Articles 2011 (Volume 9)
Volume 9, Number 1:
Role Conflict and Ambiguity as Predictors of Job Satisfaction in High School Counselors
Annemarie Cervoni, High School Counselor, Orchard Park High School, and Janice DeLucia-Waack, University at Buffalo, The State University of New York
Abstract
The purpose of this study was to examine the relationship between role conflict and role ambiguity, and percentage of time spent on ASCA recommended duties (counseling, coordination, consultation, and large group guidance); and job satisfaction of high school counselors. The Role Conflict and Role Ambiguity Scale and the Job Descriptive Index were administered to 175 high school counselors. Role conflict, role ambiguity, time spent on counseling related duties, time spent on consultation related duties, and time spent on non-ASCA functions were all found to be significant predictors of job satisfaction.
Citation
Cervoni, A., & DeLucia-Waack, J. (2011). Role conflict and ambiguity as predictors of job satisfaction in high school counselors. Journal of School Counseling, 9(1). Retrieved from http://www.jsc.montana.edu/articles/v9n1.pdf
Type of Article
Theory and Research
Volume 9, Number 2:
Obstacles and Successes in Implementing the ASCA National Model in School
Jeannine R. Studer, Joel F. Diambra, John A. Breckner, and R. Eric Heidel, University of Tennessee at Knoxville
Abstract
Researchers surveyed CACREP school counseling program graduates from a southeastern university to explore successes and barriers in implementing a comprehensive, developmental school counseling program. Findings included significant differences across school levels in programmatic change (p < .001) and responsive services (p = .041). Furthermore, primary/elementary school counselors were significantly different from middle and high school counselors in conducting more guidance lessons and collecting enumerative data (p < .01).
Citation
Studer, J. R., Diambra, J. F., Breckner, J. A., & Heidel, R. E. (2011). Obstacles and successes in implementing the ASCA National Model in school. Journal of School Counseling, 9(2). Retrieved from http://www.jsc.montana.edu/articles/v9n2.pdf
Type of Article
Theory and Research
Volume 9, Number 3:
The Role of School Counselors in the Childhood Obesity Epidemic
Yvonne I. Larrier, Michelle A. Bakerson, Jeremy M. Linton, Lynne R. Walker, Indiana University South Bend, and Susan J. Woolford, University of Michigan
Abstract
Childhood obesity is a significant public health concern. Since 1960, the prevalence of childhood obesity in the United States increased dramatically from 5% to 16.9%. To date many interventions to address obesity in schools have focused on healthy changes to the content of vending machines, school lunches, and the addition of after school activities to increase physical activity. Absent from the professional literature are research and practice suggestions detailing ways school counselors can confront childhood obesity in school settings. The purpose of this article is to explore roles and interventions that school counselors can employ to address this epidemic.
Citation
Larrier, Y. I., Bakerson, M. A., Linton, J. M., Walker, L. R., & Woolford, S. J. (2011). The role of school counselors in the childhood obesity epidemic. Journal of School Counseling, 9(3). Retrieved from http://www.jsc.montana.edu/articles/v9n3.pdf
Type of Article
Innovative Methods
Experiences of Adolescents With Type 1 Diabetes as They Transition From Middle School to High School
Katie Fleischman, Melissa K. Smothers, Heidi F. Christianson, Laura Carter, Anthony A. Hains, and W. Hobart Davies, University of Wisconsin-Milwaukee
Abstract
The purpose of this study was to explore the experiences of adolescents with Type 1 Diabetes Mellitus (T1DM) as they transitioned into high school in order to understand the contextual factors that impact diabetic health-related behaviors and self-identity. A qualitative interviewing methodology called consensual qualitative research (CQR) was used. Six high school freshmen with T1DM were interviewed. Adolescents reported both normative as well as diabetes-specific issues (e.g., social challenges of self-care) pertaining to their transition from middle to high school. Implications for school counseling practice are discussed.
