School Counseling Research Papers - Academia.edu (original) (raw)

The current P-12 educational landscape is riddled with inequities, especially for historically underserved students. As such, greater efforts are needed from educational stakeholders (i.e. counselors and principals) who center social justice and advocacy practices that eliminate systemic barriers to rigorous educational experiences for all students. This paper proposes an alignment of advocacy and social justice professional standards and competencies for school counselors and principals. This alignment, which consists of three contextual dimensions including social justice identity, human resources, and advocacy actions, serves as the foundational framework for principal-counselor collaboration around social justice advocacy. Implications for practice and research are discussed.

- by
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- Educational Leadership, Training and Development, Collaboration, Social Justice
- by Sara Tomek and +1
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- Statistical Analysis, Evidence, Professional Development, School Counseling

This article discusses the clinical benefit of comparing
and integrating responses to 2 drawing tasks based on a
small study that explored self-agency representations in
children with disruptive behavior problems. Qualitative
analysis of the children’s free drawing and a Person Picking
an Apple from a Tree (PPAT) task, as well as comparison
of their verbal stories about both drawings, revealed
differences in self-agency representation that could enrich
clinical thinking. Because the study’s free drawings contained
figures with self-agency to a greater degree than was found
in the PPAT, along with more frequent self-references in the
corresponding verbal narratives, future research with larger
samples and greater rigor is recommended to further explore
these and other findings.

- by Elias Kourkoutas and +3
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- Art Therapy, Emotional/Behavioral Disorders, School Counseling

This study of 207 school counselors revealed significant relationships between types of counselors’ training, number of students in counselors’ schools experiencing homelessness, and counselors’ perceived knowledge and provision of services regarding students experiencing homelessness. In-service training and professional development, but not graduate training, were related to counselors’ knowledge of the McKinney-Vento Homeless Assistance Act and their advocacy for and provision of services to students experiencing homelessness. Differences also existed by school level and school setting. Implications of these findings are discussed.

- by Stacey Havlik and +1
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- Social Work, Teacher Education, Higher Education, Learning and Teaching

The study in this article investigated school counselor involvement in school-family-community partnerships and factors that influence such involvement. Participants were 235 members of the American School Counselor Association. Factor analyses of responses to the survey designed specifically for this study defined a set of factors that were used to examine variations in school counselor involvement in partnerships. Regression analyses revealed that (a) collaborative school climate, (b) school counselor role perceptions, (c) school counselor confidence in ability to build partnerships, and (d) school counselor attitudes about partnerships were significantly related to the counselors' involvement in school-family-community partnerships. Implications for school counselor training, practice, and research are discussed.

- by Julia A Bryan
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- Education, Teacher Education, Counseling Psychology, Educational Psychology

This article illuminates the process of using national longitudinal databases for school counseling research. We describe some of the more popular databases, their impact on policy, and some methodological considerations in preparing to analyze the data. As an example, we use data from the Education Longitudinal Study 2002 (ELS) to examine predictors of student contact with school counselors for college information. Implications for counselor training and research are discussed. Suggestions for preparing school counseling doctoral students to use national education longitudinal databases are provided and potential themes for future research are outlined.

- by Julia A Bryan and +1
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- Music Education, Education, Sociology of Education, Special Education

Youth experiencing discomfort in educational settings find it difficult to engage, often finding themselves at risk for academic failure. The current study examined, through consensual qualitative research (CQR; Hill, 2012), the student’s perspective on their own educational needs; concluding humanistic counseling and educational tenets are strongly desired by youth at-risk.

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.

- by Taheera Blount
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- Psychology, Risk, School Counseling, Intervention

School counselors are uniquely positioned to promote college going and improve lagging postsecondary matriculation for Latino men. Hipolito-Delgado and Lee’s empowerment framework guided this narrative inquiry to consider how school counselors (dis)empower Latinos via (in)access to college-going information. Findings revealed that participants experienced clear pathways or prohibitive roadblocks through the actions of school counselors as gatekeepers. Implications for school counseling practice and future research are situated within recommendations for creating more equitable college pathways.

