type of Article
Current Issues
Volume 15, Number 2:
Transition to Post-secondary Life for Students with Disabilities: Promoting Student Success
Theresa A. Quigney, Cleveland State University
Abstract
The transition to life after high school for students with disabilities and the vital role that school counselors have in assisting the students and their families to achieve success are discussed. As there may be unique requirements for these students in making this transition, it is important that school counselors are acquainted with particular matters and techniques critical to student success. The educational categories of disabilities and special considerations that are presented may be beneficial to school counselors as they enhance their students’ opportunities to achieve their goals.
Citation
Quigney, T. A. (2017). Transition to post-secondary life for students with disabilities: Promoting student success. Journal of School Counseling, 15(2). Retrieved from http://www.jsc.montana.edu/articles/v15n2.pdf
Type of Article
Current Issues
Volume 15, Number 3:
Lorri M. Capizzi, San Jose State University, Carolyn Huie Hofstetter, University of California, San Diego, and Dolores D. Mena, Brent Duckor, and Xiaolu Hu, San Jose State University
Abstract
This article documents narrative experiences from alumni who participated in the GEAR UP program. The San Jose State University GEAR UP program, based on an intensive counseling model, is grounded in social capital and resilience theories, and is designed to increase the number of low-income students who are prepared to enter and succeed in postsecondary education. Qualitative findings from surveys and semi-structured interviews with GEAR UP alumni highlight the power of this intensive counseling model in providing meaning, connectedness, and a sense of empowerment for students to support their personal and academic development, college readiness, and overall well-being.
Citation
Capizzi, L. M., Hofstetter, C. H., Mena. D. D., Duckor, B., & Hu, X. (2017). Promoting low-income students’ college readiness, well-being, and success: A GEAR UP counseling program study. Journal of School Counseling, 15(3). Retrieved from http://www.jsc.montana.edu/articles/v15n3.pdf
Type of Article
Theory and Research
Volume 15, Number 4:
School Counselors’ Role in Dropout Prevention and Credit Recovery
Donna Tromski-Klingshirn and Yoko Miura, Wright State University
Abstract
This article introduces credit recovery (CR) programs to school counseling. Traditionally the school counselors’ role in CR has been limited to referring students who are, or who have, failed courses. Based on own our findings from a study of a large Midwest high school (N = 2,000) CR program, we make specific recommendations for school counselors to advocate for, and intervene with, failing students. Further, we propose a new instructional leadership role for school counselors within the instructional leadership team (ILT) to lead credit recovery efforts within the schools.
Citation
Tromski-Klingshirn, D. & Miura, Y. (2017). School counselors’ role in dropout prevention and credit recovery. Journal of School Counseling, 15(4). Retrieved from http://www.jsc.montana.edu/articles/v15n4.pdf
Type of Article
Theory and Research
Volume 15, Number 5:
Mental Health and Social Emotional Programming in Schools: Missing Link or Misappropriation?
Trigg A. Even, University of North Texas Dallas, and Heather L. Quast, Texas A&M University Commerce
Abstract
While differences of opinion exist on whether mental health services fall within the scope of public education, schools may represent the best opportunity to provide young people with necessary access to mental health care. Professional school counselors are uniquely qualified by training and experience to address the mental health and social emotional development needs of students, yet may be underutilized for this purpose, in part because school counselors may not be speaking the language of education, that is, academic achievement. The authors questioned whether school counseling is the missing link to advancing academic achievement or a misappropriation that deters schools from accomplishing their core mission. The literature relevant to the relationship between mental health programming and academic achievement was reviewed and recommended talking points for professional advocacy are discussed.
Citation
Even, T. A., & Quast, H. L. (2017). Mental health and social emotional programming in schools: Missing link or misappropriation? Journal of School Counseling, 15(5). Retrieved from http://www.jsc.montana.edu/articles/v15n5.pdf
Type of Article
Theory and Research
Volume 15, Number 6:
School Counselors and Multicultural Education: Applying the Five Dimensions
Clare Merlin, University of North Carolina, Charlotte
Abstract
Multicultural education is an educational approach designed to ensure equal educational opportunities for all students, including those in marginalized groups. This approach has historically been directed towards teachers, but school counselors have the appropriate training and skills to lead multicultural education efforts, as well. In this article, the five dimensions of multicultural education are described and examples are provided that suggest how school counselors can use each dimension in order to create a context in which all students succeed.
