bluuebunny/crossref_metadata_2025 huggingface dataset:
Multiagent approach to temporal and punctual urban redevelopment in dynamic, informal contexts
Authors: Patt Trevor Ryan
Published: September 2018

This article presents design research speculating on computationally enabled planning approaches for urban sites where informal developments make conventional masterplans ineffectual. The project advances the thesis that the spatial complexity of urban sites can be effectively studied through a network or mesh representation and that rapid change in informal settlements is not an obstacle to planned redevelopment but can be addressed through dynamic modeling and punctual interventions. In this way, the rapid turnover of the built environment can be a mechanism through which to introduce directed planning without canceling out bottom-up actions. In the case study presented, we use a multiagent approach that is able to adapt to a continuously changing context. The agents are driven by weighted random walks and compute localized analyses of the morphology of the network of public space as they move. The information generated by the multiagent simulation is aggregated to identify potential modifications to the urban fabric, with an emphasis on pedestrian connectivity.
Post-Renal Transplantation Outcomes in Elderly Patients Compared to Younger Patients in the Setting of Early Steroid Withdrawal
Authors: Alsheikh Razan , Gabardi Steven
Published: September 2018

Background:

Previous studies reported improved outcomes for renal recipients undergoing early steroid withdrawal (ESW), with significantly lower rates of new-onset diabetes, cytomegalovirus (CMV), and malignancy. As renal transplants in older adults has increased, studies have shown similar outcomes between elderly and younger patients. We aim to evaluate post-renal transplantation outcomes in elderly patients compared to younger patients who have undergone ESW.

Methods:

A retrospective analysis of adults who received transplants between January 2004 and December 2014 and received either basiliximab or antithymocyte globulin for induction, underwent ESW, and received tacrolimus and mycophenolate for maintenance. Patients were stratified based on age (≥60 vs <60). The 1-year primary end point was a composite of patient survival, graft survival, biopsy-proven acute rejection, and serum creatinine. The secondary outcomes included renal function, the incidence of opportunistic infections, malignancies, diabetes, and cardiovascular complications. Cox regression was used to evaluate variables that may affect rejection.

Results:

The sample included 292 patients; 72 were elderly individuals and 220 were younger adults. No significant differences were found in the primary end point or incidence of CMV, BK virus, or malignancy ( P = 1.0, .82, and .06, respectively). The use of blood pressure medications and the need for lipid-lowering agents were significantly higher in elderly patients at last follow-up. Diabetes was more common in elderly patients (15.2% vs 8.41%, P = .11). The induction agent used did not show any significant effect on rejection risk.

Conclusion:

We report similar outcomes in elderly patients compared to younger patients in the setting of ESW.
Macrodactyly: decision-making and surgery timing
Authors: Ezaki Marybeth , Beckwith Terri , Oishi Scott N.
Published: September 2018

Macrodactyly is a rare condition in which fingers, hands or limb growth is unregulated, resulting in overgrowth of tissues in the affected extremities. It is critical to properly assess these extremities for signalling pathway, psychological impact and potential surgical intervention, to achieve the best possible outcome for each patient. Treatment approaches can vary, and patient and family expectations weigh heavily on care complexity. Common surgical procedures may include epiphysiodeses, osteotomies, debulking procedures, carpal tunnel releases, toe transfers and amputations. The selection and timing of these surgeries is a vital component of the approach, as delayed healing and excessive scarring may occur. The purpose of this review is to assist in the navigation of decision-making and surgical timing for patients presenting with overgrowth manifesting itself as macrodactyly.
Fatigue and its associated factors in microscopic colitis
Authors: Kane John S. , Irvine Andrew J. , Derwa Yannick , Ford Alexander C.
Published: September 2018

Background:

Fatigue is a well-recognized symptom in patients with inflammatory bowel disease and irritable bowel syndrome (IBS), and has been associated with psychological comorbidity and impaired quality of life in both. However, features associated with fatigue in patients with microscopic colitis (MC) are less clear.

Materials and methods:

We conducted a cross-sectional survey of patients with a new diagnosis of MC including levels of anxiety, depression, somatization, quality of life, and IBS-type symptoms. Levels and impact of fatigue were assessed using the Inflammatory Bowel Disease Fatigue self-assessment scale. Mean scores were compared against various patient characteristics, and were also correlated with anxiety, depression, somatization, and quality-of-life scores.

