bluuebunny/crossref_metadata_2025 huggingface dataset:
A review of Operating Department Practitioner students’ experiences of clinical placements as a result of changing organisations in each academic year
Authors: Brown Steven
Published: September 2018

Operating Department Practitioner students as part of their education undertake placements that enable them alongside their academic studies to meet the Health and Care Professions Council Standards of Proficiency; however, like all education providers there was an annual shortage of appropriate placements. As a result, the organisation involved in this review needed to explore an alternative approach to allocating clinical placements. In addition, the course team wanted to change how students gained their clinical skills and possibly increase their understanding of the Operating Department Practitioner role. Traditionally the institution involved (like other Operating Department Practitioner education providers) placed students in one organisation for all of their clinical placements unlike other professions such as nursing who placed students in different areas. The review resulted in students being placed in a different organisation in each year of their course. A qualitative methodology in the form of focus groups was employed to review students’ views of the change and their clinical experiences. This resulted in students highlighting areas such as readiness for being qualified and links to evidenced-based practice as benefits of the new system. The review has been successful in terms of placement numbers but also student experiences, although an ongoing review is being undertaken, the change has been successful.
The synthetic glycolipid-based TLR4 antagonist FP7 negatively regulates in vitro and in vivo haematopoietic and non-haematopoietic vascular TLR4 signalling
Authors: Palmer Charys , Peri Francesco , Neumann Frank , Ahmad Feroz , Leake David S. , Pirianov Grisha
Published: September 2018

TLRs, including TLR4, have been shown to play a crucial role in cardiovascular inflammatory-based diseases. The main goal of this study was to determine the potential of FP7, a synthetic glycolipid active as a TLR4 antagonist, to modulate haematopoietic and non-haematopoietic vascular TLR4 pro-inflammatory signalling. HUVEC, human THP-1 monocytes, THP-1-derived macrophages, mouse RAW-264.7 macrophages and Angiotensin II-infused apolipoprotein E-deficient mice were in vitro and in vivo models, respectively. Western blotting, Ab array and ELISA approaches were used to explore the effect of FP7 on TLR4 functional activity in response to bacterial LPS ( in vitro) and endogenous ligands of sterile inflammation ( in vitro and in vivo). Following activation of TLR4, in vitro and in vivo data revealed that FP7 inhibited p38 MAPK and p65 NF-kB phosphorylation associated with down-regulation of a number of TLR4-dependent pro-inflammatory proteins. In addition to inhibition of LPS-induced TLR4 signalling, FP7 negatively regulated TLR4 activation in response to ligands of sterile inflammation (hydroperoxide-rich oxidised LDL, in vitro and Angiotensin II infusion, in vivo). These results demonstrate the ability of FP7 to negatively regulate in vitro and in vivo haematopoietic and non-haematopoietic vascular TLR4 signalling both in humans and mice, suggesting the potential therapeutic use of this TLR4 antagonist for pharmacological intervention of vascular inflammatory diseases.
Who Are the Scrooges? Personality Predictors of Holiday Spending
Authors: Weston Sara J. , Gladstone Joe J. , Graham Eileen K. , Mroczek Daniel K. , Condon David M.
Published: September 2018

The sharp increase in consumption over the holiday season has important economic implications, yet the psychology underlying this phenomenon has received limited attention. Here, we evaluate the role of individual differences in holiday spending patterns. Using 2 million transactions across 2,133 individuals, we investigate the relationship between the Big 5 personality traits on spending at Christmas. Zero-order correlations suggest holiday spending is associated with conscientiousness, neuroticism, and extraversion; the relationship with neuroticism persists after accounting for possible confounders including income and demographics. These results improve our understanding of how different personality traits predict how people respond to the environmental demands of the holiday season and have broader implications for how personality relates to consumer behavior.
Solutions to the accumulation of different penal responsibilities for the same act and their assessment from the perspective of the ne bis in idem principle
Authors: Błachnio-Parzych Anna
Published: September 2018