- by Tracy Arámbula Turner
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- Social Justice, School Counseling, Latinos, Access to Higher Education
- by Brett Zyromski
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- School Counseling, Intervention, Therapy

This chapter expands knowledge of national secondary datasets with the aim of increasing policy relevant research related to school-based counseling. A brief review of benefits and challenges of national and international secondary datasets is provided. A six-step research process (i.e., gaining access to the data, becoming familiar with and evaluating the data, preparing the data for analysis, conducting appropriate analyses, interpreting results and examining policy implications, and describing the limitations of the study/data) is presented as a step-by-step guide to conducting research studies with these national and international secondary datasets. Potential policy relevant research questions pertinent to school-based counseling are discussed.

- by Julia A Bryan
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- Education, Data Mining, Counseling Psychology, Psychotherapy and Counseling

This chapter describes comprehensive and culturally relevant strategies that school and college counselors in K–12 schools and community settings can use to establish school-familycommunity partnerships that enhance students’ academic preparation, build students’ college aspirations, increase students’ and their families’ college knowledge, and provide students and their families with college planning and financial aid information conducive to successful enrollment in postsecondary institutions. We highlight the critical components of a comprehensive multi-system college readiness partnership program, offer some parent involvement and outreach strategies for collaborating with African-American and Latino families, describe how to locate and leverage resources through community asset mapping, and describe a partnership process model for building school-family-community partnerships focused on college readiness.

- by Julia A Bryan
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- Higher Education, Career Guidance Counseling, Urban Education, Social Justice

“As we know, well-led groups provide many member benefits: feelings of universality, a sense of hope, altruism, acquisition of knowledge and skills, and mutual support...This text is affordable, easy to use, and very suitable for... more

- by Rich Furman
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- Sociology, Psychology, Clinical Psychology, Cognitive Behavioral Therapy

This paper presents results of a comparative international study on some aspects of school counseling in the following 12 countries: Austria, Bulgaria, Croatia, Denmark, Ireland, Malta, North Macedonia, Russia, Serbia, Slovenia, UK, and USA. The authors explain the multi-functional character of school counseling, give an idea of establishing a research field that could be called ‘comparative school counseling studies’, show the original terms in individual countries, and compare six aspects of school counseling: 1) legislative framework; 2) position requirements; 3) role of school counselors; 4) functions of school counselors; 5) interaction; and 6) ratio. The paper concludes with a long list of qualities school counselors are expected to possess. This is a document study chiefly based on examining, systematizing and comparing national documents (laws, reports, instructions, advices, position requirements, ministerial orders, recommendations, strategies, and statistics) on school counseling.

- by Nikolay Popov and +1
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- Comparative & International Education, School Counseling

The authors utilized hierarchical multiple regression to understand the relationships between complex trauma, family environment, family cohesion, and resilience in 485 young adults aged 18-35. The young adults varied regarding their educational background and experiences with trauma. Results demonstrated that youth with more experiences of complex trauma were associated with lower levels of resilience. However, when they reported strong family environments and family cohesion prior to adulthood, they were more likely to be resilient in young adulthood despite the complex trauma experienced. Hence, family environment and family cohesion appear to be protective factors despite complex trauma exposure. Implications for family counselors working with trauma and resilience building through a systemic lens are discussed.

- by Julia A Bryan
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- Education, Child abuse and neglect, Mental Health, Psychotherapy and Counseling

(Preprint of Article in press). This study tested the conceptual framework of school counseling college-going culture (SCCGC) using a national sample of 15,857 high school students from the High School Longitudinal Study 2009. We examined the relationship of SCCGC (i.e., counselor expectations and priorities, student-counselor contact for college-career counseling prior to 12 th grade, college and career readiness activities, and constraints) to high school seniors' college decisions (i.e., studentcounselor contact for college admissions counseling in 12 th grade, student-counselor contact for financial aid counseling in 12 th grade, number of college applications, and enrollment in college). Multinomial and ordinal logistic regression analyses revealed that counselors' expectations and priorities, student-counselor contact for college-career counseling prior to 12 th grade, college application and financial aid help, and college information and FAFSA meetings were positively related while caseload was negatively related to students' college decisions (after controlling for parent involvement, academic performance and aspirations, and student demographics).