Results:

In total, 129 patients with MC diagnosed between 2010 and 2015 returned completed postal questionnaires. Common histological subtypes were collagenous colitis (53.5%, n = 69) and lymphocytic colitis (38.8%, n = 50). Higher mean fatigue severity and impact scores were associated with the presence of irritable-bowel-syndrome-type symptoms, abnormal levels of anxiety and depression, and high levels of somatization ( p < 0.0001 for all), but those reporting ongoing symptoms attributable to MC did not report significantly higher scores. There were significant positive correlations between total anxiety, depression, or somatization scores and fatigue severity and impact scores, and significant negative correlations with quality-of-life measures ( p < 0.001 for all).

Conclusions:

Fatigue in MC appears to be associated with reporting IBS-type symptoms, psychological comorbidity and impaired quality of life. It may therefore represent an important target for treatment.
The Anti-Social Network? Framing Social Media in Wartime
Authors: Lev-On Azi
Published: September 2018

Numerous studies address the uses and perceived effects of social media, but a scholarly void exists about how it is framed in the mainstream media. This study fills this void using a content analysis of news items that included references to social media in Israel’s six daily Hebrew-language printed newspapers during the Israel–Gaza war (2014). The papers framed social media primarily as spaces of hate speech and distribution of rumors. Additional salient themes referred to social media as alternative media channels by politicians and celebrities and as arenas of public diplomacy. Social media was rarely portrayed as platforms to orchestrate collective action or to meet the enemy.
Just Don't Shut the Door on Me: Aspirations of Adolescents in Crisis
Authors: Flom Barbara L. , Sundal Hansen Sunny
Published: September 2018

A qualitative investigation examined aspirations of youth experiencing significant educational, legal, or emotional difficulty. A research panel of five professional school counselors analyzed transcripts from interviews of 15 youth having multiple risk factors. Data revealed that, despite considerable obstacles, these young people typically held clear hopes for future education, careers, family relationships, civic involvement, and personal satisfaction. The findings underscore the importance of school counselors' advocacy for youth in crisis.
Culturally Responsive School Counseling for Hispanic/Latino Students and Families: The Need for Bilingual School Counselors
Authors: Smith-Adcock Sondra , Daniels M. Harry , Min Lee Sang , Arley Villalba Jose , Arce Indelicato Natalie
Published: September 2018

Hispanic/Latino students are the largest minority school-age population (Pew Hispanic Center, 2005). In this study, pupil services administrators in Florida identified concerns about Hispanic/Latino children and families and the need for bilingual school counselors for growing numbers of Hispanic/Latino students. Administrators' perceptions of cultural barriers, which isolate students from the school environment, were strongly related to their perceived need for Spanish-speaking school counselors. School programs more often provided for Hispanic/Latino students were those that specifically addressed language barriers rather than counseling services that specifically addressed cultural barriers of Hispanic/Latino students.
Developing Relationships with Rehabilitation Counselors to Meet the Transition Needs of Students with Disabilities
Authors: Scarborough Janna L. , Gilbride Dennis D.
Published: September 2018

The purpose of this article is to outline how school and rehabilitation counselors can work together more effectively to meet the needs of students with disabilities. School and rehabilitation counselors share similar education, goals, and values, and they bring complementary skills and knowledge to their work with students. By increasing their understanding of rehabilitation counseling, school counselors can broaden their professional activities with students with disabilities to enhance their transition into the post-high school world.
Transitioning to High School: Issues and Challenges for African American Students
Authors: Holcomb-McCoy Cheryl
Published: September 2018

Although there is a growing body of literature on students' transition from middle school to high school, much of the literature fails to take into consideration the distinctive racial and environmental circumstances of African American students. This article reviews literature related to the transitioning of African American students and discusses the unique challenges that African American students experience during adolescence. Counseling interventions are delineated and implications for school counseling professionals also are discussed.
Risk Factors and Levels of Risk for High School Dropouts
Authors: Suh Suhyun , Suh Jingyo
Published: September 2018

The study in this article identifies three major risk categories of high school dropouts and evaluates the impact of possible prevention strategies. As students accumulate these risks, they became more likely to drop out and prevention programs become less effective. Additionally, it was found that factors influencing the decision to drop out vary for different sources of risk, and thus there should be a range of prevention strategies offered to accommodate for this variance.
Predictive Factors in Postsecondary Educational Attainment among Latinos
Authors: Sciarra Daniel T. , Whitson Melissa L.
Published: September 2018

