This study examined the use of disc golf as a creative, recreational play intervention for improving classroom behaviors in disruptive children. Twenty-two elementary students were randomly selected for either a treatment or control group and rated at pre- and post- by their teachers on the use of nine positive classroom behaviors (e.g., sharing, raising hand, and compliance). Results of a two-way ANOVA with repeated measures and one between-subjects factor revealed a significant difference (p < .0001) between both groups over time. Implications are discussed.

Citation

Powell, M. L., & Newgent, R. A. (2008, January 31). Disc golf play: Using recreation to improve disruptive classroom behaviors. Journal of School Counseling, 6(2). Retrieved from http://www.jsc.montana.edu/articles/v6n2.pdf

Type of Article

Theory and Research

Volume 6, Number 3:

Students With Emotional Disturbances: How Can School Counselors Serve?

Lynne Guillot Miller and John S. Rainey, Kent State University

Abstract

Students with Emotional Disturbances (ED) possess unique characteristics that require additional care from school counselors, teachers, and other school personnel. Information pertaining to the prevalence of ED among students and the common characteristics of students with ED is reviewed. Additionally, ideas and effective approaches that will aid school counselors in meeting the various needs of these students are presented. The purpose of the presented information is to broaden the skill repertoire of school counselors and to enhance the level of service they provide to students with ED.

Citation

Miller, L. G., & Rainey, J. S. (2008, January 31). Students with emotional disturbances: How can school counselors serve? Journal of School Counseling, 6(3). Retrieved from http://www.jsc.montana.edu/articles/v6n3.pdf

Type of Article

Current Issues

Volume 6, Number 4:

A Multicultural Competence Model for Counseling Gifted and Talented Children

Jacob J. Levy, University of Tennessee, and Jonathan A. Plucker, Indiana University

Abstract

This paper introduces a model of multicultural competence targeted at school counselors who work or may work with gifted and talented children. The model is designed as an extension of the Multicultural Counseling Competence framework (Sue, D. W., 2001). The present model outlines three competencies believed to be important to efficacious counseling with culturally diverse children identified as gifted and talented: 1) counselor awareness of one’s attitudes, assumptions, and biases about gifted and talented children; 2) understanding the characteristics of, and issues faced by gifted and talented children, and 3) developing appropriate interventions and strategies for counseling gifted and talented children.

Citation

Levy, J. L., & Plucker, J. A. (2008, January 31). A multicultural competence model for counseling gifted and talented children. Journal of School Counseling, 6(4). Retrieved from http://www.jsc.montana.edu/articles/v6n4.pdf

Type of Article

Professional Development

Volume 6, Number 5:

Curanderismo: Folk Healing Practice and Child Abuse and Neglect Allegations

David L. Olguin, University of New Mexico

Abstract

Reporting child abuse and neglect is among the myriad issues professional school counselors inevitably encounter. Second-hand allegations further complicate the decision-making process. This article was motivated by an incident in a public elementary school where a family’s folk healing practice (curanderismo) was mistakenly identified as child abuse. The article provides an historical overview of curanderismo and commonly treated symptoms that can be perceived as abuse or neglect. Necessary factors and procedures for school counselors to make informed decisions about second-hand allegations are identified and determined..

Citation

Olguin, D. L. (2008, January 31). Curanderismo: Folk healing practice and child abuse and neglect allegations. Journal of School Counseling, 6(5). Retrieved from http://www.jsc.montana.edu/articles/v6n5.pdf

Type of Article

Current Issues

Volume 6, Number 6:

Designing Developmentally Appropriate School Counseling Interventions for LGBQ Students

Holly Kayler and Todd F. Lewis, The University of North Carolina at Greensboro, and English Davidson, Ragsdale High School

Abstract

Lesbian, gay, bisexual, and questioning (LGBQ) students must face the physical, cognitive, and emotional challenges of adolescent development while becoming aware of and coping with a sexual minority orientation. As an invisible minority, LGBQ students are stigmatized, and many experience negative outcomes (e.g., isolation, depression) as a result of heterosexism. The authors discuss how Cass’ model of sexual identity development serves as an appropriate template from which school counselors may work directly with students at each stage of sexual identity development. Additionally, the authors highlight numerous indirect services school counselors can provide to LGBQ students.

Citation

Kayler, H., Lewis, T. F., & Davidson, E. (2008, January 31). Designing developmentally appropriate school counseling interventions for LGBQ students. Journal of School Counseling, 6(6). Retrieved from http://www.jsc.montana.edu/articles/v6n6.pdf

Type of Article

Current Issues

Volume 6, Number 7:

First-Year School Counselors: Examining the Benefits of Informal Support and Mentoring

Amy Milsom and Holly Kayler, The University of North Carolina at Greensboro

Abstract

New professionals can benefit from support and mentoring as they transition into their jobs, and research suggests that school counselors often do not receive formal mentoring from other school counselors. In this qualitative study, seven first-year school counselors were asked to keep journals during their first year and to reflect on their experiences, challenges, and supports. Results suggested that school counselors experience support and mentoring in numerous ways even in the absence of formal mentoring programs. Recommendations for establishing informal support networks are provided.

Citation

Milsom, A., & Kayler, H. (2008, January 31). First-year school counselors: Examining the benefits of informal support and mentoring. Journal of School Counseling, 6(7). Retrieved from http://www.jsc.montana.edu/articles/v6n7.pdf

Type of Article

Theory and Research

Volume 6, Number 8:

School Counseling Intern Roles: Exploration of Activities and Comparison to the ASCA National Model

Wade C. Leuwerke, R. Matthew Bruinekool, and Amy Lane, Drake University

Abstract

Examination of 6,556 hours of school counselor interns’ activity logs provided a detailed description of roles and activities. Comparison of counselor intern activities to the ASCA (2005) National Model found consistency between responsive services at the elementary level and both responsive services and guidance curriculum at the middle school level. Identification of time on planning and inappropriate tasks provides a clearer picture of school counseling interns’ activities in the school.

Citation

Leuwerke, W. C., Bruinekool, R. M., & Lane, A. (2008, January 31). School counseling intern roles: Exploration of activities and comparison to the ASCA National Model. Journal of School Counseling, 6(8). Retrieved from http://www.jsc.montana.edu/articles/v6n8.pdf

Type of Article

Theory and Research

Volume 6, Number 9:

Effectiveness of Wellness-Based Classroom Guidance in Elementary School Settings: A Pilot Study

José A. Villalba and Jane E. Myers, The University of North Carolina at Greensboro

Abstract

A three-session, wellness-based classroom guidance unit was developed based on the Indivisible Self wellness model and presented to 55 students in 5th grade. Participants completed the Five Factor Wellness Inventory, Elementary School Version, before and after the unit. Wellness scores were significantly and positively higher at post-testing for Total Wellness and three of five wellness factors addressed in the guidance sessions (Creative, Social, and Physical Self). Follow-up studies revealed that students with low wellness scores at pre-test improved the most. Implications for elementary school counselors are discussed.

Citation

Villalba, J. A., & Myers, J. E. (2008, January 31). Effectiveness of wellness-based classroom guidance in elementary school settings: A pilot study. Journal of School Counseling, 6(9). Retrieved from http://www.jsc.montana.edu/articles/v6n9.pdf

Type of Article

Theory and Research

Volume 6, Number 10:

Racial Disparities in New Millennium Schools: Implications for School Counselors

Ireon LeBeauf, University of Nevada – Reno

Abstract

This article explores the role of race in new millennium schools and its impact on students. Multicultural, psycho-social, and academic issues are addressed, and interventions for school counselors are discussed. Racially correlated disparities in K-12 education are apparent in: test scores, grades, retention and drop-out rates, identification for special education and gifted programs, extracurricular and co-curricular involvement, tracking, and disciplinary rates showing disproportionate disadvantages to students of color. This article identifies the primary targets of racial harassment in school, issues of ethnic groups, and psycho-environmental concerns that affect the service delivery and practice of today’s school counselor.

Citation

LeBeauf, I. (2008, February 5). Racial disparities in new millennium schools: Implications for school counselors. Journal of School Counseling, 6(10). Retrieved from http://www.jsc.montana.edu/articles/v6n10.pdf

Type of Article

Current Issues

Volume 6, Number 11:

School Counseling in China Today

Timothy C. Thomason, Northern Arizona University, and Xiao Qiong, Xi'an Shiyou University

Abstract

This article provides a brief overview of the development of psychological thinking in China and social influences on the practice of school counseling today. Common problems of students are described, including anxiety due to pressure to perform well on exams, loneliness and social discomfort, and video game addiction. Counseling approaches used by school counselors today can include both traditional Chinese treatments like qigong and modern Western approaches like cognitive behavioral therapy. There is a great need for more school counselors, more training for counselors on modern counseling methods, and more efforts to reduce the stigma of seeking counseling. An understanding of how school counseling is practiced in China can increase the cultural awareness and sensitivity of American school counselors.