- by Julia A Bryan
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- Education, Social Sciences, Counseling Psychology, Higher Education

Despite the importance of school counselors in the college going process, school counselors are often inundated by numerous non-counseling responsibilities and overwhelmed due to high student-counselor ratios (McDonough, 2005a, 2005b). Hence, the onus is on policy-makers, school leaders, and school counselors to embraces practice models that will enable schools and school counselors to promote college readiness and access for all students, especially students who face significant barriers in the college going process. Therefore, we offer strategies that school counselors can use to enhance college readiness and college access. These strategies take a school-family-community partnership approach in addressing the academic, economic, psychological, and structural barriers that these students may face. We first describe two models that provide insight into the comprehensive, cohesive, and widespread strategies the school counselors can use to work with all stakeholders with the aim of getting students college and career ready. We follow with strategies that school counselors can specifically use to engage parents in college readiness activities. We end with a personal story from a professional school counselor (the fourth author) who was a designated college counselor in a high school. She shares the strategies she used to encourage and increase college access for underrepresented college students in her school.

- by Julia A Bryan and +1
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- Psychology, Education, Sociology of Education, Special Education

This article discusses school counselors' multifaceted role as educator-counselor-leader-collaborator, inextricably linked roles so necessary to build strengths-based school-family-community partnerships. We examined the effects of one such partnership on 20 elementary school students, using photo elicitation and interviews to explore students' satisfactions and experiences about the Just Love partnership. Thematic analysis of the data revealed six categories: (a) perceptions of Just Love, (b) positive feelings, (c) positive relationships and connectedness, (d) classroom and school climate, (e) experiences, and (f) support and resources. Each category comprised themes aligned with protective factors and developmental assets that help students thrive.

- by Julia A Bryan
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- Education, Teacher Education, Poverty, Psychotherapy and Counseling

Over the past two decades, research on urban schools has focused predominantly on achievement gaps. However, achievement gaps exist because of gaps in opportunities for urban, low-income, and racially/ethnically diverse students. Partnerships among schools, families, and communities can provide the enrichment opportunities, support, resources, and programs that students need to be educationally resilient despite adversity. School counselors are in a unique position to promote resilience through equity-focused school–family–community partnerships and parent/family–school compacts based on empowerment, democratic collaboration, social justice, and strengths-based principles. This article describes a step-by-step, equity-focused partnership model that school counselors can implement as part of their school counseling program.

In this chapter, we describe four antiracist foci counselors need to address as they build antiracist partnerships, discuss four essential equity-focused partnership principles or pillars of democratic collaboration, empowerment, social justice, and strengths-focus, and present a sevenstep partnership model (see Figure 1; Bryan & Henry, 2012; Bryan et al, 2019, 2020). These antiracist foci and equity-focused principles enable counselors and educators to lead courageously in antiracist work and in building school-family-community partnerships suitable for supporting Black children and other children of color without perpetuating racism and inequity. School counselors use the partnership process model, which comprises seven steps: (1) preparing to partner, (2) assessing needs and strengths, (3) coming together, (4) creating shared vision and plan, (5) taking action, (6) evaluating and celebrating progress, and (7) maintaining momentum, to intentionally build antiracist partnerships, that provide antiracist interventions to tackle trauma, college and career readiness and access, and other programs and interventions that foster protective factors and racially safe school environments for children and families of color.

- by Julia A Bryan
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- Multiculturalism, Teacher Education, Counseling Psychology, Race and Racism

In chapter 10, Linday Finlay writes with Anna Madill , to describe and explain some different ways to analyse data. Four contrasting types of analysis are outlined with practical exemplars: narrative, thematic, discursive and creative. Each type of analysis highlights different aspects and so enables different insights. As such, qualitative analysis is always tentative, partial and emergent....