The study in this article investigated factors that distinguish the increasing number of Latino students who continue their education beyond high school from the small and stable number who complete a baccalaureate degree. The sample included a cohort of 866 Latino men and women who participated in the National Educational Longitudinal Study (1988–2000) and had varying amounts of postsecondary education by the year 2000. The study employed educational, psychological, and familial predictor variables from 1990 when participants were sophomores in high school. Data were analyzed using a multinomial logistic regression and results indicated that several factors were significant in distinguishing those with some postsecondary education, no degree, from bachelor's completers. Parent support and locus of control were the two most significant predictors. Implications for school counselors are discussed.
National Certification: Evidence of a Professional School Counselor?
Authors: Milsom Amy , Akos Patrick
Published: September 2018

National certification and the professionalism of school counselors are becoming more salient, particularly as a result of the No Child Left Behind Act. Archival data were used to examine the relationship between preparation at programs accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP) and national certification for school counselors. Significantly more individuals who obtained the National Certified Counselor credential were graduates of CACREP-accredited programs while the majority of school counselors who obtained the National Certified School Counselor credential were graduates of non-accredited programs. Implications for school counselors are examined.
School-Family-Community Partnerships: Strategies for School Counselors Working with Caribbean Immigrant Families
Authors: Mitchell Natasha A. , Bryan Julia A.
Published: September 2018

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.
An Examination of School Counselor Involvement in School-Family-Community Partnerships
Authors: Bryan Julia , Holcomb-McCoy Cheryl
Published: September 2018

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.
Differentiating Classroom Guidance
Authors: Akos Patrick , Cockman Caroline R. , Strickland Cindy A.
Published: September 2018

To differentiate is to make different, distinct, or specialized (Costello, 1994). Differentiation has become popular in education as an instructional philosophy aimed at equitably meeting the learning needs of all students in the classroom. Differentiated planning and delivery of classroom guidance is also necessary for appropriate school counselor practice. This article reviews the literature on classroom guidance, describes the concept of differentiation, and provides applied examples of differentiated classroom guidance for school counselor practice.
Bullying in Schools: School Counselors’ Responses to Three Types of Bullying Incidents
Authors: Jacobsen Kristen E. , Bauman Sheri
Published: September 2018

School counselors responded to an Internet survey containing vignettes describing physical, verbal, and relational bullying. Respondents rated relational bullying the least serious of the three types, they had the least empathy for victims of relational bullying, and they were least likely to intervene in relational bullying incidents. Counselors with anti-bullying training rated relational bullying as more serious and were more likely to intervene in relational bullying incidents than were those without training. Implications for counselor education are discussed.
Involving Low-Income Parents in the Schools: Communitycentric Strategies for School Counselors
Authors: Van Velsor Patricia , Orozco Graciela L.
Published: September 2018

Low-income parents participate less in schools than higher-income parents despite the benefits of parent involvement. Barriers that low-income parents face suggest that schools must develop a new approach to engaging these parents. School counselors can play a leadership role in strengthening the relationship between schools and low-income parents by implementing community-centered strategies for parent involvement. These strategies respect community culture and parents’ abilities to contribute to their children's education.
School Counselors’ Self-Perceived Asian American Counseling Competence
Authors: Shen Yih-Jiun , Lowinger Robert Jay
Published: September 2018

Two hundred and three school counselors were surveyed online concerning their perceived competence when counseling Asian American students. Although the counselors had limited interactions with the population, they reported a self-assured overall competency. Specifically, they felt competent about the awareness domain, somewhat competent about the skills domain, yet unsure about the knowledge domain. Recruiting counselors with Asian backgrounds and continuously providing preservice training and professional development concerning Asian American counseling are recommended.
The ACA Advocacy Competencies: A Social Justice Advocacy Framework for Professional School Counselors
Authors: Ratts Manivong J. , DeKruyf Lorraine , Chen-Hayes Stuart F.
Published: September 2018

The recent endorsement of the advocacy competencies by the American Counseling Association signals their relevance to the school counseling profession. This article outlines the importance of being a social change agent, the value of advocacy in K-12 schools, and how school counselors can use the advocacy competencies as a framework for promoting access and equity for all students. Implications for professional school counselors and school counselor educators in using the advocacy competencies are also addressed.
Interracial Best Friendships: Relationship with 10th Graders’ Academic Achievement Level
Authors: Newgent Rebecca A. , Lee Sang Min , Daniel Ashley F.
Published: September 2018

The authors examined the relationships between interracial best friendships and 10th-grade students’ academic achievement. The analysis consisted of data from 13, 134 participants in the ELS:2002 database. The results indicated that interracial best friendships for minority students (African Americans, Latino Americans, Asian Americans, and American Indians) generally have a positive relationship with students’ academic achievement. Discussion and implications of the results are presented.
Children and Trauma: A Post-Katrina and Rita Response
Authors: Hebert Barbara B. , Ballard Mary B.
Published: September 2018

