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

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 and +1
- •
- Social Work, Teacher Education, Higher Education, Learning and Teaching

The Ethical Standards of the American School Counselor Association (ASCA) make it clear that school counselor site supervisors of interns should seek out ongoing education in the area of supervision. Readers of this manuscript will learn a creative approach, using both the School Counselor Supervision Model and Bibliosupervision, to help in the supervising of their interns while also meeting the mandate of ASCA's Ethical Standards. Practical steps and scenario examples are provided.

School counselors have an ethical and professional responsibility to offer counseling services during crises such as a school shooting. Limited research has explored the lived experiences and practices of school counselors who have experienced a school shooting. This article discusses a qualitative case study investigating school counselors' experiences related to school shootings and presents implications for school counselors.

- by Carleton H . Brown
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- School Shootings, School Counselors, School Crisis Management

With the current tide of anti-immigrant and anti-refugee sentiment, it is vital that educators and counselors incorporate strategies to meet the social and emotional needs of English-language learners. This case study investigated the impact of teacher practice and collaboration with counselors around culturally and linguistically responsive instruction for newcomer ELLs in a small urban high school over one academic year. Participants in the study included 9 teachers, counselors, and administrators interviewed individually by the researcher and 12 students who participated in focus groups. The researcher also conducted observations and took field notes throughout the year during both planning meetings and classroom instruction. Finally, the researcher analyzed documents including data from school climate surveys and audits. Using thematic analysis, the researcher first engaged in three rounds of coding in order to identify and refine potential key patterns across the data. Analytic memos were utilized as a way to begin the process of analysis. Later, the researcher triangulated between the different forms of data to corroborate themes and patterns. Findings suggest that school partnerships, distributed leadership, and collaboration can help generate a welcoming climate that addresses student needs both inside and outside the classroom.

- by Lisa Auslander
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- Teacher Education, English Language Learners, School Counselors

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

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

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

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.

This study investigated the relationships between burnout and self-efficacy among school counselors. Also, the level
of their burnout and self-efficacy was examined in terms of the social support, task perception and the number of
students. A sample of 194 school counselors filled out the Maslach Burnout Inventory, The School Counselors Self-
Efficacy Scale, and Personal Information Sheet. For the analysis of the data, Pearson correlation coefficient, regression,
t and F tests were employed. The results of the study revealed that self-efficacy predicted depersonalization and
personal accomplishment dimensions of burnout in school counselors. In addition, it was found that the counselors
who take social support, have a positive attitude towards their profession and the lower number of students counselor
provide service, the lower the burnout and higher the self-efficacy belief.

- by Halil Eksi
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- Self-Efficacy, Social Support, Burnout, School Counselors

Research has yet to fully explore counselor advocacy for undocumented students and the leadership they use in their advocacy. This study asks the following questions: (1) What motivates counselors to pursue educational access for undocumented K-12 students? and (2) How do school counselors advocate for undocumented K-12 students? We integrate boundary spanning and border crossing leadership theories as a conceptual frame to offerholistic approach for leaders' socially just and inclusive practices concerning undocumented students on the borderlands. This embedded case study uses data from eight K-12 counselors. School counseling-related organizations explicitly detail advocacy competencies and the knowledge base, abilities and skills, and attitudinal dispositions professionals must develop. Knowledge of counselors' leadership advocacy efforts can help prepare preservice leaders and other educators to effectively support undocumented students.

- by E. Crawford and +1
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- Educational Leadership, Advocacy and Activism, Undocumented Immigrant Students and Learning, School Counselors
- by Vera Spasenovic and +1
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- School Counselors

The continuum of broaching behavior is a conceptual framework explicating how counselors broach or have explicit discussions about racial, ethnic, and cultural factors with their clients during treatment (Day-Vines et al., 2007).
Counselors can assume 5 particular broaching orientations: avoidant, isolating, continuing/incongruent, integrated/congruent, and infusing. The authors operationalized the continuum of broaching behavior using the Broaching Attitudes and Behavior Scale and found support for a 4-factor model of broaching behavior.

