Journal of School Counseling

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2018

 

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

 

2018

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:

 

Exploring School Counselors’ Social Desirability, Multicultural Counseling Competence, and Demographics in the Midwest

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:

 

Counseling Relationship Experiences for K-12 School Counselors Who Also Fulfill the Role of Anti-bullying Specialist

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