Many children have struggled to cope with the traumatic experiences brought about by hurricanes Katrina and Rita. This article recounts how the authors intervened in the lives of children and families after the storms.
School Counselors’ Multicultural Self-Efficacy: A Preliminary Investigation
Authors: Holcomb-McCoy Cheryl , Harris Paul , Hines Erik M. , Johnston Georgina
Published: September 2018

This article explores the factor structure of the School Counselor Multicultural Self-Efficacy Scale (SCMES). For this study, a total of 181 usable scales were returned by members of the American School Counselor Association. Exploratory factor analysis on the 90-item scale suggested a six-factor structure. The six factors or subscales that evolved were (a) Knowledge of Multicultural Counseling Concepts, (b) Using Data and Understanding Systemic Change, (c) Developing Cross-Cultural Relationships, (d) Multicultural Awareness, (e) Multicultural Assessment, and (f) Applying Racial Concepts to Practice. Ethnicity and the number of multicultural counseling courses taken were significantly related to several of the SCMES's factors. Implications for future research and practice are delineated.
The Multidimensionality of School Engagement and Math Achievement among Racial Groups
Authors: Sciarra Daniel T. , Seirup Holly J.
Published: September 2018

The study in this article employed a multidimensional (behavioral, emotional, and cognitive) construct of school engagement to examine its relationship to school achievement in mathematics across the five major racial groups. The sample included 115 American Indians, 486 Asians, 1, 551 Blacks, 1, 682 Latinos, and 7, 554 Whites who participated in the Educational Longitudinal Study (2002-2004). Data were analyzed using a multiple regression analysis for each of the five racial groups. Behavioral and cognitive engagement accounted for much more of the variance in math achievement scores than did emotional engagement. Ways in which professional school counselors can promote these kinds of engagement are discussed.
School Shootings and Counselor Leadership: Four Lessons from the Field
Authors: Fein Albert H. , Carlisle Cynthia S. , Isaacson Nancy S.
Published: September 2018

This article discusses four lessons for school counselors responding to any serious crisis: (a) School counselors can expect to take on leadership roles in times of crisis due to their expertise. (b) Crisis teams are temporary organizations within a school structure. Membership in two organizations can create role conflict. (c) Effective school counselors have found subtle ways to support and counsel formal leaders. And, (d) school counselors must be vigilant in their own care, especially during a crisis.
Managing the Quagmire of Counseling in a School: Bringing the Parents Onboard
Authors: Huss Susan Norris , Bryant Amanda , Mulet Suzanne
Published: September 2018

The American School Counselor Association's Ethical Standards for School Counselors respects parents’ rights and responsibilities toward their children and at the same time addresses confidentiality as the professional school counselor's primary responsibility. Educating parents and students about privacy, confidentiality, and privileged communication helps the professional school counselor avoid misunderstandings that impair the student-counselor relationship. By creating management agreements among administration, parents, students, and professional school counselors to clearly define the school counseling program, “agreed-upon conditions” can be determined, and an ethical environment and collaborative relationship are established. Providing information to parents and students about confidentiality through school Web sites, e-mail, public forums, printed media, and personal interactions will help ensure exposure to the concept of confidentiality within the school setting.
School Counselors Walking the Walk and Talking the Talk: A Grounded Theory of Effective Program Implementation
Authors: Scarborough Janna L. , Luke Melissa
Published: September 2018

Comprehensive, developmental school counseling programming has been associated with numerous benefits for students and is considered current best practice. A qualitative, grounded theory study was conducted to investigate eight professional school counselors employed across grade level, geographic setting, and region within the United States. This article presents this research and the emergent model for successful comprehensive, developmental school counseling program implementation. Implications for school counselor education and practice, as well as future research, are discussed.
School Counselor Beliefs about ASCA National Model School Counseling Program Components Using the SCPCS
Authors: Hatch Trish , Chen-Hayes Stuart F.
Published: September 2018

A study of 3,000 school counselors was undertaken to assess their beliefs about necessary components ofa school counseling program. This study was part of the database that the American School Counselor Association used to develop The ASCA National Model: A Framework for School Counseling Programs. The School Counseling Program Component Scale was developed for the study and demonstrated adequate reliability and validity as a measure of school counselor beliefs about school counseling program components. Suggestions for future school counselor research regarding school counseling program component beliefs are encouraged as the ASCA National Model® has been in use for over 5 years.
Professional School Counselors Using Choice Theory to Meet the Needs of Children of Prisoners
Authors: Shillingford M. Ann , Edwards Oliver W.
Published: September 2018

