Pub Date : 2023-02-24DOI: 10.1177/2156759X231160720
Hulya Ermis-Demirtas, Jami Donath, L. Weber, Nicole Bradley, Nicole Rizzo
A considerable gap exists between rural and urban children in their mental health outcomes that has continued to grow during the COVID-19 pandemic. Given the critical role of school counselors in addressing this gap, we tested the effectiveness of a 10-week, expressive arts-based resiliency program, Resilient Warriors, with 46 rural elementary students. Results revealed a significant increase in students’ resilience and well-being posttest scores. We discuss practical implications for school counseling practitioners.
{"title":"Resilient Warriors: An Expressive Arts-Based Resiliency Program to Promote Rural Upper Elementary Students’ Resilience and Well-Being","authors":"Hulya Ermis-Demirtas, Jami Donath, L. Weber, Nicole Bradley, Nicole Rizzo","doi":"10.1177/2156759X231160720","DOIUrl":"https://doi.org/10.1177/2156759X231160720","url":null,"abstract":"A considerable gap exists between rural and urban children in their mental health outcomes that has continued to grow during the COVID-19 pandemic. Given the critical role of school counselors in addressing this gap, we tested the effectiveness of a 10-week, expressive arts-based resiliency program, Resilient Warriors, with 46 rural elementary students. Results revealed a significant increase in students’ resilience and well-being posttest scores. We discuss practical implications for school counseling practitioners.","PeriodicalId":74580,"journal":{"name":"Professional school counseling","volume":"65 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83264676","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 : 2023-02-10DOI: 10.1177/2156759X231156559
Ahmad R. Washington, J. Byrd, Joseph M. Williams
It is important for school counselors to learn more about antiracism and to incorporate antiracist concepts into their practice more consistently (Holcomb-McCoy, 2021; Mayes & Byrd, 2022; Stickl Haugen et al., 2022). Operating from a critical political standpoint perspective (Cushman, 1995; Prilleltensky, 1994), namely, critical race theory (CRT), we offer a conceptual framework for helping school counselors and counselor educators develop an antiracist lens that guides and informs their research agendas and research-informed practices.
{"title":"Using an Antiracist Lens in School Counseling Research","authors":"Ahmad R. Washington, J. Byrd, Joseph M. Williams","doi":"10.1177/2156759X231156559","DOIUrl":"https://doi.org/10.1177/2156759X231156559","url":null,"abstract":"It is important for school counselors to learn more about antiracism and to incorporate antiracist concepts into their practice more consistently (Holcomb-McCoy, 2021; Mayes & Byrd, 2022; Stickl Haugen et al., 2022). Operating from a critical political standpoint perspective (Cushman, 1995; Prilleltensky, 1994), namely, critical race theory (CRT), we offer a conceptual framework for helping school counselors and counselor educators develop an antiracist lens that guides and informs their research agendas and research-informed practices.","PeriodicalId":74580,"journal":{"name":"Professional school counseling","volume":"84 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85380214","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 : 2023-01-31DOI: 10.1177/2156759X231155167
Stacey Havlik, Krista Malott, Jaime Wheatcroft, Sylvia Salas
This article describes the experience of participants and facilitators engaging in a psychoeducational group counseling intervention designed to enhance college readiness among Latine first-generation college-going students—those for whom neither parent completed college (National Center for Education Statistics, 2017). The group was designed to increase students’ understanding of how their various identities impacted their college preparatory experience and willingness to seek help. Findings suggest that participants recognized the importance of their identities and the way they influenced their help-seeking behaviors. Participants identified similarities among their experiences related to college going while also valuing learning from each other’s differences. Last, participants felt a sense of uncertainty and angst about going to college. We also share facilitator experiences.