The autonomous meaning of criminal responsibility introduced in the jurisprudence of the European Court of Human Rights, and adopted by the European Court of Justice (ECJ), has influenced the need for providing proper guarantees in relation to the assignment of legal responsibility for acts situated outside the core of criminal law. It has also helped to clarify that if the same act fulfils the description of a crime and an administrative offence, this may lead to an accumulation of penal responsibility. Assuming that the coexistence of various types of crimes and administrative offenses that may relate to the same act should not be eliminated, various legislative directives have been adopted as solutions that help to avoid the negative consequences of the accumulation of penal responsibility. Analysis of the directives adopted by the selected European legislators leads to formulation of four basic models on which the directives are based. They are assessed from the perspective of the ne bis in idem principle enshrined in Article 4 Protocol No 7 of the Convention for the Protection of Human Rights and Fundamental Freedoms and Article 50 of the Charter of Fundamental Rights of the European Union.
Risks for lymphoma and gastrointestinal carcinoma in patients with newly diagnosed adult‐onset celiac disease: Consequences for follow‐up
Authors: van Gils Tom , Nijeboer Petula , Overbeek Lucy IH , Hauptmann Michael , Castelijn Daan AR , Bouma Gerd , Mulder Chris JJ , van Leeuwen Flora E , de Jong Daphne
Published: September 2018

Background

The association between celiac disease (CD) and the development of lymphoid and gastrointestinal (GI) malignancies have been reported. However, data are scarce yet needed to develop evidence‐based follow‐up programs.

Objective

The objective of this article is to assess relative (RR) and absolute risks of lymphoma and GI carcinoma for newly diagnosed patients.

Methods

A case‐control design to determine RR was performed with cases (lymphoma or GI carcinoma) and controls (melanoma or basal cell carcinoma) diagnosed 1994–2014, retrieved from the Dutch nationwide population‐based pathology database (PALGA). Within this population, individuals with histologically proven CD before or simultaneously diagnosed with the malignancy were identified.

Results

A total of 349/301,425 cases (0.1%) and 282/576,971 (0.05%) controls were diagnosed with CD. Risk of T‐cell lymphoma, predominantly enteropathy‐associated T‐cell lymphoma (EATL), was strongly associated with CD diagnosis (RR = 35.8 (95% CI 27.1–47.4)). Although most often synchronously diagnosed, T‐cell lymphoma RR ≥ 1 year after CD diagnosis was still elevated (RR = 12.7 (95% CI 7.6–21.3)). Other CD‐associated malignancies were small bowel adenocarcinoma (RR = 11.9 (95% CI 8.2–17.2)) and esophageal squamous cell carcinoma (RR = 3.5 (95% CI 2.1–5.8)). Absolute risks were relatively low. Other types of lymphomas and GI carcinomas were not associated with CD.

Conclusion

Increased risk for specific malignancies in CD should alert physicians for EATL (both intestinal and extraintestinal) and small bowel adenocarcinoma in patients with CD diagnosed at age ≥ 50 years.
The Use of the ASCA National Model® in Supervision
Authors: Studer Jeannine R. , Oberman Aaron
Published: September 2018

This study investigated the types of supervisory activities provided to school counselor trainees. The researchers examined the responses of 73 practicing school counselors from the Southern region who were members of the American School Counselor Association. The supervisory activities provided to trainees working in a traditional school counseling program were compared with trainees performing in a developmental program as recommended in the ASCA National Model®. The researchers also examined the years of experience as a school counselor, the amount of training received in supervision, differences in supervision at various grade levels, and the principal's understanding of the school counselor's role when working in a traditional or a transformed school counseling model. Implications for school counselors are included.
Incidental Counseling: A Key to Cost-Effective Systemic Change
Authors: Karan Orv C. , Colbert Robert D.
Published: September 2018

Incidental counseling occurs when school staff members respond to students in ways strikingly similar to counseling. Incidental counseling is offered as a simple and effective way for school counselors to engage in systemic change. Two case examples from real school settings form the context for a discussion of how school counselors can begin to build collaborations for maximizing the benefits of incidental counseling.
Counselor Education Accountability: Training the Effective Professional School Counselor
Authors: Brott Pamelia E.
Published: September 2018

With recent calls for accountability in school counseling, it is imperative that counselor educators are structuring the professional identity development of counselors-in-training through guided learning experiences with a focus on demonstrated effectiveness. The author presents examples of course objectives and learning experiences from five courses in a counselor education program that specifically address training the effective professional school counselor. Suggested classroom activities, projects, and resources are included. An action research project undertaken by the author demonstrates her accountability through a disciplined process of inquiry to improve counselor education practice for training the effective professional school counselor.
Web-Based Peer Supervision, Collective Self-Esteem, and Case Conceptualization Ability in School Counselor Trainees
Authors: Butler S. Kent , Constantine Madonna G.
Published: September 2018

