Education Commons^™

The Personal And Professional Impact Of Covid-19 On School Counselors: An Exploratory Study., Taryn Akgul, Jessica Brown, Lisa Karch

The Interactive Journal of Global Leadership and Learning

School Counselors historically have faced multiple challenges that impact their lives personally and professionally. Due to numerous and competing demands, school counselors are likely to experience a plethora of stressors including role conflict, high student to school counselor ratios, minimal support, and increasing mental health needs of students. The COVID 19 pandemic exacerbated these challenges by changing and adding to the responsibilities of school counselors, reducing access to appropriate support systems, and increasing students’ needs for counseling services. This qualitative, exploratory study utilized phenomenological inquiry to examine the impact of these challenges on school counselors’ personal and professional lives. The …

Discord Between Egyptian Agriculture Students’ And Employers’ Perceptions Of The Importance Of Various Skills In New Employees, Leah Thompson, J. Alex Pasternak, Ramjee Ghimire, D. Hashini Galhena Dissanayake, Nanda Joshi, Waleed Saleh, Paul Ebner

Journal of International Agricultural and Extension Education

Unemployment remains high among Egyptian university graduates. This study aimed to identify demographic attributes that influence student perceptions of the importance of employability skills, as well as to measure concordance between employers versus student perceptions of the importance of employability skills. Egyptian university agriculture students and private sector employers completed a survey where they assessed their perceived importance of 35 skills. A multivariate linear regression model was used to measure the influence of student demographics in decision-making and concordance between employers and students were compared using Cohen's weighted Kappa. Student location was the most influential demographic that determined perceptions of …

School Counselor Multicultural Counseling Competence Assessed By State School Counselor Licensure Examinations, Qi Shi, John Carey

Journal of School-Based Counseling Policy and Evaluation

This study is the first systematic examination of how school counselor multicultural counseling competence (MCC) is addressed in state licensure examinations of school counselors. Results offer preliminary support to the notion that state licensure examinations indeed address some important aspects of MCC as identified by Holcomb-McCoy (2004). Yet considerable variability exists across examinations in the percentage of content devoted to these commonly addressed areas. Quantitative content analysis shows there are several important aspects of school counselor MCC are not being tested in state examinations. Discussions and implications are provided.

The Critical Need For Peer Clinical Supervision Among School Counselors, Pamelia E. Brott, Lorraine Dekruyf, Jung H. Hyun, Christopher R. Lafever, Sarah Patterson-Mills, Mariama I. Cook Sandifer, Victoria Stone

Journal of School-Based Counseling Policy and Evaluation

The ongoing need for clinical supervision of practicing school counselors in the United States has reached a critical point. Given the acute mental health needs of children and adolescents, staggering caseloads, and pandemic repercussions, school counselors often receive insufficient clinical support. Clinical supervision is necessary to safeguard against burnout, promote ethical practice, and encourage continual skill development for school counselors worldwide. Unfortunately, there remains a lack of available clinical supervision, trained supervisors, and practice-based strategies for providing consistent quality supervision for post-master’s school counselors. The authors present a rationale for peer clinical supervision of practicing school counselors in the US …

School Counselor Educators’ Reactions To Changes In The Profession: Implications For Policy, Evaluation, And Preparation, Jennifer Betters-Bubon, Emily Goodman-Scott, Olamojiba Bamgbose

Journal of School-Based Counseling Policy and Evaluation

In this transcendental phenomenological study and related data analysis (Creswell & Poth, 2018; Moustakas), authors explored school counselor educators’ perceptions regarding recent changes in the profession. Through six focus groups, participants (N = 29) shared their experience, resulting in four themes: (a) range of reactions to changes in the field, (b) school counseling is less valued in the counseling profession, (c) inconsistent school counselor educator identity, and (d) ardent advocacy. Authors discuss implications for school counselor preparation, identity, policy, and advocacy within an ecological framework and the need for additional national and international research.

