This article discusses the development, implementation, and effects of a middle school empathy building program that was designed to reduce bullying behavior. Results show that participants in the intervention group reported engaging in significantly less bullying behavior as compared to the control group, and the program was particularly effective for the female participants.

Citation

Stanbury, S., Bruce, M. A., Jain, S., & Stellern, J. (2009, February 9). The effects of an empathy building program on bullying behavior. Journal of School Counseling, 7(2). Retrieved insert date, from http://www.jsc.montana.edu/articles/v7n2.pdf

Type of Article

Theory and Research

Volume 7, Number 3:

Primary Transitions: How Elementary School Counselors Promote Optimal Transitions

Kelsey Augst, Hilburn Drive Elementary School, Raleigh, North Carolina, and Patrick Akos, University of North Carolina at Chapel Hill

Abstract

Early school transitions provide students with opportunities and challenges that will impact their academic and developmental pathways, but the role that the elementary school counselor can play in these transitions is often overlooked in school counseling literature. The transition into kindergarten and the transition from second to third grade are critical times where school counselors can support students. Practical recommendations, based upon research, for best practices are provided for elementary school counselors in order to support students and families as they transition into kindergarten and across second and third grades.

Citation

Augst, K., & Akos, P. (2009, February 9). Primary transitions: How elementary school counselors promote optimal transitions. Journal of School Counseling, 7(3). Retrieved insert date, from http://www.jsc.montana.edu/articles/v7n3.pdf

Type of Article

Innovative Methods

Volume 7, Number 4:

Transforming Internship: The Use of Contracts in School Counselor Education

Donna M. Gibson, University of South Carolina

Abstract

Integrating school counseling standards, models, and initiatives can be overwhelming to all individuals striving to conduct comprehensive developmental guidance programs. The research in this area indicates a gap between the school counseling intern's ability to connect their learning of these initiatives to actual practice. This article focuses on an assignment that requires interns to transform their internship experience by using a contract based on school counseling standards to demonstrate best practice in the profession.

Citation

Gibson, D. M. (2009, February 9). Transforming internship: The use of contracts in school counselor education. Journal of School Counseling, 7(4). Retrieved insert date, from http://www.jsc.montana.edu/articles/v7n4.pdf

Type of Article

Professional Development

Volume 7, Number 5:

A Solution-Focused Leadership Model: Examining Perceptions of Effective Counselor Leadership

Janet G. Froeschle and Susan Nix, West Texas A&M University

Abstract

As school leaders, counselors are in a unique position to form collaborative partnerships with principals and faculty while utilizing techniques that improve morale, school climate, and student development. In this qualitative study, school counselors, teachers, and principals were asked to reflect on counseling leadership styles perceived as effective. Themes emerged suggesting the following leadership paradigms: collaboration between school counselors, principals, and teachers; the implementation of solution- focused techniques; and a need for school counseling program improvements. Recommendations and procedures for implementing a new leadership model, solution- focused leadership, are included as based on this qualitative data.

Citation

Froeschle, J. G., & Nix, S. (2009, February 9). A solution-focused leadership model: Examining perceptions of effective counselor leadership. Journal of School Counseling, 7(5). Retrieved insert date, from http://www.jsc.montana.edu/articles/v7n5.pdf

Type of Article

Professional Development

Volume 7, Number 6:

A School Counseling Program’s Accountable Response to Adolescent Self-Mutilation

Julie Thatcher, Tarrell Awe Agahe Portman, and Anna M. Williams-Viviani, University of Iowa

Abstract

Self-mutilation is a prevalent concern, particularly for adolescents. School counseling programs can play an important role in the recognition, prevention, and intervention of self-mutilation. This study reviews current literature on adolescent self-mutilation, prevention, and treatment suggestions offered school counseling program personnel. Also included is a brief review of school counseling program accountability literature followed by suggestions for school counseling program implementation of prevention and intervention strategies which incorporate accountability components in order to further the research on school counseling programmatic best practices for adolescent self-mutilation.