This study investigated the efficacy of a 12-week, Web-based peer supervision group in increasing school counselor trainees’ collective self-esteem (i.e., positive feelings in identifying as a school counselor) and written case conceptualization ability. Results suggested that school counselor trainees who participated in a Web-based peer supervision group reported significantly higher collective self-esteem and case conceptualization skills than did their counterparts who did not participate in Web-based peer supervision. Implications of the findings for counselors in training and practicing school counselors are presented.
Career and College Planning Needs of Ninth Graders–as Reported by Ninth Graders
Authors: Gibbons Melinda M. , Borders L. DiAnne , Wiles Mark E. , Stephan Julie B. , Davis Patrick E.
Published: September 2018

Few researchers have asked students directly about what they know and need to know regarding college and career planning. Given the critical choices made early in high school, ninth graders (n = 222) were surveyed regarding their educational and career plans and the resources they were using in their decision-making. Overall results as well as differences by ethnicity, gender, and parent education group are reported. Results indicated a discrepancy between plans and accurate information about college costs and availability.
Students who Self-Injure: School Counselor Ethical and Legal Considerations
Authors: Kress Victoria E. White , Drouhard Nicole , Costin Amanda
Published: September 2018

This article explores ethical considerations that school counselors may need to address when providing counseling services to self-injurious students. Ethical issues related to student confidentiality, responsibilities to parents and to the school, and professional competence are discussed in relation to the American School Counselor Association's (2004) Ethical Standards for School Counselors. Implications and recommendations for school counselors working with self-injurious students are provided.
Social Skills Efficacy and Proactivity among Native American Adolescents
Authors: Turner Sherri L. , Conkel Julia L. , Reich Allison N. , Trotter Michelle J. , Siewart Jason J.
Published: September 2018

This article discusses Native American urban adolescents’ construal of social skills, and relationships between these skills and proactivity behaviors as identified in the Integrative Contextual Model of Career Development (Lapan, 2004). Recommendations that build upon the social skills strengths of Native American young people are included.
An Update on Adolescent Drug Use: What School Counselors Need to Know
Authors: Watkins Katherine E. , Ellickson Phyllis L. , Vaiana Mary E. , Hiromoto Scott
Published: September 2018

School counselors need to have accurate and age-appropriate prevention education information in order to counsel teens on drug use. This article presents developmentally specific prevention materials for the most important emerging substances of abuse: Ecstasy, methamphetamine, cough and cold medication, prescription opiates and stimulants, and the “date rape” drugs. Because developing appropriate materials requires understanding how adolescents develop, an expert panel approach was used, supplemented with a literature review and teen focus groups.
Helping Build Lives: Career and Life Development of Gifted and Talented Students
Authors: Greene Meredith J.
Published: September 2018

Gifted individuals are capable of or demonstrate superior performance. Career counseling of gifted and talented students must acknowledge the unique career and life development issues that may impact their career planning. Common issues are multipotentiality, early emergence and foreclosure, personality traits, the overemphasis on academics, and the expectations of others. School counselors should consider adjusting the timing, pace, complexity, and intensity of career activities to suit the advanced cognitive levels and/or issues of gifted students.
Addressing Counseling Needs of Gifted Students
Authors: Peterson Jean Sunde
Published: September 2018

Counseling concerns of highly able students may reflect characteristics associated with giftedness. Yet school counselor training programs give scant attention to this phenomenon and to the social and emotional development of these students. School counselors therefore may be unaware of and unequipped to respond to these concerns. Referencing scholarly literature related to giftedness as both asset and burden, the author explores school counselors' potential roles in responding to the needs of gifted students.
Counseling Exceptional Individuals and their Families: A Systems Perspective
Authors: Thomas Volker , Ray Karen E.
Published: September 2018

This article presents three models of counseling exceptional students from a systems perspective. The authors present their definition of counseling, the goals of counseling, and the counseling relationship from a systems perspective. Each model is described, including assessment and intervention techniques appropriate for working with children, adolescents, and their families when giftedness and learning disabilities and other disabilities are part of the context. The authors discuss implications for school counselors and provide several cases as examples.
Introduction to Special Issue: Transitional Issues for K-16 Students
Authors: Turner Sherri L.
Published: September 2018