Citation
Fleischman, K., Smothers, M. K., Christianson, H. F., Carter, L., Hains, A. A., & Davies, W. H. (2011). Experiences of adolescents with Type 1 Diabetes as they transition from middle school to high school. Journal of School Counseling, 9(4). Retrieved from http://www.jsc.montana.edu/articles/v9n4.pdf
Type of Article
Theory and Research
Volume 9, Number 5:
Michael Moyer, The University of Texas at San Antonio
Abstract
School counselors, like all mental health professionals are at high risk for burnout. High caseloads, job role ambiguity, and lack of supervision increase their propensity for burnout. Three areas were selected for study in this article due to their potential impact on burnout: supervision, student-to-counselor-ratios, and non-guidance related duties. Hierarchical multiple regression analyses were conducted and findings indicate non-guidance related duties and supervision are the best predictors of burnout. Implications and limitations are discussed.
Citation
Moyer, M. (2011). Effects of non-guidance activities, supervision, and student-to-counselor ratios on school counselor burnout. Journal of School Counseling, 9(5). Retrieved from http://www.jsc.montana.edu/articles/v9n5.pdf
Type of Article
Theory and Research
Volume 9, Number 6:
School Counseling and Solution-focused Site Supervision: A Theoretical Application and Case Example
Dawnette L. Cigrand, Winona State University, and Susannah M. Wood, The University of Iowa
Abstract
The solution-focused counseling theory provides a useful framework that can be applied to supervision of counselors-in-training. Solution-focused supervision is especially useful for school counseling site supervisors who may not have much time for supervision, who may not have had much training in clinical supervision, or who may have had different training experiences than their interns. This article delineates the tenets of the solution-focused theory and describes its application to school counseling site supervision and the American School Counselor Association National Model (ASCA, 2005) through a thorough discussion and a case example.
Citation
Cigrand, D. L., & Wood, S. M. (2011). School counseling and solution-focused site supervision: A theoretical application and case example. Journal of School Counseling, 9(6). Retrieved from http://www.jsc.montana.edu/articles/v9n6.pdf
Type of Article
Innovative Methods
Volume 9, Number 7:
Virtue Ethics in School Counseling: A Framework for Decision Making
Felicia L. Wilczenski, University of Massachusetts Boston, and Amy L. Cook, Mercy College, New York
Abstract
Virtue ethics focus on the motives that guide ethical decision making and action, and as such, are critical to the competent application of the counseling profession’s ethical codes. Knowledge of virtue ethics deepens understanding of moral responsibilities and ethical reasoning in professional practice. This paper is an overview of virtue ethics and discusses its relevance for school counselors and counselor educators.
Citation
Wilczenski, F. L., & Cook, A. L. (2011). Virtue ethics in school counseling: A framework for decision making. Journal of School Counseling, 9(7). Retrieved from http://www.jsc.montana.edu/articles/v9n7.pdf
Type of Article
Current Issues
Volume 9, Number 8:
School Counseling Prevention and Intervention for Child Witnesses of Intimate Partner Violence
Juleen K. Buser, Rider University, and Erin Saponara, The College of New Jersey
Abstract
Children who witness intimate partner violence (IPV) often suffer a range of physical, behavioral, emotional, and familial consequences (Holt, Buckley, & Whelan, 2008). School counselors may be in a key position to implement prevention programs around this issue, identify children who have witnessed IPV, and to engage in intervention efforts. Thus, school counselors need increased knowledge about the impact of IPV on child witnesses. In addition to summarizing some research on the impact of IPV on child witnesses, the following article will discuss prevention and intervention efforts which school counselors can utilize to assist students in combating the deleterious effects of witnessing violence in the home.