The prison population in the United States has increased significantly. Children of prisoners experience academic and social challenges. Professional school counselors are in an ideal position to provide theory-based interventions to support children of prisoners. This article (a) describes challenges experienced by children of prisoners, (b) advances choice theory as a theoretical framework to meet their needs, and (c) describes a case study that details the effective use of choice theory with children of prisoners.
The Cross-Age Mentoring Program: A Developmental Intervention for Promoting Students’ Connectedness across Grade Levels
Authors: Karcher Michael J.
Published: September 2018

In cross-age peer mentoring programs, high school students mentor younger students. Prior research demonstrates the positive effects for mentees as well as for mentors. This context-based, strengths-promoting intervention is designed to help school counselors foster high school students’ leadership and collaboration skills while simultaneously promoting elementary and middle school mentees’ connectedness, self-esteem, and academic achievement. Using a tiered set of students as intervention agents, cross-age peer mentoring programs provide a unique strengths-based intervention for school counselors at any grade level. Consistent with the ASCA National Model®, but unlike most approaches to youth mentoring, cross-age mentoring programs can be structured by a calendar of connectedness themes that informs school counselors’ action and accountability plans and can utilize a connectedness curriculum to guide the delivery of guidance lessons by students to students.
Purpose-Centered Career Development: A Strengths-Based Approach to Finding Meaning and Purpose in Careers
Authors: Kosine Natalie R. , Steger Michael F. , Duncan Sandra
Published: September 2018

Although having a sense of purpose and meaning in life has been found to play an important role in overall life and career satisfaction, this is not an area that is typically cultivated during career exploration activities. This article provides a model for aiding students in developing a sense of purpose in their career search through strengths-based practices. The authors present five key elements that reinforce the development of purpose, including identity, self-efficacy, metacognition, culture, and service. Each of these areas is used as a focal point to help identify ways for students to recognize and rely on their strengths in the development of meaningful careers. Each element is defined, relevant research is provided, and strategies for promoting each element are discussed. Additionally, the relationship between purpose-centered career development and the career standards of the ASCA National Model® is presented.
The Boston Connects Program: Promoting Learning and Healthy Development
Authors: Walsh Mary E. , Kenny Maureen E. , Wieneke Kristin M. , Harrington Kara R.
Published: September 2018

The Boston Connects Program is a school-community-university partnership in which school counselors play a pivotal role in coordinating a comprehensive system of preventive services and student supports. The program is designed to promote healthy academic, social-emotional, and physical development for all children; reduce barriers to academic learning; and enhance the health-promoting and growth-fostering characteristics of the urban elementary school environment (Walsh, Barrett, & DePaul, 2007). Consistent with the ASCA National Model® (American School Counselor Association, 2005), the Boston Connects approach is programmatic, collaborative, preventive, and data-driven, and it supports the development of all children. This article describes the role of the school counselor in coordinating a comprehensive array of strengths-based supportive and developmental interventions and provides evidence to support the benefits of this approach.
Ending the Silence of the Mexican Immigrant Voice in Public Education: Creating Culturally Inclusive Family-School-Community Partnerships
Authors: Dotson-Blake Kylie P. , Foster Victoria A. , Gressard Charles F.
Published: September 2018

Race and culture continue to be conceptualized within a polarized, Black-White dichotomy in U.S. education, rendering the Latino population a silenced minority. Partnerships, when developed with intentionality and critical consciousness, provide a vehicle for inviting the participation of all families. This article offers school counselors a template for developing inclusive partnerships involving Mexican immigrant families. Suggestions for future research are shared in hopes of further illuminating the complexities and benefits of effectively engaging immigrant families.
Becoming “Difference Makers”: School-University Collaboration to Create, Implement, and Evaluate Data-Driven Counseling Interventions
Authors: Camizzi Erin , Clark Mary Ann , Yacco Summer , Goodman William
Published: September 2018

High school students seeking to complete a postsecondary degree must properly prepare themselves academically and financially in order to qualify and pay for college. With the use of data, school counselors can target high-achieving students from diverse backgrounds to provide equitable opportunities for all students. In this article, a school counselor along with partners from the school district and local university discuss how school counselors at a high school were able to increase academic and funding opportunities for college-bound students from low-income households. Interventions included enrolling target students in academically challenging courses and advising students in applying for financial aid and scholarships.
Web Sites for Young Children: Gateway to Online Social Networking?
Authors: Bauman Sheri , Tatum Tanisha
Published: September 2018