- by Julia A Bryan and +1
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- Discourse Analysis, Cultural Studies, Psychology, Applied Psychology

The study illustrated brief summary of historical development of school counselling service in both the United States of America and Turkey. The paper analyzed the BA students who were... more

The study illustrated brief summary of historical development of school counselling service in both the United States of America and Turkey. The paper analyzed the BA students who were provided with school counselling in high school. Students’ perceptions were identified with regard to academic achievements, social/personal problems, and vocational planning. A survey was carried out to obtain the data. Moreover, the participants were asked to rate the effectiveness and importance of school counselling. The research results revealed that students were well aware of the significance and effectiveness of guidance program and school counsellors.

During education and training process, the period that developmental and traumatic problems of adolescence become intense is high-school term. Potential problems/crisis of this period are menarche, sexual intercourse experience, admission to university, conflict with parents about life style, break off relationship with opposite sex, indecisiveness about choice of profession, and (un)success. This study aims to put forward how psychological counselors define crisis situations, their perceptions of competence about coping with these crisis and their suggestions. Sample consists of 46 psychological counselors working in high schools in central districts of Malatya during 2013-2014 education and training term. Semi-structured interview techniques were used as data collection method. Content analysis that is one of qualitative analysis method was used to analyze datas collected. As a result of the research, it was found that psychological counselors were not enough about crisis and crisis intervention.

THIS IS YOUR CUE: TIME TO TAKE ACTION
Call upon the community or general public, parents and youths, mental health professionals, physicians and nurses, educators, Facebook and other internet social media, religious groups, athletes, celebrities, secular and SBNR, school administrators, news media, Hollywood, academia, scientists, employers and employees, business owners and managers, private individuals and public officials, to join their talents, opportunities, and influence to support student mental health and end school shootings. Sharing this article is one way you can help https://www.academia.edu/35809557

- by Daniel M Keeran MSW
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- Creative Writing, Entrepreneurship, Marketing, Robotics

The present study used a national sample of professional counselors (N
= 161) providing services during the COVID-19 pandemic to examine the
extent to which perceived stress, coping response, resilience, and posttraumatic stress predict burnout, secondary traumatic stress, and
compassion satisfaction. The results of a multiple regression analysis
indicated resilience had a strong positive relationship with compassion
fatigue and a strong negative relationship to burnout. Perceived stress
was also strongly positively related to burnout. Implications and
strategies for counselors to mitigate the effects of perceived stress
during the COVID-19 pandemic by engaging in self-care practices and cultivating resilience are provided.

- by Clark D . Ausloos
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- Resilience, Stress, Post traumatic stress disorder, Mental Health Professionals

Greater efforts are needed from educational stakeholders to recognize and disrupt
educational inequities. Educators engaged in social justice-oriented practices seek
to increase opportunity and achievement for all students, taking into account
subgroup identities, such as race, gender, sexuality, ability, language, religion,
and immigrant status. Collaboration between social justice-oriented school principals
and school counselors has potential toward these ends due to the unique role of the school counselor. The school counselor is positioned to engage with
students and families, address systemic inequities, and lend their expertise to
school-wide decision-making teams. However, it is important that the school
principal effectively communicate, collaborate, and create structures for the
counselor’s work in this regard. When done effectively, this collaboration supports
comprehensive school counseling. Through their collaboration toward
social justice, principals and school counselors seek to eliminate systemic barriers
to rigorous educational experiences for all students.
This chapter provides an overview of social justice leadership, and then is
divided into six related sections. The discussion of principal–counselor collaboration
for social justice is framed by critical theory. First, barriers that may inhibit
collaboration between principals and counselors who promote social justice in
schools are presented. Barriers to the school counselor’s ability to carry out
student-centered and standards-based duties are largely due to a lack of principal
knowledge about counselor roles, role diffusion which leads to ambiguity about
the role of the counselor, and ineffective or absent communication between
principals and school counselors. Second and third, an overview of the important
roles held by principals and school counselors are explained. Fourth, key concepts
for principal and counselor collaboration are explored. Opportunities for
collaboration include developing and working out of a social justice identity,
resource alignment to support the counselor role, principal–counselor communication
about roles and meetings to discuss progress, counselor communication
with staff about their role, and participation in school-wide leadership teams
involved in data-based decision-making. Fifth, a discussion of the collaboration
of principals and counselors for social justice in international contexts is interwoven
throughout. The sixth section provides an alignment of the National
Educational Leadership Preparation (NELP) standards for educational leaders
and the American School Counselor Association (ASCA) standards as a basis for
the collaborative work between principals and school counselors. The chapter
ends with implications for research and practitioners.