Citation

Thomason, T. C., & Qiong, Xiao (2008, March 28). School counseling in China today. Journal of School Counseling, 6(11). Retrieved from http://www.jsc.montana.edu/articles/v6n11.pdf

Type of Article

Current Issues

Volume 6, Number 12:

Service Learning Integrated in Urban School Counselor Preparation

Felicia L. Wilczenski and Rebecca A. Schumacher, University of Massachusetts Boston

Abstract

School counseling graduate students are preparing for a special relationship with the communities in which they serve, that is, to care for the personal, social, and educational well-being of children and adolescents. School counselor program faculty need to educate instill in their students a sense of their ethical responsibilities to those communities. Service learning can foster an ethic of care. This article describes how future school counselors are prepared through service-learning pre-practicum and practicum with the understandings, skills, and dispositions to support high needs urban secondary students through the complexity of the post-secondary planning process and the transition to a successful university experience.

Citation

Wilczenski, F. L., & Schumacher, R. A. (2008, March 28). Service learning integrated in urban school counselor preparation. Journal of School Counseling, 6(12). Retrieved from http://www.jsc.montana.edu/articles/v6n12.pdf

Type of Article

Innovative Methods

Volume 6, Number 13:

Fostering a Healthy Body Image: Prevention and Intervention With Adolescent Eating Disorders

Michelle Giles and Michael Hass, Chapman University

Abstract

Eating disorders are among the most frequently seen chronic illnesses found in adolescent females. In this paper, we discuss school-based prevention and intervention efforts that seek to reduce the impact of this serious illness. School counselors play a key role in the prevention of eating disorders and can provide support even when not directly involved in psychological or medical treatment. Because of their ability to play a leadership role in school-based prevention of eating disorders, school counselors are essential in facilitating a collaborative approach to the prevention of and intervention in eating disorders and their associated risk factors.

Citation

Giles, M., & Hass, M. (2008, March 28). Fostering a healthy body image: Prevention and intervention with adolescent eating disorders. Journal of School Counseling, 6(13). Retrieved from http://www.jsc.montana.edu/articles/v6n13.pdf

Type of Article

Innovative Methods

Volume 6, Number 14:

Preparing Rural Students for Large Colleges and Universities

Douglas A. Guiffrida, University of Rochester

Abstract

Results of this review of college student retention research suggest that students from rural communities face additional challenges adjusting to large colleges and universities compared to students from urban and suburban areas. Research that describes the additional challenges faced by rural students while transitioning to large institutions is presented. Implications are provided to assist rural school counselors in helping their students select colleges that meet their needs and prepare for their experiences at large colleges and universities.

Citation

Guiffrida, D. A. (2008, March 28). Preparing rural students for large colleges and universities. Journal of School Counseling, 6(14). Retrieved from http://www.jsc.montana.edu/articles/v6n14.pdf

Type of Article

Current Issues

Volume 6, Number 15:

Utilizing Cognitive Behavioral Interventions To Positively Impact Academic Achievement in Middle School Students

Brett Zyromski, Southern Illinois University Carbondale, and Arline Edwards Joseph, North Carolina State University

Abstract

Empirical research suggests a correlation between Cognitive Behavioral Therapy (CBT) interventions and increased academic achievement of students in middle schools. An argument was presented for utilizing CBT intervention within the delivery system of comprehensive school counseling programs in middle schools; specifically in individual counseling, small group counseling, and classroom guidance lessons. Practical examples and resources were provided to assist school counselors in implementing CBT interventions to help students control cognitive thought processes and positively impact academic achievement.

Citation

Zyromski, B., & Joseph, A. E. (2008, March 31). Utilizing cognitive behavioral interventions to positively impact academic achievement in middle school students. Journal of School Counseling, 6(15). Retrieved from http://www.jsc.montana.edu/articles/v6n15.pdf

Type of Article

This article examines the evaluations of nine pre-service school counselors who completed a practicum in an inner-city or urban, predominately African American school. A content analysis of the pre-service counselors’ narrative evaluations was studied and six themes emerged: (a) Relationships and Interactions with Urban Students and Educators, (b) Cultural Differences, (c) Urban Schools and Environment, (d) Urban School Counseling Skills, (e) Urban School Counselor’s Role, and (f) Urban Student Issues/Problems. Implications for urban school counselor educators and future research are given.

Citation

Holcomb-McCoy, C., & Johnston, G. (2008, May 7). A content analysis of pre-service school counselors’ evaluations of an urban practicum experience. Journal of School Counseling, 6(16). Retrieved from http://www.jsc.montana.edu/articles/v6n16.pdf

Type of Article

With a trendsetting change in the demographic population of public high school students, school counselors need to be equipped with multicultural competence to better understand the needs of the students they serve, especially Latino students. Semi-structured interviews were conducted to obtain Latino high school students’ perceptions and preferred characteristics of their school counselor. Students' responses indicate that there is a lack of awareness of the role and function of school counselors among Latino students. In addition, students reported the need for a translator and the need for Hispanic school counselors, or, for the school counselor to speak Spanish. Implications for school counselors and counselor educators are provided.

Citation

Eckenrod-Green, W., & Culbreth, J. R. (2008, May 7). Latino high school students' perceptions and preferred characteristics of high school counselors. Journal of School Counseling, 6(17). Retrieved from http://www.jsc.montana.edu/articles/v6n17.pdf

Type of Article

Adolescents experiencing the death of a parent face additional challenges in navigating the physical, mental, emotional, and social adjustment associated with adolescent development. This review explores the impact of parental death on adolescent development and offers empirical support for counseling interventions. Factors addressed include developmental issues, grief, interventions, implications for research, and suggestions for school counselors and educators.

Citation

Reed, E. E. (2008, May 7). Counseling adolescents for the death of a parent: A literature review. Journal of School Counseling, 6(18). Retrieved from http://www.jsc.montana.edu/articles/v6n18.pdf

Type of Article

This study investigated the onsite supervision relationship and the behaviors of ninety-seven school counseling interns in a Midwestern state. Results indicated that the supervision relationship was related to the behaviors of school counseling interns. Within the supervision relationship, decreased role ambiguity was found to be a strong predictor of engagement in appropriate school counseling internship behaviors. Findings support the importance of counselor educators, school counseling interns and onsite school counseling supervisors attending to the supervision relationship.

Citation

Protivnak, J. J., & Davis, T. E. (2008, May 7). The impact of the supervision relationship on the behaviors of school counseling interns. Journal of School Counseling, 6(19). Retrieved from http://www.jsc.montana.edu/articles/v6n19.pdf

Type of Article

This article defines process observation and how it can be used by professional school counselors to assist classroom teachers in enhancing the learning environment for students. Further, this article elucidates the skills used by process observers. A case illustration is provided to demonstrate application of this service. Finally, practical strategies for implementing this service in the school setting are given as well as implications for counselors and counselor educators.

Citation

Fazio-Griffith, L., & Curry, J. R. (2008, May 7). Professional school counselors as process observers in the classroom: Collaboration with classroom teachers. Journal of School Counseling, 6(20). Retrieved from http://www.jsc.montana.edu/articles/v6n20.pdf

Type of Article

This exploratory study focused on the inter-collaboration activities among 112 elementary, middle, and high school counselors that facilitate students’ transitions. Results indicated significant differences in several of the current collaboration activities of the varying levels of school counselors; however, there were no differences found in the school counselors’ beliefs about collaboration activities. Implications for student transition-related collaborative activities among school counselors are presented and implications for future research are considered.

Citation

Dixon, A. L., DeVoss, J. A., & Davis, E. S. (2008, May 9). Strengthening links between the levels: School counselor collaboration for successful student transitions. Journal of School Counseling, 6(21). Retrieved from http://www.jsc.montana.edu/articles/v6n21.pdf

Type of Article

Innovative Methods

Volume 6, Number 22:

Professional Challenges in School Counseling: Organizational, Institutional and Political

Trish Hatch, San Diego State University

Abstract

The school counseling profession has struggled throughout history to secure a legitimate integral position in the educational mission of school. The profession is more likely to gain acceptance and be seen as a legitimate profession if we understand three theories that form the foundation of professional legitimacy: Organizational Theory, Institutional Theory, and Political Theory. This article briefly explains each theory, examines the profession through the lens of each theory, discusses how the ASCA National Standards and ASCA National Model were intended to address them, and suggests specific actions that school counseling professionals must take to ensure the profession grows and prospers.