Key words: counselor education, …

Counselor Trainees’ Personal Growth Through Interpersonal Experiential Growth Groups: An Instrumental Case Study, Yanhong Liu, Peitao Zhu, Alonzo D. Turner

Journal of Counselor Preparation and Supervision

Following the instrumental case study design, we explored 14 counselors-in-training’s (CITs) personal growth within their semester-long experiential growth groups (EGGs). The study illuminated CITs’ multifaceted growth within three categories of intrapersonal growth, interpersonal growth, and group cohesiveness. Participants’ intrapersonal and interpersonal growth were closely intertwined and mutually activating. Participants’ self-reflection, emotional awareness, self-other reflexivity, and their interpersonal communication and attitudes were found to encompass a continuum of activities ranging from being broad/generic to specific/action-oriented. Findings provided insights for group training and future research.

A Social Justice Recruitment And Retention Model For Diversifying School Counselor Education, Caroline Lopez-Perry, Malti Tuttle, Jung H. Hyun, Shanel Robinson

Journal of Counselor Preparation and Supervision

A social justice recruitment and retention model for BIPOC school counselors into counselor education doctoral programs is described. This article represents a call to action for counselor educators to examine their practices and policies for recruiting and retaining BIPOC school counselors in doctoral programs and the field of counselor education.

A Different Kind Of Job Search: Post-Graduate Student Affairs Geographically Focused Searches, Michelle L. Boettcher

Georgia Journal of College Student Affairs

As student affairs graduate students finish their academic work and begin their job searches, they must navigate a number of competing priorities including position, title, work responsibilities, functional area, salary, benefits and other aspects of the position. For some graduates, the most important consideration is geographical location – they want to be close to family, partners, or located in specific communities. As a result, they often have to be very flexible on other work considerations. They also sometimes feel isolated in their searches and get messages from peers that they are not doing their searches in the “right” way. This …

"Trauma-Informed" Ideas In English Education: Discussing The Scientific Evidence Base And Exploring The Discursive And Practice Effects, Niamh Storey, Sally Neaum

International Journal of School Social Work

The UK has been slower to adopt "trauma-informed" ideas than the United States, and despite policies across the devolved governments of Northern Ireland, Wales and Scotland, there remains no clear overarching strategy in English policy. Despite this, there is observable interest in adopting "trauma-informed" practices on a more localised level across England, but the range of approaches labelled as such is varied and disparate.

The scientific evidence-base for "trauma-informed" educational practices is discussed and the discursive effects of these ideas when accepted as a basis for practice are explored. Two different conceptualisations of social justice frame this discussion. We argue …

Integrating Social Justice Practices Into Graduate Training: Collaborating With Stakeholders To Adapt Professional Development In Puerto Rico, Kathryn D. Kurtz, Emily R. Defouw, Marta E. Pagan-Ortiz

International Journal of School Social Work

Treating trauma has become an international social justice concern, with increasing numbers of graduate training programs prioritizing how to conceptualize needs and interventions within a trauma-informed framework. Minimal research and guidelines exist for adapting these trauma-informed practices for the local community context. Additionally, trauma-informed practices often fail to consider ongoing structural issues faced by oppressed communities such as poverty and racism. Social work, psychology, and counseling graduate training programs often rely on a cultural competency framework instead of a social justice framework that addresses racism and Whiteness. During our graduate Counseling and School Psychology training program at the University of …

Just Trauma-Informed Schools: Theoretical Gaps, Practice Considerations And New Directions, Stacy A. Gherardi, Myra Garcia, Allison Stoner

International Journal of School Social Work

Trauma-informed practices in schools have proliferated over the last decade and are often framed as social justice-oriented practices. This article assesses the theoretical and empirically supported basis for the proposed relationship between trauma-informed practices and social justice. It concludes the current theory of impact linking trauma-informed practices and social justice work is not supported by evidence. In response, we document theoretical gaps which limit the potential reach of trauma-informed practices in responding to social justice issues in schools and identify potential ways in which research and practice can respond to these gaps. We also highlight critical considerations for developing and …

Trauma-Informed Education Viewed Through A Social Justice Lens: Introduction To The Special Issue, Gary Walsh, Michael S. Kelly