- by Rachel Geesa
- •
- Educational Leadership, Higher Education, Collaboration, Social Justice

Using the School Counselor Leadership Survey and the School Counselor Involvement in Partnerships Survey, this study of 546 school counselors explored which of the 5 school counselor leadership dimensions were associated with involvement in school– family–community partnerships. A hierarchical multiple linear regression analysis revealed that the leadership dimension that predicted counselor partnership involvement was systemic collaboration along with self-efficacy and role perceptions about partnerships, collaborative climate, and principal expectations. The authors discuss practice and training implications for school counselors.

In November, 2018, researchers, scholar practitioners, and faculty from colleges of education convened in a symposium to address gaps in the research informing preparation and support for college and career pathway leadership and capacity-building. Participants reviewed findings from relevant research, discussed the essential elements of leadership required to seriously disrupt inequities and redesign education systems through college and career pathways, then analyzed the potential of research practice partnerships to address priority problems of practice impacting equitable implementation of college and career pathways. This paper reports on the symposium process and recommendations for research to address priority problems affecting equity in pathway implementation while simultaneously building leadership and capacity. It also summarizes the specific leadership and capacity-building challenges and questions for research emerged related to leadership and capacity building in three strands: administrators, teachers, and counselors and other student support specialists.

- by Annie Johnston
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- Educational Leadership, Teacher Education, Student support, Teacher Training

This research is field research (field research) is qualitative, that is a research that produce descriptive data. The subjects of this study are students of KI-BKI Department of class of 2014. The object of this research is the readiness of work in the Islamic student's personality of KI-BKI force of 2014. Data collection techniques used include interviews, observation, and documentation. Based on the results of data analysis, the research findings show that the readiness of work on aspects of knowledge, skills, and work actions in the Islamic student's personality of KI-BKI force 2014 have good ability. From the results of the research there are some suggestions that are given to the department of KI-BKI to continue to improve efforts in facilitating the development of counselor competence. For KI-BKI students as BK teacher candidates to continue to develop themselves to achieve the expected counselor competence

Career counseling is an important skill to attain in training to become a school counselor; however, research has shown that school counselors-in-training need more preparation in terms of career counseling. The author describes an optional career counseling assignment added to a 300-hour school counseling practicum course provided to 14 students in a southern region university school counseling program. Ten students chose to participate in the assignment and provided pre and post feedback of their experience. Student feedback and practical implications are discussed.

- by Carleton H . Brown
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- Career Guidance Counseling, Career Counseling, School Counselors

Caribbean students are among the distinct immigrant groups in U.S. public schools with particular needs to be addressed by school counselors. This article discusses the challenges Caribbean immigrant students face that create obstacles to their academic and personal/social success. Guidelines for school counselors are outlined, which can be used to meet the needs of Caribbean immigrant students and promote their healthy adjustment.

- by Dr. Stephaney S Morrison and +1
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- Cultural Studies, Psychology, Family Therapy, Latin American Studies

As growing numbers of transgender people—including students, parents, and educators—become visible within schools, so comes with this the requirement that schools ensure their full inclusion. This article suggests that school counsellors and psychologists have an important role to play in supporting transgender people within schools. As an initial scoping of this suggestion, the article reports on findings from two Australian surveys: one focused on cisgender parents of
transgender children, and one focused on cisgender school counsellors and psychologists in regard to their capacity for working with transgender people. The findings suggest that while the parent sample had largely negative experiences
with school counsellors, the professional sample reported a high level of confidence in working with transgender people, although differences in gender and religiosity impacted upon school counsellors’ and psychologists’ acceptance of transgender people, and clinical knowledge for working with transgender people. The article concludes by advocating for ongoing training for school counsellors and psychologists in regard to working with transgender people, in addition to outlining the role that school counsellors and psychologists can play in facilitating a whole of school approach to transgender issues.