Citation

Hatch, T. (2008, September 12). Professional challenges in school counseling: Organizational, institutional and political. Journal of School Counseling, 6(22). Retrieved from http://www.jsc.montana.edu/articles/v6n22.pdf

Type of Article

Professional Development

Volume 6, Number 23:

School Counselor Development Program (SCDP) for the Treatment of Adolescent Depression and Suicidality: A Pilot Study

A. Jordan Wright and Ben Emmert-Aronson, Teachers College, Columbia University

Abstract

The School Counselor Development Program (SCDP) was developed as a continuing education intervention for middle school counselors in the New York City Department of Education, focusing on six mental health issues relevant to their work with students. A pilot study was run with 21 New York City Public School counselors. This paper focuses on one of the six modules, dealing with the depression and suicidality of students. The training consisted of a short didactic portion focusing on skills training, extensive role-play practice, and a concluding discussion. A repeated measures design was used with counselors self-assessing confidence before and after the training. It showed a moderately significant increase in counselors’ confidence in dealing with suicidal students and a significant increase in their confidence in dealing with depressed students. Implications for counselors, limitations of the study, and future research are discussed.

Citation

Wright, A. J., & Emmert-Aronson, B. (2008, September 17). School counselor development program (SCDP) for the treatment of adolescent depression and suicidality: A pilot study. Journal of School Counseling, 6(23). Retrieved from http://www.jsc.montana.edu/articles/v6n23.pdf

Type of Article

Theory & Research

Volume 6, Number 24:

Factors Influencing the Decision to Break Confidentiality With Adolescent Students: A Survey of School Counselors

Jeremy R. Sullivan and Michael S. Moyer, University of Texas at San Antonio

Abstract

In their work with adolescent students, school counselors often are faced with the ethical dilemma of whether to break confidentiality to report risk-taking and potentially dangerous behaviors to parents. This study reports the results of a national survey asking school counselors to rate the importance of multiple factors that influence their decision to break confidentiality with students. Based on responses from 200 school counselors, exploratory factor analysis was used to categorize these considerations into 4 factors: Dangerousness of the Behavior, Protecting the Student and Relationship, Compliance, and Student Characteristics. Respondents also provided additional considerations that influence their ethical decision-making; these additional considerations point to potential directions for future research.

Citation

Sullivan, J. R., & Moyer, M. S. (2008, September 17). Factors influencing the decision to break confidentiality with adolescent students: A survey of school counselors. Journal of School Counseling, 6(24). Retrieved from http://www.jsc.montana.edu/articles/v6n24.pdf

Type of Article

Theory & Research

Volume 6, Number 25:

A School Counselor’s Guide to Reporting Child Abuse and Neglect

April Sikes, Old Dominion University

Abstract

The process of reporting abuse can be challenging, traumatic, and at times, overwhelming. In order for school counselors to be effective helpers for children, it is essential that they know how to recognize and prevent child abuse and neglect. The purpose of this article is to provide professional school counselors with information they can use to assist in the identification, reporting, and prevention of child abuse and neglect.

Citation

Sikes, A. (2008, September 17). A school counselor’s guide to reporting child abuse and neglect. Journal of School Counseling, 6(25). Retrieved from http://www.jsc.montana.edu/articles/v6n25.pdf

Type of Article

Innovative Methods

Volume 6, Number 26:

Ideal to Real: Duties Performed by School Counselors

Dilani M. Perera-Diltz, Cleveland State University, and Kimberly L. Mason, University of New Orleans

Abstract

School counselors (n = 1,704) nationwide were surveyed to determine if the duties performed by them were aligned with the duties prescribed by the school counseling profession since the inception of the American School Counseling Association (ASCA) National Model in 2003. Differences were found based on participants having received ASCA National Model training, having teaching credentials, and working in states with mandates for school counseling.

Citation

Perera-Diltz, D. M., & Mason, K. L. (2008, September 18). Ideal to real: Duties performed by school counselors. Journal of School Counseling, 6(26). Retrieved from http://www.jsc.montana.edu/articles/v6n26.pdf

Type of Article

Theory & Research

Volume 6, Number 27:

Self-Reported Resilient Behaviors of Seventh and Eighth Grade Students Enrolled in an Emotional Intelligence Based Program

Veronica Castro, University of Texas-Pan American, Michael B. Johnson, Georgia Highlands College, and Robert Smith, Texas A&M University-Corpus Christi

Abstract

School counselors are in a unique position to help at-risk students. Research indicates that teaching resiliency skills and emotional intelligence is a promising venture (Bernard, 1997; Chavkin & Gonzalez, 2000; Henderson & Milstein, 2002). Seventy identified at-risk seventh and eighth grade students enrolled in the Teen Leadership Program (Flippen Group, 2001) served as the population for this study. Initial analysis of the data did not reveal a difference between treatment and control groups. However, non-parametric tests indicate that the experimental group had a significant difference in office referrals. Findings and recommendations for future research are further elaborated in this study.

Citation

Castro, V., Johnson, M. B., & Smith, R. (2008, October 9). Self-reported resilient behaviors of seventh and eighth grade students enrolled in an emotional intelligence based program. Journal of School Counseling, 6(27). Retrieved from http://www.jsc.montana.edu/articles/v6n27.pdf

Type of Article

The current article is designed to provide school counselors an understanding of obsessive-compulsive disorder (OCD). The causes, characteristics, and treatment approaches are presented with examples focusing on school-related issues. The article concludes with a discussion about the role that the school counselor can take in helping the child with OCD to have a successful school experience.

Citation

Wertlieb, E. C. (2008, October 14). Obsessive compulsive disorder and the school counselor. Journal of School Counseling, 6(28). Retrieved from http://www.jsc.montana.edu/articles/v6n28.pdf

Type of Article

This study investigated the professional development needs, preferences, and practices of secondary school counselors in Utah. Participants included 226 secondary school counselors who responded to a 20-question survey instrument. The respondents revealed that most of them exceed minimum licensure requirements for professional development but also spend significant amounts of personal time and expense to do so. The counselors also identified obstacles with, and preferences toward, professional development that they experience in the increasingly complex and sophisticated school environment. Findings will inform professional development policy and practice in the state and also provide a basis for future research.

Citation

Howell, S. L., Bitner, K. S., Henry, N. J., Eggett, D. L., Bauman Jr., J., Sawyer, O., & Bryant, R. (2007, February 9). Professional development and school counselors: A study of Utah school counselor preferences and practices. Journal of School Counseling, 5(2). Retrieved from http://www.jsc.montana.edu/articles/v5n2.pdf

Type of Article

Theory and Research

Volume 5, Number 3:

Improving Survey Response Rates of School Counselors: Comparing the Use of Incentives

Sheri Bauman, University of Arizona

Abstract

This article examines the effectiveness of incentives in improving survey response rates of school counselors and compares the findings with those of previously researched populations. A $1 cash incentive increased response rates for a one-wave mailing of a questionnaire, while a raffle opportunity did not. The number and length of optional comments did not differ by incentive condition. These results are viewed in the context of theoretical perspectives for understanding mailed questionnaire response decisions.

Citation

Bauman, S. (2007, February 9). Improving survey response rates of school counselors: Comparing the use of incentives. Journal of School Counseling, 5(3). Retrieved from http://www.jsc.montana.edu/articles/v5n3.pdf

Type of Article

Theory and Research

Volume 5, Number 4:

Self-Efficacy as a Function of Attributional Feedback

Sachin Jain, University of Texas-Pan American, Mary Alice Bruce and John Stellern, University of Wyoming, and Namita Srivastava, Dua Neuro Psychiatric Center, Lakhimpur-Kheri UP India

Abstract

The researchers investigated the effect of attributional feedback on self efficacy judgments among a sample of 192 eighth grade students. Self efficacy judgments were measured by the scale developed by Bandura and Schunk (1981). The results showed that improvement in self efficacy judgments was significantly more for attributional feedback conditions as compared to no attributional feedback conditions. When different feedback conditions were compared, it was found that the effort feedback affected the self efficacy judgments most positively; ability feedback was second, and ability + effort was in the third position.

Citation

Jain, S., Bruce, M. A., Stellern, J., & Srivastava, N. (2007, February 9). Self-efficacy as a function of attributional feedback. Journal of School Counseling, 5(4). Retrieved from http://www.jsc.montana.edu/articles/v5n4.pdf

Type of Article

Theory and Research

Volume 5, Number 5:

Students’ Reported Contact With and Perception of the Role of High School Counselors: An Examination of the ASCA Role Standard Domains

Theresa Coogan and Janice DeLucia-Waack, University at Buffalo, SUNY

Abstract

A random convenience sample was compiled using 430 undergraduate students enrolled at a large northeastern university. Reported contact with school counselors in the three ASCA domains (academic, career, personal/social) and effectiveness ratings were examined. Female students reported significantly more contact only on career topics than males. Urban schools reported a significantly higher student to counselor ratio than suburban or rural schools, but lower ratings of effectiveness only than suburban schools. The perception of school counselors providing career assistance more than personal/social and academic assistance was reflected both in contact and perceptions of the role of school counselors.

