Professional school counseling最新文献

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Using Poetry to Foster Positive Racial Identity in Middle School Black Girls: Implications for School Counselor Practice, Preparation, and Research 利用诗歌培养黑人初中女生积极的种族认同感：对学校辅导员实践、准备和研究的启示

Professional school counseling

Pub Date : 2024-02-01 DOI: 10.1177/2156759x241234904

Dana Griffin, Sam Steen, Regina McCullough

In this article, we contextualize Black racial identity in the current sociopolitical context, and present and discuss a group counseling intervention using poetry as the medium to explore issues that foster a positive sense of racial identity in Black girls. We used the phenomenological variant of ecological systems theory as a framework to unpack the group counseling lessons, which are presented in detail. We also discuss implications for school counselor practice, preparation, and research.

在本文中，我们结合当前的社会政治背景，阐述了黑人的种族身份认同，并介绍和讨论了一项以诗歌为媒介的团体辅导干预措施，以探讨培养黑人女孩积极的种族身份认同感的问题。我们使用生态系统论的现象学变体作为框架来解读团体辅导课程，并对其进行了详细介绍。我们还讨论了对学校辅导员实践、准备和研究的影响。

引用次数: 0

A Pilot Implementation of Affinity Groups for White School Counselors and Its Impact on Antiracist Practice: The Experiences of Group Members 白人学校辅导员亲和小组的试点实施及其对反种族主义实践的影响：小组成员的经历

Professional school counseling

Pub Date : 2024-02-01 DOI: 10.1177/2156759x241234905

Daniel Dosal-Terminel, Mia Kim Chang, Hannah Carter, A. J. Jiang, Adrianne Robertson, E. Mason

In this qualitative study, 10 White school counselors were interviewed after they completed a 7-week affinity group designed to address their racial identity development, cultural humility, and antiracist school counseling practice. We conducted two semistructured interviews with each participant and analyzed them using interpretive phenomenological analysis. The analysis revealed five group experiential themes: (a) motivation for joining the affinity group, (b) affinity group experiences, (c) outcomes from the affinity group, (d) antiracism’s influence on identity, and (e) antiracist school counseling practice. We discuss implications for the school counselor preparation, induction, and practice.

在这项定性研究中，我们对 10 名白人学校辅导员进行了访谈，此前他们参加了一个为期 7 周的亲和小组，该小组旨在解决他们的种族身份发展、文化谦逊和反种族主义学校辅导实践等问题。我们对每位参与者进行了两次半结构式访谈，并采用解释现象学分析方法对访谈内容进行了分析。分析揭示了五个小组经验主题：（a）加入亲和小组的动机，（b）亲和小组的经验，（c）亲和小组的成果，（d）反种族主义对身份认同的影响，以及（e）反种族主义的学校咨询实践。我们讨论了对学校辅导员的准备、入职和实践的影响。

引用次数: 0

School Counselors’ Role in Supporting College and Career Readiness: Does Disability Status Matter? 学校顾问在支持大学和职业准备中的作用：残疾状况重要吗？

Professional school counseling

Pub Date : 2024-01-15 DOI: 10.1177/2156759x231225237

Jeanne Novak, J. P. Oehrtman, Meg Vostal

This study surveyed 225 school counselors to investigate the college and career readiness (CCR) supports they provide, with a focus on whether these supports vary based on students’ disability status. The results reveal that school counselors deliver CCR supports related to resource coordination, life-readiness instruction, and career assessment and planning services more frequently than supports for entering employment and college. Moreover, school counselors reported providing a greater number and frequency of CCR supports to students without disabilities compared to those with disabilities across all CCR domains and offered explanations for these differences. These results suggest a need for better preparation of school counselors to support the college and career readiness of students with disabilities.

本研究对 225 名学校辅导员进行了调查，以了解他们所提供的大学和职业准备（CCR）支持，重点关注这些支持是否因学生的残疾状况而有所不同。结果显示，学校辅导员提供与资源协调、生活准备指导以及职业评估和规划服务相关的 CCR 支持的频率要高于提供就业和大学支持的频率。此外，与残疾学生相比，学校辅导员在所有 CCR 领域为非残疾学生提供 CCR 支持的数量和频率都更高，并对这些差异做出了解释。这些结果表明，学校辅导员需要为支持残疾学生做好大学和职业准备做好更充分的准备。

引用次数: 0

Career and College Readiness Programming of Rural Appalachian School Counselors: A Consensual Qualitative Research Study 阿巴拉契亚农村学校辅导员的职业和大学准备计划：共识定性研究

Professional school counseling

Pub Date : 2024-01-04 DOI: 10.1177/2156759x231225219

Haley R. Ault, Kody Sexton, Melinda M. Gibbons, Mary K. Wynn, Robert A. Lange

Rural Appalachia encompasses a region of the United States represented by unique cultural strengths and systemic challenges. To meet their students’ career and college needs, school counselors working in rural Appalachia must understand the cultural nuances of the region. Consensual qualitative research (CQR) methodology revealed five domains and 20 categories describing how rural Appalachian high school counselors address career and college readiness. We provide implications for career and college programming for use by high school counselors in rural Appalachia.

