Journal of Counseling and Development最新文献

Black men regard their mothers as the source of primary support and may benefit from having counselors incorporate their mothers into the counseling process. In this study, the researchers attempted to understand Black men's lived experiences and the impact of their mother's influence upon their wellbeing. Drawing on interviews with 10 Black men, the researchers excavated 5 themes related to development and wellness of Black men as clients. The researchers discussed the results with implications for counselors, along with current study's limitations.

Given noted racial disparities in mental health and wellbeing, Black and Latine families are often the focus of prevention and intervention efforts. These efforts are traditionally embedded in deficit perspectives about these communities, ignoring their cultural wealth and collective agency. Yet increasing recognition of the interconnected systems and social determinants that lead to racial disparities and negative outcomes among Black and Latine populations requires counselors and other practitioners to broaden their conceptions of prevention and engage in collaboration to develop more effective and comprehensive prevention efforts. In the current paper, we provide an ecologically informed transdisciplinary model of family empowerment, prevention, and wellbeing with Black and Latine families. We apply this model to counseling practice as a potential roadmap for future counseling prevention work with Black and Latine families.

School counselors are front-line providers to K-12 students in the areas of learning, mental health, and career development, based on their foundation in prevention, development, wellness, and social justice. Although school counseling remains an important role within K-12 schools, the profession faces existential threats to its continued existence due largely to the lack of applied outcome research validating its positive impact on student development. This conceptual article has two aims: (a) to reassert the unique importance of school counselors as a prevention provider who promote wellness, development, and social justice and (b) describe how theory-informed school counseling practice is a solution using Advocating-Student within Environment theory as an example. Implications for scholarship, training, and practice are described.

Time series analysis (TSA) is a statistical approach rooted in data mining that measures outcomes that consistently fluctuate over time. It is uniquely positioned as a methodology for preventive intervention research due to its capacity to measure long-term impact in natural settings. With the ability to detect temporal patterns in a series of chronological data points, it allows researchers to detect naturalistic patterns, forecast future observations, and explain a change in data after an intervention is put in place. However, its application is historically sparse across behavioral research. This article provides counseling researchers with an overview of TSA and presents a step-by-step guide for conducting TSA analyses in counseling research. The author discusses the key concepts, steps for implementation, and the strengths and challenges of conducting TSA.

This study examines the effects of the Student Success Skills (SSS) intervention, an Advocating Student-within-Environment-informed intervention, on Hispanic students’ (N = 681) school attendance and emotion regulation. The study variables reflected students’ attendance, self-regulation, and test anxiety. The school counselors in the treatment group (n = 15) delivered the SSS program, while those in the control group (n = 15) did not. The results of multivariate analyses of covariance (MANCOVA) tests revealed significant differences in school attendance and test anxiety 30 weeks following the fifth SSS lesson. Statistical significance for self-regulation was found only 2 weeks after the fifth SSS lesson.

We conducted a pilot feasibility study to examine the efficacy of a culturally adapted Group Motivational Interviewing for Teens–alternative tobacco product (GMIT-ATP) intervention among Latinx/e youth and whether, including caregivers, improved outcomes (GMIT-ATP+P). Adolescents (ages 10–16) and their caregivers were randomized to two groups after completing baseline assessments: (1) GMIT-ATP (N = 23) and (2) GMIT-ATP+P (N = 32). Youth in both conditions attended three youth-only sessions, and parents in the GMIT-ATP+P condition attended three parent-only sessions. Parents and youth completed measures before randomization, immediately after the intervention, and 3-month post-intervention. No significant differences were found when comparing conditions. However, adolescents’ reports of knowledge of the health effects of tobacco and ATP products increased from pre- to post-intervention and remained stable at the 3-month follow-up. Culturally enhancing preventive interventions have positive effects within the Latinx/e community, and there is potential for long-term sustainability.

Robust and healthy relationships are pivotal for overall well-being and wellness. Social support, the reduction of stigma, and the cultivation of quality time are critical elements in establishing and nurturing a healthy relationship as they bolster emotional well-being, enhance communication, and alleviate stress. The aim of this research study was to investigate the associations between quality time, social support, and self-stigma among couples (N = 518 dyads) engaged in a randomized controlled relationship education intervention, whether online or face to face. Longitudinal Actor–Partner Interdependence Models (L-APIM) were employed to investigate the dyadic correlations and the influence of the intervention's modality on the three outcomes observed at the 1-month postintervention follow-up. Results indicated that individuals tend to exhibit consistent perceptions of quality time, social support, self-stigma related to help-seeking, and threats to self-confidence regarding help-seeking, both at baseline and the subsequent 1-month follow-up. Results and implications are discussed.

The Interpersonal–Psychological Theory of Suicide (IPTS) is a framework for understanding suicidality, yet there is little connection of IPTS to school environment, or exploration of this model within various populations. In this article, we conduct a cross-sectional assessment in a high school to understand the relationships between student engagement, IPTS, and suicidal behavior, to provide guidance for counseling professionals to target prevention and intervention efforts to increase effectiveness. A total of 1081 high school students participated in the current study. While perceived burdensomeness was found to moderate the relationship of some aspects of student engagement to suicidal behavior, nuances existed in risk factors to suicidal behavior for various identity groups within the school. Findings have implications for prevention and intervention efforts that would be most effective for students with diverse backgrounds.

The researchers examined the relational mechanisms and coregulatory change mechanisms of child-centered play therapy (CCPT) with children (ages 5–8) who endured multiple adverse childhood experiences (ACEs). The researchers computed surrogate synchrony analyses to measure heart rate synchrony between counselor and child participants during CCPT treatment. Child participants received between 10 and 14 CCPT sessions in the elementary school setting. Participants and counselor wore Empatica© E4 wristbands during sessions to collect heart rate data continuously during play therapy sessions. The researchers found consistent, large child-counselor heart rate synchrony levels across play therapy sessions. The researchers discuss the implications of this research for counselors and play therapists working with children impacted by ACEs.