Citation

Coogan, T., & DeLucia-Waack, J. (2007, February 9). Students’ reported contact with and perception of the role of high school counselors: An examination of the ASCA role standard domains. Journal of School Counseling, 5(5). Retrieved from http://www.jsc.montana.edu/articles/v5n5.pdf

Type of Article

Theory and Research

Volume 5, Number 6:

Adolescent Girl-to-Girl Bullying: Wellness-Based Interventions for School Counselors

Andrea Dixon Rayle, University of Florida, and Holly J. Hartwig Moorhead, Judy Green, Caryn A. Griffin, and Barbara Ozimek, Walsh University

Abstract

Adolescent girl-to-girl bullying is a pervasive concern in schools across the United States. In this article, the authors describe the possible negative effects of girl-to-girl bullying on adolescent females’ development and well-being and describe wellness as it relates to personal and social, academic, and career development of adolescent girls. Finally, the authors suggest relevant wellness-based interventions for school counselors to implement in individual counseling and planning, small group counseling, and large group classroom guidance curricula.

Citation

Rayle, A. D., Moohead, H. J. H., Green, J., Griffin, C. A., & Ozimek, B. (2007, March 19). Adolescent girl-to-girl bullying: Wellness-based interventions for school counselors. Journal of School Counseling, 5(6). Retrieved from http://www.jsc.montana.edu/articles/v5n6.pdf

Type of Article

Current Issues

Volume 5, Number 7:

Managing Student Behavior During Large Group Guidance: What Works Best?

Christopher J. Quarto, Middle Tennessee State University

Abstract

Participants provided information pertaining to managing non-task-related behavior of students during large group guidance lessons. In particular, school counselors were asked often how often they provide large group guidance, the frequency of which students exhibit off-task and/or disruptive behavior during guidance lessons, and techniques they use to address such behavior. School counselors also described how they were trained in classroom management and what they perceived to be the most and least effective classroom management techniques.

Citation

Quarto, C. (2007, March 19). Managing student behavior during large group guidance: What works best? Journal of School Counseling, 5(7). Retrieved from http://www.jsc.montana.edu/articles/v5n7.pdf

Type of Article

Theory and Research

Volume 5, Number 8:

An Exploration of 21st Century School Counselors’ Daily Work Activities

Andrea Dixon Rayle, University of Florida, and Jennifer R. Adams, West Virginia University

Abstract

With the current reformation of school counseling and the increasing expectations of school counselors, all counselors’ work activities include some Comprehensive School Counseling Program (CSCP) activities. This exploratory study focused on differential patterns among elementary, middle, and high school counselors’ daily work activities and on several demographic variables. Significant differences were found across demographic variables for the school counselors and for each of the 20 work activities. Implications for practice, training, and future research were considered.

Citation

Rayle, A. D., & Adams, J. R. (2007, March 19). An exploration of 21st century school counselors’ daily work activities. Journal of School Counseling, 5(8). Retrieved from http://www.jsc.montana.edu/articles/v5n8.pdf

Type of Article

Theory and Research

Volume 5, Number 9:

Journaling: An Underutilized School Counseling Tool

Brett Zyromski, Southern Illinois University at Carbondale

Abstract

The effectiveness of journaling as a therapeutic and teaching tool is well documented. However, specific examples of school counselors utilizing journaling as a therapeutic tool are sparse. Existing school counseling literature was reviewed and journaling as an educational and therapeutic tool was explored and related to the school counseling environment. Suggestions for using journaling as an effective school counseling resource were offered, and possible applications of online and paper and pencil journaling as a school counseling tool were presented.

Citation

Zyromski, B. (2007, March 19). Journaling: An underutilized school counseling tool. Journal of School Counseling, 5(9). Retrieved from http://www.jsc.montana.edu/articles/v5n9.pdf

Type of Article

Innovative Methods

Volume 5, Number 10:

State Licensure Requirements for School Counselors: Implications for Multicultural Continuing Education

Glinda Rawls, Western Michigan University

Abstract

While most counselor education programs offer training or coursework in multicultural counseling at the pre-service level, it is unclear to what extent school counselors continue to pursue professional development in multicultural counseling after obtaining state certification or licensure. This manuscript presents a discussion on the state credentialing and professional development requirements of school counselors. Implications for future research on the professional development of school counselors in multicultural training will also be discussed.

Citation

Rawls, G. (2007, April 4). State licensure requirements for school counselors: Implications for multicultural continuing education. Journal of School Counseling, 5(10). Retrieved from http://www.jsc.montana.edu/articles/v5n10.pdf

Type of Article

Current Issues

Volume 5, Number 11:

Career Planning With Students With and Without Disabilities: A Study of Illinois School Counselors

Carla R. Adkison-Bradley, Paula D. Kohler, Elizabeth Bradshaw, E. Brooks Applegate, Xiaofan Cai, and Janee Steele, Western Michigan University

Abstract

Career development is an essential role of the school counselor. This study examined the role of school counselors in assisting middle school and high school students with choosing careers. Special attention is given to school counselors working with students with and without disabilities. Results indicated that school counselors spend more counseling time with students without disabilities. Implications for school counseling practice are discussed.

Citation

Adkison-Bradley, C. R, Kohler, P. D., Bradshaw, E., Applegate, E. B., Cai, X., & Steele, J. (2007, May 2). Career planning with students with and without disabilities: A study of Illinois school counselors. Journal of School Counseling, 5(11). Retrieved from http://www.jsc.montana.edu/articles/v5n11.pdf

Type of Article

Theory and Research

Volume 5, Number 12:

Visual Layout of Print Questionnaires: Effect on Responses of Middle School Students

Sheri Bauman, University of Arizona, Robert Steiner, New Mexico State University, and Francesca López, University of Arizona

Abstract

A three-page questionnaire was modified to a one-page format. Questionnaires were administered in classroom groups to 300 middle school students. Classrooms were randomly divided into two groups, with one group receiving the original three-page format and the other receiving a single-page version of the same questionnaire. The visual layout of the two versions was different, and included variations in font, placement of response options, and spacing. Item non-response was greater for the single-page format. No statistically significant differences were detected between response patterns or internal consistency of the two versions of the questionnaire. Implications for school counselors are discussed.

Citation

Bauman, S., Steiner, R., & López, F. (2007, May 2). Visual layout of print questionnaires: Effect on responses of middle school students. Journal of School Counseling, 5(12). Retrieved from http://www.jsc.montana.edu/articles/v5n12.pdf

Type of Article

Theory and Research

Volume 5, Number 13:

The Voices of High School Counselors: Lived Experience of Job Stress

Leigh Falls and Mary Nichter, Sam Houston State University

Abstract

There is a paucity of literature addressing high school counselors’ experiences of job stress. Our qualitative phenomenological study adds to the professions’ knowledge of job stress as experienced by counselors in large suburban high schools. Our study illustrates the job stress phenomenon in the counselors’ own voices, identifies situations (role ambiguity, role conflict, and work overload) contributing to job stress, and discusses implications for future research and practice.

Citation

Falls, L., & Nichter, M. (2007, August 27). The voices of high school counselors: Lived experience of job stress. Journal of School Counseling, 5(13). Retrieved from http://www.jsc.montana.edu/articles/v5n13.pdf

Type of Article

Theory and Research

Volume 5, Number 14:

Building Caring Schools: Implications for Professional School Counselors

Shannon L. Ray, Nova Southeastern University, Glenn Lambie, University of Central Florida, Jennifer Curry, Louisiana State University

Abstract

Professional school counselors (PSCs) can support school personnel in promoting educational climates conducive to optimal student academic and social development. Critical elements in fostering caring schools include encouraging positive relationships; providing leadership for teachers and school personnel; facilitating collaboration between stakeholders; and providing psychoeducation. This article introduces the qualities and benefits of a caring school climate, outlines the role of PSCs in supporting caring schools, and offers practical implications and a case illustration of a PSC supporting a positive educational climate.

Citation

Ray, S. L., Lambie, G., & Curry, J. (2007, August 27). Building caring schools: Implications for professional school counselors. Journal of School Counseling, 5(14). Retrieved from http://www.jsc.montana.edu/articles/v5n14.pdf

Type of Article

Theory and Research

Volume 5, Number 15:

Charter School Administrators’ Attitudes and Beliefs Concerning Developmental and Mental Health Services

Robert I. Urofsky, Clemson University, and Claudia J. Sowa, Grand Valley State University

Abstract

Charter schools are public schools exempted from certain federal and state regulations in exchange for contracted promises to achieve particular educational goals. The growing popularity of charter schools and the unique place they hold in the school reform movement is bringing them to the attention of educational service providers and the American public. This article introduces information about the charter school movement and presents the results of a survey that investigated charter school administrators’ attitudes and beliefs regarding developmental and mental health services. Implications for professional school counselors are examined.

