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 insert date, 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 insert date, 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 insert date, 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 insert date, 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 insert date, 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 insert date, 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 insert date, 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 insert date, 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 insert date, 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 insert date, 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 insert date, 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 insert date, 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 insert date, 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 insert date, 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 insert date, 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 insert date, 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 insert date, 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 insert date, 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 insert date, 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 insert date, from http://www.jsc.montana.edu/articles/v6n21.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 insert date, 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 insert date, 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 insert date, 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 insert date, 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 insert date, 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 insert date, 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 insert date, 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 insert date, 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 insert date, 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 insert date, 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 insert date, 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 insert date, 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 insert date, 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 insert date, 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 insert date, 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 insert date, 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 insert date, 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 insert date, 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 insert date, 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 insert date, 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 insert date, 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 insert date, 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.