Traffic on Web sites for young children (ages 3-12) has increased exponentially in recent years. Advocates proclaim that they are safe introductions to the Internet and online social networking and teach essential 21st-century skills. Critics note developmental concerns. In this article, we provide basic information about Web sites for young children, discuss developmental issues, and make recommendations for school counselors to be proactive and aware of the advantages and dangers inherent in these sites.
ADHD Symptom Reduction in Elementary Students: A Single-Case Effectiveness Design
Authors: Schottelkorb April A. , Ray Dee C.
Published: September 2018

The authors used a single-case design to examine the effectiveness of child-centered play therapy (CCPT) and person-centered teacher consultation (PCTC) for four elementary students identified with attention deficit hyperactivity disorder (ADHD) symptoms. Two students participated in CCPT and their teachers participated in PCTC. Two students participated in reading mentoring and CCPT. Behavioral observations of all students occurred three times per week. Results indicated that two students demonstrated a substantial reduction and two students demonstrated questionable reduction in ADHD symptoms due to participation in CCPT. Implications for elementary school counselors are discussed.
High School Counselors’ Views of Their Leadership Behaviors: A Q Methodology Study
Authors: Janson Chris
Published: September 2018

There has been a growing body of professional literature regarding the importance of school counselors behaving as leaders in schools. This study builds on that professional literature by investigating how high school counselors perceive their own leadership behaviors. Q methodology was used to develop 40 opinion statements reflecting school counselor leadership behaviors, and 49 high school counselors then sorted the statements. Data analysis identified four distinct viewpoints of school counselor leadership behaviors. Implications for school counselors and counselor educators are discussed.
Leadership Practices of School Counselors
Authors: Mason E. C. M. , McMahon H. George
Published: September 2018

Leadership is a vital skill called for by the school counseling profession. However, limited research has been done to examine how leadership is characterized by practicing school counselors. The purpose of the exploratory study in this article was to assess leadership practices of school counselors, and to analyze the relationships among demographics, experience, training, work setting, and leadership practices. Results presented are part of a larger study. Findings revealed that age, experience, size of school population, and professional licensure predicted leadership practices of school counselors.
An Exploration of School Counselors’ Demands and Resources: Relationship to Stress, Biographic, and Caseload Characteristics
Authors: McCarthy Christopher , Van Horn Kerne Valerie , Calfa Nicolina A. , Lambert Richard G. , Guzmán Michele
Published: September 2018

The study in this article examined the relationship of school counselors’ reports of demands and resources in their work environment to perceived stress, biographic factors, and caseload characteristics. Participants were 227 school counselors in Texas. Paperwork requirements and size of caseload were rated the most demanding aspects of their job, and other counselors were rated as the most helpful resource by participants. The perceived equality or inequality of work demands and resources also was assessed. School counselors classified in the higher-demand group reported having higher perceived stress, being less likely to remain in the profession the next year, and having higher caseload percentages of students with disabilities, lower academic performance, and poor attendance.
A Strengths-Based Parenting Intervention with Low-Income African American Families
Authors: Sheely-Moore Angela I. , Bratton Sue C.
Published: September 2018

With the propensity of African American children at higher risk for academic success due to their disproportionate rate of school discipline problems compared to their peers, school counselors are challenged to provide culturally and developmentally responsive services for this population. This article provides a brief rationale for the use of a family-oriented, strengths-based approach when working with African Americans and explores the effect of “child parent relationship training” on children's behavior and parent-child relationship stress.
Exploring how School Counselors Position Low-Income African American Girls as Mathematics and Science Learners
Authors: West-Olatunji Cirecie , Shure Lauren , Pringle Rose , Adams Thomasenia , Lewis Dadria , Cholewa Blaire
Published: September 2018

The underrepresentation of low-income African American girls in science-related careers is of concern. Applying the concept of positionality, the authors explored how three school counselors at low-resourced schools view this population of learners to either support or discourage mathematics and science careers. The results of this study suggest that these school counselors evidence lowered expectations for their students. The authors suggest that school counselors need to become aware of how their perceptions and beliefs impact academic achievement.
School Counselors and Survivors of Childhood Cancer: Reconceptualizing and Advancing the Cure
Authors: Bauman Stephanie San Miguel
Published: September 2018

School counselors increasingly will encounter childhood cancer survivors. This article explains why the cure for cancer consists of more than the eradication of the disease and includes the amelioration of academic, career, personal, and social concerns. Drawing on the research literature, the article discusses different stages of cancer survivorship and possible ways that school counselors may advance a cure for cancer as they meet the needs and encourage the development of every student survivor.
Identifying and Intervening with Students Exhibiting Signs of Gaming Addiction and other Addictive Behaviors: Implications for Professional School Counselors
Authors: Hagedorn W. Bryce , Young Tabitha
Published: September 2018

