Pub Date : 2023-01-01DOI: 10.1177/2156759x231213324
Rawn Boulden, Sarah Henry
The purpose of this phenomenological investigation was to explore the lived experiences of rural high school counselors when providing career development services. Several key themes emerged, including (a) contextual factors, (b) direct services, (c) indirect services, (d) rewarding aspects, and (e) challenging aspects. The findings support increased attention centered on rural career development in both preservice and in-service settings. We offer implications for school counselor practice and preparation, and discuss limitations and future research areas.
{"title":"A Phenomenological Investigation of Rural School Counselors’ Experiences Providing Career Development","authors":"Rawn Boulden, Sarah Henry","doi":"10.1177/2156759x231213324","DOIUrl":"https://doi.org/10.1177/2156759x231213324","url":null,"abstract":"The purpose of this phenomenological investigation was to explore the lived experiences of rural high school counselors when providing career development services. Several key themes emerged, including (a) contextual factors, (b) direct services, (c) indirect services, (d) rewarding aspects, and (e) challenging aspects. The findings support increased attention centered on rural career development in both preservice and in-service settings. We offer implications for school counselor practice and preparation, and discuss limitations and future research areas.","PeriodicalId":74580,"journal":{"name":"Professional school counseling","volume":"367 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135447700","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: 10.1177/2156759x231171394
Emily C. Goodman-Scott, Peg Donohue, Jennifer Betters-Bubon
School counselors collaborate with multidisciplinary teams to implement universal mental health screening (UMHS) in schools and this work is especially pertinent in light of the U.S. K–12 mental health crisis. Because the school counseling UMHS literature is still emerging, expanding this literature is necessary, particularly to meet students’ mental health concerns. The present study examined the qualitative experiences of school counselors and other multidisciplinary UMHS team members implementing screening. We coded data through a phenomenological lens and used deductive coding from the National Center for School Mental Health’s (2018) eight steps to UMHS. We discuss not only the results but applications and implications, geared toward school counselors at the building and district level to assist with their practice.
{"title":"Universal Mental Health Screening: Steps for School Counselors Through Multidisciplinary Teaming","authors":"Emily C. Goodman-Scott, Peg Donohue, Jennifer Betters-Bubon","doi":"10.1177/2156759x231171394","DOIUrl":"https://doi.org/10.1177/2156759x231171394","url":null,"abstract":"School counselors collaborate with multidisciplinary teams to implement universal mental health screening (UMHS) in schools and this work is especially pertinent in light of the U.S. K–12 mental health crisis. Because the school counseling UMHS literature is still emerging, expanding this literature is necessary, particularly to meet students’ mental health concerns. The present study examined the qualitative experiences of school counselors and other multidisciplinary UMHS team members implementing screening. We coded data through a phenomenological lens and used deductive coding from the National Center for School Mental Health’s (2018) eight steps to UMHS. We discuss not only the results but applications and implications, geared toward school counselors at the building and district level to assist with their practice.","PeriodicalId":74580,"journal":{"name":"Professional school counseling","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88309344","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: 10.1177/2156759x221150003
Breanna Ellington, Adrian Dunbar, C. Wachter-Morris
School counselors provide comprehensive school counseling services related to prevention of school violence, but a critical step is to put those pieces together in an intentional and preventive evidence-based model. Several nationally recognized safe school initiatives neglect the significant role school counselors provide in mental health services to create a safe and connected school climate. School counselors and school counselors in training need an evidence-based approach that clearly defines their roles and responsibilities for prevention and intervention related to school shootings. Elevating and expanding school counselors’ role and responsibilities to address students’ mental health needs, creating safe and connected school environments, and providing thorough and effective threat assessments are essential and align with school counselor clinical training.
{"title":"Elevating and Expanding School Counselors’ Roles and Voices in the Prevention of School Violence","authors":"Breanna Ellington, Adrian Dunbar, C. Wachter-Morris","doi":"10.1177/2156759x221150003","DOIUrl":"https://doi.org/10.1177/2156759x221150003","url":null,"abstract":"School counselors provide comprehensive school counseling services related to prevention of school violence, but a critical step is to put those pieces together in an intentional and preventive evidence-based model. Several nationally recognized safe school initiatives neglect the significant role school counselors provide in mental health services to create a safe and connected school climate. School counselors and school counselors in training need an evidence-based approach that clearly defines their roles and responsibilities for prevention and intervention related to school shootings. Elevating and expanding school counselors’ role and responsibilities to address students’ mental health needs, creating safe and connected school environments, and providing thorough and effective threat assessments are essential and align with school counselor clinical training.","PeriodicalId":74580,"journal":{"name":"Professional school counseling","volume":"74 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83741148","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: 10.1177/2156759x231205557
Bethani Cogburn, Rachel Saunders, Lane Griffith, Stephanie Galloway, Wendy Lewis, Parikh Sejal Foxx, Brett Tempest, Chance Lewis
The purpose of this transcendental phenomenological qualitative study was to describe the precollege interactions of undergraduate engineering students with low-income and economic marginalization (LIEM). Our analysis yielded three major themes regarding precollege interactions: (a) family and kinship as a source of motivation, (b) educators as encouragers, and (c) building bridges with professionals. We discuss the importance of these findings within the community cultural wealth framework, highlighting important considerations and implications for school counselors.