International Journal of School Social Work

The purpose of this special issue is to apply a social justice lens to the question of how education practitioners operating within primary and secondary school contexts around the world are thinking about trauma-informed education and care. Papers explore what school social workers and other educators are doing to address these issues in schools and consider the broader implications of a global shift towards trauma-informed approaches in education. This special issue, the first one for IJSSW, features 10 papers from diverse fields (social work, psychology, education) that all reflect on how trauma-informed practices in schools can be enhanced and understood …

Trauma Informed Practices In Education And Social Justice: Towards A Critical Orientation, Mark Boylan

International Journal of School Social Work

Increasingly, educational practitioners committed to social justice embrace trauma-informed practices and those who advocate for and enact trauma-informed practices are committed to social justice. However, connecting social justice to trauma-informed practice requires greater conceptual clarity than is currently found, given the malleable meanings of both 'trauma informed' and 'social justice'. Further, the complex relationship between these educational aims is under-examined. To address these issues, an analytical framework is developed that brings together a model of forms of trauma-informed practice in education with orientations to social justice. This draws on models of social justice developed in social work and teaching, and …

Supporting Students With An Autism Spectrum Disorder In Engineering: K-12 And Beyond, Jennifer L. Kouo, Alexis Hahn, Sarah Morton, Jay Gregorio

Journal of Science Education for Students with Disabilities

Individuals with disabilities, including individuals with an autism spectrum disorder (ASD), are underrepresented in science, technology, engineering, and mathematics (STEM) fields. With the importance of STEM skills in future employment and other disciplines, effective instructional strategies must be identified to enhance early and sustained access to STEM for students with ASD. However, the literature identifying effective STEM-specific supports and practices for this population of students is sparse and regarding engineering, there are no empirical studies that focus on teaching engineering skills to students with ASD. Therefore, the article aims to provide an overview of the available literature on the perspectives …

Trauma-Informed Supports For Rebuilding School Communities, Nancy S. Stockall, William H. Blackwell

Journal of Human Services: Training, Research, and Practice

This manuscript describes four principles of trauma-informed supports that can guide school leaders in rebuilding school communities that have been fractured by the COVID-19 pandemic. Based on the work of Hobfoll et al. (2007), these principles are: a) promoting a sense of safety, b) addressing safety within behavior support practices, c) building relationships, and d) promoting self-efficacy and instilling hope. As schools slowly reopen, there is a risk that the re-opening will signify that the crisis has ended and schools can return to their previous policies and systems of support. However, the lingering and long-term effects of the isolation and …

An Artificial Intelligence Tool For Accessible Science Education, Jacob D. Watters, April Hill Dr., Melissa Weinrich Dr., Cary Supalo, Feng Jiang Dr.

Journal of Science Education for Students with Disabilities

One of the most important issues in accessible science education is creating a laboratory workspace accessible to blind students or students with visual impairments (VI). Although these students are often provided access to the science lectures, they are usually denied full participation in hands-on laboratory work. Current solutions to this problem focus on providing special accommodations such as asking sighted lab partners to complete the hands-on work. Although the accessibility of laboratory devices in modern science education has been improved in recent years, students with VI often remain passive learners. In this work, we developed a new artificial intelligence tool, …

Making Scientific And Technical Materials Pervasively Accessible, Jason J.G. White

Journal of Science Education for Students with Disabilities

In this paper, the question is explored of what policies, standards and practices are desirable to ensure that hardware, software and publications in the sciences and associated disciplines are created from the outset to be accessible to people with disabilities. Insight into this question can be obtained by considering the unique accessibility challenges that these materials pose, including complexities of notation, language, and graphical representation.

Having analyzed what sets this problem apart from broader issues of accessibility, the advantages and limitations of current international standards are reviewed, and contemporary developments in standards and policies are considered from a strategic perspective. …

The Perceptions Of Teachers Of Students With Visual Impairments On Students With Visual Impairments And Graphing: How To Teach, Ashley N. Nashleanas Ph.D.

