Pub Date : 2024-06-13DOI: 10.1177/2156759x241259973
Caroline Lopez-Perry, Liliana Mora, V. Placeres, Adrianne Robertson
The study conducted a 10-year (2011–2021) content analysis of K–12 Black student mental health literature. The analysis aimed to review school counseling literature concerning mental health support for Black youth. Findings revealed that the majority of the qualifying studies had Black students as the sample focus, and most frequently examined prevention services and protective factors for poor mental health. We address research gaps and provide future research and practice recommendations.
{"title":"A Systematic Review and Content Analysis of School Counseling Mental Health Supports for Black Youth: Implications for Research and Practice","authors":"Caroline Lopez-Perry, Liliana Mora, V. Placeres, Adrianne Robertson","doi":"10.1177/2156759x241259973","DOIUrl":"https://doi.org/10.1177/2156759x241259973","url":null,"abstract":"The study conducted a 10-year (2011–2021) content analysis of K–12 Black student mental health literature. The analysis aimed to review school counseling literature concerning mental health support for Black youth. Findings revealed that the majority of the qualifying studies had Black students as the sample focus, and most frequently examined prevention services and protective factors for poor mental health. We address research gaps and provide future research and practice recommendations.","PeriodicalId":74580,"journal":{"name":"Professional school counseling","volume":"65 46","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141346612","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-12DOI: 10.1177/2156759x241259977
A. Greenleaf, Ryan F. Reese
The mental health needs of K–12 students have grown significantly in recent years, necessitating innovative approaches to support their emotional, psychological, and social well-being. This article explores integrating Ecodaemonia, a nature-based framework, into school counseling programs. We provide a guide for developing, implementing, and evaluating nature-based interventions, covering program creation, professional training, collaboration, tailoring interventions, and effectiveness evaluation. The potential benefits of incorporating nature-based interventions include improved attention and cognitive functioning, stress reduction, fostering a deep connection with nature, and promoting students’ mental health and overall educational experience.
{"title":"Nurturing Minds With Nature: Incorporating Ecodaemonia Theory Into Comprehensive School Counseling Programs","authors":"A. Greenleaf, Ryan F. Reese","doi":"10.1177/2156759x241259977","DOIUrl":"https://doi.org/10.1177/2156759x241259977","url":null,"abstract":"The mental health needs of K–12 students have grown significantly in recent years, necessitating innovative approaches to support their emotional, psychological, and social well-being. This article explores integrating Ecodaemonia, a nature-based framework, into school counseling programs. We provide a guide for developing, implementing, and evaluating nature-based interventions, covering program creation, professional training, collaboration, tailoring interventions, and effectiveness evaluation. The potential benefits of incorporating nature-based interventions include improved attention and cognitive functioning, stress reduction, fostering a deep connection with nature, and promoting students’ mental health and overall educational experience.","PeriodicalId":74580,"journal":{"name":"Professional school counseling","volume":"11 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141350711","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-07DOI: 10.1177/2156759x241259948
Taryne M. Mingo
This qualitative, grounded theory research study explored the impact of school environment on racial identity among 36 elementary school students of color. The use of an expressive-arts-based questionnaire allowed for rich description of participants’ racial identity perception. Findings yielded three themes: racial identity awareness, racial identity incongruence, and school environment, and three interconnecting subthemes: consequences of underrepresentation, experiences of racism, and premature resilience development. This article discusses the emergent theory and model that resulted from the analysis of the data and provides implications for school counselors’ advocacy against race-neutral classrooms.
