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

 

Volume 13, Number 4:

 

Elementary School Counselors’ Collaboration With Community Mental Health Providers

Kristen Moran, Clemson University, and Nancy Bodenhorn, Virginia Tech

 

Abstract

Perceptions and experiences of elementary school counselors’ collaborative efforts with community mental health providers are examined through this exploratory phenomenological study. Ten participants engaged in two in-depth interviews. Collaboration was considered an effective way to increase services to students and their families. Six themes emerged: interactions in collaboration, commitment to collaboration, benefits of collaboration, components of effective collaboration, barriers to collaboration, and changes needed to collaboration. Implications for school counselors and counselor educators are discussed.

 

Citation

Moran, K., & Bodenhorn, N. (2015). Elementary school counselors’ collaboration with community mental health providers. Journal of School Counseling, 13(4). Retrieved from http://www.jsc.montana.edu/articles/v13n4.pdf

 

Type of Article

Theory and Research

 

Volume 13, Number 5:

 

White School Counselors Becoming Racial Justice Allies to Students of Color: A Call to the Field of School Counseling

Lauren J. Moss, Kutztown University, and Anneliese A. Singh, The University of Georgia

 

Abstract

White school counselors must consider how racial identity, and whiteness as a construct, influences their work with students of color. This article addresses opportunities for White school counselors regarding how they may become allies to students of color and suggests way in which counselor educators can support the ally identity development in graduate students who are preparing to become school counselors. Intersections of racial privilege and ally identity development for White school counselors are described (Kendall, 2006; Mindrup, Spray & Lamberghini-West, 2011), and recommendations to the field of school counseling are made. Tenets of critical race theory (Ladson-Billings & Tate, 1995) and relational cultural theory (Jordan, 2010) are recommended as a theoretical framework for White school counselors’ efforts.

 

Citation

Moss, L. J., & Singh, A. A. (2015). White school counselors becoming racial justice allies to students of color: A call to the field of school counseling. Journal of School Counseling, 13(5). Retrieved from http://www.jsc.montana.edu/articles/v13n5.pdf

 

Type of Article

Current Issues

 

Volume 13, Number 6:

 

Assisting High School Students with Career Indecision Using a Shortened Form of the Career Construction Interview

Mark C. Rehfuss, Old Dominion University, and Pamela H. Sickinger, Simsbury High School

 

Abstract

A shortened form of the Career Construction Interview (CCI) was used to help high school students struggling with the career decision making process. The shortened instrument is described, as well as, its use with eleventh grade high school students who had low levels of career concern and career curiosity. Students who completed the exercise reported several themes that are introduced and discussed in the article. These themes reflected that the intervention was helpful and facilitated student self-understanding and career exploration. Practical applications for school counselors are discussed.

 

Citation

Rehfuss, M. C., & Sickinger, P. H. (2015). Assisting high school students with career indecision using a shortened form of the career construction interview. Journal of School Counseling, 13(6). Retrieved from http://www.jsc.montana.edu/articles/v13n6.pdf

 

Type of Article

Current Issues

 

Volume 13, Number 7:

 

A Model for School Counselors Supporting African American Youth With Forgiveness

Thomas W. Baskin, Jaquaye L. Russell, and Carey L. Sorenson, University of Wisconsin – Milwaukee, and Earlise C. Ward, University of Wisconsin – Madison

 

Abstract

The authors describe how practicing school counselors can appropriately and effectively work with African American youth regarding forgiveness. Further, the authors discuss the challenges that African American youth face. They illuminate how school counselors can help emotionally injured African American youth. As a school counseling intervention the forgiveness process can be conducted in a manner that is congruent with, and sensitive to, the development of positive African American ethnic identity. The use of forgiveness in school counseling is described, including the theory (Enright, 2001), and a case study, related to a process model of forgiveness.