- by Damien Riggs and +1
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- School Psychology, Transgender, School Counselling, Gender Diversity

Öz Çevrimiçi psikolojik danışma uygulamaları giderek artıyor olmasına rağmen, daha işlevsel çevrimiçi psikolojik yardım hizmetleri sunulabilmesi için psikolojik danışmanların ve danışanların çevrimiçi psikolojik danışmaya ilişkin tutumlarının değerlendirilmesi gereklidir. Bu çalışmada psikolojik danışmanların çevrimiçi psikolojik danışmaya yönelik tutumları, yardım alan perspektifinden değerlendirilmiştir. Çalışma kapsamında psikolojik danışmanların çevrimiçi psikolojik danışmaya yönelik tutumlarının cinsiyet, günlük bilgisayar kullanımı düzeyleri, toplam bilgisayar kullanım süreleri, bilgisayar kullanımına ilişkin öz yeterliklerine göre farklılaşıp farklılaşmadığı değerlendirilmiştir. Veri toplama aracı olarak Yüz yüze ve Online Psikolojik Danışmaya Yönelik Tutum Ölçeği'nin çevrimiçi psikolojik danışmaya yönelik tutumu ölçen maddeleri ve araştırmacılar tarafından geliştirilen kişisel bilgi formu kullanılarak 193 psikolojik danışmana ulaşılmıştır. Çevrimiçi ortamda toplanan veriler t testi ve tek yönlü varyans analizi (One Way ANOVA) teknikleri kullanılarak analiz edilmiştir. Gerçekleştirilen analizler sonucunda, çevrimiçi psikolojik danışmaya yönelik tutumlarının cinsiyet, günlük bilgisayar kullanımı düzeyleri, toplam bilgisayar kullanım süreleri, bilgisayar kullanımına ilişkin öz yeterliklerine göre farklılaşmadığı bulunmuştur. Sonuçlar ilgili alan yazın eşliğinde tartışılmış, ilerleyen dönemde bu alanda çalışma yapacak araştırmacılara önerilerde bulunulmuştur. Anahtar Kelimeler: çevrimiçi psikolojik danışma, psikolojik danışman, tutum Abstract Although there is an increasing number of online counseling services, studies exploring clients' and counselors' attitudes toward online counseling services are needed to provide effective and efficient mental health counseling services. The purpose of this study is to investigate counselors' attitudes toward online counseling in relation to counselors' genders, their daily usage of computer, their total usage of computer, and their self-efficacy in computer usage. In this study, Personal Information Form, specific items from the Online Counseling Attitudes Scale, and the Face-to-Face Counseling Attitudes Scale were given to 193 counselors to measure attitudes toward online counseling. Data were analyzed by using independent samples t-test and one-way ANOVA. There were no statistically significant differences counselors' attitudes toward online counseling and counselors' gender, their daily usage of computer, their total usage of computer, and their self-efficacy in computer usage. The implications of these findings have been discussed in the literature review to provide some suggestions to researchers in the counseling profession.

- by Ömer Özer and +1
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- E-Counselling, E-Therapy, Therapy Online, School Counselors

Leadership is recently touted as a necessary skill for school counselors and as a means of aligning their work more intentionally with school improvement goals. By using leadership practices, school counselors can implement a program that addresses the academic, career, and personal-social needs of all students. This article outlines a large-scale study examining the relationship between school counseling program implementation and school counselor leadership practices. Implications and recommendations for school administrators are also discussed.

