In this article, we provide a summary of responses to Gallo and Wachter Morris (2022). We provide additional considerations based upon contributing authors’ perspectives and concluding thoughts on how to move forward on issues specific to school counselors’ roles in suicide prevention, assessment, and intervention in K-12 schools, as well as recommendations for pieces to consider for school counselor educators and practicing professional school counselors.
{"title":"School Counselor Suicide Response: A Final Rejoinder","authors":"Carrie A. Wachter Morris, Laura Gallo","doi":"10.7290/tsc04w4be","DOIUrl":"https://doi.org/10.7290/tsc04w4be","url":null,"abstract":"In this article, we provide a summary of responses to Gallo and Wachter Morris (2022). We provide additional considerations based upon contributing authors’ perspectives and concluding thoughts on how to move forward on issues specific to school counselors’ roles in suicide prevention, assessment, and intervention in K-12 schools, as well as recommendations for pieces to consider for school counselor educators and practicing professional school counselors.","PeriodicalId":74907,"journal":{"name":"Teaching and supervision in counseling","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71087762","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}
Jessica Lloyd-Hazlett, Cory Knight, E. Horton, Samantha Airhart-Larraga
Academic service-learning encompasses a reciprocal relationship among university and community partners. Service-learning can familiarize student counselors with future client populations, community resources, and other service providers. Service-learning pedagogy is flexible and may be particularly useful to promote development in counselor competencies more abstractly related to day-to-day client services, including program evaluation and professional advocacy. Interprofessional education serves as a means of enhancing interprofessional collaboration and, in turn, the well-being of individuals seeking healthcare services. Service-learning may provide a vehicle to promote interprofessional education, however, researchers have not yet explored this connection. This quantitative research project evaluates pre- and post- changes of 18 participants using the Effective Practices Survey, Advocacy Competencies Self-Assessment scale to measure experiences in program evaluation, counselor advocacy, and interprofessional education. Results indicate that student counselor scores significantly increased for each of the three variables of interest, with the largest changes observed for counselor advocacy. What is the public significance of this article? Academic service-learning leverages relationships between university and community partners. Service-learning may be a particularly effective pedagogical strategy to promote applied and potentially abstract concepts. This article explores the impact of engagement in an experiential service-learning project on 18 student counselors’ learning outcomes related to program evaluation, counselor advocacy, and perceptions of interprofessional education.
{"title":"Impact of Service-Learning on Student Counselors’ Self-Reported Measures of Program Evaluation, Counselor Advocacy, and Interprofessional Education","authors":"Jessica Lloyd-Hazlett, Cory Knight, E. Horton, Samantha Airhart-Larraga","doi":"10.7290/tsc048uc8","DOIUrl":"https://doi.org/10.7290/tsc048uc8","url":null,"abstract":"Academic service-learning encompasses a reciprocal relationship among university and community partners. Service-learning can familiarize student counselors with future client populations, community resources, and other service providers. Service-learning pedagogy is flexible and may be particularly useful to promote development in counselor competencies more abstractly related to day-to-day client services, including program evaluation and professional advocacy. Interprofessional education serves as a means of enhancing interprofessional collaboration and, in turn, the well-being of individuals seeking healthcare services. Service-learning may provide a vehicle to promote interprofessional education, however, researchers have not yet explored this connection. This quantitative research project evaluates pre- and post- changes of 18 participants using the Effective Practices Survey, Advocacy Competencies Self-Assessment scale to measure experiences in program evaluation, counselor advocacy, and interprofessional education. Results indicate that student counselor scores significantly increased for each of the three variables of interest, with the largest changes observed for counselor advocacy. What is the public significance of this article? Academic service-learning leverages relationships between university and community partners. Service-learning may be a particularly effective pedagogical strategy to promote applied and potentially abstract concepts. This article explores the impact of engagement in an experiential service-learning project on 18 student counselors’ learning outcomes related to program evaluation, counselor advocacy, and perceptions of interprofessional education.","PeriodicalId":74907,"journal":{"name":"Teaching and supervision in counseling","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71087316","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}
Emily C. Goodman-Scott, Jennifer Betters-Bubon, Rebecca Pianta
Youth mental health concerns have reached crisis-level with the American Academy of Pediatrics (2021) reporting a 51% increase for reported suicide attempts for 12-17 year old youth. School counselors play a pivotal role within the conversation on mental health and suicide specifically (ASCA, 2016; ASCA, 2020). In this article we outline how school counselors can organize their suicide prevention and intervention efforts with Multi-Tiered Systems of Support (MTSS), grounded in a model by Dr. Rebecca Pianta, as well as prioritizing culturally sustaining, antiracist practices, data, prevention, and screening in all tiers. Specifically, at Tier 1, school counselors educate stakeholders, including students, on the warning signs. While at Tiers 2 and 3, school counselors identify and support students at risk of suicide. We highlight ethical considerations throughout, in the context of the article Suicide Intervention in Schools: If Not School Counselors, Then Who?