Citation
Merlin, C. (2017). School counselors and multicultural education: Applying the five dimensions. Journal of School Counseling, 15(6). Retrieved from http://www.jsc.montana.edu/articles/v15n6.pdf
Type of Article
Current Issues
Volume 15, Number 7:
Motivational Interviewing, the Transtheoretical Model of Change, and Academic Development
Jered B. Kolbert, Brittany L. Happe, Debra Hyatt-Burkhart, and Laura M. Crothers, Duquesne University, and Marissa Capuzzi, Greater Latrobe School District
Abstract
Motivational interviewing (Miller & Rollnick, 2012) and the transtheoretical model of change (Prochaska, Norcross, & DiClimente, 2007) offer potential considerable benefits to professional school counselors’ efforts to promote academic development. We describe how these models can be used by professional school counselors in the provision of what are referred to as responsive services in the ASCA National Model (ASCA, 2012), which includes individual counseling, individual student planning, and the indirect services of collaboration and consultation with parents and teachers as they strive to support student academic achievement. We offer two case studies to illustrate the adaptation and employment of the approaches discussed in the paper.
Citation
Kolbert, J. B., Happe, B. L., Hyatt-Burkhart, D., Crothers, L. M., & Capuzzi, M. (2017). Motivational interviewing, the transtheoretical model of change, and academic development. Journal of School Counseling, 15(7). Retrieved from http://www.jsc.montana.edu/articles/v15n7.pdf
Type of Article
Theory and Research
Volume 15, Number 8:
Myths and Misconceptions About LGBTQ Youth: School Counselors’ Role in Advocacy
Roberto L. Abreu, University of Kentucky, and Adriana G. McEachern and Maureen C. Kenny, Florida International University
Abstract
Although schools are thought to be safe environments for all students, sexual minority and gender expansive (i.e., LGBTQ) students often feel unsafe and unwelcome as a result of misconceptions about their identity. This paper explores eight commonly held myths and misconceptions about LGBTQ youth. The role of professional school counselors (PSCs) in debunking these myths and advocating for these students will be discussed. Implications for practice and future research will be addressed.
Citation
Abreu, R., McEachern, A. G., & Kenny, M. C. (2017). Myths and misconceptions about LGBTQ youth: school counselors’ role in advocacy. Journal of School Counseling, 15(8). Retrieved from http://www.jsc.montana.edu/articles/v15n8.pdf
Type of Article
Current Issues
Volume 15, Number 9:
Aida Midgett, Diana Doumas, Rhiannon Trull, and April D. Johnston, Boise State University
Abstract
A randomized controlled study evaluated a brief, bystander bullying intervention for junior high school students. Students in both groups reported an increase in knowledge and confidence to act as defenders and to utilize strategies to intervene on behalf of victims of bullying. Findings suggest possible carry-over effects from the intervention group to control group. Students in the intervention group, however, reported a significantly greater ability to identify of bullying and a decrease in anxiety (p = .06) relative to the control group. There were no differences in reported depression between the two groups. Implications for school counselors are discussed.
Citation
Midgett, A., Doumas, D., Trull, R., & Johnston, A. D. (2017). A randomized controlled study evaluating a brief, bystander bullying intervention with junior high school students. Journal of School Counseling, 15(9). Retrieved from http://www.jsc.montana.edu/articles/v15n9.pdf
Type of Article
Theory and Research
Volume 15, Number 10:
Black and Latino Fathers of Students with Autism: Culturally Responsive Support
Michael D. Hannon, Montclair State University, Kaprea F. Johnson, Old Dominion University, and Nicole A. Christian and LaChan V. Hannon, Montclair State University
Abstract
Perspectives from five Black and Latino fathers of students with autism are shared from this qualitative pilot study. The fathers were asked to describe the most helpful forms of support from school counselors. One-time, semi-structured interviews were conducted and interpreted with the thematic analysis method. Results suggest support from other parents, and specifically from other fathers, with shared experiences is most helpful. Recommendations for school counseling practice and research are shared.