This article discusses strategies professional school counselors can use to recognize and intervene with students who are presenting with signs of addictive behaviors. First, the authors present a definition of addictive behaviors. The authors then define and discuss the most common addictive behaviors impacting adolescents, with a special emphasis on gaming addiction. Finally, the article offers screening and intervention strategies that professional school counselors can use in the school setting.
Content Analysis of the Professional School Counseling Journal: The First Ten Years
Authors: Falco Lia D. , Bauman Sheri , Sumnicht Zachary , Engelstad Alicia
Published: September 2018

The authors conducted a content analysis of the articles published in the first 10 volumes of the Professional School Counseling (PSC) journal, beginning in October 1997 when The School Counselor merged with Elementary School Counseling and Guidance. The analysis coded a total of 571 articles into 20 content categories. Findings address the frequency of article types, methodology and analysis, topics, populations discussed, and author affiliations. The article also discusses suggestions for future contributions to the journal.
School Counselors Support Student Spirituality through Developmental Assets, Character Education, and ASCA Competency Indicators
Authors: Dobmeier Robert A.
Published: September 2018

This article identifies the Search Institute's Developmental Assets, character education, and the ASCA National Model's Competency Indicators as education-based programs in which spirituality is accessed for children to enhance resiliency. The author presents school counselor interventions based on these three programs that mutually support spiritual with other developmental domains. He also identifies responsibilities of school counselors, professional organizations, district stakeholders, and counselor educators to address ethical and legal concerns.
Korean Version of the Life Perspectives Inventory: Psychometric Properties and Implications for High School Counseling
Authors: Seo Mi , Sink Christopher A. , Cho Han-Ik
Published: September 2018

This psychometric study validated the “easy-to-use” Life Perspectives Inventory (LPI) for deployment with Korean high school-age students (N = 1223, ages 15–19). Using the conceptual research underpinnings derived from the positive psychology and spirituality literature, the LPI assesses qualities of nonsectarian adolescent spirituality. Item and exploratory factor analyses yielded three latent dimensions (Present-Centeredness, Connection with Higher Power, Meaning Making) with adequate internal consistency, stability, and convergent and discriminant validity. This article includes implications for school counseling practice.
The Career Beliefs of Inner-City Adolescents
Authors: Turner Sherri L. , Ziebell Julia L. Conkel
Published: September 2018

This research explored the career beliefs of inner-city adolescents (N = 97). Results identified six types of beliefs: success is related to effort, job satisfaction, work interest and liking, flexibility/adaptability, achievement and persistence, and toleration of uncertainty. A majority of these young people believed that their success was not related to their efforts and had beliefs inconsistent with flexibility/adaptability. Findings are interpreted in light of Happenstance Learning Theory (Krumboltz 2009).
Can the Epstein Model of Parental Involvement Work in a High-Minority, High-Poverty Elementary School? A Case Study
Authors: Bower Heather A. , Griffin Dana
Published: September 2018

The literature has lauded parental involvement as an effective strategy to increase student achievement, but schools still struggle with how to effectively involve parents of color and low-income families. In an effort to assess the effectiveness of the Epstein Model of Parental Involvement in high-poverty, high-minority schools, the authors conducted a case study of an urban elementary school that uses parental involvement practices stipulated in the model. This article provides implications for school counselors and suggestions for future research.
Providing College Readiness Counseling for Students with Autism Spectrum Disorders: A Delphi Study to Guide School Counselors
Authors: Krell Megan , Pérusse Rachelle
Published: September 2018

This study used the Delphi method to examine school counselors' roles for providing equitable college readiness counseling for students with autism spectrum disorders (ASD). Participants included an expert panel of 19 individuals with experience and knowledge in postsecondary transition for students with ASD. Expert participants identified 29 tasks of school counselors for providing equitable college readiness counseling to students with ASD, such as encourage student involvement in the transition planning process, collaborate with parents, and conduct workshops for students with ASD and their parents about college transition. This article provides practical implications and recommendations based on the study results.
School Counselors Serving Students with Disruptive Behavior Disorders
Authors: Grothaus Tim
Published: September 2018

