Journal of Counseling and Development最新文献

For many counselors, both topics of nonsuicidal self-injury (NSSI) and harm reduction practices can feel intimidating and unclear. Yet, depending on the client, discussion of complete and immediate cessation from NSSI can feel impossible and isolating. This article combines harm reduction principles, a concept initially developed for addiction treatment, with select existing recommendations for NSSI treatment to offer a clinician's guide to best practices for harm reduction implementation with clients engaging in NSSI. By meeting clients where they are and offering a supportive space to brainstorm nontraditional treatment options, counselors can maintain the core principles of the American Counseling Association's Code of Ethics and limit the number of individuals who seek help through online sources. Ethical considerations and implications for counseling are included.

School counseling district leaders (SCDLs) are instrumental in shaping district policy, supporting school counselors, and interfacing with both internal and external constituents; as such, their systemic lens is of particular importance, given the K-12 pushback on diversity, equity, and inclusion (DEI) occurring at the state- and district-levels. As a result, we conducted a critical application of Husserl's phenomenology to understand the collective experience of a sample of SCDLs (N = 10) working in locations with anti-DEI laws and/or policies, specifically those restricting Black, indigenous, and people of color and lesbian, gay, bisexual, transgender, and queer/questioning rights and topics. Through the findings, participants shared that navigating the anti-DEI systems resulted in increasingly complex leadership roles, overcoming fear to recommit to their students and professional values, and finally, combating anti-DEI efforts through advocacy. Recommendations for future practice and research are included and grounded in a multi-systemic approach and advocacy.

Since 2022, international college student (ICS) enrollment in US higher education has increased significantly. Although literature highlights patterns and rates of ICS mental health service utilization, evidence regarding theory-driven predictors remains limited. Grounded in Andersen's Behavioral Model of Health Service Use (ABMHSU), this study investigated factors predicting formal mental health service utilization among ICSs. The sample included 1400 ICSs from a mid-sized private university. Using ABMHSU, we tested three hierarchical logistic regression models incorporating predisposing factors (i.e., gender identity, gender and sexual minority status, academic level), enabling factors (i.e., loneliness, relationship status, resilience), and need factors (i.e., psychological distress, suicidal ideation [SI]). Results indicated that male-identifying students had lower odds of seeking formal support, whereas students identifying as gender or sexual minorities demonstrated higher odds. Furthermore, our analysis showed positive associations between loneliness and SI and the likelihood of formal service utilization. These results underscore the need for counseling practice and system-wide advocacy initiatives.

School counselors in South Korea are prone to emotional exhaustion due to job demands. To develop effective interventions for managing this exhaustion, it is essential to examine the relationship between emotion regulation strategies (ER), such as suppression and reappraisal, and exhaustion. Using a daily diary method and the Random Intercept Cross-Lagged Panel Model (RI-CLPM), this study explored how daily fluctuations in ER and exhaustion interact over 5 workdays with 111 school counselors. Results showed that emotional exhaustion persisted over time with a carry-over effect, while emotion regulation did not carry over across days. Suppression and exhaustion mutually influenced each other over time, with higher suppression levels linked to greater exhaustion the following day in a specific context. Reappraisal showed context-dependent effects, sometimes alleviating but occasionally exacerbating exhaustion. These findings emphasize the need for context-sensitive interventions.

Through this grounded theory study, the authors present the model for advancing professions (MAP) through advocacy, which identifies how counseling-related professional organizations develop, implement, assess, and sustain public policy and advocacy initiatives, grounded in 11 participants’ experiences across six professional associations. Although previous models supported the work of individual advocacy within the field of counseling, the MAP through advocacy provides a clear and robust associational infrastructure and a set of best practices to guide counseling organizations in public policy and advocacy initiatives that advance the profession. Implications for the counseling profession and how the model can inform and enhance the mission of the ACA, and its divisions, regions, and state organizations are discussed.

Scholars criticize the profession of school counseling for the delivery of inadequate school counseling services to Black and Brown youth. Within schools, particularly those populated by Black and Brown youth, exist environmental barriers to youths’ wellness and development including a shortage of mental health professionals (i.e., high student-to-counselor ratios) or oppressive school structures (i.e., deficit-oriented curriculum and discipline policies). This case study examined the use of a culturally responsive and theoretically sound Hip Hop and school counseling intervention that captures the experiences of students and adult participants. The results from this study help illustrate how the school studio, as a liberatory space, offered a hospitable environment that invited students’ authentic identity expression, fostered increased relationships with staff and their peers, and offered students a sense of confidence or personal empowerment.

The main objective of this study was to examine the role of psychological symptoms in the relationship between technological issues and session evaluation within the context of metaverse counseling. Evaluating the effectiveness of sessions within virtual counseling environments and understanding how psychological factors influence clients’ sensitivity to technological issues during these sessions seemed important. Dataset comprising 148 sessions with 25 South Korean clients and 6 counselors was used for analysis. The findings indicated that technological issues negatively influenced each session's evaluation (between session levels), but these issues did not significantly affect the overall session evaluation among clients (between-client levels). Interestingly, clients with more severe psychological symptoms tended to be less satisfied with each counseling session when faced with more technological difficulties than clients who faced fewer psychological symptoms. The theoretical and practical implications of this study were further discussed, along with suggestions for future research.

It is not uncommon to hear students of color refer to a teacher as “racist.” Research suggests that teachers perceive, evaluate, and treat students differently based on race, which students often notice. School counselors, with their consistent interaction with students and teachers, are often well-positioned to recognize the subtle (or overt) signs of teacher racial bias against students of color. Once bias is identified, school counselors have both an ethical and professional responsibility to intervene. We argue that one way to address teacher bias is by engaging in race-conscious consultations with teachers. This article provides guidance for school counselors on how to broach racial concerns with teachers during consultations. It also includes sample prompts and scripts to support school counselors in initiating conversations on race. Implications for school counseling practice and research are discussed.

Nonsuicidal self-injury (NSSI), defined as deliberate acts of self-harm without suicidal intent, significantly impacts adults. NSSI involves various behaviors, varying in frequency and severity as well as intersecting with one another. To uncover unobserved subtypes of NSSI, this study utilized latent class analysis (LCA) to precisely identify a latent typology of NSSI among adults using a large national sample (N = 18,798; M_age = 21.73; SD = 4.93). Additionally, differences in mental health outcomes, including depression and anxiety, across the identified latent subtypes of NSSI were examined in the LCA model. The findings revealed eight distinct latent subtypes, demonstrating statistically significant differences in depression and anxiety, including multimethod—severe, multimethod—moderate, multimethod—mild, cutting—dominant multimethod, unimethod—pulling hair, unimethod—interfering with wound healing, unimethod—punching/banging, and unimethod—punching/banging an object. These findings underscore the distinct characteristics and mental health needs of each latent subgroup and suggest more tailored and targeted approaches for counseling practice.