Citation

Urofsky, R. I., & Sowa, C. J. (2007, August 27). Charter school administrators’ attitudes and beliefs concerning developmental and mental health services. Journal of School Counseling, 5(15). Retrieved from http://www.jsc.montana.edu/articles/v5n15.pdf

Type of Article

Theory and Research

Volume 5, Number 16:

Reframing Class Scheduling: Seven School Counselor Benefits, Challenges, Considerations, and Recommendations

Lisa Wines, Cypress-Fairbanks Independent School District, and Judith A. Nelson and Daniel Eckstein, Sam Houston State University

Abstract

The American School Counseling Association (ASCA) identifies scheduling students for classes as a non-counseling activity. Ideally, school counselors should limit non-counseling activities, but the reality is that counselors do in fact spend much time and energy scheduling classes, according to a recent survey of secondary counselors. We introduce a cognitive reframing of the task of scheduling classes as well as seven specific benefits, challenges, considerations, and concluding recommendations.

Citation

Wines, L., Nelson, J. A., & Eckstein, D. (2007, August 27). Reframing class scheduling: Seven school counselor benefits, challenges, considerations, and recommendations. Journal of School Counseling, 5(16). Retrieved from http://www.jsc.montana.edu/articles/v5n16.pdf

Type of Article

Theory and Research

Volume 5, Number 17:

UNCOPE: Evaluation of a Brief Screen for Detecting Substance Dependence Among Juvenile Justice Populations

Robert I. Urofsky and Eric Seiber, Clemson University, and Norman G. Hoffmann, Evince Clinical Assessments, Waynesville, North Carolina

Abstract

School counselors need a quick and effective means for determining substance use risk levels among their student population. The current study investigates sensitivity and specificity of a six-item screen, the UNCOPE, with a sample of adjudicated adolescents. Analysis reveals that the UNCOPE screen possesses suitable sensitivity and specificity to make it acceptable for routine screening applications. While caution must be exercised in applying the UNCOPE to general school populations, the results show a promising potential for it to serve as a tool for school counselors. Further research should examine the sensitivity and specificity of the UNCOPE screen with diverse student populations.

Citation

Urofsky, R. I., Seiber, E., & Hoffmann, N. G. (2007, August 27). UNCOPE: Evaluation of a brief screen for detecting substance dependence among juvenile justice populations. Journal of School Counseling, 5(17). Retrieved from http://www.jsc.montana.edu/articles/v5n17.pdf

Type of Article

Theory and Research

Volume 5, Number 18:

Sensory Integration Dysfunction: Implications for Counselors Working with Children

Rebecca L. Withrow, University of North Carolina, Greensboro

Abstract

Sensory Integration Dysfunction (SID), a sensory processing problem that afflicts about 15% of children, sets many children on a developmental trajectory of emotional and social problems. Children with SID often unintentionally alienate parents, peers, and teachers in their efforts to modify the amounts of sensory stimulation they receive. They then miss out on the social and cognitive interactions needed for healthy development, and develop secondary mental health problems such as fear, loneliness, and low self-esteem. Counselors who understand SID can intervene to help these children get “back on track” with normative social and cognitive development.

Citation

Withrow, R. L. (2007, August 27). Sensory integration dysfunction: Implications for counselors working with children . Journal of School Counseling, 5(18). Retrieved from http://www.jsc.montana.edu/articles/v5n18.pdf

Type of Article

Theory and Research

Volume 5, Number 19:

Secondary School Counselors as Educational Leaders: Shifting Perceptions of Leadership

Angella D. Ford and Judith A. Nelson, Sam Houston State University

Abstract

School counselors are currently being charged to become active participants in systemic change for student achievement. This will require leadership. Our study was significant in that it complemented and perpetuated the vision and direction of the school counseling field. This empirical study investigates school counselors’ perceptions of leadership, specifically their roles as educational leaders in their present school settings. Our study was a qualitative inquiry into a select number of Texas high school counselors with years of experience ranging from three years to thirty-two years. This collaborative study provided insight into counselors’ views of leadership. Our study results indicated that respondents have the tools to be educational leaders. However, some of the tools are misunderstood, underutilized, unrecognized and/or used incorrectly.

Citation

Ford, A. D., & Nelson, J. A. (2007, August 27). Secondary school counselors as educational leaders: Shifting perceptions of leadership . Journal of School Counseling, 5(19). Retrieved from http://www.jsc.montana.edu/articles/v5n19.pdf

Type of Article

Current Issues

Volume 5, Number 20:

Girls Involved in Real Life Sharing: Utilizing Technology to Support the Emotional Development of Teenaged Girls

Shaundra B. Daily and Rosalind W. Picard, Massachusetts Institute of Technology

Abstract

This paper describes a new digital technology to support emotional self-awareness and empathy, called G.I.R.L.S (Girls Involved in Real Life Sharing). The system invited users to reflect actively upon and interact with a dialogue about how the story made them feel through the construction of pictorial narratives. In a pilot study with teenage girls, the system enabled the subjects to express themselves freely in a comfortable and meaningful way, and fostered an increase in emotional expressivity as compared to a control group. While the system has been tested with a small group of minority middle-school children, a web version of the system is in development that we believe will be useful for school counselors.

Citation

Daily, S. B., & Picard, R. W. (2007, August 27). Girls involved in real life sharing: Utilizing technology to support the emotional development of teenaged girls. Journal of School Counseling, 5(20). Retrieved from http://www.jsc.montana.edu/articles/v5n20.pdf

Type of Article

Theory and Research

Volume 5, Number 21:

Evaluating School Counseling Websites: An Evaluation Tool

Glenda P. Reynolds, Auburn University Montgomery, and Helen Kitchens, Troy University Montgomery

Abstract

The purpose of this paper is to describe the use of a webpage evaluation for imbedding technology in classes for teaching school counseling and counseling program development. The instructors created the Website Evaluation Form to help students recognize qualities of webpages that would enhance the school counseling program, broaden their information base about what counselors are doing over a large geographical area, and plan for their own website.

Citation

Reynolds, G. P., & Kitchens, H. (2007, August 27). Evaluating school counseling websites: An evaluation tool. Journal of School Counseling, 5(21). Retrieved from http://www.jsc.montana.edu/articles/v5n21.pdf

Type of Article

Theory and Research

Volume 5, Number 22:

International Adoption of Post-Institutionalized Children: Implications for School Counselors

Karyn B. Purvis, David R. Cross, and Jacquelyn S. Pennings, Texas Christian University

Abstract

During the last decade, nearly 190,000 children from outside the United States have been adopted by families in the United States, and many of these children have experienced orphanage care. These children are vulnerable to a complex constellation of deficits crossing behavioral, physical, educational and emotional domains. Parents and schools are often unprepared for the needs of these post-institutionalized adopted children. School counselors are in a unique position to help educators and parents develop appropriate interventions for these children. This article contains a brief review of the literature on post-institutionalized adopted children and implications for school counselors in interacting with these children, their parents, and their teachers.

Citation

Purvis, K. B., Cross, D. R., & Pennings, J. S. (2007, October 8). International adoption of post-institutionalized children: Implications for school counselors. Journal of School Counseling, 5(22). Retrieved from http://www.jsc.montana.edu/articles/v5n22.pdf

Type of Article

Current Issues

Volume 5, Number 23:

School Counselor Involvement in Postsecondary Transition Planning for Students with Disabilities

Amy Milsom, University of North Carolina at Greensboro

Abstract

School counselors are charged with addressing the career development and transition needs of all students (American School Counseling Association [ASCA], 2005), yet research has revealed that not all school counselors are involved in postsecondary transition planning for students with disabilities. This exploratory study examined high school counselor involvement in postsecondary transition planning activities for students with disabilities. Recommendations regarding the collaborative provision of postsecondary transition planning services for students with disabilities are presented.

Citation

Milsom, A. (2007, October 8). School counselor involvement in postsecondary transition planning for students with disabilities. Journal of School Counseling, 5(23). Retrieved from http://www.jsc.montana.edu/articles/v5n23.pdf

Type of Article

Theory and Research

Volume 5, Number 24:

Counselor Education and Educational Administration: An Exploratory Survey of Collaboration

Rachelle Pérusse, University of Connecticut, Gary E. Goodnough, Plymouth State University, and Tamisha Bouknight, Lehman College

Abstract

One way to inform educational administration faculty and future school principals about the role of the school counselor is for counselor educators to collaborate with educational administration faculty. However, there are very few recommendations about how these faculty members might collaborate. In an exploratory national survey, counselor educators were asked how they work collaboratively with educational administration faculty. Over 50% of counselor educators said they collaborated with educational administration faculty at their institution. Results suggested ways in which counselor education faculty might collaborate with educational administration faculty in preparing future school principals to work with school counselors.

