Journal of School Counseling

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2019

 

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The articles published in JSC are indexed in ERIC (Education Resources Information Center).

 

2019

Volume 17, Number 1:

 

An Exploration of Supervision Training Opportunities for School Counselors

Leslie Neyland-Brown, Wright State University, John M. Laux and Jennifer L. Reynolds, The University of Toledo, Kelly Kozlowski, Walden University, and Nick J. Piazza, The University of Toledo

 

Abstract

The Council for Accreditation of Counseling and Related Educational Programs (2016) and the American School Counselor Association (2016) require supervisors to have “relevant” training in supervision, but do not specify the type of training that should be acquired. This study determines if site supervisors who have had formal training in supervision, as indicated by graduate coursework, report higher self-efficacy and receive higher ratings on evaluations from school counseling internship students than site supervisors who have not. We found no effect of supervision training on school counselor interns’ (n = 60) supervisor ratings using the Student Counselor Evaluation of Supervisor form (Boylan, Malley, & Reilly, 2001). Supervisors (n = 58) who had training (e.g., in-services, continuing education, modules of graduate coursework, university workshop) rated themselves higher on the Site Supervisor Self-Efficacy Survey (DeKruyf & Pehrsson, 2011) than supervisors who had no training and those who completed a graduate supervision course.

 

Citation

Neyland-Brown, L., Laux, J. M., Reynolds, J. L., Kozlowski, K., & Piazza, N. J. (2019). An exploration of supervision training opportunities for school counselors. Journal of School Counseling, 17(1). Retrieved from http://www.jsc.montana.edu/articles/v17n1.pdf

 

Type of Article

Theory and Research

 

Volume 17, Number 2:

 

School Counselors Promoting College and Career Readiness for High School Students

Allison C. Paolini, Winthrop University

 

Abstract

This article describes the pivotal role that school counselors play in preparing and helping students feel prepared and equipped to enter the workforce upon graduation. This brief commentary addresses the necessity for school counselors to work collaboratively with their students, so they are knowledgeable about college and career exploration. In addition, best practices that provide students with the insight, tools, and resources necessary to succeed in the workforce after graduation are presented.

 

Citation

Paolini, A. C. (2019). School counselors promoting college and career readiness for high school students. Journal of School Counseling, 17(2). Retrieved from http://www.jsc.montana.edu/articles/v17n2.pdf

 

Type of Article

Current Issues

 

Volume 17, Number 3:

 

A Content Analysis of School Counselors’ Legal Experiences Through Self-Reflective Letter Writing

Daniel A. DeCino, University of South Dakota, Phillip L. Waalkes, University of Missouri- St. Louis, and W. Bradley McKibben, Nova Southeastern University

 

Abstract

School counselors can write letters to themselves to practice self-reflection and enhance learning from experience. Using inductive and deductive content analysis, we analyzed how twelve school counselors used letters to themselves to reflect on their legal experiences. In their letters, participants demonstrated a wide range of depth in dimensions of self-reflection. Implications for future and current school counselors’ self-reflective practices are provided.

 

Citation

DeCino, D. A., Waalkes, P. L., & McKibben, W. B. (2019). A content analysis of school counselors’ legal experiences through self-reflective letter writing. Journal of School Counseling, 17(3). Retrieved from http://www.jsc.montana.edu/articles/v17n3.pdf

 

Type of Article

Theory and Research

 

Volume 17, Number 4:

 

The Role of School Counselors in Supporting Mental Health Models in Schools

Dakota L. King-White, Cleveland State University

 

Abstract

Many K-12 students face mental health challenges that affect them academically, socially, and emotionally. These challenges include anxiety, depression, trauma, and attention deficit hyperactivity disorder. While research on mental health models in school settings exists, specific attention has not been given to the role of school counselors in supporting mental health models in schools (Lynn, McKay McKernan, & Atkins, 2003; Mellin et al., 2010; Messina, Kolbert, Hyatt-Burkhart, & Crothers, 2015; Splett & Maras, 2011). This article explores strategies that school counselors can use to support mental health models within the K-12 academic setting.

 

Citation

King-White, D. L (2019). The role of school counselors in supporting mental health models in schools. Journal of School Counseling, 17(4). Retrieved from http://www.jsc.montana.edu/articles/v17n4.pdf

 

Type of Article

Current Issues