Articles 2004 (Volume 2)
Volume 2, Number 1:
Emotional/Behavioral Disorders: Understanding the Challenges
Mark D. Nelson, Montana State University - Bozeman, and Tricia Williamson, Flathead High School, Kalispell, Montana
Children with Emotional/Behavioral Disorders (E/BD) may present a variety of challenges for educators in a school setting. The current trend in public schools is to mainstream children diagnosed with E/BD into regular education classrooms as much as possible (Sutherland, 2000). While few would dispute that mainstreaming children with E/BD is a bad idea, it may cause job-related stress among regular education teachers who have E/BD children in their classrooms (Morin, 2001). This paper offers information that may help teachers work more effectively with students who struggle with E/BD.
Nelson, M. D., & Williamson, T. (2004). Emotional/behavioral disorders: Understanding the challenges. Journal of School Counseling, 2(1). Retrieved from http://www.jsc.montana.edu/articles/v2n1.pdf
Type of Article
Volume 2, Number 2:
School Counseling Programs: Comparing GEAR UP Schools with Non-GEAR UP Schools
Jill M. Thorngren, Mark D. Nelson, and Larry J. Baker, Montana State University - Bozeman
A survey was conducted using qualitative means to assess school counseling programs in Montana. Schools that were demonstration schools in a federal initiative, Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR UP) were compared to non-GEAR UP schools. Several differences between GEAR UP and non-GEAR UP schools are noted and discussed.
Thorngren, J. M., Nelson, M. D., & Baker, L. J. (2004). School counseling programs: Comparing GEAR UP schools with non-GEAR UP schools. Journal of School Counseling, 2(2). Retrieved from http://www.jsc.montana.edu/articles/v2n2.pdf
Type of Article
Volume 2, Number 3:
Developing a Teen Suicide Prevention Program in the School
Mary Jane Anderson, Augusta State University
The problem of adolescent suicide worldwide is discussed. Teen suicide is the second leading cause of death among 15-19 year olds in the United Status, and has become an increasing concern for counselors employed in schools. Contributing factors to suicide, such as cultural and socio-demographic factors, dysfunctional family patterns, cognitive style and personality, psychiatric disorders, and current negative life events as triggers of suicidal behavior are reviewed. Marginalized populations are at higher risk of low self-worth and depression, both precursors to suicidal ideation. Most authorities agree that schools should develop a written plan of action for suicide intervention and prevention. The development of a Teen Suicide Prevention Program for a school district in rural Mississippi is reviewed. Steps including negotiation with administrators and policy development, providing faculty/staff in-service, preparation of crisis teams, parent education, classroom presentations, and follow-up are delineated and additional resources are provided.
Anderson, M. J. (2004). Developing a teen suicide prevention program in the school. Journal of School Counseling, 2(3). Retrieved from http://www.jsc.montana.edu/articles/v2n3.pdf
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Volume 2, Number 4:
African-American Male Students with Emotional Behavioral Disorders: A Study of the Effects of Ethnic Identity on Preference for School Counselors
Adam Kosnitzky, Lynn University, and Cindy L. Skaruppa, Noel-Levitz Inc.
This study explored African-American adolescent males with emotional behavioral disorders (EBD) preferences for a school counselor in terms of gender and ethnicity. Participants were administered the Multigroup Ethnic Identity Measure (MEIM) to assess their ethnic identity levels, and the School Counselor Preference Inventory (SCPI) to assess their counselor preferences. Using a 4x2 Multiple Analysis of Variance (MANOVA), results of the study indicated that individuals with higher levels of ethnic identity had stronger preferences for ethnically similar school counselors. When counseling involved personal issues, the participants preferred ethnically similar school counselors regardless of gender. A lack of preference towards White male school counselors resulted when counseling involved career issues.
Kosnitzky, A., & Skaruppa, C. L. (2004). African-American Male Students with Emotional Behavioral Disorders: A Study of the Effects of Ethnic Identity on Preference for School Counselors. Journal of School Counseling, 2(4). Retrieved from http://www.jsc.montana.edu/articles/v2n4.pdf
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