阿巴拉契亚农村地区是美国一个具有独特文化优势和系统性挑战的地区。为了满足学生的职业和大学需求，在阿巴拉契亚农村地区工作的学校辅导员必须了解该地区文化的细微差别。一致定性研究（CQR）方法揭示了五个领域和 20 个类别，描述了阿巴拉契亚农村地区高中辅导员如何解决职业和大学准备问题。我们为阿巴拉契亚农村地区的高中辅导员提供了职业和大学课程设置的启示。

引用次数: 0

Challenges and Culturally Responsive Practices of School Counselors Supporting Students Experiencing Homelessness: A Qualitative Study 学校辅导员支持无家可归学生的挑战和文化响应实践:一项定性研究

Professional school counseling

Pub Date : 2023-09-01 DOI: 10.1177/2156759x231202484

Ami C. Waller, Erica S. Rascoe

Considering the increased number of students impacted by homelessness and the overrepresentation of people of color among the homeless population, feeling adept in meeting the unique needs of this student population is critical for school counselors. We address findings from a qualitative study exploring the challenges and cultural responsiveness of school counselors supporting students experiencing homelessness. Three themes and two subthemes emerged from the study and are addressed in detail.

考虑到越来越多的学生受到无家可归者的影响，以及无家可归者中有色人种的比例过高，对学校辅导员来说，善于满足这些学生群体的独特需求是至关重要的。我们从一项定性研究中探讨了学校辅导员支持无家可归学生的挑战和文化响应性。从研究中产生了三个主题和两个副主题，并进行了详细讨论。

引用次数: 0

Adapted Strong Kids Curriculum for English Language Learners During COVID-19. 针对2019冠状病毒病期间英语学习者的改编儿童课程。

Professional school counseling

Pub Date : 2023-03-01 DOI: 10.1177/2156759X231160752

Qi Shi, Karen Phillips, Desvan Moody, Thania Cordova

This study describes and provides preliminary support for the use of a culturally and linguistically adapted Strong Kids curriculum, delivered completely online, to address English language learners' (ELLs') social/emotional development. Quantitative data showed an increase in students' social/emotional knowledge in internalizing symptoms by the end of the program. Qualitative data highlighted ELL students' increased ability to identify and manage emotions, their application of social/emotional learning and mindfulness concepts in the virtual classroom, and the benefits of participating in the program virtually. We discuss the findings and implications for school counselors and other mental health providers in both school and community settings.

本研究描述并提供了一个初步的支持，使用文化和语言适应强孩子课程，完全在线交付，以解决英语学习者的社会/情感发展。定量数据显示，在项目结束时，学生在内化症状方面的社会/情感知识有所增加。定性数据强调了ELL学生识别和管理情绪的能力提高，他们在虚拟教室中应用社交/情绪学习和正念概念，以及虚拟参与项目的好处。我们讨论了研究结果和对学校辅导员和其他心理健康提供者在学校和社区设置的影响。

引用次数: 1

Continual Evolution in Evidence-Based School Counseling: Proceedings From the 2022 Conference 循证学校咨询的持续演变:来自2022年会议的会议记录

Professional school counseling

Pub Date : 2023-03-01 DOI: 10.1177/2156759X231160721

Carey Dimmitt, Natalie A. Edirmanasinghe, Brett Zyromski

Evidence-based school counseling (EBSC)—and any useful way of organizing or thinking about professional practice—is constantly shaped by and in relationship with social and historical contexts. We are in a time of rapid cultural and educational upheaval, with ongoing calls for impactful systems-level social justice and antiracist school counseling (Holcomb-McCoy, 2022; Stickl Haugen, et al., 2022), with a youth mental health crisis (Office of the Surgeon General, 2021), and with a dire need for more school counselors in most parts of the country (Prothero, & Riser-Kositsky, 2022). How can EBSC continue to evolve to be most relevant and useful in these times? This special edition of Professional School Counselor, which consists of articles derived from the 2022 Evidence-based School Counseling Conference (EBSCC, ebscc.org), answers this question.

