Pub Date : 2023-01-01DOI: 10.1177/2156759x231171376
Regina Gavin Williams, Alyx Beckwith, Helen S. Lupton-Smith
The study explored the experiences of rural school counselors broaching conversations on race with students. We used a critical research framework with a phenomenological approach to understand the experiences of nine rural school counselors. Our findings relate to the factors that impacted school counselors’ broaching behaviors with students. We discuss strategies for how rural school counselors might effectively broach conversations on race within their schools and address implications for school counseling practice and counselor education practice and research.
{"title":"Rural School Counselors Broaching Conversations on Race with Students","authors":"Regina Gavin Williams, Alyx Beckwith, Helen S. Lupton-Smith","doi":"10.1177/2156759x231171376","DOIUrl":"https://doi.org/10.1177/2156759x231171376","url":null,"abstract":"The study explored the experiences of rural school counselors broaching conversations on race with students. We used a critical research framework with a phenomenological approach to understand the experiences of nine rural school counselors. Our findings relate to the factors that impacted school counselors’ broaching behaviors with students. We discuss strategies for how rural school counselors might effectively broach conversations on race within their schools and address implications for school counseling practice and counselor education practice and research.","PeriodicalId":74580,"journal":{"name":"Professional school counseling","volume":"14 7 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76034740","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: 10.1177/2156759x221150008
Emily C. Goodman-Scott, Peg Donohue, Jennifer Betters-Bubon
In the United States, K–12 schools have been going through a double pandemic: the COVID-19 pandemic and ongoing systemic racial injustices. Multitiered systems of support (MTSS), including universal mental health screening (UMHS), are highly recommended to assist students through these pandemics. While research on MTSS for school counselors is ample, school counseling UMHS literature is much more limited. As such, in the present study, we conducted a phenomenological investigation of participants’ experiences with UMHS, recruiting multidisciplinary, school-based UMHS team members, particularly school counselors. In describing the essence of participants’ experiences with UMHS, we identified 2 themes. The first theme is UMHS shifting the school culture, with subthemes (a) prioritizing prevention, (b) increasing collaboration, (c) using data, (d) gaining a holistic perspective, and (e) advocating for school counseling. The second theme is working through roadblocks, with subthemes (a) liability, (b) screener concerns, (c) resistance, (d) lack of time, and (e) staff wellness.
{"title":"A Phenomenological Investigation of Universal Mental Health Screening: Making Meaning for School Counseling","authors":"Emily C. Goodman-Scott, Peg Donohue, Jennifer Betters-Bubon","doi":"10.1177/2156759x221150008","DOIUrl":"https://doi.org/10.1177/2156759x221150008","url":null,"abstract":"In the United States, K–12 schools have been going through a double pandemic: the COVID-19 pandemic and ongoing systemic racial injustices. Multitiered systems of support (MTSS), including universal mental health screening (UMHS), are highly recommended to assist students through these pandemics. While research on MTSS for school counselors is ample, school counseling UMHS literature is much more limited. As such, in the present study, we conducted a phenomenological investigation of participants’ experiences with UMHS, recruiting multidisciplinary, school-based UMHS team members, particularly school counselors. In describing the essence of participants’ experiences with UMHS, we identified 2 themes. The first theme is UMHS shifting the school culture, with subthemes (a) prioritizing prevention, (b) increasing collaboration, (c) using data, (d) gaining a holistic perspective, and (e) advocating for school counseling. The second theme is working through roadblocks, with subthemes (a) liability, (b) screener concerns, (c) resistance, (d) lack of time, and (e) staff wellness.","PeriodicalId":74580,"journal":{"name":"Professional school counseling","volume":"23 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80407596","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: 10.1177/2156759x231199724
Emily C. Goodman-Scott, Betsy M. Perez
In spring 2022, we conducted a phenomenological investigation on the lived experiences of 12 U.S. school counselors during the COVID-19 global pandemic, triangulating individual interviews and participant drawings to gain a rich, thick, comprehensive account. We found that school counselors perceived their experiences during the pandemic as multifaceted and complex, composed of intertwining initial and ongoing challenges and growth or positives that emerged in the face of crisis and loss. Participants reported these findings across multiple areas of their lives: personal, professional, and at the K–12 educational/societal level. We discuss results within the lens of shared trauma and posttraumatic growth, providing implications for school counselors as they work within the current “new normal” and reverberating impacts of a global pandemic.