- by Natalya Lindo and +1
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- Leadership, School Counseling, Cooperation, Academic achievement

This article provides a comprehensive overview of creative interventions used with adolescents in the secondary school setting. School counselors who incorporate creative interventions along with traditional counseling methods will increase their effectiveness with high school students. Creative interventions that can be delivered through classroom guidance and/or individual and group counseling will be discussed, including the use of art, props, reading, writing, music, play, and sandtray. Specific examples of ways to utilize each intervention are also provided to assist school counselors with implementation of these methods.

- by Jake J . Protivnak
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- Information Technology, Art, Creativity, Reading

The authors investigated a combined social and emotional learning and mindfulness-based intervention as delivered by school
counselors to students in classrooms and their teachers using consultation practices. The study used a cluster-randomized design
at the classroom level, with an ethnically diverse sample of 109 middle school students divided between treatment and delayed
treatment groups. Analyses found significant intervention effects for the treatment group in students’ changes in stress tolerance,
social curiosity, executive functioning (i.e., shift, plan and organize, and task monitoring), and academic achievement (i.e.,
mathematics, science, English, and social studies). Implications of these findings evince how theory-informed school counseling can
contribute to important outcomes in educational settings.

This study examined the factor structure of the School Counselor Leadership Survey (SCLS). Survey development was a threefold process that resulted in a 39-item survey of 801 school counselors and school counselor supervisors. The exploratory factor analysis indicated a five-factor structure that revealed five key dimensions of school counselor leadership: (a) interpersonal influence, (b) systemic collaboration, (c) resourceful problem solving, (d) professional efficacy, and (e) social justice advocacy. This article discusses implications for practice, research, and training.

- by Julia A Bryan
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- Education, Educational Leadership, Teacher Education, Counseling Psychology

This study tested a parent empowerment framework using a national sample of 9,982 parents from the Parent and Family Involvement Survey (National Center for Education Statistics, 2007) to investigate relationships between parent empowerment and children’s academic performance. A multinomial logistic regression demonstrated significant relationships between parents’ competence, self-determination, community belonging, community participation, and academic performance, which differentiate among parents based on racial/ethnic, language, and socioeconomic backgrounds. Findings highlight the importance of parent empowerment interventions that consider structural barriers in schools.

- by Julia A Bryan
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- Family Therapy, Education, Teacher Education, Counseling Psychology

The purpose of the present study was to design an effective observation course program in School Counselor education. The study group consisted of 40 second grade students enrolled in the Guidance and Counseling Program at Giresun University who were taking observation in school courses in the 2008-2009 academic year and 14 School Counselors who were responsible for the observation practices of the students. An action research method was used in the study. The School Counselor Education with Observation in Schools Program (SPCEOSP) was prepared, applied and assessed. Based on the data obtained in the study, suggestions were made to design an effective observation course program within School Counselor education.

- by Enver Sari
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- Action Research, School Psychology, School Guidance and Counseling, Medicine

Kansas was the first state to close P-12 schools and move to a continuous learning model in response to the COVID-19 pandemic. A multidisciplinary group of K-State College of Education faculty researchers conducted a survey in May, 2020 to capture the voices and experiences of Kansas teachers, school counselors, and administrators during that time related to technology and broadband access, engagement and educator resiliency and self-care. Survey links were posted on the Remote Learning P-12 platform (https://remote-learning-p-12.mn.co/feed) and on the Kansas Educators Facebook group. These open links provided a sample of convenience, with 829 educators from across the state responding to the survey. The findings have implications for school districts, administrators, school counselors, teachers, and students in the coming school year.
As schools begin to make decisions about what the current and critical needs are, three tenets must be addressed for optimal school re-entry: (1) Educator and student well-being, (2) Delivery models and high-quality instruction that are conducive and responsive to varied learning environments, and (3) School operations: Precautionary measures and logistics around COVID infection and contagion. This white paper provides data, insight, and recommendations in the areas of educator and student well being and delivery models.

