Journal of School Counseling

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

 

2015

Volume 13, Number 1:

 

What Elementary Students Experience Outside of the Classroom: Children’s Responses to Social Exclusion

Sheila H. Chiffriller, Kelsey A. Kangos, and Lisa Milone, Pace University

 

Abstract

Social exclusion and the behaviors, thoughts, and feelings it evokes in children were examined in the present study. Two forms of exclusion were identified: being rejected and being ignored. Surveys were administered to third and fifth grade students in a Northeastern suburb in the United States to see how children respond overall and if younger and older elementary school students respond similarly. The students were asked to imagine themselves in four different peer situations in which they were included, rejected, or ignored and indicate how they would respond. Developmental differences and implications of the findings for counselors are discussed.

 

Citation

Chiffriller, S. H., Kangos, K. A., & Milone, L. (2015). What elementary students experience outside of the classroom: Children’s responses to social exclusion. Journal of School Counseling, 13(1). Retrieved from http://www.jsc.montana.edu/articles/v13n1.pdf

 

Type of Article

Theory and Research

 

Volume 13, Number 2:

 

Supervision of School Counseling Students: A Focus on Personal Growth, Wellness, and Development

Adina Smith and Rebecca L. Koltz, Montana State University

 

Abstract

Results of a grounded theory study exploring the experiences and processes of school counseling students’ professional and personal growth are provided. The researchers used focus groups over a two-year period to better comprehend students their experiences of growth. Several themes emerged: defining personal growth, wellness, and clinical growth as a professional school counselor. Within each of these major themes several sub-themes exist. Given that this was a grounded theory study, a model regarding how school counselors’ experience and process both professional and clinical growth is included. Finally, implications for school counselors working as supervisors of practicum and internship students are provided with the intent to help supervisors understand the developmental differences and needs for counseling students.

 

Citation

Smith, A., & Koltz, R. L. (2015). Supervision of school counseling students: A focus on personal growth, wellness, and development. Journal of School Counseling, 13(2). Retrieved from http://www.jsc.montana.edu/articles/v13n2.pdf

 

Type of Article

Theory and Research

 

Volume 13, Number 3:

 

What Factors Sustain Professional Growth Among School Counselors?

Varda Konstam and Amy L. Cook, University of Massachusetts Boston, Sara Tomek, University of Alabama, and Esmaeil Mahdavi, Robert Gracia, and Alexander H. Bayne, University of Massachusetts Boston

 

Abstract

This study examined relationships among self-reported professional expertise, organizational support of evidence-based practices (EBP), and professional growth. Data were collected from 85 members of American School Counseling Association (ASCA). School counselors with higher self-reported expertise reported that they were more likely to improve their school counseling skills. Those with more years of experience supervising school counselors also reported greater professional expertise. No linear relationship was found between organizational support of EBP and perceived professional expertise, which may be attributed to lack of adequate structural and organizational school supports. Implications for future research, counselor development, and supervision are discussed.

 

Citation

Konstam, V., Cook, A. L., Tomek, S., Mahdavi, E., Gracia, R., & Bayne, A. H. (2015). What factors sustain professional growth among school counselors? Journal of School Counseling, 13(3). Retrieved from http://www.jsc.montana.edu/articles/v13n3.pdf

 

Type of Article

Theory and Research

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