{"title":"“One of These Things Is Not Like the Other”: Racial Identity Perception Among Elementary Students of Color","authors":"Taryne M. Mingo","doi":"10.1177/2156759x241259948","DOIUrl":"https://doi.org/10.1177/2156759x241259948","url":null,"abstract":"This qualitative, grounded theory research study explored the impact of school environment on racial identity among 36 elementary school students of color. The use of an expressive-arts-based questionnaire allowed for rich description of participants’ racial identity perception. Findings yielded three themes: racial identity awareness, racial identity incongruence, and school environment, and three interconnecting subthemes: consequences of underrepresentation, experiences of racism, and premature resilience development. This article discusses the emergent theory and model that resulted from the analysis of the data and provides implications for school counselors’ advocacy against race-neutral classrooms.","PeriodicalId":74580,"journal":{"name":"Professional school counseling","volume":" 29","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141371713","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-05DOI: 10.1177/2156759x241259487
Jennifer K. Niles, Patrick R. Mullen, Emily Kitching, Kyle Schofield
Objective: Previous studies suggest hope may protect against stress and burnout. Hope has also been associated with higher levels of job satisfaction for individuals across professions. However, no research has yet explored the relationships among school counselors’ hope, stress, and job satisfaction. Method: We conducted a hierarchical regression with a sample of school counselors ( N = 450) to examine whether hope would predict school counselors’ job satisfaction, even in the presence of stress. We sought to examine the extent to which the subscales of hope (pathways and agency) predict school counselors’ reported job satisfaction and to what extent hope pathways and agency continue to predict school counselors’ reported job satisfaction when stress is added to the model. Results: Our findings indicated that hope predicted job satisfaction, suggesting that participants who reported overall hope were also more satisfied with their jobs. When we added stress to the model, the pathways subscale of hope remained a significant predictor of job satisfaction. Conclusions: These findings provide new insights into the usefulness of hope as it relates to school counselors’ job satisfaction and stress. We offer implications for practice, training, and future research.
{"title":"School Counselors’ Hope, Stress, and Job Satisfaction","authors":"Jennifer K. Niles, Patrick R. Mullen, Emily Kitching, Kyle Schofield","doi":"10.1177/2156759x241259487","DOIUrl":"https://doi.org/10.1177/2156759x241259487","url":null,"abstract":"Objective: Previous studies suggest hope may protect against stress and burnout. Hope has also been associated with higher levels of job satisfaction for individuals across professions. However, no research has yet explored the relationships among school counselors’ hope, stress, and job satisfaction. Method: We conducted a hierarchical regression with a sample of school counselors ( N = 450) to examine whether hope would predict school counselors’ job satisfaction, even in the presence of stress. We sought to examine the extent to which the subscales of hope (pathways and agency) predict school counselors’ reported job satisfaction and to what extent hope pathways and agency continue to predict school counselors’ reported job satisfaction when stress is added to the model. Results: Our findings indicated that hope predicted job satisfaction, suggesting that participants who reported overall hope were also more satisfied with their jobs. When we added stress to the model, the pathways subscale of hope remained a significant predictor of job satisfaction. Conclusions: These findings provide new insights into the usefulness of hope as it relates to school counselors’ job satisfaction and stress. We offer implications for practice, training, and future research.","PeriodicalId":74580,"journal":{"name":"Professional school counseling","volume":"30 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141382875","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-06DOI: 10.1177/2156759x241248116
Lance C. Smith, Amanda Simpfenderfer, Peter N. Knox, Colby T. Kervick, Bernice Garnett
The widespread adoption of restorative practices in U.S. schools to address educational inequities has been significant. However, the existing literature on restorative practices lacks research regarding the impact of this approach on sexual/affectual minority students. In our study, we explore the experiences of sexual/affectual minority students in Grades 3–12 compared to heterosexual students within a school district implementing restorative practices. Our findings indicate that sexual/affectual minority students face more discrimination and feeling left out, and less sense of belonging in school, feeling supported by adults, and feeling valued in comparison to their heterosexual peers. They are also less likely to feel heard or safe during talking circles. The article reports on these findings and concludes by discussing the implications and recommendations for school counseling practice and future research.