- by Erin Mason
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- Leadership, School Counseling, School Counseling Programs, School Counselors

Recent school counseling literature and initiatives by the Education Trust and American School Counselor Association (ASCA) to transform school counseling have promoted an integral role for school counselors in school-family-community partnerships. The study drew on the school-family-community partnership research to identify factors that explain the gap between current and prescribed involvement for school counselors in school-family-community partnerships. The School Counselor Involvement in Partnerships Survey (SCIPS) was designed to measure involvement and the identified school counselor and school-related factors. Participants were 235 school counselors randomly selected from ASCA's membership. It was hypothesized that (1the school counselor and school-related factors would discriminate significantly among school counselors who report low, average, and high involvement, (2school-counselor factors would contribute to explaining school counselor involvement in school-family-community partnership roles above and beyond school-related factors after controlling for school level, and (3) there would be significant differences in involvement and role perceptions among elementary, middle, and high school counselors. The factor analyses revealed that the survey consisted of sub-scales measuring a number of distinct factors: the dependent variable, involvement in partnerships; one school-related factor, school norms of collaboration; and six school counselor factors: role perceptions, confidence in ability to build partnerships, commitment to advocacy, perceived barriers, attitudes about partnerships, and attitudes about families and communities. The factors were used in a discriminant analysis, multiple regression, and multivariate analysis of variance to examine their effects on school counselor involvement in school-family-community partnerships. Results indicated that group differences among school counselors with low, average, and high levels of involvement in school-family-community partnerships are explained by school norms, role perceptions, confidence in ability, commitment to advocacy, and attitudes about partnerships. Results also found that role perceptions, confidence in ability to build partnerships, and attitudes about partnerships, influence school counselor involvement in school-family-community partnerships above and beyond school norms. Furthermore, elementary, middle, and high school counselors did not differ significantly in their level of involvement or role perceptions. This study has training, policy, and practice implications for school counselors. It provides a model for explaining and assessing school counselors' and possibly other school professionals' involvement in school-family-community partnerships.

The scourge of rape in our contemporary society seems to have a smooth sail on the opportunity of nondisclosure of rape cases by the victims due to stigma threat. Rape is an act of forcefully having sex with someone against the will of such a person. This cannot be encouraged in any civil society. The social stigma associated with rape across the globe forces the victims to conceal rape assaults in order to save themselves from shame and public embarrassment.. Counseling as a helping profession is capable of helping rape victims who suffer in silence due to stigma threat to manage and overcome such difficulties through behaviour modification techniques. This paper advocates the use of Rational Emotive Behavior Therapy (REBT), to eliminate stigma threat nondisclosure. It recommends that Counselors should help rape victims to embrace life more positively through REBT and other behaviour modification therapies. Counsellors through individual and group counselling should employ the use of REBT to discard the irrational thoughts that promotes stigma threats that motivate nondisclosure in the victims.

- by International Journal of Education (IJE)
- •
- Stigma, Counseling, Irrationality, Rationality

The purpose of the current study was to investigate the effects of COVID-19 on high school students’ psychological symptoms and to understand how ready counselors and school counseling services are based on the data we have. Therefore, this research is designed under two different studies: (A) Study 1: Effects of COVID-19 pandemic on students’ psychological symptoms and (B) Study 2: Views and expectations of
students and school counselors about school counseling services. The first study was a quantitative study and included 549 high school students (398 female, 151 male). A structural equation model (SEM) was created to examine the effects of COVID-19 pandemic on participants’ psychological symptoms. The Impact of Event
Scale-Revised (IES-R) scores showed that 107 (19.50%) individuals had a score of 50 and above pointing out that individuals in this group had severe impact of event/trauma symptomologies. The SEM analysis indicated that IES-R scores had a total effect of 0.79 on anxiety, 0.75 on depression, 0.74 on negative self-concept, 0.68 on somatization, and
0.66 on hostility scores. Furthermore, female students had significantly higher scores on anxiety, depression, negative self-concept, somatization, hostility, and impact of events variables than male students. Study 2 was a qualitative design and consisted of five
school counselors and five students from different schools. The results indicated that students’ difficulties during the coronavirus disease 2019 (COVID-19) outbreak were educational, cognitive, emotional, physiological, relational, technological, and related to
routines. Academic, social, emotional, and behavioral issues came to the fore among the difficulties that can be experienced if students start face-to-face education. On the other hand, the school counselors listed that family relations, personal–social, emotional, and academic themes were the difficulties experienced by the students at the beginning of the COVID-19. In addition, when COVID-19 started, the services offered by school counselors were discussed under (1) services for the student, (2) services for the family, and (3) services for the teacher. Finally, according to the opinions of the school counselors, if students start face-to-face education, they may experience emotional, academic, and relational difficulties. In summary, it is vital that student personality services be prepared and implemented by school counseling services for schools based on the results.