Citation

Thatcher, J., Portman, T. A. A., & Williams-Viviani, A. M. (2009, February 9). A school counseling program’s accountable response to adolescent self-mutilation. Journal of School Counseling, 7(6). Retrieved insert date, from http://www.jsc.montana.edu/articles/v7n6.pdf

Type of Article

Theory and Research

Volume 7, Number 7:

Bolstering School Based Support by Comprehensively Addressing the Needs of an Invisible Minority: Implications for Professional School Counselors

Jennifer R. Curry, Louisiana State University, and B. Grant Hayes, University of Central Florida

Abstract

The ethical imperative for school counselors to intervene on behalf of marginalized students has been well documented. Lesbian, gay, bisexual, transgender, and questioning youth (LGBTQ) have been noted to be at increased risk for school dropout, truancy, lower school achievement, suicidal ideation and attempts, and depression. School counselors are in a unique position to foster the well-being of LGBTQ youth. This manuscript gives concrete strategies for intervening with LGBTQ youth through comprehensive school counseling programming.

Citation

Curry, J. R., & Hayes, B. G. (2009, February 9). Bolstering school based support by comprehensively addressing the needs of an invisible minority: Implications for professional school counselors. Journal of School Counseling, 7(7). Retrieved insert date, from http://www.jsc.montana.edu/articles/v7n7.pdf

Type of Article

Innovative Methods

Volume 7, Number 8:

Dispelling Seven Myths Concerning Latina/o Students: A Call to Action for School Counselors

Javier Cavazos Jr., University of Texas-Pan American, Alyssa G. Cavazos, Texas Christian University, and Maria G. Hinojosa and Marcos Silva, University of Texas-Pan American

Abstract

Research has illustrated that school counselors do not provide Latina/o students with sufficient information about higher education (Immerwahr, 2003; Zalaquett, 2005), high expectations (Martinez, 2003), and individual counseling and guidance (Vela Gude et al., in press). Because school counselors are supposed to play an important role in helping Latina/o students pursue higher education (Villalba, Akos, Keeter, & Ames, 2007), the current article identifies seven myths concerning a growing Latina/o population: (1) parents do not value education, (2) students do not value education, (3) low expectations do not exist, (4) students are receiving sufficient guidance, (5) perceived ability level is the most important factor in eventual academic achievement, (6) personal barriers are more detrimental than systemic barriers, and (7) students do not have the ability to adopt a futuristic orientation. Hopefully, this article will encourage school counselors to help Latina/o students by providing quality attention and advisement, high expectations, and information about higher education.

Citation

Cavazos, J. Jr., Cavazos, A. G., Hinojosa, M. G., & Silva, M. (2009, February 9). Dispelling seven myths concerning Latina/o students: A call to action for school counselors. Journal of School Counseling, 7(8). Retrieved insert date, from http://www.jsc.montana.edu/articles/v7n8.pdf

Type of Article

Current Issues

Volume 7, Number 9:

Dysfunctional Family Structures and Aggression in Children: A Case for School-Based, Systemic Approaches With Violent Students

Charles R. McAdams III and Victoria A. Foster, The College of William & Mary, Kylie Dotson-Blake, East Carolina University, and Johnston M. Brendel, The College of William & Mary

Abstract

School counselors may be in the best position to identify troubled students and intervene before an act of school violence occurs. Current education literature challenges school counselors to expand their knowledge of social, environmental and family dynamics and the influences of those dynamics on student violence. This article will (a) introduce the structural elements of a family system (b) describe links between dysfunctional family structure and child aggression, (c) propose school-based strategies for working with students and their families that address the structural antecedents of aggression, and (d) underscore the feasibility and benefits of a systemic approach to violent students.