- by Jessica Lane and +1
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- Education, Teacher Education, Resilience, Community Engagement & Participation

Social workers provide social, emotional and physical development services to children and also strive to modify the environment for the best interest of child. To do this effectively, social workers work with parents, teachers, schools and communities. The general public consider the social workers who work in schools as a stand in educator, psychotherapist, social planner, and liaison between school and home (Wang 2003). In India mainly social organizations are performing various child development activities in school. Again for the school children, teachers are not only educator and motivators but also play an important role to shape their lives. In order to understand the scope and challenges of social work in school in Indian context, research study had included both teachers and representatives of social organization, working for schools. Focused group discussions (with three to four teachers in each group) were conducted in fourteen government schools of Mysore city and responds from four social organisations, working in different schools in Mysore city, were taken using interview schedule. The study intends to present their views about child and school development areas. It also aims to understand the challenges faced by social organisations while working in schools and scope of social work in schools. It captures the understanding of educators on various terms like discipline, punishment, social work, community work, life skills etc. to suggest indirect social work intervention scopes for child development.

- by Mohan A. K
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- School Counseling, School Social Work, Socialwork, Social Work Education and Practice

Gifted students may experience psychosocial difficulties. One of the therapeutic tools that, can be used by counselors in supporting them by taking their interest and skill in reading book into consideration, is biblio-therapy. It reflects using literature for helping children to overcome their problems. Choosing the appropriate book for bibliotherapy is crucial point to make the process productive. Research on the books that can be used through bibliotherapy with gifted students seems to be limited; led this study. This study examined three books in terms of the content regarding psychosocial difficulties experienced by gifted students and their appropriateness for biblio-therapy applications for gifted children at primary school level. The outstanding contents in the books were relationship problems, labeling and loneliness, difficulties with self / identity development, and per-fectionism. According to results, the books included contents regarding the difficulties that gifted students might experience; hence could be used with gifted students by counselors.

- by Jessica Lane and +2
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- School Guidance and Counseling, School Counseling, Principals, comprehensive school counseling programs

İnovasyonun On Tipi kitabı ile inovasyon yapmak isteyenlere reçete veriliyor. Adım adım ve yalın bir şekilde inovasyonun nasıl geliştirilebileceği konusunda önemli sırlar ortaya koyuluyor. Bu kitap, özellikle teknoloji odaklı inovasyon yapmak isteyenlere yapılan hataları da göstererek uygulama ortamı oluşturuyor. Yenilik ilkelerini verirken startupların ve hatta büyük kuruluşların anlamlı ve sürdürülebilir büyüme konusundaki donanımını artırıyor. 2000'den fazla başarılı yeniliğin ortaya çıkışında önemli içgörüler sağlıyor.
Bu kitabın anlatım tarzında özel bir algoritma uygulanarak anlamlı gruplar belirlendi. İnovasyon fırsatlarını belirlemek için firmaların iç ve dış büyüme parametreleri ve performans değerleri, rakiplerini de devreye alarak şekillendirildi. İnovasyon odaklı performansın artırılabilmesi, önemli değerlendirmeler yapılabilmesi için özel ve hazır yol haritaları sunuldu. Endüstriler için de inovasyon modellerini teşhis edip yeni bir anlayış ve yöntem geliştirme imkânı sunuluyor.
Çevrimsel araştırmanın altyapısını vererek farklı ve anlamlı değişim ve dönüşümü düşündürüp kalıcı ve kullanışlı yollar uygulatarak kitabın ne kadar değerli olduğunu kanıtlıyor. Eğer kurumunuzda anlamlı ve sürdürülebilir büyümeyi inovasyon odaklı gerçekleştirmek isterseniz yenilik ilkelerinin detaylı olarak anlatıldığı İnovasyonun On Tipi kitabını okuyun.
Bu kitabın yazarlarından Larry Keeley'in tecrübelerinden yararlanmak büyük bir fırsat. Kendisi BusinessWeek tarafından inovasyon alanındaki dünya görüşünü ve paradigmaları değiştiren, yedi yenilik gurusundan biri olarak seçilmiş olup Doblin firmasının kurucusudur. Diğer yazarlar ile birlikte inovasyonun tasarlanması ve sürdürülebilir kılınması konusunda dünya çapında pek çok girişimciyi, yöneticiyi, şirketleri ve startupları etkilemiştir.