- by Mehmet Akif Karaman and +1
- •
- School Counselors, Counseling Services, Psychological Symptoms, High School Students

A multidimensional study examines both the dimensions
of school counselors’ involvement in school-family-
community partnerships and the factors related to
their involvement in partnerships. The School Counselor
Involvement in Partnerships Survey was revised
and its factor structure examined. Principal factor
analyses revealed three dimensions of partnership
involvement. A national sample of 217 school counselors
was drawn from the Common Core of Data,
and hierarchical regression analyses indicated that
collaborative school climate, school principal expectations,
school counselor self-efficacy about partnerships,
role perceptions, time constraints, and hours of
partnership-related training were associated with
school counselor overall involvement in partnerships.
Implications for school counselor practice, training,
and research are discussed.

Although school counselors are tasked with assisting others with emotional and mental health needs, there is a paucity of research that examines the training and development of school counselors in self-compassion interventions to handle their own emotional and mental health needs in leadership situations. To address the gap in the literature, a workshop was developed and conducted for school counselors. A series of t-tests (n = 63) were used to examine the impact of the training on school counselors' leadership awareness and self-compassion. Results from this study indicate that the workshop had a significant impact on school counselor leadership awareness' dimensions.

As principals become aware of comprehensive school counseling programs, they will be better prepared to ensure counselors facilitate students' learning, social emotional needs, and college and career readiness, rather than engage in inappropriate tasks such as substitute teaching, standardized testing, or student discipline. We conducted a program review based on a survey of graduates who are current principals, to identify areas for improvement towards the above in our principal preparation program. Survey results revealed significant differences between how principals report counselors are being supported to perform standards-based tasks based on school size in five areas regarding the role of the counselor and time spent performing counselor-related duties. Open-ended responses indicate that there are gaps in our preparation, such as a lack of curriculum and activities focused on counselor roles, that must be addressed in order to prepare them to effectively support counselors.

- by Rachel Geesa
- •
- Educational Leadership, Collaboration, Statistical Analysis, Social Justice

The purpose of the study was to understand the perceptions of the school administrators and psychological guidance
counselors towards guidance service for early childhood education. The main objective of the study was
to comprehend the perceptions of the administrators, and guidance counselors in regards to the psychological
services given in pre-school. This study was qualitative in nature and data collection was conducted using qualitative
methods. Data collection was conducted through the collection of personal information and open-ended
questions on a survey. A descriptive content analysis method was used in analyzing the data and each author
carried this out. The authors agreed on the main themes that emerged from the data. The findings suggest that
the psychological counselors and administrators had not received enough education to apply counseling to
pre-school child. Especially at the undergraduate level, courses were very limited and insufficient in preparing
counselors for that particular age group. Specific training is needed for that age level so that guidance counselors
feel confident that they may be able to provide knowledgeable guidance services in the early childhood age
group. This is crucial because we know that there are many advantages to early intervention. This type of service
is necessary if we want children to develop to their full potential.

- by Halil Eksi
- •
- Children's Perceptions, Turkey, Pre-School teatching, School Counselors

Supervision is a critical element in the professional identity development of school counselors; however, available school counseling-specific supervision training is lacking. The authors describe a 4-hour supervision workshop based on the School Counselor Supervision Model (SCSM; Luke & Bernard, 2006) attended by 31 school counselors from three southern U.S. school districts. Employing a pre-experimental pretest-posttest research design using the Site Supervisor Self-Efficacy Survey-revised (DeKruyf, 2011), the authors found a significant positive relationship (t (30) = 9.31, p & .001; Cohen's d = 1.67) between supervision training and supervisor self-efficacy. These findings bolstered the efficacy of the SCSM. The authors discuss research and practical implications of this study.