Citation

Pérusse, R., Goodnough, G. E., & Bouknight, T. (2007, October 22). Counselor education and educational administration: An exploratory survey of collaboration. Journal of School Counseling, 5(24). Retrieved from http://www.jsc.montana.edu/articles/v5n24.pdf

Type of Article

Theory and Research

Volume 5, Number 25:

No Childhood Left Behind: Advocating for the Personal and Social Development of Children

Tina R. Paone, Monmouth University, and William J. Lepkowski, St. Cloud State University

Abstract

The American School Counselor Association (ASCA) national model recognizes the importance of school counselors addressing the personal and social development of students, as well as the academic development, to ultimately help them succeed. A number of concerns have been raised regarding the impact of the No Child Left Behind (NCLB) Act on education. This manuscript reports on current criticisms of the NCLB Act’s impact on education and provides arguments for school counselors to use in advocating for the importance of meeting the personal and social needs of all students so schools can truly work toward leaving no child behind.

Citation

Paone, T. R., & Lepkowski, W. J. (2007, October 22). No childhood left behind: Advocating for the personal and social development of children. Journal of School Counseling, 5(25). Retrieved from http://www.jsc.montana.edu/articles/v5n25.pdf

Type of Article

Current Issues

Volume 5, Number 26:

Practicum in Counseling: A New Training Model

Carlo Cuccaro, Lanigan Elementary School, Fulton, New York, and Jean M. Casey, State University of New York at Oswego

Abstract

This study examined the effectiveness of a new counseling practicum training model which was developed as part of a Professional Development School (PDS) program. Unlike the traditional counseling practicum, the university instructor and graduate students worked together in an elementary school setting for one day a week. All supervision was provided on-site and the students were given immediate feedback on their counseling strategies and skills. The study examined what differences, if any, existed in student and classroom teachers' perceptions of the PDS practicum versus the traditional practicum experience. Findings concluded that students in the PDS practicum were significantly more positive about their experience than those in the traditional settings. Results from teacher surveys did not reveal significant differences between practicum settings.

Citation

Cuccaro, C., & Casey, J. M. (2007, October 22). Practicum in counseling: A new training model. Journal of School Counseling, 5(26). Retrieved from http://www.jsc.montana.edu/articles/v5n26.pdf

Type of Article

Asperger’s Disorder (AD) is a pervasive developmental disorder affecting social functioning and behavioral interest and activities. The purpose of this article is to inform school counselors of the characteristic features of AD, common interventions being implemented, and the techniques associated with the practice of psychodrama that appear to have particular relevance in facilitating the generalization of social skills for students with AD. The merits of using psychodrama over other school counseling therapeutic approaches are considered, with an emphasis on the interface of psychodramatic techniques and key features of AD.

Citation

Munir, S., Scholwinski, E., & Lasser, J. (2006, February 1). The use of psychodrama techniques for students with Asperger’s Disorder. Journal of School Counseling, 4(2). Retrieved from http://www.jsc.montana.edu/articles/v4n2.pdf

Type of Article

Innovative Methods

Volume 4, Number 3:

Rapport-Building With Resistant Children: Re-Conceptualizing Relational Dynamics

Joshua M. Gold, University of South Carolina

Abstract

This paper briefly reviews existing conceptualizations of resistance in counseling children. The author posits that resistance is an “expected” aspect of all counseling and offers an alternative orientation toward client resistance based on exploring the child’s “helping narratives.” Two case studies illustrate the implementation of this intervention and its integration within the rapport-building process of counseling with children.

Citation

Gold, J. M. (2006, February 1). Rapport-building with resistant children: Re-conceptualizing relational dynamics. Journal of School Counseling, 4(3). Retrieved from http://www.jsc.montana.edu/articles/v4n3.pdf

Type of Article

Innovative Methods

Volume 4, Number 4:

The Impact of Childhood Obesity Upon Academic, Personal/Social, and Career Development: Implications for Professional School Counselors

Mary B. Ballard and Hunter D. Alessi, Southeastern Louisiana University

Abstract

This article examines the impact of childhood obesity upon the academic, career, and personal/social development of students. The four components of the American School Counselor Association’s (ASCA) delivery model, (classroom guidance, consultation, responsive services, and system support), are utilized to offer suggestions to the professional school counselor (PSC) for designing programs aimed at addressing the growing problem of childhood obesity. It is the goal of this article to enlighten PSCs and encourage immediate action.

Citation

Ballard, M. B., & Alessi, H. D. (2006, May 2). The impact of childhood obesity upon academic, personal/social, and career development: Implications for professional school counselors. Journal of School Counseling, 4(4). Retrieved from http://www.jsc.montana.edu/articles/v4n4.pdf

Type of Article

Current Issues

Volume 4, Number 5:

Fragile Friendships: Exploring the Use and Effects of Indirect Aggression Among Adolescent Girls

Julaine E. Field, Slippery Rock University, Laura M. Crothers, Duquesne University, and Jered B. Kolbert, Slippery Rock University

Abstract

This study investigated the roles of relational and social aggression in the friendships of adolescent females. Using qualitative methodology, twenty-eight 8th grade female students from a predominantly white, rural, junior high school were invited to discuss how they respond to and cope with conflict in their friendships, identify and describe social and relational aggression, interpret expectations from significant adults regarding conflict management, and use relational and social aggression with peers of equal or greater social status. Themes are presented and discussed as well as implications for school counseling interventions.

Citation

Field, J. E., Crothers, L. M., & Kolbert, J. B. (2006, May 2). Fragile friendships: Exploring the use and effects of indirect aggression among adolescent girls. Journal of School Counseling, 4(5). Retrieved from http://www.jsc.montana.edu/articles/v4n5.pdf

Type of Article

Theory and Research

Volume 4, Number 6:

Meeting School Counselors’ Supervision Needs: Four Models of Group Supervision

Jeremy M. Linton and Constance J. Deuschle, Indiana University South Bend

Abstract

Lack of clinical supervision continues to be a major problem for school counseling practitioners. In this article, the authors describe group supervision as a viable option for addressing this important issue and outline four models of group supervision. Additionally, several considerations for planning and implementing supervision groups in school settings are discussed. The purpose of this review is to provide school counseling practitioners, supervisors, and counselor educators with a basic understanding of group supervision practices and to encourage these professionals to engage in a more detailed exploration of the topic.

Citation

Linton, J. M., & Deuschle, C. J. (2006, May 2). Meeting school counselors’ supervision needs: Four models of group supervision. Journal of School Counseling, 4(6). Retrieved from http://www.jsc.montana.edu/articles/v4n6.pdf

Type of Article

Innovative Methods

Volume 4, Number 7:

Understanding Gender Differences in Children’s Adjustment to Divorce: Implications for School Counselors

Joe H. Brown and Pedro R. Portes, University of Louisville

Abstract

The present paper discusses some of the current issues confronting practitioners and researchers in understanding gender differences in children’s adjustment to divorce. Gender differences in children’s developmental adjustment to divorce are influenced by pre and post divorce development processes, parent expectation and children’s coping abilities. Current research indicates that boys and girls are affected differentially by divorce with boys experiencing greater maladjustment resulting from divorce related processes. Recommendations are provided for practitioners who work with children of divorce and their families in the home and school.

Citation

Brown, J. H., & Portes, P. R. (2006, May 2). Understanding gender differences in children’s adjustment to divorce: Implications for school counselors. Journal of School Counseling, 4(7). Retrieved from http://www.jsc.montana.edu/articles/v4n7.pdf

Type of Article

All university counselors-in-training complete internships under a “qualified” veteran. With a “swim or sink” mentality, an enthusiastic/competent student can be reduced to an insecure and discouraged intern, because supervisors don’t have essential mentoring skills. Beliefs and attitudes are acquired/internalized during internship and veterans influence this experience and ensuing attitudes profoundly. Without quality mentorship, interns may perceive themselves ill suited for the profession. Simply put, when mentoring flourishes, everyone benefits.

Citation

Bonura (2006, May 25). As mentoring flourishes, so does the intern. Journal of School Counseling, 4(8). Retrieved from http://www.jsc.montana.edu/articles/v4n8.pdf

Type of Article

The range of management strategies for school counselors dealing with conduct disorder in elementary school children can be expanded through an integration of several of the principles of the ASCA National Model®. This paper discusses ways the counselor can use the model to assist struggling children, teachers, administrators, and families as they cope with conduct issues that affect social, emotional and academic competencies. The diagnostic criteria of conduct disorder, as specified by the Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition, Text Revision (DSM-IV-TR), are presented and risk factors for conduct disorder are summarized. Finally, a Cumulative Risk Intervention Model for use in elementary schools is elaborated.

Citation

Demanchick. S. P., Rangan, M., & Douthit, K. (2006, July 18). Addressing conduct disorder in elementary school children: An application of the ASCA National Model. Journal of School Counseling, 4(9). Retrieved from http://www.jsc.montana.edu/articles/v4n9.pdf

Type of Article

This article provides school counselors with a plan for securing administrative support for implementing of comprehensive school counseling programs. Systems and systems theory is introduced to explain systemic change in the context of leadership. Leadership theory is presented to assist school counselors in leading systemic change and securing support for program development from administrators and other critical stakeholders.