Journal of Science Education for Students with Disabilities

Many gaps exist in what is known around teaching students with visual impairments (SVI) about how to use graphs (Rosenblum et al., 2018; Rosenblum & Herzberg, 2015; Zebehazy & Wilton, 2014a;2014b;2014c). When teachers first experience a student with a visual impairment, some of the questions that come to mind are: How can I be sure this student understands what I am saying about these graphs I show on the board? Will this student be able to keep up? The study herein, based on findings from Author (2018), serves as a guide for teachers to consider in the case that SVI …

Implementation Of A Peer Mentorship Program Amidst A Pandemic At Virginia-Maryland College Of Veterinary Medicine, Casey Leslie

Graduate Review

The Peer Mentorship Program was developed during a pandemic to meet the ever-growing needs of the first-year students at Virginia-Maryland College of Veterinary Medicine (VMCVM). While all transitions into graduate school are difficult, this is especially true during a time of such uncertainty, where every change is magnified by something out of students’ control. To combat the frustration and isolation experienced by this group, a completely virtual program was set into motion in September of 2020.

This program seeks to be the solution to a range of difficulties that too many professional students have encountered during the pandemic. By providing …

High School Journalism Advisors And African American Students, Jerry Crawford Ii

Journal of Research Initiatives

This study examined whether African American participation in high school journalism is lower than the participation of other students in the State of Kansas. Past research has found that participation in high school newspapers and yearbook staff is often the pathway for students to consider careers in journalism. For the sake of this study, participation was defined as "any school-directed journalistic activity or program where students are allowed to produce content." This study used a questionnaire sent to 100 high school advisers and teachers, experimentally accessible in the state, administered over three years as the survey instrument. The response rate …

Honors College Type: A Detailed Mbti Analysis, Angela Farmer

Journal of Research Initiatives

Individuals in society today are entrenched in stress, from competitive environments like school or work to social anxieties, including one's struggle to acclimate and survive within a given subset of individuals. As a result, life can have challenges. Nowhere is this more apparent than among the schools' high schools and college campuses where students, overwhelmed by a culture where they fail to thrive, take drastic, irreparable, and lethal action. While no established student profile is likely to engage in extreme violence like school shootings, reliable data is detailing some ominous motives (The school shooter, 2002). Paired with this information and …

Acculturation Stress, Covid-19 Outbreak, And Academic Burnout On The Psychological Well-Being Of Asian Students, Georgekutty Kochuchakkalackal Kuriala

Journal of Research Initiatives

The Coronavirus (Covid-19) endemic is growing exponentially in the whole world. SARS-CoV-2 is the virus responsible for causing COVID-19 disease, which is highly infectious and lethal. Acculturation stress originates from attempts by individuals to resolve the differences between their culture of origin and the dominant culture. In addition, the process of acculturation often is accompanied by several stressful psycho-social experiences, personal and institutional discrimination, leaving family and friends behind in the country of origin, and the stressor of learning a new language. Moreover, with the soaring trends in globalization, people ought to seek a highly competitive and world-class education to …

Rethinking Standardized Testing From An Access, Equity And Achievement Perspective: Has Anything Changed For African American Students?, Michael Couch Ii, Marquisha Frost, J. Santiago, Adriel Hilton

Journal of Research Initiatives

This study examined standardized testing and its effects on African American students. The authors focused on three perspectives: access, equity, and achievement about students' academic success in their K-12 educational experiences and how the quality of their education and test scores impacted their college acceptance rate, respectively. The three perspectives are specific to the works of Dr. Asa G. Hilliard and Dr. Barbara A. Sizemore, both of whom were passionate about the academic success and progression of students of African descent. Their many works embody a fight against standardized testing for students, especially those of color, and work toward a …

Unpacking The Imposter Syndrome And Mental Health As A Person Of Color First Generation College Student Within Institutions Of Higher Education, Ling Le

McNair Research Journal SJSU

Extant literature on Imposter syndrome primarily focuses on Asian Americans. This current review of literature seeks to make a comparison of Imposter syndrome between two marginalized communities – Asian Americans and African Americans. Imposter syndrome, also referred to as the imposter phenomenon, refers to an individual who doubts their own skills, abilities, successes, and overall capabilities in their life (Parkman, 2016). Asian American students are stereotyped as the model minority and are believed to be intelligent, hardworking, high achieving, and academic and seen to be free from any emotional or adaptive problems. Although these stereotypes are perceived to be positive, …