{"title":"“In Spite of the Storm, I Saw Bright Spots”: School Counselors Experiences During COVID-19","authors":"Emily C. Goodman-Scott, Betsy M. Perez","doi":"10.1177/2156759x231199724","DOIUrl":"https://doi.org/10.1177/2156759x231199724","url":null,"abstract":"In spring 2022, we conducted a phenomenological investigation on the lived experiences of 12 U.S. school counselors during the COVID-19 global pandemic, triangulating individual interviews and participant drawings to gain a rich, thick, comprehensive account. We found that school counselors perceived their experiences during the pandemic as multifaceted and complex, composed of intertwining initial and ongoing challenges and growth or positives that emerged in the face of crisis and loss. Participants reported these findings across multiple areas of their lives: personal, professional, and at the K–12 educational/societal level. We discuss results within the lens of shared trauma and posttraumatic growth, providing implications for school counselors as they work within the current “new normal” and reverberating impacts of a global pandemic.","PeriodicalId":74580,"journal":{"name":"Professional school counseling","volume":"50 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74440503","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: 10.1177/2156759x231161509
Kevin Duquette, Clewiston D. Challenger, Timothy Eng
The Adolescent Cultural, Racial, and Ethnic Support (ACRES) model is designed to support adolescents of color in their cultural/racial/ethnic identity development (CREID). Comprised of six developmentally tailored components, the ACRES model is grounded in and delivered through a feminist approach to foster supportive school environments and collaborative partnerships. We present interventions to prepare adolescents in navigating racial and sociopolitical climates and offer suggestions for further research and expansion of the model.
{"title":"The Adolescent Cultural, Racial, and Ethnic Support (ACRES) Model: A Conceptual Framework for Guiding Adolescent Students of Color in Their Cultural, Racial, and Ethnic Identity Development","authors":"Kevin Duquette, Clewiston D. Challenger, Timothy Eng","doi":"10.1177/2156759x231161509","DOIUrl":"https://doi.org/10.1177/2156759x231161509","url":null,"abstract":"The Adolescent Cultural, Racial, and Ethnic Support (ACRES) model is designed to support adolescents of color in their cultural/racial/ethnic identity development (CREID). Comprised of six developmentally tailored components, the ACRES model is grounded in and delivered through a feminist approach to foster supportive school environments and collaborative partnerships. We present interventions to prepare adolescents in navigating racial and sociopolitical climates and offer suggestions for further research and expansion of the model.","PeriodicalId":74580,"journal":{"name":"Professional school counseling","volume":"62 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83956549","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: 10.1177/2156759x231203199
Brooks R. Vostal, Jeremy P. Oehrtman, Beth Gilfillan
School counselors need to be intentional about implementing a comprehensive school counseling program, which will often include planning and teaching classroom lessons on topics connected to academic skills, career planning, and social/emotional learning. Universal Design for Learning (UDL) is a scientifically valid framework for providing access to curriculum for all students; it may facilitate school counselors’ use of evidence-based instruction to reduce barriers to learning for students with diverse learning needs. This article introduces school counselors to the UDL principles and demonstrates UDL-aligned instructional strategies in two school counselor-created classroom lessons: one elementary and one secondary. Practicing school counselors can use this information to examine lessons for potential barriers in order to better craft instruction. Counselor educators can use this information to guide school counseling students to write universally designed lessons to meet the challenge of creating a comprehensive school counseling program.