{"title":"How Bright Is the Restorative Rainbow? The Experiences of Sexual/Affectual Minority Youth Within a Restorative School District","authors":"Lance C. Smith, Amanda Simpfenderfer, Peter N. Knox, Colby T. Kervick, Bernice Garnett","doi":"10.1177/2156759x241248116","DOIUrl":"https://doi.org/10.1177/2156759x241248116","url":null,"abstract":"The widespread adoption of restorative practices in U.S. schools to address educational inequities has been significant. However, the existing literature on restorative practices lacks research regarding the impact of this approach on sexual/affectual minority students. In our study, we explore the experiences of sexual/affectual minority students in Grades 3–12 compared to heterosexual students within a school district implementing restorative practices. Our findings indicate that sexual/affectual minority students face more discrimination and feeling left out, and less sense of belonging in school, feeling supported by adults, and feeling valued in comparison to their heterosexual peers. They are also less likely to feel heard or safe during talking circles. The article reports on these findings and concludes by discussing the implications and recommendations for school counseling practice and future research.","PeriodicalId":74580,"journal":{"name":"Professional school counseling","volume":"16 20","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141006109","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-06DOI: 10.1177/2156759x241248115
Robyn Walsh, Brett Zyromski, Jennifer Betters-Bubon, Sarah Shrewsbury-Braxton
Adverse childhood experiences (ACEs) are potentially traumatic events occurring in the household or community that hold painful or distressing outcomes for children immediately and in their future (Centers for Disease Control and Prevention, 2019). School counselors work with children and young adolescents suffering from negative mental health outcomes as a result of ACEs (Hunt et al., 2017; Jimenez et al., 2016; Kaess et al., 2013; Kerker et al., 2015; Koball et al., 2021; Zhang & Mersky, 2020). Further, school counselors often work with minoritized populations, who are at a greater risk for racialized trauma (Cronholm et al., 2015; Merrick et al., 2018; Thurston et al., 2018). Research has not identified the extent to which school counselors are aware of ACEs and use that knowledge to inform their practice. This study fills a gap in the literature by investigating how school counselors understand and address ACEs, using a descriptive phenomenological approach. We identified three themes and various subthemes from the data and offer discussion and implications of the research for school counselors and counselor educators.
{"title":"School Counselors’ Experiences With Adverse Childhood Experiences","authors":"Robyn Walsh, Brett Zyromski, Jennifer Betters-Bubon, Sarah Shrewsbury-Braxton","doi":"10.1177/2156759x241248115","DOIUrl":"https://doi.org/10.1177/2156759x241248115","url":null,"abstract":"Adverse childhood experiences (ACEs) are potentially traumatic events occurring in the household or community that hold painful or distressing outcomes for children immediately and in their future (Centers for Disease Control and Prevention, 2019). School counselors work with children and young adolescents suffering from negative mental health outcomes as a result of ACEs (Hunt et al., 2017; Jimenez et al., 2016; Kaess et al., 2013; Kerker et al., 2015; Koball et al., 2021; Zhang & Mersky, 2020). Further, school counselors often work with minoritized populations, who are at a greater risk for racialized trauma (Cronholm et al., 2015; Merrick et al., 2018; Thurston et al., 2018). Research has not identified the extent to which school counselors are aware of ACEs and use that knowledge to inform their practice. This study fills a gap in the literature by investigating how school counselors understand and address ACEs, using a descriptive phenomenological approach. We identified three themes and various subthemes from the data and offer discussion and implications of the research for school counselors and counselor educators.","PeriodicalId":74580,"journal":{"name":"Professional school counseling","volume":"28 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141008410","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-06DOI: 10.1177/2156759x241248118
Renae D. Mayes, Riley Drake, Sylvia A. Hollins, Shontell M. White, Ashanti E. Webster
Antiracism in school counseling calls for an active stance in addressing racism in K–12 schools while building homeplace to affirm and protect students. As such, this qualitative study focuses on how Black school counselors understand and reclaim Black joy and resistance as a part of homeplace, a place where students’ humanity is affirmed and honored. This study revealed three themes: (a) We’ve Done Been Knowing, (b) It’s One and the Same, and (c) When Two or More Are Gathered. Findings are foundational toward building a firm understanding of Black joy and resistance while recognizing the educative power of Black school counselors.