Throughout their K-12 educational experience, students should have access to resources, educators, counselors, and specialists to help meet their academic, social, emotional, college, and career needs. When school leaders or principals work in collaboration with school counselors, often school climate is more positive for students, faculty, and stakeholders. However, many school leaders do not receive proper training to evaluate school counselors. The purpose of the study is to explore school leaders’ perspectives of processes, policies, and trends in school counselor evaluation. The amount and type of support school counselors receive from their school leaders is important in developing and maintaining a progressive comprehensive school counseling (CSC) program for all students, but leaders must be familiar with CSC in order to appropriately evaluate school counselors. The results indicate that while delivery of a CSC program may be important, the evaluation process may be limited in its utility to help school counselors adhere to and implement the American School Counselor Association (ASCA) National Model, which includes foundation, management, accountability, and delivery components. More research is needed regarding what content should be included in a school counselor evaluation.

- by Rachel Geesa and +1
- •
- Educational Leadership, Assessment, Standards, Evaluation

The school counseling profession strongly encourages practitioners to work within a multicultural and a social justice perspective. More literature is needed that clarifies exactly how school counselors can use such a perspective in working with Asian student populations. We describe how school counselors can use the Multicultural and Social Justice Counseling Competencies framework in school counseling with the rapidly growing Korean adolescent student population in the United States.

Türkiye'de üniversitelerin rehberlik ve psikolojik danışmanlık (RPD) programı mezunları eğitim kurumlarında çalıştıklarında "rehber öğretmen" kadrosunda görev yapmaktadır. Rehber öğretmenler eğitim kurumlarında gelişimi olağan seyreden öğrencilerle yürüttükleri psikolojik danışma ve rehberlik (PDR) uygulamaları yanında, okuldaki özel gereksinimli öğrencilere, öğretmenlerine ve ailelerine yönelik olarak da önemli görevler yürütmektedir. RPD programında öğrenim gören öğrencilerin özel eğitimde PDR hizmetlerine ilişkin öz-yeterlik algılarını belirlemek üzere yürütülen bu çalışmada, öğrencilerin öz-yeterlik algıları çeşitli değişkenler açısından incelenmiştir. Betimsel tarama modeli ile gerçekleştirilen çalışmanın katılımcıları iki üniversitenin RPD programında öğrenim gören ve çalışmaya katılmaya gönüllü olan 243 öğrencidir. Çalışmada veri toplama aracı olarak kişisel bilgi formu ve Rehber Öğretmen Özel Eğitim Öz-Yeterlik Ölçeği (RÖ-ÖEÖYÖ) kullanılmıştır. Veriler SPSS 20 paket programı aracılığıyla analiz edilmiş, analizler için bağımsız gruplar için t testi ve ANOVA kullanılmıştır. Çalışma sonunda, RPD öğrencilerinin özel eğitim öz-yeterlik algıları orta düzey olarak belirlenmiştir. Öğrencilerin özel eğitim öz-yeterlik algıları cinsiyet, alınan dersler ve özel gereksinimli birey(ler)le etkileşimde bulunma süresi açısından farklılaşmazken, sınıf düzeyi ve ileride özel eğitimle ilgili bir kurumda çalışma isteğine göre anlamlı düzeyde farklılaşmıştır.

- by Melike Koçyiğit
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- Counselor Education, School Counselors

This qualitative study utilized interviews with 20 Latina/o high school seniors and five secondary school counselors in South Texas to further understand how counselors help Latina/o students navigate their college choice process. Findings indicate counselors provided students with access to college information and facilitated university representative visits and other college opportunities. However, assistance with individual academic and college planning was limited due to counselors’ multiple duties and large caseloads. Counselors also noted challenges for Latina/o students related to: gender role expectations, familismo, financial need, and first generation college status. Considerations for secondary school counselors working with Latina/o students are provided

- by Melissa A. Martinez
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- Higher Education, Latina/o Studies, Race and Ethnicity, College Access