基于证据的学校咨询(EBSC)——以及任何组织或思考专业实践的有用方式——都不断受到社会和历史背景的影响，并与之相关。我们正处于一个文化和教育快速动荡的时代，不断呼吁有影响力的系统级社会正义和反种族主义学校咨询(Holcomb-McCoy, 2022;Stickl Haugen等人，2022年)，面临着青少年心理健康危机(外科医生办公室，2021年)，并且在全国大部分地区迫切需要更多的学校辅导员(Prothero， & Riser-Kositsky, 2022年)。在这个时代，EBSC如何继续发展成为最相关和最有用的?《专业学校咨询师》特别版的文章来自2022年循证学校咨询会议(EBSCC, ebscc.org)，回答了这个问题。

引用次数: 0

Utilizing a Telementoring Model to Promote the Evidence-Based School Counseling Model 运用远程辅导模式推动循证学校辅导模式

Professional school counseling

Pub Date : 2023-02-28 DOI: 10.1177/2156759X231160717

Julia V. Taylor, Faith Zabek, Jen Koide, Aloise D. Phelps, Kathryn L. Zeanah, Michael D. Lyons

Telementoring is a low-cost, flexible way for school mental health professionals to access professional learning. Using a mixed-methods intervention design, we examined the impact of prolonged telementoring on school mental health professionals’ (school counselors, psychologists, social workers, and others) understanding and application of evidence-based school counseling, including associations between their use of evidence-based, culturally responsive, and collaborative practices to support student mental health. Our findings demonstrate support for the use of telementoring to improve school mental health professionals’ understanding and application of the evidence-based school counseling model. We provide specific considerations for school counseling professionals.

远程教学是学校心理健康专业人员获得专业学习的一种低成本、灵活的方式。采用混合方法干预设计，我们研究了长时间远程辅导对学校心理健康专业人员(学校辅导员、心理学家、社会工作者等)对基于证据的学校咨询的理解和应用的影响，包括他们使用基于证据、文化响应和协作实践来支持学生心理健康之间的联系。我们的研究结果支持使用远程辅导来提高学校心理健康专业人员对循证学校咨询模式的理解和应用。我们为学校咨询专业人员提供了具体的考虑因素。

引用次数: 1

Microaffirmations: Small Gestures Toward Equity and Advocacy 微肯定:对公平和倡导的小姿态

Professional school counseling

Pub Date : 2023-02-25 DOI: 10.1177/2156759X231160722

Nadiya Boyce-Rosen, Melissa Mecadon-Mann

The practice of using microaffirmations enables positive outcomes through small acts of active listening that encourage feelings of inclusion and shared cultural intimacy. Microaffirmations can be intersectional and are beneficial to a wide range of populations, including people of color, LGBTQIA + individuals, and people with disabilities. School counselors are trained and positioned to have knowledge of practical, evidence-based interventions to help school communities process the negative impacts of microaggressions and daily racism. This article describes the benefits of implementing microaffirmations in school settings and proposes a layered framework for implementation within school communities. We discuss recommendations for training faculty and staff on using microaffirmations and implications for school counselor practice. We also address the importance of using evidence-based school counseling practices as part of framework implementation.

使用微肯定的实践可以通过积极倾听的小行为产生积极的结果，从而鼓励包容的感觉和共享的文化亲密感。微肯定可以是交叉的，对很多人群都有好处，包括有色人种、LGBTQIA +人群和残疾人。学校辅导员接受过培训，具备实用的、以证据为基础的干预知识，以帮助学校社区处理微侵犯和日常种族主义的负面影响。本文描述了在学校环境中实施微肯定的好处，并提出了一个在学校社区中实施的分层框架。我们讨论了培训教师和工作人员使用微肯定的建议以及对学校辅导员实践的影响。我们还讨论了使用基于证据的学校咨询实践作为框架实施的一部分的重要性。

引用次数: 1

Reclaiming the System: Group Counseling Landscape in Schools 重拾系统:学校团体辅导景观

Professional school counseling

Pub Date : 2023-02-24 DOI: 10.1177/2156759X231160715

J. Beasley, Kara P. Ieva, S. Steen

Postpandemic culture has provided educators the opportunity to rebuild and reclaim the education system from its very foundation. Pioneering researchers in school counseling have begun reexamining what antiracist school counseling programs look like and providing school counselors practical recommendations for addressing racism and dismantling racist policies and procedures in their schools. This article disseminates findings from a quantitative research study that examined how school counselors are currently utilizing the lens of power, privilege, and intersectionality in their implementation of small groups in their schools. The results indicated that about half (52%) of participants are implementing small-group counseling through this lens while the other half are not. Further results showed that, demographically, school counselors who identified as Black or African American are more likely to do this critical work. We discuss implications for practitioners as they explore their own racial identity and battle racial inequities in schools.

大流行后的文化为教育工作者提供了从根本上重建和改造教育系统的机会。学校咨询领域的先驱研究人员已经开始重新审视反种族主义的学校咨询项目是什么样的，并为学校辅导员提供实用的建议，以解决种族主义问题，并在学校中废除种族主义政策和程序。本文传播了一项定量研究的结果，该研究调查了学校辅导员目前如何利用权力、特权和交叉性的视角在他们的学校实施小组。结果表明，约有一半(52%)的参与者通过这种方式实施小组咨询，而另一半则没有。进一步的结果表明，从人口统计学角度来看，被认定为黑人或非裔美国人的学校辅导员更有可能从事这项关键工作。我们讨论对从业者的影响，因为他们探索自己的种族身份，并在学校种族不平等的斗争。

引用次数: 1

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