Citation
Hannon, M. D., Johnson, K. F., Christian, N. A., & Hannon, L. V. (2017). Black and Latino fathers of students with autism: Culturally responsive support. Journal of School Counseling, 15(10). Retrieved from http://www.jsc.montana.edu/articles/v15n10.pdf
Type of Article
Theory and Research
Volume 15, Number 11:
Professional Issues in School Counseling and Suicide Prevention
Laura L. Gallo, Boise State University
Abstract
Suicide is the second leading cause of death for adolescents and has become a public health concern in the United States. In addition, certain groups of students are more at risk for suicide than others. School counselors have an ethical obligation to protect their students and are in an ideal position to educate students and staff about the risks and warning signs of suicide. Ethical issues such as counselor competence, school responsibility, and community buy in are important considerations for educators. Lastly, implications for practicing school counselors in preventing suicide are provided.
Citation
Gallo, L. L. (2017). Professional issues in school counseling and suicide prevention. Journal of School Counseling, 15(11). Retrieved from http://www.jsc.montana.edu/articles/v15n11.pdf
Type of Article
Current Issues
Volume 15, Number 12:
Richard E. Cleveland, Georgia Southern University, and Julie Hartline, Cobb County School District
Abstract
This article describes initial efforts to pilot an evaluation instrument for school counselors. The pilot was a collaboration led by the state’s school counselor association involving a state department of education (DOE), local school districts, and university faculty members. The article begins with a brief overview of historical and contextual factors relevant to the creation of the instrument and the pilot project. A summary description of the instrument is then provided that lists individual items and supplementary information distributed with the protocol. Next, preliminary results are presented. Finally, the article concludes by discussing limitations of the study, implications for practitioners, and recommendations for further research.
Citation
Cleveland, R. E., & Hartline, J. (2017). School counselor evaluation instrument pilot project: A school counselor association, department of education, and university collaboration. Journal of School Counseling, 15(12). Retrieved from http://www.jsc.montana.edu/articles/v15n12.pdf
Type of Article
Theory and Research
Volume 15, Number 13:
Using an Ethical Decision-Making Model to Address Ethical Dilemmas in School Counseling
Timothy Brown, Stephen A. Armstrong, Samuel Bore, and Chris Simpson, Texas A&M University-Commerce
Abstract
School counselors frequently face ethical dilemmas. These dilemmas often involve relationships with principals, parents, and other stakeholders. School counselors may confront complex ethical issues involving confidentiality, student safety, parental rights, and social media. The American School Counselor Association recommends following an ethical decision-making model when dealing with complex ethical issues. An explanatory case study is provided along with sample dilemmas to illustrate how an ethical decision-making model might be used within the school setting.
Citation
Brown, T., Armstrong, S. A., Bore, S. & Simpson, C. (2017). Using an ethical decision-making model to address ethical dilemmas in school counseling. Journal of School Counseling, 15(13). Retrieved from http://www.jsc.montana.edu/articles/v15n13.pdf
Type of Article
Theory and Research
Volume 15, Number 14:
Curricular Abstinence: Examining Human Sexuality Training in School Counselor Preparation Program
Richard Joseph Behun, Marywood University, Julie A. Cerrito, The University of Scranton, David L. Delmonico, Duquesne University, and Estelle Campenni, Marywood University
Abstract
Professional school counselors (PSCs; N = 486) rated their level of perceived preparedness acquired in their school counselor preparation program with respect to knowledge, skills, and self-awareness of five human sexuality domains (behavior, health, morality, identity, violence) across grade level (elementary vs. secondary) and three human sexuality training groups (single course in human sexuality, human sexuality infused throughout curriculum, or no human sexuality training). Results indicated that while the majority of PSCs provided sexuality counseling to school students, many reported not receiving master’s level education or training in this area.
Citation
Behun, R. J., Cerrito, J. A., Delmonico, D. L., & Campenni, E. (2017). Curricular abstinence: Examining human sexuality training in school counselor preparation program. Journal of School Counseling, 15(14). Retrieved from http://www.jsc.montana.edu/articles/v15n14.pdf
Type of Article
Theory and Research
Volume 15, Number 15:
Positive Psychology and Career Development
Michelle Aulthouse, Albert Gallatin Area School District, and Jered B. Kolbert, Matthew J. Bundick and Laura M. Crothers, Duquesne University
Abstract
The article details how school counselors can use principles of positive psychology to promote students' career development by facilitating students' pursuit of purpose and meaning. Specifically, the publication identifies how school counselors can actively employ with their students five constructs of positive psychology—namely strengths, positive emotions and flow, gratitude, perceiving and living a calling, and work/school hope—identified by Dik et al., (2014) as having empirical support for promoting career development. The authors of the manuscript provide approaches and techniques drawing on counseling theories including: cognitive therapy, solution-focused therapy, existential therapy, and positive psychotherapy, and offer actionable strategies for school counselors.
