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Student Counseling and Personnel Services Commons™
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Articles 1 - 6 of 6
Full-Text Articles in Student Counseling and Personnel Services
Teachers’ Referral Practices: Opportunities For School Counselor Advocacy, Maggie Parker, Alex Ostrander, Emily Decker, Sarah Ray
Teachers’ Referral Practices: Opportunities For School Counselor Advocacy, Maggie Parker, Alex Ostrander, Emily Decker, Sarah Ray
Journal of School-Based Counseling Policy and Evaluation
Using Consensual Qualitative Research, researchers examined teachers’ experiences in the student referral process, specifically how they determined when and to whom a referral should be made. Results indicate that teachers actively work to engage students and families in strong relationships to avoid referrals and that certain behaviors are more likely to result in specific referrals (e.g., externalizing to discipline). Implications for school counselors and school counseling advocacy and limitations of this study are discussed.
Burnout, Self-Care, And Supervision In Middle School Counselors, Sarah L. Evans Zalewski
Burnout, Self-Care, And Supervision In Middle School Counselors, Sarah L. Evans Zalewski
Journal of Counselor Preparation and Supervision
This study examines middle school counselor supervision types in relation to burnout and self-care scores. The impact of supervision via technology on self-care and burnout scores was considered. This study found that school counselors who received both administrative and clinical supervision fared better on the incompetence domain of burnout, that self-care was inversely proportional to burnout, and that receiving supervision via technological means had no impact on either burnout or self-care.
School Counselor Multicultural Counseling Competence Assessed By State School Counselor Licensure Examinations, Qi Shi, John Carey
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.
Us School Counselor State Licensure Requirements For Program Evaluation, Michael S. Trevisan, John C. Carey, Ian Martin, Narayankripa Sundararajan
Us School Counselor State Licensure Requirements For Program Evaluation, Michael S. Trevisan, John C. Carey, Ian Martin, Narayankripa Sundararajan
Journal of School-Based Counseling Policy and Evaluation
Using qualitative content analysis (Cohen, Manion, & Morrison, 2007), we examined the expectations of states in the US regarding program evaluation content for school counselor licensure. Results show that 43 states maintain some form of program evaluation expectations for licensure, up from the 19 identified by Trevisan (2000). Twenty-eight states require licensure tests that purportedly align with CACREP, ASCA, or maintain a state developed licensure test that measures program evaluation content. Twenty-one states explicitly mention alignment of their curriculum with CACREP, ASCA, or both. The depth and scope of the program evaluation requirements that could be identified are ambiguous and …
A Phenomenological Study Of Teachers And Mental Health Paraprofessionals Implementing The Jesse Lewis Choose Love Program, Kristi Perryman, Erin Popejoy, Julia Conroy
A Phenomenological Study Of Teachers And Mental Health Paraprofessionals Implementing The Jesse Lewis Choose Love Program, Kristi Perryman, Erin Popejoy, Julia Conroy
Journal of School-Based Counseling Policy and Evaluation
This study examined the lived experience of teachers and mental health paraprofessionals implementing the Jesse Lewis Choose Love curriculum in an alternative school setting. Social emotional learning curriculum implementation within the unique structure of alternative schools is important to investigate in order to better understand the unique needs of those providing services to students in this setting. This study utilized open-ended written prompts and two focus groups with teachers and mental health paraprofessionals for 10 weeks of implementation of this social emotional learning program. Participants reported changes in students and themselves and an increase in group cohesion. Five identified themes …
Increasing Access To Postsecondary Education For Students With Intellectual Disabilities, Amy L. Cook, Laura A. Hayden, Felicia Wilczenski, Timothy A. Poynton
Increasing Access To Postsecondary Education For Students With Intellectual Disabilities, Amy L. Cook, Laura A. Hayden, Felicia Wilczenski, Timothy A. Poynton
Journal of College Access
Students with intellectual disabilities (ID) are increasingly seeking postsecondary education (PSE) opportunities. High school to college transition presents its challenges for all students, and school counselors are uniquely positioned to assist students with ID throughout the PSE process. This article provides a review of the literature on PSE and specifically explores the different types of PSE programming available and strategies high school counselors can employ to effectively assist students with ID in PSE planning.