{"title":"MTSS for Suicide Prevention and Intervention: Considerations for School Counseling Preparation","authors":"Emily C. Goodman-Scott, Jennifer Betters-Bubon, Rebecca Pianta","doi":"10.7290/tsc0411k5","DOIUrl":"https://doi.org/10.7290/tsc0411k5","url":null,"abstract":"Youth mental health concerns have reached crisis-level with the American Academy of Pediatrics (2021) reporting a 51% increase for reported suicide attempts for 12-17 year old youth. School counselors play a pivotal role within the conversation on mental health and suicide specifically (ASCA, 2016; ASCA, 2020). In this article we outline how school counselors can organize their suicide prevention and intervention efforts with Multi-Tiered Systems of Support (MTSS), grounded in a model by Dr. Rebecca Pianta, as well as prioritizing culturally sustaining, antiracist practices, data, prevention, and screening in all tiers. Specifically, at Tier 1, school counselors educate stakeholders, including students, on the warning signs. While at Tiers 2 and 3, school counselors identify and support students at risk of suicide. We highlight ethical considerations throughout, in the context of the article Suicide Intervention in Schools: If Not School Counselors, Then Who?","PeriodicalId":74907,"journal":{"name":"Teaching and supervision in counseling","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71086870","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}
The rising racially and ethnically minoritized population in the U.S. challenges counselor educators to train racially and ethnically diverse counselors; therefore, there is a need to better understand the factors that affect persistence and retention of diverse students in counseling programs. The researchers examined the role of motivation (Academic Motivation Scale), sense of belonging (Campus Connectedness Scale), and social support (Student Academic Support Scale) on the persistence (3-item persistence measure) of 396 master’s level counseling students, including investigating differences between White and minoritized students. Pearson’s correlations results revealed intention to persist was positively correlated with motivation (r(394) = .44, p < .01), belonging (r(394) = .39, p < .01), and social support (r(394) = .01, p < .05) and ANOVA results showed no significant differences were found between White and minoritized students. Counselor educators can improve student experiences by implementing strategies to create a diverse and inclusive community.
美国种族和少数民族人口不断增加，这对咨询教育工作者培养不同种族和民族的咨询师提出了挑战;因此，有必要更好地了解影响不同学生在咨询项目中坚持和保留的因素。摘要研究了动机(学业动机量表)、归属感(校园联系量表)和社会支持(学生学业支持量表)对396名硕士水平咨询学生的坚持(3项坚持测量)的作用，包括调查白人和少数民族学生之间的差异。Pearson相关结果显示，坚持意愿与动机(r(394) = 0.44, p < 0.01)、归属感(r(394) = 0.39, p < 0.01)、社会支持(r(394) = 0.01, p < 0.05)呈正相关，方差分析结果显示白人学生和少数民族学生之间无显著差异。辅导员教育者可以通过实施策略来创造一个多元化和包容性的社区，从而改善学生的体验。
{"title":"Motivation, Belonging, and Support: Examining Persistence in Counseling Programs","authors":"Alisa Housenecht, Jacqueline M. Swank","doi":"10.7290/tsc04g4iv","DOIUrl":"https://doi.org/10.7290/tsc04g4iv","url":null,"abstract":"The rising racially and ethnically minoritized population in the U.S. challenges counselor educators to train racially and ethnically diverse counselors; therefore, there is a need to better understand the factors that affect persistence and retention of diverse students in counseling programs. The researchers examined the role of motivation (Academic Motivation Scale), sense of belonging (Campus Connectedness Scale), and social support (Student Academic Support Scale) on the persistence (3-item persistence measure) of 396 master’s level counseling students, including investigating differences between White and minoritized students. Pearson’s correlations results revealed intention to persist was positively correlated with motivation (r(394) = .44, p < .01), belonging (r(394) = .39, p < .01), and social support (r(394) = .01, p < .05) and ANOVA results showed no significant differences were found between White and minoritized students. Counselor educators can improve student experiences by implementing strategies to create a diverse and inclusive community.","PeriodicalId":74907,"journal":{"name":"Teaching and supervision in counseling","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71087115","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}
Quantitative research literacy, including matching variables with the appropriate statistical tests, is a key element in counselor education and preparation. Counselor educators are tasked with teaching quantitative research and statistics, which counselors-in-training tend to find anxiety-producing. Authors aimed to provide a succinct overview of matching variables with appropriate statistical tests and provide strategies counselor educators can use to enhance their pedagogy.