{"title":"“We Still Find a Way to Smile”: Black School Counselors Reclaiming Black Joy and Resistance","authors":"Renae D. Mayes, Riley Drake, Sylvia A. Hollins, Shontell M. White, Ashanti E. Webster","doi":"10.1177/2156759x241248118","DOIUrl":"https://doi.org/10.1177/2156759x241248118","url":null,"abstract":"Antiracism in school counseling calls for an active stance in addressing racism in K–12 schools while building homeplace to affirm and protect students. As such, this qualitative study focuses on how Black school counselors understand and reclaim Black joy and resistance as a part of homeplace, a place where students’ humanity is affirmed and honored. This study revealed three themes: (a) We’ve Done Been Knowing, (b) It’s One and the Same, and (c) When Two or More Are Gathered. Findings are foundational toward building a firm understanding of Black joy and resistance while recognizing the educative power of Black school counselors.","PeriodicalId":74580,"journal":{"name":"Professional school counseling","volume":"24 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141008287","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-03DOI: 10.1177/2156759x241232238
{"title":"Corrigendum to “The Role of School Counselors Delivering a Trauma-Informed Care Approach to Supporting Youth in Foster Care”","authors":"","doi":"10.1177/2156759x241232238","DOIUrl":"https://doi.org/10.1177/2156759x241232238","url":null,"abstract":"","PeriodicalId":74580,"journal":{"name":"Professional school counseling","volume":"19 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140080738","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-01DOI: 10.1177/2156759x241232237
{"title":"Corrigendum to “The school counselor STEM advocacy survey (SC-STEM-AS)”","authors":"","doi":"10.1177/2156759x241232237","DOIUrl":"https://doi.org/10.1177/2156759x241232237","url":null,"abstract":"","PeriodicalId":74580,"journal":{"name":"Professional school counseling","volume":"4 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140084669","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-20DOI: 10.1177/2156759x241231200
Clare Merlin‐Knoblich, Lane Griffith, Brittany Glover, Bethani Cogburn, Sheree Harper
Background: K-12 students have experienced increases in the amount of hate crimes and prejudice they encounter. School counselors are well-positioned to reduce oppression in schools, but often lack the means to develop advocacy skills that would do so. Objectives: We implemented the School Counselor Equity Fellowship (SCEF), a yearlong cohort-model social justice advocacy program for school counselors. We designed the program so that participants could develop and promote anti-oppressive, social justice advocacy skills to support their K-12 students. Research Question: What are the experiences of participants in a training program for social justice school counseling? Methods: We used a qualitative case study approach to explore participants’ experiences ( N = 12). We used an instrumental case study and Yin’s (2017) case study analysis procedures. Data came from participant journal entries written throughout the SCEF and participant interviews completed before and after the SCEF program. Findings : Seven themes characterized participant experiences in the SCEF. Participants were impacted in the program through personal multicultural factors (1), encountered positive experiences (2), and reported a range of benefits (3). Participants also faced barriers to social justice work and SCEF participation (4), as well as challenging emotions in the program (5). Lastly, participants used school data in response to SCEF participation (6) and engaged in social justice advocacy in their schools (7). Conclusions: Findings indicate that the SCEF program may serve as a promising model for supporting school counselors and their social justice advocacy work in schools.
{"title":"An Exploration of School Counselor Experiences in a Yearlong Social Justice Program","authors":"Clare Merlin‐Knoblich, Lane Griffith, Brittany Glover, Bethani Cogburn, Sheree Harper","doi":"10.1177/2156759x241231200","DOIUrl":"https://doi.org/10.1177/2156759x241231200","url":null,"abstract":"Background: K-12 students have experienced increases in the amount of hate crimes and prejudice they encounter. School counselors are well-positioned to reduce oppression in schools, but often lack the means to develop advocacy skills that would do so. Objectives: We implemented the School Counselor Equity Fellowship (SCEF), a yearlong cohort-model social justice advocacy program for school counselors. We designed the program so that participants could develop and promote anti-oppressive, social justice advocacy skills to support their K-12 students. Research Question: What are the experiences of participants in a training program for social justice school counseling? Methods: We used a qualitative case study approach to explore participants’ experiences ( N = 12). We used an instrumental case study and Yin’s (2017) case study analysis procedures. Data came from participant journal entries written throughout the SCEF and participant interviews completed before and after the SCEF program. Findings : Seven themes characterized participant experiences in the SCEF. Participants were impacted in the program through personal multicultural factors (1), encountered positive experiences (2), and reported a range of benefits (3). Participants also faced barriers to social justice work and SCEF participation (4), as well as challenging emotions in the program (5). Lastly, participants used school data in response to SCEF participation (6) and engaged in social justice advocacy in their schools (7). Conclusions: Findings indicate that the SCEF program may serve as a promising model for supporting school counselors and their social justice advocacy work in schools.","PeriodicalId":74580,"journal":{"name":"Professional school counseling","volume":"255 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140447165","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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