School counselors are in a prime position to collaborate with school and community stakeholders to both prevent and respond to the challenges experienced and exhibited by students with one or more disruptive behavior disorders (DBD). In this article, the DBDs discussed include conduct disorder, oppositional defiant disorder, intermittent explosive disorder, and adjustment disorder with disturbance of conduct. After a brief examination of the costs, classifications and characteristics, comorbidity, and prevalence of this category of mental health disorders, this article presents risk factors and cultural considerations. Finally, the author explores implications and interventions for school counselors.
Effectiveness of a Modified Lifestyle-Integrated Functional Exercise Program in Residential Retirement Communities—A Pilot Study
Authors: Li Kitsum , Comer Kayla , Huang Tiffany , Schmidt Kelly , Tong Matthew
Published: September 2018

Abstract Aims

This study explored the effectiveness of a modified Lifestyle-integrated Functional Exercise program for increasing community-dwelling older adults’ lower body strength and balance to decrease fall risk.

Methods

Purposive sampling of men and women aged 65 years and older, with or without a history of falls, living at retirement communities yielded 19 older adult participants, and 16 of the participants completed the 26-week integrated exercise program. The program consisted of five-group training sessions focused on how to integrate individualized exercises into everyday activities, followed by 20 weeks of independent practice with a booster session at Week 10 and two phone calls at Week 15 and Week 20. A battery of assessments was used 3 times to measure the participants.

Results

Results demonstrated a significant improvement in lower body strength and balance, but fall risk reduction cannot be confirmed from this study.

Conclusion

Despite reduction in fall risk was inconclusive from this study, a modified Lifestyle-integrated Functional Exercise program delivered to community-dwelling older adults in a group format may be an effective intervention program to improve lower body strength and balance, while integration of exercises into daily activities may also appear to be more sustainable than traditional exercise program.
Protocol for a Case Study to Explore the Transition to Practice of New Graduate Nurses in Long-Term Care
Authors: Whitmore Carly , Baxter Pamela E. , Kaasalainen Sharon , Ploeg Jenny
Published: September 2018

A qualitative case study protocol for an exploration of the transition to practice of new graduate nurses in long-term care is presented. For the new graduated nurse, the transition to professional practice is neither simple nor easy. This time of transition has been examined within the hospital setting, but little work has been done from the perspective and context of long-term care. As the global population continues to age and the acuity of persons accessing services outside of hospital continues to increase, there is a need to better understand the transition experience of new graduate nurses in alternative, tertiary settings such as long-term care. Therefore, the purpose of this report is to situate a study and describe a protocol that explored the transition to practice experience of seven new graduate nurses in long-term care using Yin’s case study methodology. The case or phenomenon being explored is new graduate nurse transition to practice. This report presents an overview of the literature in order to situate and describe the case under study, a thorough description of the binding of the case as well as the data sources utilized, and ultimately reflects upon the lessons learned using this methodology. The lessons learned include challenges related to precise case binding, the role and importance of context in conducting case study research, and difficulties in disseminating study findings. Overall, this report provides a detailed example of the application of the case study design through description of a study protocol in order to facilitate learning about this complex and often improperly utilized study design.
Soluble PD-1 ligands regulate T-cell function in Waldenstrom macroglobulinemia
Authors: Jalali Shahrzad , Price-Troska Tammy , Paludo Jonas , Villasboas Jose , Kim Hyo-Jin , Yang Zhi-Zhang , Novak Anne J. , Ansell Stephen M.
Published: September 2018

Key Points

Cytokines in the BM microenvironment regulate PD-1 ligand expression and secretion in WM. Secreted PD-1 ligands modulate T-cell function in WM.
On the formation of hörnesite in a Fatimid manuscript folio
Authors: van Dyke Yana , Centeno Silvia A. , Carò Federico , Frantz James H. , Wypyski Mark T.
Published: September 2018

A folio fragment attributed to the Fatimid period in Egypt was found to bear tufts of white crystals associated with the orange-brown and yellow paints. Raman spectroscopy identified a mixture of arsenic sulfide-based pigments in the orange-brown and yellow areas, along with vermilion in the outlines of the figures. X-ray microdiffraction, Raman spectroscopy, and energy-dispersive X-ray spectrometry identified the white crystals as hörnesite [Mg3(AsO4)2·8H2O]. Synthesis of this compound at ambient temperature and elevated relative humidity over a period of 3 years, on paper painted with arsenic sulfide pigments and treated with magnesium carbonate, suggests the possibility that a magnesium-based deacidification treatment may have contributed to the formation of this phase on the folio fragment. This work highlights the potential damage that may be sustained by arsenic sulfide-based media through exposure to deacidifying suspensions such as the ones often used in the past to treat works of art on paper and historic documents.