Citation
Aulthouse, M., Kolbert, J. B., Bundick, M. J.,& Crothers, L. M. (2017). Positive psychology and career development. Journal of School Counseling, 15(15). Retrieved from http://www.jsc.montana.edu/articles/v15n15.pdf
Type of Article
Innovative Methods
Volume 15, Number 16:
School Counseling Needs of Latino Students
Maggie M. Parker, Mississippi College, and Dee C. Ray, University of North Texas
Abstract
This article focuses on determining the school counseling activities perceived as important by a sample of Latino high school students. The researchers explored student perceptions through the administration of a survey instrument created for this project to better understand Latino students’ perceptions and satisfaction with school counselor activities. The instrument consisted of items aligned with domains described in the American School Counselor Association’s National Model and current literature on Latino adolescents’ experiences. According to the results, students indicated that they believed college and career activities to be important, however were not satisfied with how their school counselors provided those activities. The results, limitations, and suggestions for school counselors are provided.
Citation
Parker, M. M., & Ray, D. C. (2017). School counseling needs of Latino students. Journal of School Counseling, 15(16). Retrieved from http://www.jsc.montana.edu/articles/v15n16.pdf
Type of Article
Theory and Research
Volume 15, Number 17:
Helping Secondary School Students Understand and Regulate Stress
Mark D. Nelson and Dawn S. Tarabochia, Montana State University
Abstract
A psychoeducational unit on stress is provided for school counselors or other educators working with secondary school-aged students. The unit can be utilized as part of a guidance curriculum. An overview of stress response during adolescent development is provided. A brief historical and contextual description of guidance curriculum and its role in comprehensive school counseling programs are offered.
Citation
Nelson, M. D., & Tarabochia, D. S. (2017). Helping secondary school students understand and regulate stress. Journal of School Counseling, 15(17). Retrieved from http://www.jsc.montana.edu/articles/v15n17.pdf
Type of Article
Innovative Methods
Volume 15, Number 18:
Glenda S. Johnson, Appalachian State University
Abstract
Children living in poverty face challenges progressing through the educational system prepared adequately for college and/or career (ACT, 2015; Newell, 2013). With momentum gained through national movements, such as the First Lady Michele Obama’s 2014 Reach Higher initiative, and state initiatives on college and career readiness, a call has been made to close the existing gap between children from poverty and their peers. The author proposes the use of the CARE model (Foss, Generali, & Kress, 2011) for school counselors to address the disparity between the college and career preparation of students from poverty and their middle and upper class peers.
Citation
Johnson, G. S. (2017). School counselors supporting the career and college preparedness of students from poverty: Using the CARE model. Journal of School Counseling, 15(18). Retrieved from http://www.jsc.montana.edu/articles/v15n18.pdf
Type of Article
Innovative Methods
Volume 15, Number 19:
Kevin C. Roxas, Western Washington University, María L. Gabriel, Poudre School District, and Kent Becker, Saybrook University
Abstract
One of the fastest growing segments of the student population in the U.S. includes students from immigrant backgrounds. However, there is a lack of research about how school counselors can access and listen to the voices of these youth. This article seeks to add to the existing research on multicultural school counseling for immigrant youth with a focus on students in middle school and proposes photovoice as a culturally responsive method of working with students. Photovoice is a participatory action research method used with marginalized youth that serves to empower participants to represent their point of view and everyday lived realities. The findings from the study include three themes which school counselors can learn from and act upon in their daily work with immigrant youth: middle school immigrant students’ feelings of discrimination, the strengths and assets of their immigrant families, and the need for more support from school counselors.
Citation
Roxas, K, C., Gabriel, M. L., & Becker, K. (2017). “Mexicans are like thieves and bad people, and we’re not really like that”: Immigrant youth use photovoice to counter racism and discrimination. Journal of School Counseling, 15(19). Retrieved from http://www.jsc.montana.edu/articles/v15n19.pdf
Type of Article
Theory and Research
Volume 16, Number 1:
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