- by Gamze Sart
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- Creative Writing, Critical Theory, Entrepreneurship, Management

Using social capital theory as a framework, the authors examined data from the Educational Longitudinal Study (ELS: 2002) to examine how student contact with high school counselors about college information and other college-related variables influence students’ college application rates. In addition to some college related variables, the number of school counselors, and student contact were significant predictors of college application rates. Implications for school counselors and counselor training are included.

- by Julia A Bryan
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- Sociology, Rural Sociology, Psychology, Teaching and Learning

This study is based on the analysis of narratives during counselling sessions of two clients facing the problem of stuttering. Though the two cases were quite different with regard to their demographic characteristics, but during counselling sessions, both the clients reported emotionally devastating and stressful home environment during childhood. Both the clients had reported undergoing childhood traumatic experiences of being abused and mistreated by their parents, especially by their father. The clients were clearly of the opinion that their father’s abusive behaviour infused in them a sense of acute fear, insecurity and mistrust regarding relationships. After initial few counselling sessions the clients narratives made it clear that their stuttering was more acute when they had to face their father. These revelations suggested a strong relationship between traumatic childhood experiences /child abuse and stuttering. Parents are the key source of strength and confidence for a child. Parents are like the boat through which the child explores the vast ocean of life and develops his own personality. He/she looks towards his parents whenever he finds himself/herself in trouble perceived or real. But when the same source of strength and confidence becomes a source of fear or anxiety, it has a detrimental impact on not only the overall development of personality but also on the other cognitive capabilities including the fluency of speech.
The earlier studies in the field have primarily focused on the role of genetic factors in the aetiology of stuttering. On the basis of the analysis of narratives of the clients, we strongly believe that it will be misleading to lay overemphasis on genetic factors and to undermine the role of early childhood traumatic experiences in the aetiology of stuttering. Since chronic stress has been found to have a detrimental effect on various cognitive abilities, including the processing of speech and language, it has been argued that stress generated by early childhood traumatic experiences plays a key role in aetiology of stuttering. The effectiveness of CBT in significantly minimizing the problem of stuttering is indicative of the role of psychological factors.

Youth mental health is an area of profound disparity between the demand and supply of services, particularly in schools that serve students at risk of school dropout. This article describes the conceptual foundations and implementation of MAGNIFY, a program that provides free group counseling to small alternative schools with students who have a history of behavioral problems in school or have been labeled at risk of dropping out of school. MAGNIFY is a non-structured program that uses school counseling graduate students to facilitate weekly school-based interpersonal process groups and is financially supported by local businesses and donors. Program components, finances, limitations, and implications are discussed.

The aim of this study was to investigate how individuals;who had been victims of school bullying;perceived their bullying experiences and how these had affected them;and to generate a grounded theory of being a victim of bullying at school. Twenty-one individuals;who all had prior experiences of being bullied in school for more than one year;were interviewed. Qualitative analysis of data was performed by methods from grounded theory. The research identified a basic process of victimising in school bullying;which consisted of four phases: (a) initial attacks;(b) double victimising;(c) bullying exit and (d) after-effects of bullying. Double victimising refers to a process in which there was an interplay between external victimising and internal victimising. Acts of harassment were repeatedly directed at the victims from their social environment at school – a social process that constructed and repeatedly confirmed their victim role in the class or the group. This external victimising affected the victims and initiated an internal victimising;which meant that they internalised the socially constructed victim-image and acted upon this image;which in turn often supported the bullies’ agenda and confirmed the socially constructed victim-image. The findings also indicate the possible positive effect of changing the social environment.