{"title":"School Counselors Engaging All Students: Universal Design for Learning in Classroom Lesson Planning","authors":"Brooks R. Vostal, Jeremy P. Oehrtman, Beth Gilfillan","doi":"10.1177/2156759x231203199","DOIUrl":"https://doi.org/10.1177/2156759x231203199","url":null,"abstract":"School counselors need to be intentional about implementing a comprehensive school counseling program, which will often include planning and teaching classroom lessons on topics connected to academic skills, career planning, and social/emotional learning. Universal Design for Learning (UDL) is a scientifically valid framework for providing access to curriculum for all students; it may facilitate school counselors’ use of evidence-based instruction to reduce barriers to learning for students with diverse learning needs. This article introduces school counselors to the UDL principles and demonstrates UDL-aligned instructional strategies in two school counselor-created classroom lessons: one elementary and one secondary. Practicing school counselors can use this information to examine lessons for potential barriers in order to better craft instruction. Counselor educators can use this information to guide school counseling students to write universally designed lessons to meet the challenge of creating a comprehensive school counseling program.","PeriodicalId":74580,"journal":{"name":"Professional school counseling","volume":"36 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":"135700012","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 : 2022-11-15eCollection Date: 2022-12-01DOI: 10.1177/2156759X221134663
Christopher E Trombly, Jennifer L Parzych, Margaret M Generali, Olcay Yavuz
The Connecticut Comprehensive School Counseling Framework was released in November 2020-8 months into the COVID-19 pandemic. The purpose of this mixed-methods study was to explore the progress made by principals and school counselors in implementing the new framework, and to understand the impact of the pandemic on their efforts to do so. We found significant overlap between the perceptions and priorities expressed by participating principals and school counselors. Particularly noteworthy was the fact that both groups described increased collaboration within their schools.
{"title":"What's COVID-19 Got to Do With It? Implementing the 2020 Connecticut Comprehensive School Counseling Framework.","authors":"Christopher E Trombly, Jennifer L Parzych, Margaret M Generali, Olcay Yavuz","doi":"10.1177/2156759X221134663","DOIUrl":"https://doi.org/10.1177/2156759X221134663","url":null,"abstract":"<p><p>The Connecticut Comprehensive School Counseling Framework was released in November 2020-8 months into the COVID-19 pandemic. The purpose of this mixed-methods study was to explore the progress made by principals and school counselors in implementing the new framework, and to understand the impact of the pandemic on their efforts to do so. We found significant overlap between the perceptions and priorities expressed by participating principals and school counselors. Particularly noteworthy was the fact that both groups described increased collaboration within their schools.</p>","PeriodicalId":74580,"journal":{"name":"Professional school counseling","volume":"26 1c","pages":"2156759X221134663"},"PeriodicalIF":0.0,"publicationDate":"2022-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9676625/pdf/10.1177_2156759X221134663.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"40487667","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-28DOI: 10.1177/2156759X221134662
Daniel Cinotti, Robert Feirsen, Carol Dahir, Nayoung Kim
Over the past two decades, state policy pertaining to school counselors has grown to the point that most states now require the delivery of counseling services. Some states mandate the presence of a school counselor in each school, and several specify required student-to-school counselor ratios. In 2019, New York State instituted regulations requiring the delivery of a comprehensive school counseling program. The purpose of this study was to measure the impact of this mandate on the perceptions of principals, assistant principals, school counselors, and counseling supervisors. This study includes a comparison of these professionals’ understanding of the school counselor’s role and responsibilities, and school building and district expectations and priorities. Results suggest that a mandate requiring comprehensive school counseling programs fostered more agreement between school counselors and principals than found in previous studies. Implications for practice include state policy as a tool to increase collaboration and opportunities for social capital between school counselors and principals.
{"title":"Leveraging State Policy to Promote School Counselor–Principal Collaboration","authors":"Daniel Cinotti, Robert Feirsen, Carol Dahir, Nayoung Kim","doi":"10.1177/2156759X221134662","DOIUrl":"https://doi.org/10.1177/2156759X221134662","url":null,"abstract":"Over the past two decades, state policy pertaining to school counselors has grown to the point that most states now require the delivery of counseling services. Some states mandate the presence of a school counselor in each school, and several specify required student-to-school counselor ratios. In 2019, New York State instituted regulations requiring the delivery of a comprehensive school counseling program. The purpose of this study was to measure the impact of this mandate on the perceptions of principals, assistant principals, school counselors, and counseling supervisors. This study includes a comparison of these professionals’ understanding of the school counselor’s role and responsibilities, and school building and district expectations and priorities. Results suggest that a mandate requiring comprehensive school counseling programs fostered more agreement between school counselors and principals than found in previous studies. Implications for practice include state policy as a tool to increase collaboration and opportunities for social capital between school counselors and principals.","PeriodicalId":74580,"journal":{"name":"Professional school counseling","volume":"12 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77104149","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 : 2022-10-27DOI: 10.1177/2156759X221134660
Carol Dahir, R. Geesa
Intentional collaboration among school principals and school counselors can improve the student experience by better meeting students’ social/emotional, academic, and career and college readiness needs. In this special issue, we seek to share the many ways school counselors and school administrators (e.g., principals, assistant principals) can effectively work together to ensure that school counseling programs throughout pre-K–12 schools are comprehensive, support equitable opportunities, and empower all students to experience success. This special issue includes 11 articles representing conceptual, qualitative, quantitative, mixed-methods, and best practices methodologies with a commitment to equity and access while simultaneously bridging social capital to create networks of resources within the school and the community to support all students.