{"title":"Matching Variables With the Appropriate Statistical Tests in Counseling Research.","authors":"Ryan E Flinn, Michael T Kalkbrenner","doi":"10.7290/tsc030304","DOIUrl":"https://doi.org/10.7290/tsc030304","url":null,"abstract":"<p><p>Quantitative research literacy, including matching variables with the appropriate statistical tests, is a key element in counselor education and preparation. Counselor educators are tasked with teaching quantitative research and statistics, which counselors-in-training tend to find anxiety-producing. Authors aimed to provide a succinct overview of matching variables with appropriate statistical tests and provide strategies counselor educators can use to enhance their pedagogy.</p>","PeriodicalId":74907,"journal":{"name":"Teaching and supervision in counseling","volume":"3 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9841438/pdf/nihms-1862350.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10549921","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}
Carlos P. Hipolito-Delgado, Diane Estrada, Marina Garcia
The voices of students of color are largely absent in the literature on graduate student recruitment in counselor education. The existing literature focuses on university personnel and can portray a deficit perspective of students of color. Using grounded theory and a critical race theory framework, we sought to develop a theory that described the motivations of graduate students of color for pursuing counselor education. We interviewed 19 graduate students of color and used a constant comparative method to understand their motivations for and supports utilized in pursuing counselor training. Grounded in our participants’ counternarratives, we identified a theory to describe their drive to serve marginalized communities, to attend programs committed to diversity, and the supports they received in applying to graduate school. Based on this theory we provide implications for how counselor education programs can demonstrate a commitment to diversity and support graduate students of color through the application process.
{"title":"Disrupting the Narrative on Recruiting Graduate Students of Color in Counselor Education","authors":"Carlos P. Hipolito-Delgado, Diane Estrada, Marina Garcia","doi":"10.7290/tsc030104","DOIUrl":"https://doi.org/10.7290/tsc030104","url":null,"abstract":"The voices of students of color are largely absent in the literature on graduate student recruitment in counselor education. The existing literature focuses on university personnel and can portray a deficit perspective of students of color. Using grounded theory and a critical race theory framework, we sought to develop a theory that described the motivations of graduate students of color for pursuing counselor education. We interviewed 19 graduate students of color and used a constant comparative method to understand their motivations for and supports utilized in pursuing counselor training. Grounded in our participants’ counternarratives, we identified a theory to describe their drive to serve marginalized communities, to attend programs committed to diversity, and the supports they received in applying to graduate school. Based on this theory we provide implications for how counselor education programs can demonstrate a commitment to diversity and support graduate students of color through the application process.","PeriodicalId":74907,"journal":{"name":"Teaching and supervision in counseling","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48803647","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}
Given the lack of formalized cross-cultural mentorship guidelines within professional counseling associations and accreditation programs, the recruitment and retention of marginalized graduate students, may be in jeopardy. The authors explored the value of mentoring for graduate students, the exponential growth rate of diversity within graduate programs, and how the disparity of marginalized faculty members creates a need and opportunity for cross-cultural mentorship. Recommendations for the creation of holistic cross-culturalmentorship guidelines for faculty-student dyads are provided.
{"title":"Cross-Cultural Mentoring in Counselor Education: A Call to Action","authors":"Marianna L. Oller, Sunny Teeling","doi":"10.7290/tsc030105","DOIUrl":"https://doi.org/10.7290/tsc030105","url":null,"abstract":"Given the lack of formalized cross-cultural mentorship guidelines within professional counseling associations and accreditation programs, the recruitment and retention of marginalized graduate students, may be in jeopardy. The authors explored the value of mentoring for graduate students, the exponential growth rate of diversity within graduate programs, and how the disparity of marginalized faculty members creates a need and opportunity for cross-cultural mentorship. Recommendations for the creation of holistic cross-culturalmentorship guidelines for faculty-student dyads are provided.","PeriodicalId":74907,"journal":{"name":"Teaching and supervision in counseling","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47417415","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}
A. Pool, Kristen N. Dickens, Matthew Lyons, Barbara Herlihy
School counselors-in-training receive university and site supervision during their field experiences. University supervision may be provided by a faculty member or doctoral student who lacks school counseling experience. School counselors as site supervisors may not be trained to supervise. Further, the multiple systems may have differing expectations for supervisees. Interpretative Phenomenological Analysis was used to explore the lived experiences of eight master’s level school counselors-in-training with supervision. The four super-ordinate themes included: impact of counselor education program, supervisor characteristics, significance of feedback, and characteristics of the supervisee. Findings suggested programmatic changes counselor educators can make to strengthen student preparation.