- by Robert Thornberg
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- Sociology, Sociology, Sociology, Criminology

The aim of the present study was to examine to what degree different mechanisms of moral disengagement were related to age, gender, bullying, and defending among school children. Three hundred and seventy-two Swedish children ranging in age from 10 to 14 years completed a questionnaire. Findings revealed that boys expressed significantly higher levels of moral justification, euphemistic labeling, diffusion of responsibility, distorting consequences, and victim attribution, as compared with girls. Whereas boys bullied others significantly more often than girls, age was unrelated to bullying. Moral justification and victim attribution were the only dimensions of moral disengagement that significantly related to bullying. Furthermore, younger children and girls were more likely to defend victims. Diffusion of responsibility and victim attribution were significantly and negatively related to defending, while the other dimensions of moral disengagement were unrelated to defending.

- by Robert Thornberg
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- Sociology, Criminology, Psychology, Behavioural Science

School counselors are tasked with contributing to a safe and preventative school climate through the implementation of a comprehensive school counseling program (CSCP) such as the American School Counselor Association National Model (ASCA National Model). However, school counselors often struggle with barriers to implementing CSCPs and need to maximize their efforts. Similarly, the Positive Behavioral Interventions and Supports (PBIS) approach prioritizes a positive school climate, is widely and increasingly implemented in the United States, and has been recommended by influential stakeholders, such as the U.S. Department of Education. While some scholars have mentioned school counselors’ role within PBIS, there lacks a clear and thorough description of the alignment between CSCPs and PBIS. In this article we describe the alignment of CSCPs such as the ASCA National Model and PBIS with the aim of increasing school counselors’ and stakeholders’ understanding of and advocacy for this alignment, thus maximizing school counselors' efforts to support their students. School counseling implications and recommendations are provided.

The purpose of the present study was to design an effective observation course program in School Counselor education. The
study group consisted of 40 second grade students enrolled in the Guidance and Counseling Program at Giresun University who
were taking observation in school courses in the 2008-2009 academic year and 14 School Counselors who were responsible for
the observation practices of the students. An action research method was used in the study. The School Counselor Education with
Observation in Schools Program (SPCEOSP) was prepared, applied and assessed. Based on the data obtained in the study,
suggestions were made to design an effective observation course program within School Counselor education.

The extant literature documents the importance of school counselors’ roles in school–family–community partnerships, yet no model exists to guide school counselors through the process of building partnerships. The authors propose a model to help school counselors navigate the process and principles of partnerships. They define partnerships; discuss the principles of democratic collaboration, empowerment, social justice, and strengths focus that should infuse partnerships; enumerate a partnership process model; and discuss implications for practice and research.

- by Julia A Bryan and +1
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- Sociology, Rural Sociology, Social Change, Psychology

In questo elaborato teorico ci si interroga su ciò che in una relazione educativa scolastica permette di riscontrare sviluppi positivi negli studenti, nonostante una non completa preparazione teorica o padronanza della didattica da parte dell'insegnante. Il problema quindi affrontato è cosa davvero è essenziale per favorire un apprendimento significativo, a prescindere da metodi, strategie e strumenti di insegnamento. Si è pensato possibile trovare una soluzione a tale questione nelle teorie sull'apprendimento di un grande pensatore, psicologo e filosofo del '900, Carl R. Rogers, padre della psicologia umanistica e del counseling non direttivo. Egli nel suo libro “Libertà nell'apprendimento”, dove sono raccolte le sue riflessioni sull'educazione, arriva a delle interessanti conclusioni a partire dalla sua esperienza, sia di psicoterapeuta che di docente. Quelle maggiormente prese in considerazione in questa sede riguardano le attitudini relazionali che deve possedere chi desidera aiutare una persona a sviluppare al massimo grado le sue potenzialità. Anche nel contesto scolastico esse sono: l'autenticità dell'insegnante; la sua stima, fiducia e accettazione incondizionata verso gli studenti; la sua capacità di ascolto e comprensione empatica del loro mondo soggettivo. Tra queste tre virtù personali, per così dire, ci sentiamo di condividere con Rogers che la più importante e fondamentale sia la genuinità di chi insegna, il suo non aver paura di essere se stesso, mostrandosi per quello che si è. Rogers pensa che un apprendimento significativo può essere raggiunto solo in un clima di libertà ed autonomia in classe. In questa breve trattazione di alcuni aspetti delle suo pensiero pedagogico innovativo, si vuole sottolineare proprio come gioverebbe tanto a chi lavora nella scuola come docente la libertà di essere se stessi nella relazione con i propri studenti, senza nascondersi dietro la maschera e la facciata di un ruolo istituzionale asettico.