Citation

McAdams, C. R., III, Foster, V. A., Dotson-Blake, K., & Brendel, J. M. (2009, February 9). Title. Journal of School Counseling, 7(9). Retrieved insert date, from http://www.jsc.montana.edu/articles/v7n9.pdf

Type of Article

Innovative Methods

Volume 7, Number 10:

Wellness-Based Group Counseling With Elementary Students in Disciplinary Alternative Education Programs

Michelle Perepiczka, Texas A&M University-Commerce

Abstract

Students in Disciplinary Alternative Education Programs (DAEPs) have a variety of behavior problems. School counselors in DAEPs have the opportunity to address emotional, academic, social, and behavioral concerns of these students. Counselors may use the strengths-based wellness paradigm as an alternative method of addressing students’ holistic needs while striving to follow the American School Counselor Association’s (2005) National Model. This article describes how to incorporate a 6 week wellness group counseling intervention into DAEPs with elementary students.

Citation

Perepiczka, M. (2009, February 9). Wellness-based group counseling with elementary students in disciplinary alternative education programs. Journal of School Counseling, 7(10). Retrieved insert date, from http://www.jsc.montana.edu/articles/v7n10.pdf

Type of Article

Innovative Methods

Volume 7, Number 11:

Duty to Warn and Protect Against Self-Destructive Behaviors and Interpersonal Violence

Danica G. Hays, Laurie M. Craigen, Jasmine Knight, Amanda Healey, and April Sikes, Old Dominion University

Abstract

Professional school counselors are likely to work with students who are experiencing mental health issues including self-injury, eating disorders, depression and suicidality, as well as those associated with dating violence and bullying. This paper discusses two key areas school counselors are encouraged to reflect upon in determining if there is a duty to warn and protect in these instances. Implications for school counselor practice are provided.

Citation

Hays, D. G., Craigen, L. M., Knight, J., Healey, A., & Sikes, A. (2009, February 9). Duty to warn and protect against self-destructive behaviors and interpersonal violence. Journal of School Counseling, 7(11). Retrieved insert date, from http://www.jsc.montana.edu/articles/v7n11.pdf

Type of Article

Current Issues

Volume 7, Number 12:

Examining Hispanic Counseling Students’ Worries: A Qualitative Approach

Javier Cavazos Jr., Victor I. Alvarado, Iliana Rodriguez, and John Robert Iruegas, University of Texas-Pan American

Abstract

This study examined the worries and concerns of 24 Hispanic counselors-in training. The four most reported worries were training and preparedness, non-counseling duties, finding a school counseling position, and effectiveness. Results indicate that although Hispanic counselors-in training are concerned about their effectiveness and competence as school counselors, they are also concerned about placement in a position that involves non-counseling (e.g., paperwork) duties. This study provides evidence for the continued need of advocacy for the school counseling profession.

Citation

Cavazos, J., Jr., Alvarado, V. I., Rodriguez, I., & Iruegas, J. R. (2009, February 9). Examining Hispanic counseling students’ worries: A qualitative approach. Journal of School Counseling, 7(12). Retrieved insert date, from http://www.jsc.montana.edu/articles/v7n12.pdf

Type of Article

Theory and Research

Volume 7, Number 13:

Identifying Exemplary School Counseling Practices in Nationally Recognized High Schools

Matthew Militello, North Carolina State, Raleigh, John Carey and Carey Dimmitt, University of Massachusetts at Amherst, Vivian Lee, College Board, and Jason Schweid, University of Massachusetts at Amherst

Abstract

The National Center for School Counseling Outcome Research (CSCOR) at the University of Massachusetts-Amherst studied exemplary practices of 18 high schools that received recognition for college preparation and placement in 2004 and 2005. Through interviews with key personnel at each of the high schools, the researchers generated a set of ten domains that characterize the work of the school counselor that seem to be related to improved student enrollment in post-secondary institutions.