{"title":"Introduction to the Special Issue: Creating Social Capital through School Counselor-Principal Collaboration","authors":"Carol Dahir, R. Geesa","doi":"10.1177/2156759X221134660","DOIUrl":"https://doi.org/10.1177/2156759X221134660","url":null,"abstract":"Intentional collaboration among school principals and school counselors can improve the student experience by better meeting students’ social/emotional, academic, and career and college readiness needs. In this special issue, we seek to share the many ways school counselors and school administrators (e.g., principals, assistant principals) can effectively work together to ensure that school counseling programs throughout pre-K–12 schools are comprehensive, support equitable opportunities, and empower all students to experience success. This special issue includes 11 articles representing conceptual, qualitative, quantitative, mixed-methods, and best practices methodologies with a commitment to equity and access while simultaneously bridging social capital to create networks of resources within the school and the community to support all students.","PeriodicalId":74580,"journal":{"name":"Professional school counseling","volume":"54 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77355923","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 : 2022-10-27DOI: 10.1177/2156759X221134667
J. P. Oehrtman, Colette T. Dollarhide
Schools have urgent social justice needs that have become evident with the novel coronavirus (COVID-19) pandemic, discussions of racism, and increasing mental health needs of school students. School counselors can work with school principals to use the concepts of social capital and micropolitical theory to facilitate collaborative partnerships with school and district administration, community members, and families to achieve improved social justice in their schools. We present a scenario to illuminate the use of these concepts in practice.
{"title":"Social Justice, Social Capital, and Micropolitics: Improving Social Justice Through School Counselor–Principal Collaboration","authors":"J. P. Oehrtman, Colette T. Dollarhide","doi":"10.1177/2156759X221134667","DOIUrl":"https://doi.org/10.1177/2156759X221134667","url":null,"abstract":"Schools have urgent social justice needs that have become evident with the novel coronavirus (COVID-19) pandemic, discussions of racism, and increasing mental health needs of school students. School counselors can work with school principals to use the concepts of social capital and micropolitical theory to facilitate collaborative partnerships with school and district administration, community members, and families to achieve improved social justice in their schools. We present a scenario to illuminate the use of these concepts in practice.","PeriodicalId":74580,"journal":{"name":"Professional school counseling","volume":"8 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82410856","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 : 2022-10-27DOI: 10.1177/2156759X221134664
Shelby K. Gonzales, Dodie Limberg, Kay M. Cunningham
Using a convergent mixed-methods design, we investigated role understanding and collaboration between school counselors and principals. Specifically, this study situated aspiring school counselors and principals in a curriculum intervention on the role of their counterpart and then brought the two professions together in a collaborative powerful learning experience. The results of our pilot study demonstrate that both school counselor and educational leadership graduate students benefit from and value a presentation on roles of their opposite counterpart and the opportunity to practice collaboration in their graduate preparation programs.
{"title":"Facilitating Role Understanding and Collaboration Between Aspiring School Counselors and Principals","authors":"Shelby K. Gonzales, Dodie Limberg, Kay M. Cunningham","doi":"10.1177/2156759X221134664","DOIUrl":"https://doi.org/10.1177/2156759X221134664","url":null,"abstract":"Using a convergent mixed-methods design, we investigated role understanding and collaboration between school counselors and principals. Specifically, this study situated aspiring school counselors and principals in a curriculum intervention on the role of their counterpart and then brought the two professions together in a collaborative powerful learning experience. The results of our pilot study demonstrate that both school counselor and educational leadership graduate students benefit from and value a presentation on roles of their opposite counterpart and the opportunity to practice collaboration in their graduate preparation programs.","PeriodicalId":74580,"journal":{"name":"Professional school counseling","volume":"42 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81497804","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：