 

Citation

Baskin, T. W., Russell, J. L., Sorenson, C. L., & Ward, E. C. (2015). A model for school counselors supporting African American youth with forgiveness. Journal of School Counseling, 13(7). Retrieved from http://www.jsc.montana.edu/articles/v13n7.pdf

 

Type of Article

Innovative Methods

 

Volume 13, Number 8:

 

School Counselors United in Professional Advocacy: A Systems Model

Dawnette L. Cigrand, Winona State University, Stacey Gaenzle Havlik and Krista M. Malott, Villanova University, and SaDohl Goldsmith Jones, Capella University

 

Abstract

Limited budgets may place educational positions in jeopardy and if school counseling positions become jeopardized, then school counselors must communicate their role and impact more effectively. However, school counselors may lack training and experience in professional self-advocacy practices, and advocacy efforts may be undermined by role confusion experienced by both counselors and the educational professionals surrounding them. This article describes one model of professional advocacy framed by Bronfenbrenner's Ecological Systems theory that may be used by school counseling leaders to plan systematic advocacy efforts that engage individual school counselors in united professional advocacy strategies.

 

Citation

Cigrand, D. L., Havlik, S. G. Malott, K. M., & Jones, S. G. (2015). School counselors united in professional advocacy: A systems model. Journal of School Counseling, 13(8). Retrieved from http://www.jsc.montana.edu/articles/v13n8.pdf

 

Type of Article

Current Issues

 

Volume 13, Number 9:

 

Building Connections to Literacy Learning Among English Language Learners: Exploring the Role of School Counselors

Amy L. Cook, University of Massachusetts Boston

 

Abstract

English language attainment and literacy acquisition are of significant importance to achieving academic success and college and career readiness in the United States. The rise in evidence-based standards requires concerted efforts by educators to meet the literacy needs of English language learners (ELLs). When collaborating with ELL teachers, school counselors are in a unique position to build literacy skills among ELL students, while simultaneously focusing on life skill development. This article provides specific suggestions for promoting literacy and social-emotional learning that school counselors can employ by collaborating with teachers and parents and through direct services with ELL students.

 

Citation

Cook, A. L. (2015). Building connections to literacy learning among English language learners: Exploring the role of school counselors. Journal of School Counseling, 13(9). Retrieved from http://www.jsc.montana.edu/articles/v13n9.pdf

 

Type of Article

Innovative Methods

 

Volume 13, Number 10:

 

Perceptions of a Gay-Straight Alliance Club Ban: School Counselors and Advocacy for LGBTQQ Students

Pamela S. Lassiter and Amy McCarthy Sifford, University of North Carolina at Charlotte

 

Abstract

This phenomenological inquiry explored the experiences and reactions of five school counselors who worked in a school that banned a Gay-Straight Alliance club. Specifically, the authors examined how counselors’ perceptions of the ban influenced their advocacy for LGBTQQ students. The results of semi-structured interviews revealed one overarching theme: The administration yielded to the status quo and three subthemes (1) the ban prevented students from receiving much needed support (2) proactive advocacy is the best course of action, and (3) change in communities is slow. Future practice and research directions are discussed.

 

Citation

Lassiter, P. S., & Sifford, A. M. (2015). Perceptions of a Gay-Straight Alliance club ban: School counselors and advocacy for LGBTQQ students. Journal of School Counseling, 13(10). Retrieved from http://www.jsc.montana.edu/articles/v13n10.pdf

 

Type of Article

Theory and Research

 

Volume 13, Number 11:

 

High School Counselors’ Support and Latina/o Students’ Career Development

Javier Cavazos Vela, University of Texas at Brownsville, Brandé Flamez, Lamar University, and Ashley Clark, Commonwealth of Virginia Department for Aging and Rehabilitative Services

 

Abstract

The current study examined the impact of high school counselors’ support of Latina/o students’ career development outcomes. We used a quantitative, predictive design to explore Latina/o students’ vocational self-efficacy and outcome expectations. Perceptions of investment, accessibility, positive regard, appraisal, and expectations from school counselors did not impact Latina/o students’ vocational self-efficacy or outcome expectations. 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., & Clark, A. (2015). High school counselors’ support and Latina/o students’ career development. Journal of School Counseling, 13(11). Retrieved from http://www.jsc.montana.edu/articles/v13n11.pdf

 

Type of Article

Theory and Research

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