This article describes transitional issues experienced by young people from entry into kindergarten to entry into college. A brief overview of transitional theories is offered. Each of the major articles in the special issue are summarized.
Helping Children Transition from Kindergarten to First Grade
Authors: Sink Christopher A. , Edwards Cher N. , Weir Sarah J.
Published: September 2018

This article documents the challenges that young children face as they move from kindergarten to first grade and the important role that elementary school counselors can play in working with students, parents/caregivers, and teachers during this critical period of development. Research- and practitioner-based recommendations for effective interventions are discussed.
Building Skills for School Success: Improving the Academic and Social Competence of Students
Authors: Brigman Greg A. , Webb Linda D. , Campbell Chari
Published: September 2018

The focus of this article's study was to evaluate the impact of the school counselor-led Student Success Skills program on the academic and social competence of students. A randomized comparison group design was used to measure treatment outcomes for students in grades 5, 6, 8, and 9 from six schools using state-mandated achievement tests in math and reading and a measure of social competence. Achievement outcomes were measured for comparison group students in schools matched for key demographics. An analysis of covariance was used for the analysis. Students who received the intervention scored significantly higher in math achievement and showed substantial improvement in behavior.
ASCA National Model®: The Foundation for Supervision of Practicum and Internship Students
Authors: Murphy Sally , Kaffenberger Carol
Published: September 2018

Providing quality supervision for student counselors in pre-K–12 school settings is both a responsibility and a challenge for professionals in the field. While the ASCA National Model® for School Counseling Programs provides a detailed structure for school counseling programs, it does not explicitly include a supervision element within its four basic components. This article presents a unique supervision format and training model specifically developed within the framework of the ASCA National Model.
Day-to-Day Activities of School Counselors: Alignment with New Directions in the Field and the ASCA National Model®
Authors: Walsh Mary E. , Barrett James G. , DePaul Jillian
Published: September 2018

Role changes in the profession of school counseling take considerable time to be enacted in practice. The purpose of the study in this article is to examine whether newly hired elementary school counselors working in urban settings can implement (a) new directions for practice that have emerged in the recent school counseling literature (i.e., a programmatic, collaborative, and preventive approach), and (b) the components that reflected these new directions embedded in the Delivery System of the ASCA National Model®.
The Relationships of Peer Norms, Ethnic Identity, and Peer Support to School Engagement in Urban Youth
Authors: Shin Richard , Daly Bryan , Vera Elizabeth
Published: September 2018

Investigating variables associated with the school success and educational resilience of urban youth of color should be a high priority because of the persistent achievement gap in the United States. The current study examined individual and peer factors’ relation to the school engagement of 132 seventh- and eighth-grade students from a diverse public elementary school in a large Midwestern city. The participants ranged in age from 12 to 15 years old. In this study, positive peer norms, peer support, and positive ethnic identification were hypothesized to intervene in the relationship between negative peer norms and low school engagement. The findings suggest that both positive peer norms and positive ethnic identity may serve as significant protective factors for urban youth of color.
Promoting Latino Student Achievement and Development through the ASCA National Model®
Authors: Villalba José A. , Akos Patrick , Keeter Kara , Ames Abigail
Published: September 2018

This article provides a contemporary view of assisting the large and growing Latino student population in K-12 schools, particularly as it relates to current demographic shifts, school reform, and the ASCA National Model®. The article highlights concerns for Latino students and families, culturally appropriate school counseling strategies for promoting Latino student development and achievement, and methods for incorporating Latino students’ strengths and concerns into the four elements of the ASCA National Model.
Reducing Levels of Elementary School Violence with Peer Mediation
Authors: Schellenberg Rita Cantrell , Parks-Savage Agatha , Rehfuss Mark
Published: September 2018

The effectiveness of an existing peer mediation program in a diverse, suburban elementary school was examined. Peer mediation was available to all students (N = 825). Three-year longitudinal data showed significant reductions in the school's out-of-school suspensions after implementation of the peer mediation program. Mediation training also resulted in significant mediator knowledge gains pertaining to conflict, conflict resolution, and mediation, which was maintained at 3-month follow-up. All mediation sessions (N = 34) were successful in resolving conflict, and mediators as well as participants viewed the peer mediation program as valuable.
The Efficacy of a Systematic Substance Abuse Program for Adolescent Females
Authors: Froeschle Janet G. , Smith Robert L. , Ricard Richard
Published: September 2018