- by Gianluca Alberti
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- Counseling, School Counseling, Carl Rogers, Educazione

Culturally and linguistically diverse students face longstanding issues of inequity within public schools in the United States. Response to intervention (RTI) is one proposed solution that addresses the inequities. As advocates for all students, school counselors possess the training and knowledge to promote fairness and equity within the RTI process. Using critical race theory, the authors present a vignette and conceptualize methods based on school counselors’ education and training that school counselors can use to promote equity within RTI for culturally diverse students.
Keywords: response to intervention, school counselors, critical race theory,
culturally and linguistically diverse students

- by E Mackenzie (Ken) Shell and +1
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- Multiculturalism, Educational Equity and Justice, Culturally Responsive Teaching and Learning, School Counseling

- by Julia A Bryan
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- Higher Education, Career Guidance Counseling, Urban Education, Social Justice

We describe a parent empowerment model focused on how school counselors facilitate empowerment of parents, especially marginalized parents, to support and advocate for their children. Based on Young and Bryan's school counselor leadership framework, the parent empowerment model was designed to guide school counselors in developing programs that help mar-ginalized parents become actively involved in their children's education. We present school counselor leadership practices that foster empowerment for marginalized parents with an example case vignette and discuss implications for school counseling practices. Keywords parent empowerment model, school counselor leadership framework, marginalized parents

- by Julia A Bryan
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- Multiculturalism, Parenting, Social Justice, Empowerment

Many gender and sexually diverse students continue to view their schools as a hostile and oppressive environment. The focus in research has shifted more recently from individualizing this problem to understanding the complex systemic and institutional contributors to the ongoing marginalization of this population. As an integral part of the school system, school counsellors are uniquely positioned to offer important individual-and group-level supports to these students. Using narrative interviewing, this qualitative study provides an opportunity to visit the lived experiences of 6 current gender and sexually diverse high school students and their encounters with heteronormativity at school. Their stories offer insights into factors contributing to their distress and demonstrate stress-ameliorating factors that could be used to guide school counsellors who advocate for the safety and inclusion of students with diverse sexual orientations and gender identities. résumé Bon nombre d'étudiants et d'étudiantes issus de la diversité de genre et de sexe continuent de percevoir leurs écoles comme des milieux hostiles et oppressifs. La recherche a changé de cap récemment, passant d'une approche centrée sur l'individualisation du problème à une meilleure compréhension des complexes éléments systémiques et institutionnels qui contribuent à la marginalisation de cette population. Faisant intégralement partie du système scolaire, les conseillers et conseillères en milieu scolaire occupent une position stratégique leur permettant d'offrir à ces étudiantes et étudiants des soutiens individuels et collectifs. Fondée sur des entrevues narratives, cette étude qualitative permet d'aborder les expériences vécues de 6 étudiants et étudiantes du secondaire actuellement issus de la diversité de genre et de sexe et leurs contacts avec l'hétéronormativité en milieu scolaire. Leurs narrations offrent un aperçu des facteurs qui contribuent à leur détresse et démontrent des facteurs susceptibles de réduire leurs niveaux de stress et auxquels on pourrait recourir pour guider les conseillers et conseillères en milieu scolaire qui réclament plus de sécurité et d'inclusion à l'égard des étudiantes et étudiants ayant diverses orientations et identités sexuelles.

- by Tanya Surette
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- Gender and Sexuality, Social Justice, School Counseling, Anti-Oppressive Practice