Testimonio: The Experiences Of An Undocumented Student In California Post-Daca Rescindment, Isabel Rangel

McNair Research Journal SJSU

After Deferred Action for Childhood Arrival (DACA, 2012) was rescinded by the Trump Administration in 2017, many students were left in “limbo legality” (Gonzalez 2012) This study addresses the question, “What are the experiences of undocumented students regarding their academic motivation toward graduation now that DACA has been rescinded at San José State University (SJSU)?” Grounded in a Chicana Feminist Epistemology approach, the methodology of testimonio is used to capture the experiences of the author alongside an undocumented graduate student. Findings suggest that college campuses should incorporate faculty knowledgeable in policies that affect undocumented students, Undocumented Ally trainings in college …

Equipping School Counselors For Antiracist Healing Centered Groups: A Critical Examination Of Preparation, Connected Curricula, Professional Practice And Oversight, Kara P. Ieva, Jordon Beasley, Sam Steen

Teaching and Supervision in Counseling

This paper highlights the potential for school counselors to promote antiracist practices and racial healing engagement utilizing small group counseling to ultimately eliminate inequities in schools. However, counselor educator programs, founded on middle to upper class white ideals, worldviews, and narrowly focused theoretical frameworks, currently function in ways that fail to equip future school counselors with the group facilitation knowledge, skills, and dispositions necessary for equitable practice in schools across the nation using case illustrations and a broad current literature review, the authors conceptualize the rationale for more competencies beyond group course assignment, clinical requirements (e.g., CACREP standards, 2016), practice, …

Introduction To The Special Issue: Anti-Racist Counselor Education, Paul C. Harris, Erik Hines, Renae D. Mayes

Teaching and Supervision in Counseling

No abstract provided.

Sustainability Of Community Engagement At Institutions Of Higher Education: A Look At Compassion Fatigue And The College Student Mental Health Crisis, Katherine A. Chiu, Briana G. Craig, Naomi L. Rabago

VA Engage Journal

This study investigated one of the many factors contributing to the sustainability of community engagement efforts at institutions of higher education. Extensive literature shows that burnout and compassion fatigue disproportionately affect those in caring roles and helping professions. Moreover, studies have found significant correlations between levels of burnout and compassion fatigue and the likelihood of human error, which directly affects the safety and long-term outcomes of people within their care. However, there is still limited exploration of how these phenomena may manifest, and similarly, cause unintentional harm to vulnerable populations, in the context of student community engagement efforts. This paper …

Teachers’ Perceptions Of Teacher–Child Relationships, Student Behavior, And Classroom Management, Szu-Yu Chen, Natalya A. Lindo, Sarah Blalock, Dina Yousef, Latoya Smith, Kara Hurt-Avila

Journal of Educational Research and Practice

Children’s relationships with their teachers are a potential resource for enhancing developmental and academic outcomes. The effects of positive or negative teacher–child relationships can be either beneficial or detrimental to students’ academic progress, behaviors, and emotions. In the current study, we utilized a qualitative research design to examine 18 pre-kindergarten to fourth-grade teachers’ perceptions of teacher–child relationships, student behavior, and classroom management. Analysis of in-depth interviews yielded five major themes: (a) beliefs in children, (b) teaching strategies, (c) acknowledging individual differences, (d) challenges, and (e) relationships. Findings of this study have the potential to inform in-service training regarding relationship-building skills …

Activities And Role Of School Counselors In West Virginia: A Comparison To A National Sample, Lijuan He, Barb Brady, John C. Carey

Journal of School-Based Counseling Policy and Evaluation

A national study of school counselor role and professional activities (Fan et al., 2019) was replicated using a West Virginia (WV) school counselor sample to determine if WV’s unique context and state policies would reflect a difference in how counselors perceive their roles and conduct professional practices. The comparison between WV sample and its national counterparts showed that school counselors grade level is robustly related to professional practice, with high school counselors demonstrating different levels of work focus than middle and elementary counselors. The WV sample did not demonstrate any practically significant differences from the previously collected national U.S. sample …