Citation
Buser, J. K., & Saponara, E. (2011). School counseling prevention and intervention for child witnesses of intimate partner violence. Journal of School Counseling, 9(8). Retrieved from http://www.jsc.montana.edu/articles/v9n8.pdf
Type of Article
Current Issues
Volume 9, Number 9:
Robin Hausheer, Alana Hansen, and Diana M. Doumas, Boise State University
Abstract
This study examined the effectiveness of a remedial reading program on improving reading fluency and comprehension among elementary school students. Twenty-four students were selected to participate in the 8-month program. Results indicated reading fluency and reading comprehension scores improved significantly across the academic year for both male and female students. Examination of gender differences indicated significantly more males were referred to the program than females. Additionally, examination of the between group effect size indicated reading comprehension scores improved more for males than females. Implications for school counselors are discussed.
Citation
Hausheer, R., Hansen, A., & Doumas, D. M. (2011). Improving reading fluency and comprehension among elementary students: Evaluation of a school remedial reading program. Journal of School Counseling, 9(9). Retrieved from http://www.jsc.montana.edu/articles/v9n9.pdf
Type of Article
Theory and Research
Volume 9, Number 10:
Markus P. Bidell, Hunter College
Abstract
Lesbian, gay, bisexual, transgender, or questioning (LGBTQ) students often face considerable isolation, discrimination, and violence at school, which can exacerbate the acute psychosocial and academic problems they already encounter. The purpose of this article is to introduce gay-straight alliances (GSAs) as a social justice and advocacy approach for professional school counselors to support LGBTQ students. GSAs are student-led non-curricular groups that provide support and advocacy for LGBTQ middle and high school students as well as their allies. The history of GSAs and research about these groups will be presented along with resources and recommendations for school counselors to become social justice advocates for their LGBTQ students.
Citation
Bidell, M. P. (2011). School counselors and social justice advocacy for lesbian, gay, bisexual, transgender, and questioning students. Journal of School Counseling, 9(10). Retrieved from http://www.jsc.montana.edu/articles/v9n10.pdf
Type of Article
Current Issues
Volume 9, Number 11:
Steven W. Schmidt, J. Scott Glass, and Pattie Wooten, East Carolina University
Abstract
Multiculturalism continues to be a powerful force within the counseling profession. While there appears to be an increase in the awareness of topics related to diversity, there are topics that continue to be underrepresented, particularly with regard to the training of future school counselors. One such topic is that of issues related to gay, lesbian and bisexual clients. This article examines the level of knowledge with regard to GLB clients and issues exhibited by counselor education students pursuing a master’s degree in school counseling.
Citation
Schmidt, S. W., Glass, J. S., Wooten, P. (2011). School counselor preparedness: Examining cultural competence regarding gay, lesbian, and bisexual issues. Journal of School Counseling, 9(11). Retrieved from http://www.jsc.montana.edu/articles/v9n11.pdf
Type of Article
Current Issues
Volume 9, Number 12:
Charles McAdams, M. Ann Shillingford, and Shannon Trice-Black, The College of William and Mary
Abstract
This article reports the findings of a national survey of practicing school counselors regarding their knowledge of current research in school violence prevention and intervention. The authors describe four active areas of youth violence research over the past two decades and present findings that suggest that a potentially dangerous gap may exist between research advances and their incorporation into the day-to-day practice of school counselors in the United States. Implications of the findings are considered along with strategies for bridging the research-to-practice gap as recommended by the school counselors themselves.
Citation
McAdams, C., Shillingford, M. A., & Trice-Black, S. (2011). Putting research into practice in school violence prevention & intervention: How is school counseling doing? Journal of School Counseling, 9(12). Retrieved from http://www.jsc.montana.edu/articles/v9n12.pdf
Type of Article
Theory and Research
Volume 9, Number 13:
An Exploratory Study in School Counselor Consultation Engagement
Dilani M. Perera-Diltz, Cleveland State University, Jeffry L. Moe, University of Houston-Victoria, and Kimberly L. Mason, University of New Orleans
Abstract
Consultation, an indirect school counselor service, is provided by 79% (n = 998) school counselor currently. Most frequently consultation occurs with teachers, parents, and principals. MANOVA and post hoc analysis indicate differences in consultation practices across academic levels. Choosing a consultation model based on the type of service recipient (i.e., administration, faculty, parents, other mental health professionals) may improve the benefits of this common school counselor service. Future directions for research and limitations of the study are provided.