Citation

Militello, M., Carey, J., Dimmitt, C., Lee, V., & Schweid, J. (2009, February 9). Identifying exemplary school counseling practices in nationally recognized high schools. Journal of School Counseling, 7(13). Retrieved insert date, from http://www.jsc.montana.edu/articles/v7n13.pdf

Type of Article

Theory and Research

Volume 7, Number 14:

Making the Invisible Visible: School Counselors Empowering Students With Disabilities Through Self-Advocacy Training

Trish Hatch, T. Shelton, and Gerald Monk, San Diego State University

Abstract

Professional School Counselors (PSCs) are trained to be leaders in school reform, collaborators with other educators, and advocates for all students. While PSCs provide academic, career, and personal/social interventions for the student body as part of a comprehensive school counseling program the needs of students with disabilities are often excluded. This article demonstrates replicable strategies for including students with special needs in a comprehensive school counseling program. The school counseling graduate participants focused on students with high-incidence disabilities in a diverse, urban high school in San Diego, California.

Citation

Hatch, T., Shelton, T., & Monk, G. (2009, February 9). Making the invisible visible: School counselors empowering students with disabilities through self-advocacy training. Journal of School Counseling, 7(14). Retrieved insert date, from http://www.jsc.montana.edu/articles/v7n14.pdf

Type of Article

Innovative Methods

Volume 7, Number 15:

Placement of Twins and Multiples in the Classroom: A Brief Survey of School Counselors’ Knowledge and Attitudes

Johanna Nilsson, University of Missouri-Kansas City, Lynn Leonard, Shawnee Mission West High School, Overland Park, Kansas, Danah Barazanji, University of Missouri-Kansas City, Rachel Simone, Gillis Center, Kansas City, Missouri

Abstract

This study investigated 65 school counselors’ perception of classroom placement of twins and multiples. The results showed that most of the participants had twins and multiples in their schools, but that they were neither aware of their school district nor building´s policy regarding placement. Most participants supported early separation, already at preschool or kindergarten, and believed that separation would have a positive impact on the children’s development. However, over 70% reported having no training on issues associated with twins and multiples in school system. Implications for research and practice are addressed.

Citation

Nilsson, J., Leonard, L., Barazanji, D., & Simone, R. (2009, February 9). Placement of twins and multiples in the classroom: A brief survey of school counselors’ knowledge and attitudes. Journal of School Counseling, 7(15). Retrieved insert date, from http://www.jsc.montana.edu/articles/v7n15.pdf

Type of Article

Theory and Research

Volume 7, Number 16:

Professional Development Schools: A Model for Preparing School Counselor Trainees

Michael Brooks, University of Alabama at Birmingham, Sam Steen, George Washington University,Franklyn Williams, University of Central Florida

Abstract

This article discusses a training model, based on The Education Trust, The American School Counselor Association, and The Holmes Partnership, consisting of school counselor trainees completing their clinical experiences in a Professional Development School. A case study demonstrating the role of the school counselor is presented along with implications for counselor educators.

Citation

Brooks, M., Steen, S., & Williams, F. (2009, February 9). Professional development schools: A model for preparing school counselor trainees. Journal of School Counseling, 7(16). Retrieved insert date, from http://www.jsc.montana.edu/articles/v7n16.pdf

Type of Article

Professional Development

Volume 7, Number 17:

Post-Training Needs of Urban High School Counselors: Implications for Counselor Training Programs

Delila Owens, Francesca Pernice-Duca, and Diana Thomas, Wayne State University

Abstract

In this study, the post-training needs of urban high school counselors were explored. A total of 55 high school counselors completed a questionnaire. The counselors emphasized the necessity of supplemental training for properly conducting youth drop-out and violence prevention programs, effective services for underachieving students who consistently earn low-to-failing grades, and needs assessments analysis. Implications for counselor education training programs are discussed.