{"title":"“It was Hard to Prepare without Knowing What I was Preparing for”: Latine Youth Experiences of a First-Generation College-Going Group","authors":"Stacey Havlik, Krista Malott, Jaime Wheatcroft, Sylvia Salas","doi":"10.1177/2156759X231155167","DOIUrl":"https://doi.org/10.1177/2156759X231155167","url":null,"abstract":"This article describes the experience of participants and facilitators engaging in a psychoeducational group counseling intervention designed to enhance college readiness among Latine first-generation college-going students—those for whom neither parent completed college (National Center for Education Statistics, 2017). The group was designed to increase students’ understanding of how their various identities impacted their college preparatory experience and willingness to seek help. Findings suggest that participants recognized the importance of their identities and the way they influenced their help-seeking behaviors. Participants identified similarities among their experiences related to college going while also valuing learning from each other’s differences. Last, participants felt a sense of uncertainty and angst about going to college. We also share facilitator experiences.","PeriodicalId":74580,"journal":{"name":"Professional school counseling","volume":"8 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90665108","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 : 2023-01-27DOI: 10.1177/2156759X231153380
Matthew E. Lemberger‐Truelove, Citlali E. Molina, Kira J. Carbonneau, Megan J. Smith
We explored the outcomes of a school counselor consultation intervention informed by the Advocating Student-within-Environment theory as delivered to nine teachers of 149 students in a Title I school. Results from hierarchical regression analyses revealed changes in teachers’ perceptions of the teacher–student relationship that predicted students’ perception of the same relationship. We also found that similar coregulated changes in two curiosity scales can be attributed to the intervention, as can a small change in teachers’ stress tolerance from the pre- to post-test data collection periods. We discuss implications for school relationships and school counseling services.
{"title":"Coregulation Effects of a School Counselor Consultation Intervention on Middle School Teacher–Student Relationships, Curiosity, and Teacher Stress","authors":"Matthew E. Lemberger‐Truelove, Citlali E. Molina, Kira J. Carbonneau, Megan J. Smith","doi":"10.1177/2156759X231153380","DOIUrl":"https://doi.org/10.1177/2156759X231153380","url":null,"abstract":"We explored the outcomes of a school counselor consultation intervention informed by the Advocating Student-within-Environment theory as delivered to nine teachers of 149 students in a Title I school. Results from hierarchical regression analyses revealed changes in teachers’ perceptions of the teacher–student relationship that predicted students’ perception of the same relationship. We also found that similar coregulated changes in two curiosity scales can be attributed to the intervention, as can a small change in teachers’ stress tolerance from the pre- to post-test data collection periods. We discuss implications for school relationships and school counseling services.","PeriodicalId":74580,"journal":{"name":"Professional school counseling","volume":"43 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90237830","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 : 2023-01-25DOI: 10.1177/2156759X231153347
I. Levy, Natalie A. Edirmanasinghe, Kara P. Ieva, Chelsea Hilliard
In a systematic scoping review, we analyzed empirical and conceptual writings on youth participatory action research (YPAR) in schools. YPAR has emerged as an empowering and youth-centered approach to group work whereby school counselors and students collaborate on researching, creating, and sharing projects about social ills impacting their lives. Reviewing YPAR literature, this article identifies knowledge gaps regarding the use and benefits of YPAR in school counseling practice.
{"title":"Youth Participatory Action Research as School Counseling Praxis: A Scoping Review","authors":"I. Levy, Natalie A. Edirmanasinghe, Kara P. Ieva, Chelsea Hilliard","doi":"10.1177/2156759X231153347","DOIUrl":"https://doi.org/10.1177/2156759X231153347","url":null,"abstract":"In a systematic scoping review, we analyzed empirical and conceptual writings on youth participatory action research (YPAR) in schools. YPAR has emerged as an empowering and youth-centered approach to group work whereby school counselors and students collaborate on researching, creating, and sharing projects about social ills impacting their lives. Reviewing YPAR literature, this article identifies knowledge gaps regarding the use and benefits of YPAR in school counseling practice.","PeriodicalId":74580,"journal":{"name":"Professional school counseling","volume":"42 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76357677","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 : 2023-01-24DOI: 10.1177/2156759X231153346
Rawn A. Boulden, Emily C. Goodman-Scott
Considering professional calls for culturally sustaining, comprehensive school counseling practices, this study examined school counselor factors (e.g., age and years of experience) and school factors (e.g., school size and percentage of students of color enrolled) that predicted school counselors’ implementation of evidence-based, culturally sustaining classroom management. We also examined correlations between school counselors’ classroom management and their multicultural practices. The results indicated (a) that age, previous teaching experience, years of school counseling experience, caseload, and percentage of students of color enrolled at school were the strongest predictors of school counselors’ culturally sustaining classroom management implementation and (b) that evidence-based, culturally sustaining classroom instruction is moderately correlated with school counselors’ multicultural behaviors. We offer implications for school counselor practice and preparation, and discuss limitations and future directions.