{"title":"A Phenomenological Inquiry of College Engineering Students with Low-Income and Economic Marginalization: Implications for High School Counselors","authors":"Bethani Cogburn, Rachel Saunders, Lane Griffith, Stephanie Galloway, Wendy Lewis, Parikh Sejal Foxx, Brett Tempest, Chance Lewis","doi":"10.1177/2156759x231205557","DOIUrl":"https://doi.org/10.1177/2156759x231205557","url":null,"abstract":"The purpose of this transcendental phenomenological qualitative study was to describe the precollege interactions of undergraduate engineering students with low-income and economic marginalization (LIEM). Our analysis yielded three major themes regarding precollege interactions: (a) family and kinship as a source of motivation, (b) educators as encouragers, and (c) building bridges with professionals. We discuss the importance of these findings within the community cultural wealth framework, highlighting important considerations and implications for school counselors.","PeriodicalId":74580,"journal":{"name":"Professional school counseling","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136367304","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: 10.1177/2156759x231163525
Javier Cavazos Vela, Federico Guerra, Elizabeth Zamora, Erika Pérez
Only a few researchers have used qualitative methods to explore Latinx students' experiences and testimonials with their high school counselors. These studies, conducted more than 10 years ago, found that Latinx students reported negative experiences with high school counselors, such as low academic expectations and lack of availability. In the current study, we interviewed eight Latinx college students from the southern United States to learn about their experiences with their high school counselors. The following five themes emerged from interpretative phenomenological analysis of the data: (a) high academic expectations, (b) advisement, (c) lack of availability and accessibility, (d) no social or emotional support, and (e) limited career development. Two crucial implications from this study are that school counselors need to be engaged in all activities aligned with the American School Counselor Association guidelines and should remind Latinx students regularly about school counselors’ essential roles and responsibilities in academic, career, and social/emotional development. We discuss additional implications.
{"title":"Exploring Latinx College Students' Experiences With High School Counselors","authors":"Javier Cavazos Vela, Federico Guerra, Elizabeth Zamora, Erika Pérez","doi":"10.1177/2156759x231163525","DOIUrl":"https://doi.org/10.1177/2156759x231163525","url":null,"abstract":"Only a few researchers have used qualitative methods to explore Latinx students' experiences and testimonials with their high school counselors. These studies, conducted more than 10 years ago, found that Latinx students reported negative experiences with high school counselors, such as low academic expectations and lack of availability. In the current study, we interviewed eight Latinx college students from the southern United States to learn about their experiences with their high school counselors. The following five themes emerged from interpretative phenomenological analysis of the data: (a) high academic expectations, (b) advisement, (c) lack of availability and accessibility, (d) no social or emotional support, and (e) limited career development. Two crucial implications from this study are that school counselors need to be engaged in all activities aligned with the American School Counselor Association guidelines and should remind Latinx students regularly about school counselors’ essential roles and responsibilities in academic, career, and social/emotional development. We discuss additional implications.","PeriodicalId":74580,"journal":{"name":"Professional school counseling","volume":"46 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78718860","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: 10.1177/2156759x231182142
Hallie M. Sylvestro, Dorea E. Glance, D. Ripley, R. Stephenson
Despite widespread effects of parental substance use on children, little is known about the experiences of school counselors working with this student population. We examine the experiences of elementary school counselors working with school-aged children affected by parental substance use. Eight school counselors participated in semistructured interviews, which we analyzed using consensual qualitative research. Participants described significant contact with the population in question. Findings suggest that elementary school counselors utilize multitiered interventions but need additional training and job support to meet the prevalent needs of this student population. We provide implications for school counseling practice, research, and counselor training.
{"title":"Elementary School Counselors’ Experiences Working With Children Affected by Parental Substance Use","authors":"Hallie M. Sylvestro, Dorea E. Glance, D. Ripley, R. Stephenson","doi":"10.1177/2156759x231182142","DOIUrl":"https://doi.org/10.1177/2156759x231182142","url":null,"abstract":"Despite widespread effects of parental substance use on children, little is known about the experiences of school counselors working with this student population. We examine the experiences of elementary school counselors working with school-aged children affected by parental substance use. Eight school counselors participated in semistructured interviews, which we analyzed using consensual qualitative research. Participants described significant contact with the population in question. Findings suggest that elementary school counselors utilize multitiered interventions but need additional training and job support to meet the prevalent needs of this student population. We provide implications for school counseling practice, research, and counselor training.","PeriodicalId":74580,"journal":{"name":"Professional school counseling","volume":"136 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77366059","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: 10.1177/2156759x231177630
Seth Sampson
Refugee adolescents have experiences that affect their abilities to acculturate successfully into a new society. This study highlights how the transition into a new culture might affect adolescent refugees’ abilities to form meaningful relationships. It was intended to be a catalyst for empowering this underserved population, to equip school counselors and researchers in the education and clinical fields to develop programs and interventions to support this population. Study results indicated a multitude of experiences from refugee adolescents’ perspectives. This article also discusses implications for school counselors and counselor educators.