{"title":"Supervision Experiences of School Counselors-in-Training: An Interpretative Phenomenological Study","authors":"A. Pool, Kristen N. Dickens, Matthew Lyons, Barbara Herlihy","doi":"10.7290/tsc030107","DOIUrl":"https://doi.org/10.7290/tsc030107","url":null,"abstract":"School counselors-in-training receive university and site supervision during their field experiences. University supervision may be provided by a faculty member or doctoral student who lacks school counseling experience. School counselors as site supervisors may not be trained to supervise. Further, the multiple systems may have differing expectations for supervisees. Interpretative Phenomenological Analysis was used to explore the lived experiences of eight master’s level school counselors-in-training with supervision. The four super-ordinate themes included: impact of counselor education program, supervisor characteristics, significance of feedback, and characteristics of the supervisee. Findings suggested programmatic changes counselor educators can make to strengthen student preparation.","PeriodicalId":74907,"journal":{"name":"Teaching and supervision in counseling","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41865518","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}
Jacquelyn E. Schuster, Lauren Rocha, Angie Sevillano, Felicia Green-Johnson, Jennifer Gerlach
In the classroom, master’s students learn that advocacy is a central component of the counseling profession and counselor identity, whereas doctoral students train to be advocacy leaders. While counselor educators often infuse advocacy into the classroom through assignments and use current advocacy models present in the literature, we found a need for a practical model specifically for legislative advocacy to implement with counseling graduate students outside of the classroom. The authors pulled from their collective experience of meeting with state legislators at the state Capitol to create the ADVOCATE Model, a practical, step-by-step guide to legislative advocacy. The authors share the details of their model and discuss implications and recommendations for counselor educators and students.
{"title":"ADVOCATE: A Legislative Advocacy Model for Counseling Students","authors":"Jacquelyn E. Schuster, Lauren Rocha, Angie Sevillano, Felicia Green-Johnson, Jennifer Gerlach","doi":"10.7290/tsc030109","DOIUrl":"https://doi.org/10.7290/tsc030109","url":null,"abstract":"In the classroom, master’s students learn that advocacy is a central component of the counseling profession and counselor identity, whereas doctoral students train to be advocacy leaders. While counselor educators often infuse advocacy into the classroom through assignments and use current advocacy models present in the literature, we found a need for a practical model specifically for legislative advocacy to implement with counseling graduate students outside of the classroom. The authors pulled from their collective experience of meeting with state legislators at the state Capitol to create the ADVOCATE Model, a practical, step-by-step guide to legislative advocacy. The authors share the details of their model and discuss implications and recommendations for counselor educators and students.","PeriodicalId":74907,"journal":{"name":"Teaching and supervision in counseling","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48756998","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}
Phillip L. Waalkes, Daniel Hall, Paula J. Swindle, J. S. Haugen
Mentoring can positively impact counselor educators’ teaching in terms of self-efficacy and growth in skills. Yet, counselor educators have reported a desire for more mentoring in the development of their teaching. Utilizing consensual qualitative research methodology, we explored the teaching-specific mentorship of beginning counselor educators’ (N = 13) within their first two to four years as faculty. Emergent themes included mentoring structure such as mentors’ methods of providing mentorship, mentoring relationship dynamics such as relational supports and frustrations, and the positive and negative impacts of mentoring relationships. In addition to building rapport and strengthening mentees’ self-efficacy, mentors and mentees can develop intentional mentoring relationships with a comprehensive focus emphasizing the development of teaching knowledge and skills through practices such as teaching observation and feedback. Additionally, discussing the needs, goals, and expectations of both parties and the inherent power differential of the relationships can help focus the mentoring experiences.
{"title":"Beginning Counselor Educators’ Experiences of Teaching Mentorship","authors":"Phillip L. Waalkes, Daniel Hall, Paula J. Swindle, J. S. Haugen","doi":"10.7290/tsc030108","DOIUrl":"https://doi.org/10.7290/tsc030108","url":null,"abstract":"Mentoring can positively impact counselor educators’ teaching in terms of self-efficacy and growth in skills. Yet, counselor educators have reported a desire for more mentoring in the development of their teaching. Utilizing consensual qualitative research methodology, we explored the teaching-specific mentorship of beginning counselor educators’ (N = 13) within their first two to four years as faculty. Emergent themes included mentoring structure such as mentors’ methods of providing mentorship, mentoring relationship dynamics such as relational supports and frustrations, and the positive and negative impacts of mentoring relationships. In addition to building rapport and strengthening mentees’ self-efficacy, mentors and mentees can develop intentional mentoring relationships with a comprehensive focus emphasizing the development of teaching knowledge and skills through practices such as teaching observation and feedback. Additionally, discussing the needs, goals, and expectations of both parties and the inherent power differential of the relationships can help focus the mentoring experiences.","PeriodicalId":74907,"journal":{"name":"Teaching and supervision in counseling","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45721814","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：