{"title":"A Quantitative Exploration of School Counselors’ Evidence-Based Classroom Management Implementation: Investigating Culturally Sustaining Practices and Multicultural Competence","authors":"Rawn A. Boulden, Emily C. Goodman-Scott","doi":"10.1177/2156759X231153346","DOIUrl":"https://doi.org/10.1177/2156759X231153346","url":null,"abstract":"Considering professional calls for culturally sustaining, comprehensive school counseling practices, this study examined school counselor factors (e.g., age and years of experience) and school factors (e.g., school size and percentage of students of color enrolled) that predicted school counselors’ implementation of evidence-based, culturally sustaining classroom management. We also examined correlations between school counselors’ classroom management and their multicultural practices. The results indicated (a) that age, previous teaching experience, years of school counseling experience, caseload, and percentage of students of color enrolled at school were the strongest predictors of school counselors’ culturally sustaining classroom management implementation and (b) that evidence-based, culturally sustaining classroom instruction is moderately correlated with school counselors’ multicultural behaviors. We offer implications for school counselor practice and preparation, and discuss limitations and future directions.","PeriodicalId":74580,"journal":{"name":"Professional school counseling","volume":"29 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91002493","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 : 2023-01-24DOI: 10.1177/2156759X231153392
Julia A Bryan, Jungnam Kim, Chang Liu
This study examined how the culture in school counseling programs or departments shapes the college-related outcomes of high school students including students of color. With data from the High School Longitudinal Study 2009, we investigated two major steps in the college-going process: (a) whether students see the counselor for financial aid counseling and (b) whether they seek college admissions counseling in 12th grade. We discuss the literature on the role of school counselors in college access, especially support for students of color, and how school counseling contextual variables and school counselor mindsets, which we term school counseling college-going culture (SCCGC), affect students’ college-going decisions. We conducted logistic regression analyses by racial/ethnic groups among 9170 high school students from the High School Longitudinal Study 2009–2016 dataset. The results indicated that counselor expectations, priorities, student–counselor contact prior to 12th grade, college and career readiness activities, and constraints affect students’ college outcomes differently across racial and ethnic backgrounds. This study has implications regarding what interventions, mindsets, and practices school counselors need in order to improve college-going outcomes (e.g., student–counselor contact for college admissions and financial aid counseling) for students from diverse racial and ethnic backgrounds.
{"title":"How the Culture in School Counseling Programs Shapes College-Going Outcomes: Do the Effects Vary by Race?","authors":"Julia A Bryan, Jungnam Kim, Chang Liu","doi":"10.1177/2156759X231153392","DOIUrl":"https://doi.org/10.1177/2156759X231153392","url":null,"abstract":"This study examined how the culture in school counseling programs or departments shapes the college-related outcomes of high school students including students of color. With data from the High School Longitudinal Study 2009, we investigated two major steps in the college-going process: (a) whether students see the counselor for financial aid counseling and (b) whether they seek college admissions counseling in 12th grade. We discuss the literature on the role of school counselors in college access, especially support for students of color, and how school counseling contextual variables and school counselor mindsets, which we term school counseling college-going culture (SCCGC), affect students’ college-going decisions. We conducted logistic regression analyses by racial/ethnic groups among 9170 high school students from the High School Longitudinal Study 2009–2016 dataset. The results indicated that counselor expectations, priorities, student–counselor contact prior to 12th grade, college and career readiness activities, and constraints affect students’ college outcomes differently across racial and ethnic backgrounds. This study has implications regarding what interventions, mindsets, and practices school counselors need in order to improve college-going outcomes (e.g., student–counselor contact for college admissions and financial aid counseling) for students from diverse racial and ethnic backgrounds.","PeriodicalId":74580,"journal":{"name":"Professional school counseling","volume":"38 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81703742","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 : 2023-01-01DOI: 10.1177/2156759x231182138
Tommy Wells, J. Archibald
This phenomenological study aimed to explore the self-care practices of Black female secondary school counselors serving in public school districts in central Indiana. Eight participants were recruited through purposive sampling and participated in semistructured interviews. Findings indicate that participants engage in various self-care practices but experience challenges in their school counseling roles that serve as barriers to self-care. Themes that emerged include (a) the struggle to engage in self-care, (b) school counselor role as a reminder for self-care, (c) Black identity related to personal boundaries, and (d) institutional barriers to self-care. The discussion highlights the importance of self-care for Black female secondary school counselors and the challenges they face. We explore implications for Black female school counselors, school counselors overall, school administrators, and school counselor training programs. Finally, we suggest future research in the self-care practices of Black female school counselors in different contexts.
