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Articles 1 - 6 of 6
Full-Text Articles in Education
The Impact Of The Covid-19 Pandemic For High School Counselors: A Phenomenological Investigation, Melissa Ann Jensen
The Impact Of The Covid-19 Pandemic For High School Counselors: A Phenomenological Investigation, Melissa Ann Jensen
Doctoral Dissertations and Projects
The purpose of this phenomenological study was to discover the comprehensive effect that the COVID-19 pandemic had and may still be having on high school counselors in the Houston metropolitan area. Maslow’s Hierarchy of Needs theory guides this study as it notes an individual’s ability to advance toward self-actualization in one’s personal and professional life. The COVID-19 pandemic altered one’s ability to accomplish those steps. Interviews with high school counselors assisted in gathering personal experiences as to how much the COVID-19 pandemic impacted their ability to become their best selves, both personally and professionally. Two focus groups were conducted to …
Ecological Barriers To Comprehensive School Counseling Program Implementation, Kristi D. Kratsa, Derron Hilts, Jered B. Kolbert, Matthew Joseph, Matthew L. Nice, Laura M. Crothers
Ecological Barriers To Comprehensive School Counseling Program Implementation, Kristi D. Kratsa, Derron Hilts, Jered B. Kolbert, Matthew Joseph, Matthew L. Nice, Laura M. Crothers
Journal of School-Based Counseling Policy and Evaluation
According to the American School Counselor Association (ASCA), schools designated as Recognized American School Counselor Model Programs (RAMP) demonstrate, through evidence, an alignment with the ASCA National Model, widely recognized as the standard for comprehensive school counseling programs (CSCPs). Empirical investigations of the barriers to achieving the RAMP-designation have primarily focused on the intra- and interpersonal characteristics of the schools’ counselors, with little attention to macro-systemic factors. Grounded in McMahon et al.’s (2014) ecological school counseling framework, we investigated whether macro-systemic characteristics including region, institution type, community setting, and program funding significantly and uniquely predict RAMP-designation above and beyond school …
An Analysis Of The Reconceptualizing The Achieving Success Everyday Group Counseling Model, Norma L. Day-Vines
An Analysis Of The Reconceptualizing The Achieving Success Everyday Group Counseling Model, Norma L. Day-Vines
Journal of School-Based Counseling Policy and Evaluation
This article provides an evaluation of Steen et al.’s (2023) systematic review of group counseling interventions with Black male students. The article highlights strengths of the review including the effort to center the specific and unique needs of Black male students, the avoidance of comparative frameworks, and the use of critical race theory as an organizing principle so researchers do not problematize Black boys, the social and cultural heterogeneity of Black boys. Recommendations for future research include the consideration of students’ intersectional identities and studies that exhibit more methodological rigor.
Disrupting White Hegemony: A Critical Shift Toward Empowering Black Male Youth Through Group Work, Caroline Lopez-Perry
Disrupting White Hegemony: A Critical Shift Toward Empowering Black Male Youth Through Group Work, Caroline Lopez-Perry
Journal of School-Based Counseling Policy and Evaluation
Despite the unique and pressing needs of Black male students in schools, there has been a significant gap in the availability of culturally responsive group counseling models to support and empower this population. In this commentary article, I discuss the theory and research underlying the ASE group model for Black male middle school youth. Drawing on Steen et al. (2023) use of Critical Race Theory for reconceptualizing the ASE group model, I expound on the concept of white hegemony in school counseling. School counselors may unconsciously impose white cultural norms and values on students, hindering the effectiveness of the ASE …
An Analysis Of School Counselors Time Spent On Asca Aligned Activities, Jacob Olsen, Sejal Parikh Foxx, Claudia Flowers, Kaeleigh Hayakawa
An Analysis Of School Counselors Time Spent On Asca Aligned Activities, Jacob Olsen, Sejal Parikh Foxx, Claudia Flowers, Kaeleigh Hayakawa
Journal of Counseling Research and Practice
Multivariate regression analysis was used to examine variables that predict how school counselors spend their time on American School Counselor Association (ASCA) National Model aligned activities were examined using multivariate regression analysis. A sample of 4,598 school counselors participated in an online survey. The number of years licensed/certified, caseload size, school size, socioeconomic status of students, diversity of school, and secondary school level status significantly predicted how school counselors spend their time. Results provide an updated account of how school counselors spend their time and can inform professional development and strategies focused on improving time spent on ASCA aligned activities.
An Examination Of Strategies For Reintegration Of K-12 Students Into Public School Post-Hospitalization, Jacinda Gittens
An Examination Of Strategies For Reintegration Of K-12 Students Into Public School Post-Hospitalization, Jacinda Gittens
Education Theses
The reintegration process has been a challenging topic in schools, and most schools do not have policies to accommodate students' needs. Therefore, educators should develop policies to achieve a better outcome for reintegration. The aim of this paper is to investigate how the process of reintegration affects school-aged youths with chronic illness and mental health challenges who are experiencing academic difficulties. The implications are significant, including the amount of schoolwork required to pass the year after reintegration, the need for school nurses to be in contact with hospitals that students attended, and the importance of administrative involvement in the reintegration …