Citation

Saginak, K. A., & Dollarhide, C. T. (2006, July 18). Leadership with administration: Securing administrative support for transforming your program. Journal of School Counseling, 4(10). Retrieved from http://www.jsc.montana.edu/articles/v4n10.pdf

Type of Article

There are several factors that encourage at-risk students to finish high school and continue to pursue post-secondary education. Some school counseling programs have combined these factors in an attempt to foster a pro-college culture within their schools. Using qualitative methods, a study was conducted to assess school counselors’ perspectives regarding the factors that related to creating and maintaining a pro-college culture. Results and a discussion of the findings are presented.

Citation

Thorngren, J. T., Downey, J., & Nelson, M. D. (2006, July 18). Promoting a pro-college culture with at-risk students: School counselors’ perspectives. Journal of School Counseling, 4(11). Retrieved from http://www.jsc.montana.edu/articles/v4n11.pdf

Type of Article

The specific roles of school counselors and school psychologists are frequently misunderstood by students, parents, and other education professionals. This article presents results from a study of preservice teachers’ (N = 111) views of the functions of school counselors and school psychologists in helping students. Results suggest that preservice teachers distinguish between school counselor and school psychologist roles in promoting student career readiness and personal social development, while no distinctions are made between supporting student academic development and providing counseling services. Implications for professional school counselors and counselor education are discussed.

Citation

Astramovich, R. L., & Loe, S. A. (2006, July 18). Comparing the roles of school counselors and school psychologists: A study of preservice teachers Journal of School Counseling, 4(12). Retrieved from http://www.jsc.montana.edu/articles/v4n12.pdf

Type of Article

Seventy-two (n = 72) school counselors from South Carolina were surveyed to assess their perceptions of their pre-service training in relation to eight school-family-community partnership roles and their perceived level of involvement in these roles, This exploratory study sought to determine whether school counselors varied by school level in their perceptions of their training and involvement and whether or not significant relationships existed between perceptions of pre-service training and perceived level of involvement in the eight partnership roles. Implications for practice, training, and research are discussed.

Citation

Bryan, J., & Holcomb-McCoy, C. (2006, July 18). School counselors’ training and involvement in school-family-community partnership roles: An exploratory study. Journal of School Counseling, 4(13). Retrieved from http://www.jsc.montana.edu/articles/v4n13.pdf

Type of Article

This study surveyed principals (N = 303) across the nation about their perceptions of school counselor roles and satisfaction with counseling services. Results from this exploratory study revealed that principals reported overall satisfaction with counseling services, although satisfaction varied across levels (elementary, middle school/junior high, high school) and service area. Suggestions are offered by principals for improving counseling services. Implications for school counselor training, opportunities for collaborative school counselor-principal partnerships, and the need for additional research are also presented.

Citation

Beesley, D., & Frey, L. L. (2006, July 18). Principals’ perceptions of school counselor roles and satisfaction with school counseling services. Journal of School Counseling, 4(14). Retrieved from http://www.jsc.montana.edu/articles/v4n14.pdf

Type of Article

Self-injurious behavior is the intentional harming of one’s own body. Little attention has been given to SIB in the past, particularly in terms of innovative treatment approaches. Adolescents are at a particularly high-risk for developing this ineffectual coping mechanism. School counselors are in a unique position to aid in the identification of this potentially deadly behavior. The characteristics and etiology of self-injurious behavior are presented, and innovative treatment strategies are outlined.

Citation

Dykes, M., Specian, V., Nelson, M., & Gray, N. (2006, July 18). Self-injurious behavior: Characteristics and innovative treatment strategies. Journal of School Counseling, 4(15). Retrieved from http://www.jsc.montana.edu/articles/v4n15.pdf

Type of Article

Overrepresentation of African Americans in special education programs has engendered much concern within the education community. However, little information is available on how the counseling profession can advocate for this particular population. The purpose of this article is to illuminate information pertaining to the overrepresentation of African American males in special education. Strategies for school counselors to intervene and advocate for African American males and their families will also be discussed.

Citation

Adkison-Bradley, C., Johnson, P. D., Rawls, G., & Plunkett, D. (2006, September 5). Overrepresentation of African American males in special education programs: Implications and advocacy strategies for school counselors. Journal of School Counseling, 4(16). Retrieved from http://www.jsc.montana.edu/articles/v4n16.pdf

Type of Article

Play therapists, school counselors, and play developmentalists have much in common as they work with children in clinical, classroom settings, and after school programs. A strong relationship can be forged among the developmentalists (those trained in early child development/education) and those who work with children in program settings (e.g., therapists and counselors). In order to overcome the barriers that are present in responding to the experiences and challenges that children face, this article contends that play therapists, counselors, and play developmentalists can work with children in large play spaces or groups or with single children and exchange valuable information to provide positive experiences.

Citation

Muro, J., Petty, K., & DakoGyeke, M. (2006, September 5). Facilitating the transition between play in the classroom and play therapy. Journal of School Counseling, 4(17). Retrieved from http://www.jsc.montana.edu/articles/v4n17.pdf

Type of Article

Despite the fact that self-injurious behaviors are gaining increased attention in the schools, little is actually known about prevalence, treatment considerations, and school counselor training issues. This article will present the results from a national survey of American School Counselor Association (ASCA) members regarding their perceptions of self-injurious behaviors. Particular attention will be paid to training issues and best practices when working with students who self-injure.

Citation

Trepal, H. C., & Wester, K. L. (2006, September 5). School counselors and self-injurious behaviors: Assessing perceptions, prevalence, and training issues. Journal of School Counseling, 4(18). Retrieved from http://www.jsc.montana.edu/articles/v4n18.pdf

Type of Article

This exploratory study examined the importance of a mentoring program using a purposeful sample of 16 first-year elementary school counselors. A qualitative analysis revealed the importance of support that participants received from their mentors and mentoring cohort group. Participants also indicated an increase in self-efficacy as a result of the mentoring program. Implications for counselor induction and preparation are discussed.

Citation

Armstrong, S. A., Balkin, R. S., Long, R., & Caldwell, C. (2006, September 5). Mentoring programs for first-year elementary school counselors: An exploratory study. Journal of School Counseling, 4(19). Retrieved from http://www.jsc.montana.edu/articles/v4n19.pdf

Type of Article

Asian American adolescents are frequently overlooked as a population in need of counseling interventions. However, cultural issues such as refugee status or the pressure of high academic achievement can influence an Asian American student’s mental health. As there is a dearth of school counseling literature written about what school counselors should be aware of when working with Asian American adolescents, the purpose of this paper is to provide school counselors with knowledge, awareness, and skills needed to work with Asian American youth and families in the schools. An historical overview of Asian immigration and common cultural beliefs are discussed. A model for working with Asian American adolescents in the schools is provided as well as suggestions for counseling with Asian American adolescents.

Citation

Castillo, L. G., & Phoummarath, M. J. (2006, October 30). Culturally-competent school counseling with Asian American adolescents. Journal of School Counseling, 4(20). Retrieved from http://www.jsc.montana.edu/articles/v4n20.pdf

Type of Article

The purpose of this study was to identify the major components of a secondary school counselor’s job and translate these job responsibilities into an instrument that could be used by school administrators to identify high quality secondary school counselors during the employment interview. A review of literature resulted in the identification of 37 competencies deemed essential in defining a quality secondary school counselor. The competencies were then used in the development of an instrument that was evaluated utilizing school counselors and administrators.

Citation

Green, M., & Ebmeier, H. (2006, December 18). Development and field test of an employment interview instrument for secondary school counselors Journal of School Counseling, 4(21). Retrieved from http://www.jsc.montana.edu/articles/v4n21.pdf

Type of Article

A substantial number of school age children suffer from difficulties in integrating sensory input in an adaptive manner (termed sensory integration dysfunction – SID). These students are at high risk for emotional, social, and educational problems. This article defines SID, describes typical behaviors of children with SID, and presents guidelines for school counselors in their intervention concerning students with SID.

Citation

Katz, I. (2006, December 18). Students with sensory integration dysfunctions: Issues for school counselors. Journal of School Counseling, 4(22). Retrieved from http://www.jsc.montana.edu/articles/v4n22.pdf

Type of Article

Fire-setting students are those who intentionally or unintentionally set one or more fires due to curiosity, stress, a need for attention, or due to criminal delinquency. This article describes the nature of fire-setting behaviors, discusses the profile and risk factors associated with the behavior, and outlines a group program using empathy training and solution focused brief therapy. The benefits of using solution focused brief therapy and empathy training are discussed along with specific techniques involved in using each component.