Citation

Owens, D., Pernice-Duca, F., & Thomas, D. (2009, February 10). Post-training needs of urban high school counselors: Implications for counselor training programs. Journal of School Counseling, 7(17). Retrieved insert date, from http://www.jsc.montana.edu/articles/v7n17.pdf

Type of Article

Professional Development

Volume 7, Number 18:

School Counselors’ Role in Dating Violence Intervention

Laurie M. Craigen, April Sikes, Amanda Healey, and Danica Hays, Old Dominion University

Abstract

Dating violence among adolescents is a major public health concern. The purpose of this paper is to examine five factors of which school counselors must be aware in order to recognize, intervene, and report incidence of dating violence. These factors are (a) understanding the diverse definitions of dating violence, (b) recognizing dating violence indicators, (c) having knowledge of the peer influences related to dating violence, (d) understanding the process of the disclosure of dating violence, and (e) various ethical considerations related to dating violence. Also included in this paper are future implications for school counselors.

Citation

Craigen, L. M., Sikes, A., Healey, A., & Hays, D. (2009, March 4). School counselors’ role in dating violence intervention. Journal of School Counseling, 7(18). Retrieved insert date, from http://www.jsc.montana.edu/articles/v7n18.pdf

Type of Article

Current Issues

Volume 7, Number 19:

The School Counselor as Grant Writer

Debbie Vernon, Hudson Middle School, Hudson, Ohio, and John S. (Steve) Rainey, Kent State University

Abstract

An important role for school counselors is that of advocate for resources. Grant writing is one way in which school counselors can secure financial resources to develop and maintain school counseling programs. An outline of the grant writing process is provided along with strategies for implementation, potential benefits and challenges, followed by a discussion of next steps as school counselors explore the world of grant funding. Recommendations for school counselor education programs are also presented.

Citation

Vernon, D., & Rainey, J. S. (2009, March 4). The school counselor as grant writer. Journal of School Counseling, 7(19). Retrieved insert date, from http://www.jsc.montana.edu/articles/v7n19.pdf

Type of Article

Professional Development

Volume 7, Number 20:

School Counselors’ Adoption of Brief Counseling: The Diffusion of an Innovative Practice

John M. Littrell and Laurie Carlson, Colorado State University

Abstract

Brief counseling has emerged as an innovation in the field of school counseling. This study examined the factors that promote and impede the adoption of such innovation. Everett Rogers’ diffusion of innovation model provided the framework for the survey examining counselors’ knowledge, application skills, and actual use of brief counseling. The study investigated how counselors’ readiness to adopt innovation, the characteristics of brief counseling, and the counselors’ social networks and activities influenced the adoption of brief counseling. Implications for the professional development and continuing education of professional school counselors are discussed.

Citation

Littrell, J. M., & Carlson, L. (2009, April 13). School counselors’ adoption of brief counseling: The diffusion of an innovative practice. Journal of School Counseling, 7(20). Retrieved insert date, from http://www.jsc.montana.edu/articles/v7n20.pdf

Type of Article

Theory and Research

Volume 7, Number 21:

Characteristics of Students Who Receive School Counseling Services: Implications for Practice and Research

Julia Bryan, The College of William and Mary, Cheryl Moore-Thomas, Loyola College in Maryland, Norma L. Day-Vines, The Virginia Polytechnic Institute, Cheryl Holcomb-McCoy, University of Maryland at College Park, and Natasha Mitchell, Prince George’s County Public Schools

Abstract

Data from the National Education Longitudinal Study of 1988-2000 (NELS: 88) were used to examine the characteristics of students who see their school counselor about general, academic, career, and academic issues. Study results indicated that overall, school counselors were more likely to have contact with students who are identified as at-risk for school failure. Implications for future school counseling research are discussed.

Citation

Bryan, J., Moore-Thomas, C., Day-Vines, N. L., Holcomb-McCoy, C., & Mitchell, N. (2009, April 21). Characteristics of students who receive school counseling services: Implications for practice and research. Journal of School Counseling, 7(21). Retrieved insert date, from http://www.jsc.montana.edu/articles/v7n21.pdf

Type of Article