Citation
Perera-Diltz, D. M., Moe, J. L., & Mason, K. L. (2011). An exploratory study in school counselor consultation engagement. Journal of School Counseling, 9(13). Retrieved from http://www.jsc.montana.edu/articles/v9n13.pdf
Type of Article
Theory and Research
Volume 9, Number 14:
Meeting the Guidance and Counseling Needs of Gifted Students in School Settings
Karen Elijah, Crawfordsville, IN
Abstract
A practicing school counselor discusses the necessity of providing specialized guidance and counseling services for gifted and talented learners. Unfortunately, school counselors today may not have adequate knowledge or training to be able to provide such services and some may have attitudes and biases that prevent effective work with these students. Yet, school counselors have unique skills to apply in service delivery. This discussion examines academic, career/vocational, social, and affective needs of gifted students and areas for which they may require specialized assistance. The American School Counselor Association (ASCA) Ethical Standards for School Counselors (2004) can guide and support school counseling professionals as they obtain the education and training necessary to better meet the needs of gifted and talented learners, who are indeed part of all students whom they are admonished to serve.
Citation
Elijah, K. (2011). Meeting the guidance and counseling needs of gifted students in school settings. Journal of School Counseling, 9(14). Retrieved from http://www.jsc.montana.edu/articles/v9n14.pdf
Type of Article
Current Issues
Volume 9, Number 15:
Cyberbullying: Emergent Concerns for Adolescents and Challenges for School Counselors
Joy J. Burnham, Vivian H. Wright, and Rick A. Houser, The University of Alabama
Abstract
Cyberbullying is a complex and disturbing 21st century phenomena. School counselors must understand the dynamics and risks of cyberbullying in order to help students, parents, and faculty deal with this difficult issue. We examined the extent to which middle school students understand, participate, and cope with cyberbullying issues in today's technologically equipped homes and schools. Results from the study suggested that approximately 15% of the students had cyberbullied others and almost 30% were victims of cyberbullying. Additionally, 50% of the student body was aware that others had been cyberbullied. We also examined student beliefs, thoughts regarding cyberbullying, and suggestions for adults to consider.
Citation
Burnham, J. J., Wright, V. H., & Houser, R. A. (2011). Cyberbullying: Emergent concerns for adolescents and challenges for school counselors. Journal of School Counseling, 9(15). Retrieved from http://www.jsc.montana.edu/articles/v9n15.pdf
Type of Article
Theory and Research
Volume 9, Number 16:
Use of Multicultural Supervision With School Counselors to Enhance Cultural Competence
Cirecie West-Olatunji, University of Florida, Rachael D. Goodman, George Mason University, Fairfax Campus, and Lauren Shure, Center for Evaluation and Educational Policy
Abstract
School counselors are often tasked with addressing the persistent underachievement of many culturally diverse students. However, there is concern that some school counselors lack the cultural competence to effectively intervene with culturally diverse students. This qualitative study investigated the impact of advanced multicultural supervision sessions on three practicing school counselors at a K-12 school. Results suggest that supervision increased awareness of school counselors’ biases and provided an opportunity for them to engage in discussions regarding the implementation of culturally appropriate counseling strategies. Implications, recommendations, and areas of future research for counselor education and supervision are also presented.
Citation
West-Olatunji, C., Goodman, R. D., & Shure, L. (2011). Use of multicultural supervision with school counselors to enhance cultural competence. Journal of School Counseling, 9(16). Retrieved from http://www.jsc.montana.edu/articles/v9n16.pdf
Type of Article
Theory and Research