Citation

Froeschle, J. G. (2006, December 18). Solution focused empathy training groups for students with fire-setting behaviors. Journal of School Counseling, 4(23). Retrieved from http://www.jsc.montana.edu/articles/v4n23.pdf

Type of Article

Collaboration is an interactive process that has become mandated as a part of educational decision-making. School counselors and school psychologists are now guided by professional principles that advocate interdisciplinary collaboration. This study identified activities for which these professionals currently collaborated with each other, as well as desired activities for collaboration. Demographic factors that appeared related to amounts of collaboration were also identified. Years of experience, gender, and administrative support were factors that significantly influenced collaboration. Implications for school practitioners are discussed.

Citation

Guess, P. E., Gillen, M. C., & Woitaszewski, S. E. (2006, December 20). Implications for collaboration: An investigation with school counselors and school psychologists. Journal of School Counseling, 4(24). Retrieved from http://www.jsc.montana.edu/articles/v4n24.pdf

Type of Article

As educators prepare secondary students for post-graduate experiences, students with disabilities are often exposed to fewer opportunities that prepare them to be responsible and productive members of society. Building level administrators and school counselors are vital members in assuring that students with disabilities are included in as many post-secondary opportunities as their non-disabled peers. A collaborative effort between students, parents, teachers, counselors, and principals must occur in order to provide students with disabilities effective transition services that will allow them to become contributing members of the community.

Citation

Gillis, L. L. (2006, December 20). Effective transition services for students with disabilities: Examining the roles of building principals and school counselors. Journal of School Counseling, 4(25). Retrieved from http://www.jsc.montana.edu/articles/v4n25.pdf

Type of Article

Type of Article

Theory and Research

Volume 3, Number 4:

Multicultural Training for School Counselors: A Course Description

Cheryl Holcomb McCoy, University of Maryland

Abstract

This article describes a multicultural counseling course designed specifically for school counselor trainees. Results from a course evaluation are also offered and described. Analyses of the pre- and post-tests indicated an increase in the four dimensions (i.e., multicultural knowledge, multicultural awareness, multicultural skills, and multicultural terminology) of the Multicultural Counseling Competence and Training Survey-Revised (MCCTS-R; Holcomb-McCoy & Myers, 1999). However, there was only a significant increase in students’ level of multicultural knowledge.

Citation

McCoy, C. H. (2005, June 23). Multicultural training for school counselors: A course description. Journal of School Counseling, 3(4). Retrieved from http://www.jsc.montana.edu/articles/v3n4.pdf

Type of Article

Professional Development

Volume 3, Number 5:

Quantum Counseling: A New Perspective for Professional School Counselors

Perry R. Rettig, University of Wisconsin Oshkosh, and Robert Urofsky, Clemson University

Abstract

Professional school counselors find themselves working in school organizations that are antiquated and are not a natural fit to the actual work of the counselors. However, lessons being learned from the new sciences and open systems perspectives may shed a great deal of light as to how schools can be restructured in order to best utilize the talents of professional school counselors. This article will begin by showing how schools are currently structured and subsequently flawed. This introduction will be followed by a brief description of the lessons of the new sciences. We conclude by discussing the implications and applications of these new lessons as they relate to school organization and to the work of school counselors.

Citation

Rettig, P. R., & Urofsky, R. (2005, June 23). Quantum counseling: A new perspective for professional school counselors. Journal of School Counseling, 3(5). Retrieved from http://www.jsc.montana.edu/articles/v3n5.pdf

Type of Article

Current Issues

Volume 3, Number 6:

Principals, Release These People!

Kimberly McLeod, Texas Southern University

Abstract

Counselors are pinnacle partners in addressing No Child Left Behind legislation and academic reform initiatives in urban schools. Unfortunately, many times the role and responsibility of the school counselor is misunderstood, underutilized and inappropriately administered in menial and routine tasks on campus. This article discusses the professional potential school counselors have in reducing achievement gap and working with campus administration in true leadership collaborations that address the academic needs of public school youth.

Citation

McLeod, K. (2005, July 7). Principals release there people! Journal of School Counseling, 3(6). Retrieved from http://www.jsc.montana.edu/articles/v3n6.pdf

Type of Article

Current Issues

Volume 3, Number 7:

Tuning In While Growing Up: Messages Adolescents Receive From Popular Music Regarding Relationships

J. Scott Glass, East Carolina University, Russ Curtis, Western Carolina University, and George M. Thomas, Mississippi State University – Meridian

Abstract

Music has long been important to adolescents. It is one way they can express themselves and find a voice to represent the special circumstances they experience as young people. It is also known that love and romance are an important part of the adolescent experience (Paul & White, 1990). So, what messages do adolescents learn about relationships through popular music? This article examines the romantic themes present in the top songs from the past 20 years of popular music, and presents ideas about how this information can be used by school counselors working with adolescents.

Citation

Glass, J. S., Curtis, R., & Thomas, G. M. (2005, July 7). Tuning in while growing up: Messages adolescents receive from popular music regarding relationships. Journal of School Counseling, 3(7). Retrieved from http://www.jsc.montana.edu/articles/v3n7.pdf

Type of Article

Theory & Research

Volume 3, Number 8:

Black Butterfly: A Statement on Counseling Minority Youth

Kimberly McLeod, Texas Southern University

Abstract

There are numerous challenges present when non-minority therapists engage in counseling relationships with minority clients. Several issues from the therapist’s perspective are presented and various suggestions are offered to non-minority therapists working with minority clients.

Citation

McLeod, K. (2005, September 10). Black butterfly: A statement on counseling minority youth. Journal of School Counseling, 3(8). Retrieved from http://www.jsc.montana.edu/articles/v3n8.pdf

Type of Article

Current Issues

Volume 3, Number 9:

Educators’ Responses to Internalizing and Externalizing Symptomatology in Children: Implications for School Professionals

Steve Sternlof, University of Oklahoma Health Sciences Center, and Terry M. Pace and Denise Beesley, University of Oklahoma

Abstract

This study examined the relationship between educators’ ratings (N = 182) of interpersonal attractiveness and rejection for children exhibiting internalizing and externalizing behaviors. Results revealed that internalizing behavior was perceived to be less interpersonally attractive but was not necessarily seen with greater levels of personal rejection. Externalizing behavior was perceived negatively on both interpersonal attractiveness and personal rejection measures. Ratings of personal rejection for externalizing behavior were greater than ratings of rejection for internalizing behavior. Implications as to the role of school counselors in providing specialized training, professional development, and consultation are addressed along with directions for future research.

Citation

Sternlof, S., Pace, T. M., & Beesley, D. (2005, September 26). Educators’ responses to internalizing and externalizing symptomatology in children: Implications for school professionals. Journal of School Counseling, 3(9). Retrieved from http://www.jsc.montana.edu/articles/v3n9.pdf

Type of Article

Theory and Research

A survey was conducted using qualitative means to assess school counseling programs in Montana. Schools that were demonstration schools in a federal initiative, Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR UP) were compared to non-GEAR UP schools. Several differences between GEAR UP and non-GEAR UP schools are noted and discussed.

Citation

Thorngren, J. M., Nelson, M. D., & Baker, L. J. (2004, March 4). School counseling programs: Comparing GEAR UP schools with non-GEAR UP schools. Journal of School Counseling, 2(2). Retrieved from http://www.jsc.montana.edu/articles/v2n2.pdf

Type of Article

Qualitative Research

Volume 2, Number 3:

Developing a Teen Suicide Prevention Program in the School

Mary Jane Anderson, Augusta State University

Abstract

The problem of adolescent suicide worldwide is discussed. Teen suicide is the second leading cause of death among 15-19 year olds in the United Status, and has become an increasing concern for counselors employed in schools. Contributing factors to suicide, such as cultural and socio-demographic factors, dysfunctional family patterns, cognitive style and personality, psychiatric disorders, and current negative life events as triggers of suicidal behavior are reviewed. Marginalized populations are at higher risk of low self-worth and depression, both precursors to suicidal ideation. Most authorities agree that schools should develop a written plan of action for suicide intervention and prevention. The development of a Teen Suicide Prevention Program for a school district in rural Mississippi is reviewed. Steps including negotiation with administrators and policy development, providing faculty/staff in-service, preparation of crisis teams, parent education, classroom presentations, and follow-up are delineated and additional resources are provided.

Citation

Anderson, M. J. (2004, March 4). Developing a teen suicide prevention program in the school. Journal of School Counseling, 2(3). Retrieved from http://www.jsc.montana.edu/articles/v2n3.pdf

Type of Article

Innovative Methods

Volume 2, Number 4:

African-American Male Students with Emotional Behavioral Disorders: A Study of the Effects of Ethnic Identity on Preference for School Counselors

Adam Kosnitzky, Lynn University, and Cindy L. Skaruppa, Noel-Levitz Inc.

Abstract

Quantitative Research