Η ιστορία της αξιολόγησης των εκπαιδευτικών στην Ελλάδα τις τελευταίες τρεισήμισι δεκαετίες αποτελείται από ένα σύνολο μη αποτελεσματικών προσπαθειών εισαγωγής συστημάτων λογοδοσίας. Η αποκλίνουσα σχέση αξιολόγησης-βελτίωσης της παρεχόμενης εκπαίδευσης στο πλαίσιο μιας εξελικτικής διαδικασίας αισθητά διαφοροποιημένης από τις διεθνείς τάσεις, έχει διαμορφώσει ένα περιορισμένο πλαίσιο δράσης για τους διαμορφωτές της εθνικής πολιτικής, οι δυνατότητες των οποίων μειώθηκαν περαιτέρω με την επέλευση των συνεπειών της κοινωνικοοικονομικής κρίσης της τελευταίας δεκαετίας. Η εργασία επικεντρώνει το ενδιαφέρον της στις επιπτώσεις της παρούσας κατάστασης στους διαμορφωτές πολιτικής και την εκπαιδευτική ομάδα των Σχολικών Συμβούλων, προτάσσοντας την υπευθυνότητα και την κατάθεση αιτιολογημένων προτάσεων όλων των εμπλεκομένων ως τρόπο ουσιαστικής ενίσχυσης του διαλόγου γύρω από ακανθώδη ζητήματα της ελληνικής εκπαίδευσης με προεξέχον την αξιολόγηση του εκπαιδευτικού προσωπικού.

- by Theodoros Karamitopoulos
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- Modern Greece, Ελλάδα, School Counselor, School Counselors

Using the 2002 Educational Longitudinal Study database, a national survey conducted by the National Center of Education Statistics, the authors investigated the characteristics of students who seek out professional school counselors in order to receive college information. Results indicated that African Americans and female students were more likely to contact the school counselor for college information. In addition, students in high-poverty, large schools and schools with smaller numbers of counselors were less likely to seek school counselors for college information. School counselors’ postsecondary aspirations for students also impacted students’ contact with the school counselor. Implications for school counselors and future research are included.

- by Julia A Bryan
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- Education, Sociology of Education, Special Education, Teacher Education

This article focuses of school counselors need to be educational leaders within their schools in terms of helping to create a positive school climate and culture. The article encourages counselors to actively survey their leadership... more

- by Patrice Banks
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- Educational management and leadership, School Counselors
- by Marilynn Quick
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- Psychology, Educational Leadership, Collaboration, Statistical Analysis

Despite the many expectations of school counselors in responding effectively to crisis situations, there is a lack of research and comprehensive standards that address best practices for school counselors in terms of preparing for and responding to a school shooting. Using federal guidelines and crisis literature, including studies focused on school counselors' lived experiences of a school shooting, the author offers a research-informed theoretical framework of recommendations at different phases of a school shooting. The framework of recommendations points out probable hindrances to school counselors' decision making. School counselors' awareness of these impediments before experiencing each phase of such a crisis would be of benefit to them. School counselors may also use the framework of recommendations to help them assess their developmental needs in relation to preparing for and responding to a school shooting crisis.

- by Carleton H . Brown
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- School Shootings, School Counselors, School Counselor Leadership

The school counselor and principal have vital roles within a school which have a significant impact upon the way a school functions. One area of pressing conflict within principal-counselor relationships is disagreement over the appropriate role and function of the counselor. In order to investigate perceptions of the counselor role, as well as the elements of healthy relationships between principals and counselors, the authors conducted an extensive literature review. The following themes were found within the literature and are discussed: 1) school counselor roles and responsibilities, 2) principal and school counselor collaboration, and 3) characteristics of effective school counselor/principal relationships.

- by Rachel Geesa
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- Educational Leadership, Collaboration, School Counseling, Literature Review

Caribbean immigrant students, who represent one of the largest subgroups in the Black population in the United States, are experiencing negative educational outcomes that are related to poor academic achievement and high dropout rates. These academic problems have been partially connected to the negative experiences Caribbean students and their families have within schools, particularly poor interactions with school personnel (Albertini, 2004; Fine et al., 2004). This article discusses the cultural values, historical experiences, and socio-political issues of Caribbean immigrants as a foundation for understanding appropriate school counseling interventions in working with this population. Specifically, the use of school-family-community partnerships to encourage positive interactions among Caribbean students, their families, and school personnel is discussed as a means to promote high academic achievement for Caribbean immigrant students. Specific strategies for counselors working with Caribbean immigrants within the context of such partnerships are provided.

- by Julia A Bryan
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- Cultural Studies, Psychology, Family Therapy, Latin American Studies