{"title":"A Phenomenological Study of Black Female Secondary School Counselors and Their Experiences With Self-Care","authors":"Tommy Wells, J. Archibald","doi":"10.1177/2156759x231182138","DOIUrl":"https://doi.org/10.1177/2156759x231182138","url":null,"abstract":"This phenomenological study aimed to explore the self-care practices of Black female secondary school counselors serving in public school districts in central Indiana. Eight participants were recruited through purposive sampling and participated in semistructured interviews. Findings indicate that participants engage in various self-care practices but experience challenges in their school counseling roles that serve as barriers to self-care. Themes that emerged include (a) the struggle to engage in self-care, (b) school counselor role as a reminder for self-care, (c) Black identity related to personal boundaries, and (d) institutional barriers to self-care. The discussion highlights the importance of self-care for Black female secondary school counselors and the challenges they face. We explore implications for Black female school counselors, school counselors overall, school administrators, and school counselor training programs. Finally, we suggest future research in the self-care practices of Black female school counselors in different contexts.","PeriodicalId":74580,"journal":{"name":"Professional school counseling","volume":"124 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87890215","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 : 2023-01-01DOI: 10.1177/2156759x231165494
J. Joe, M. Shillingford, S. Aaron, Tianka Pharaoh, Justin Gonner
Through an exploratory descriptive study, we examined school counselors’ attitudes and beliefs about their role in HIV prevention, and their professional behaviors in addressing HIV in their schools. Participants reported strong support of youth’s sexual health rights, moderate agreement with school counselors’ role in HIV prevention, moderate to high comfort addressing HIV, and low engagement in HIV prevention behaviors. We discuss implications for school counselor training, supervision, and advocacy.
{"title":"Sexual Health and HIV Prevention for Youth: A Survey of School Counselors’ Beliefs, Attitudes, and Professional Behaviors","authors":"J. Joe, M. Shillingford, S. Aaron, Tianka Pharaoh, Justin Gonner","doi":"10.1177/2156759x231165494","DOIUrl":"https://doi.org/10.1177/2156759x231165494","url":null,"abstract":"Through an exploratory descriptive study, we examined school counselors’ attitudes and beliefs about their role in HIV prevention, and their professional behaviors in addressing HIV in their schools. Participants reported strong support of youth’s sexual health rights, moderate agreement with school counselors’ role in HIV prevention, moderate to high comfort addressing HIV, and low engagement in HIV prevention behaviors. We discuss implications for school counselor training, supervision, and advocacy.","PeriodicalId":74580,"journal":{"name":"Professional school counseling","volume":"11957 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82007343","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 : 2023-01-01DOI: 10.1177/2156759x231182135
Derron Hilts, Yanhong Liu, Xiuyan Guo
Since 1965, the American School Counselor Association (ASCA) has recommended a student-to-school-counselor ratio of 250:1; however, a large disparity exists in school counselor caseloads across the United States. To date, most of the literature highlights the positive impact that lower ratios have on student outcomes, yet literature exploring the potential relationships between school counselor caseload and ecological contextual factors is scant. This study examined the association between student-to-school-counselor ratios and school-level variables, school counselor demographics, perceived school climate, and leadership practices. The results, based on a national sample, revealed that school counselors’ racial identity (i.e., identifying as White), school-level variables (i.e., percentages of students with disabilities, students who are bi/multilingual, White students, and White faculty members) were significantly associated with school counselors’ odds of meeting a 250:1 student-to-school-counselor ratio. School counselors with a ratio of 250:1 or lower scored slightly lower in leadership practices. This article discusses implications for practice, policy, and future research.
{"title":"Student-To-School-Counselor Ratios, School-Level Factors, and Leadership Practices of School Counselors: A National Investigation","authors":"Derron Hilts, Yanhong Liu, Xiuyan Guo","doi":"10.1177/2156759x231182135","DOIUrl":"https://doi.org/10.1177/2156759x231182135","url":null,"abstract":"Since 1965, the American School Counselor Association (ASCA) has recommended a student-to-school-counselor ratio of 250:1; however, a large disparity exists in school counselor caseloads across the United States. To date, most of the literature highlights the positive impact that lower ratios have on student outcomes, yet literature exploring the potential relationships between school counselor caseload and ecological contextual factors is scant. This study examined the association between student-to-school-counselor ratios and school-level variables, school counselor demographics, perceived school climate, and leadership practices. The results, based on a national sample, revealed that school counselors’ racial identity (i.e., identifying as White), school-level variables (i.e., percentages of students with disabilities, students who are bi/multilingual, White students, and White faculty members) were significantly associated with school counselors’ odds of meeting a 250:1 student-to-school-counselor ratio. School counselors with a ratio of 250:1 or lower scored slightly lower in leadership practices. This article discusses implications for practice, policy, and future research.","PeriodicalId":74580,"journal":{"name":"Professional school counseling","volume":"8 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74743017","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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