{"title":"A Qualitative Investigation Into the Experiences of Refugee Adolescents’ Transition Into the Culture of the United States","authors":"Seth Sampson","doi":"10.1177/2156759x231177630","DOIUrl":"https://doi.org/10.1177/2156759x231177630","url":null,"abstract":"Refugee adolescents have experiences that affect their abilities to acculturate successfully into a new society. This study highlights how the transition into a new culture might affect adolescent refugees’ abilities to form meaningful relationships. It was intended to be a catalyst for empowering this underserved population, to equip school counselors and researchers in the education and clinical fields to develop programs and interventions to support this population. Study results indicated a multitude of experiences from refugee adolescents’ perspectives. This article also discusses implications for school counselors and counselor educators.","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":"80991139","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: 10.1177/2156759x231212889
HyunGyung Joo, So Rin Kim, Beth H. Gilfillan
This study examined the associations among experiencing bias-based bullying on multiple social identities, fear, and school avoidance. The sample included 1177 adolescents who experienced bullying in a nationally representative dataset. Results indicated that 42% of students who were bullied reported that this was due to biases. We found a significant moderating effect of bias-based bullying between fear and school avoidance. We present suggestions for school counselors, including multitiered systems of support and trauma-informed approaches.
{"title":"Exploring the Relationships Among Bias-Based Bullying, Fear, and School Avoidance in a National Sample of U.S. Adolescents: The Role of School Counselors","authors":"HyunGyung Joo, So Rin Kim, Beth H. Gilfillan","doi":"10.1177/2156759x231212889","DOIUrl":"https://doi.org/10.1177/2156759x231212889","url":null,"abstract":"This study examined the associations among experiencing bias-based bullying on multiple social identities, fear, and school avoidance. The sample included 1177 adolescents who experienced bullying in a nationally representative dataset. Results indicated that 42% of students who were bullied reported that this was due to biases. We found a significant moderating effect of bias-based bullying between fear and school avoidance. We present suggestions for school counselors, including multitiered systems of support and trauma-informed approaches.","PeriodicalId":74580,"journal":{"name":"Professional school counseling","volume":"269 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135504744","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: 10.1177/2156759x231182134
Ellen Chance, E. Villares, Greg A. Brigman, Melissa Mariani
This quasi-experimental, pre-post design study aimed to determine the effects of the Ready for Success classroom program (Brigman & Webb, 2012) on the social/emotional skills and competence of third-grade students. A multivariate analysis of covariance revealed a statistically significant difference at post-tests for third-grade students’ self-awareness, self-management, social awareness, relationship skills, responsible decision-making skills, and overall social/emotional competence as measured by the Devereux Student Strengths Assessment. This study supports school counselor-led social/emotional learning classroom programs to promote students’ social/emotional development in the school setting.
{"title":"The Effects of the Ready for Success Classroom Program on Third-Grade Students’ Social/Emotional Skills and Competence","authors":"Ellen Chance, E. Villares, Greg A. Brigman, Melissa Mariani","doi":"10.1177/2156759x231182134","DOIUrl":"https://doi.org/10.1177/2156759x231182134","url":null,"abstract":"This quasi-experimental, pre-post design study aimed to determine the effects of the Ready for Success classroom program (Brigman & Webb, 2012) on the social/emotional skills and competence of third-grade students. A multivariate analysis of covariance revealed a statistically significant difference at post-tests for third-grade students’ self-awareness, self-management, social awareness, relationship skills, responsible decision-making skills, and overall social/emotional competence as measured by the Devereux Student Strengths Assessment. This study supports school counselor-led social/emotional learning classroom programs to promote students’ social/emotional development in the school setting.","PeriodicalId":74580,"journal":{"name":"Professional school counseling","volume":"21 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80155548","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: 10.1177/2156759x231202494
Allison Fears, Sarah Henry, Tameka Grimes
With significant challenges in rural schools such as limited mental health resources, poverty, high visibility, and physical isolation, rural school counselors face a set of unique experiences and challenges. We present an ecological framework to conceptualize the roles, responsibilities, and challenges of rural school counselors and provide intervention strategies to address these challenges that are contextually aware and could be tailored to the communities they serve.
{"title":"A Rural Ecological School Counseling Framework","authors":"Allison Fears, Sarah Henry, Tameka Grimes","doi":"10.1177/2156759x231202494","DOIUrl":"https://doi.org/10.1177/2156759x231202494","url":null,"abstract":"With significant challenges in rural schools such as limited mental health resources, poverty, high visibility, and physical isolation, rural school counselors face a set of unique experiences and challenges. We present an ecological framework to conceptualize the roles, responsibilities, and challenges of rural school counselors and provide intervention strategies to address these challenges that are contextually aware and could be tailored to the communities they serve.","PeriodicalId":74580,"journal":{"name":"Professional school counseling","volume":"129 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135442108","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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