A school-based substance abuse prevention program based on the assumptions of the ASCA National Model® was designed to change adolescent females’ drug-using behaviors. The program was designed to reduce substance abuse, increase negative attitudes toward drug use, and reduce negative behaviors while increasing positive behaviors, knowledge of the physical symptoms of drug use, student achievement, and self-esteem. Group sessions were based on solution-focused brief therapy and action learning theory and were supplemented by mentorship from community members and peers. Positive outcomes were found on five dependent variables.
Experiences of Latino Children Attending Rural Elementary Schools in the Southeastern U.S.: Perspectives from Latino Parents in Burgeoning Latino Communities
Authors: Villalba José A. , Brunelli Maria , Lewis Lucy , Orfanedes Dean
Published: September 2018

A qualitative study, using focus groups of Latino parents living in a rural Southeastern U.S. community, was conducted to explore the experiences of elementary-school-aged Latino children. Using the consensual qualitative research method to analyze participants’ responses, this study identified four general themes that impact Latino children in these communities: (a) school/teacher characteristics and resources, (b) academic experiences in U.S. schools, (c) family and cultural traits, and (d) personal/social/economic factors. Implications for school counselors are detailed.
Investigating and Understanding Self-Mutilation: The Student Voice
Authors: Moyer Michael , Nelson Kaye Welch
Published: September 2018

The purpose of this study was to explore the meanings that self-mutilating behaviors have to adolescents. Phenomenological interviews of six students resulted in the development of seven core themes. The data provided valuable insight into the world of self-mutilation at its beginning stages. Implications for school counselors are discussed.
School Counselors and the Cyberbully: Interventions and Implications
Authors: Chibbaro Julia S.
Published: September 2018

Cyberbullying, the act of using technologies such as emails, cell phones, or text messaging with the intent of causing harm to others, is akin to traditional bullying in many aspects. This article offers a review of the current literature on the topic of cyberbullying, a comparison of traditional bullying and cyberbullying, and suggestions for schoolwide interventions.
Joining the Conversation about Educating Our Poorest Children: Emerging Leadership Roles for School Counselors in High-Poverty Schools
Authors: Amatea Ellen S. , West-Olatunji Cirecie A.
Published: September 2018

School counselors bring special skills to the effort of educating low-income children. A review of literature on poverty and social class as correlates of student success, teacher expectations, and parent involvement provides a rationale for school counselors expanding their leadership roles in high-poverty schools by (a) serving as cultural broker among students, their families, and school staff; (b) partnering with staff to design more culturally responsive instruction; and (c) developing a more family-centric school environment.
Urban Service Providers’ Perspectives on School Responses to Gay, Lesbian, and Questioning Students: An Exploratory Study
Authors: Varjas Kris , Graybill Emily , Mahan Will , Meyers Joel , Dew Brian , Marshall Megan , Singh Anneliese , Birckbichler Lamar
Published: September 2018

Perspectives regarding bullying of gay, lesbian, and questioning (GLQ) students were obtained from 16 school and community service providers in this exploratory study. Insights were gained regarding in-school responses to homophobic bullying threats beyond traditional punishments (e.g., suspension). Barriers to developing safe schools for GLQ students included passive school personnel, a conservative religious climate, victim blaming, and blindness to GLQ students. Facilitators to improving school climate and preventing GLQ bullying also were identified.
How to Help a Bully: Recommendations for Counseling the Proactive Aggressor
Authors: McAdams Charles R. , Schmidt Christopher D.
Published: September 2018

Initiatives to stop school bullying often prescribe counseling for the bullies. However, specific strategies for the counseling of bullies are not well defined. To succeed in stopping the aggressive behavior of bullies, school counselors must first understand the needs and motivations behind the behavior. This article distinguishes the characteristic type of aggression displayed by bullies–proactive aggression. Type-specific recommendations are presented for maximizing school counselors' effectiveness in their direct efforts to help bullies change.
Teacher Version of the My Class Inventory-Short Form: An Accountability Tool for Elementary School Counselors
Authors: Sink Christopher A. , Spencer Lisa R.
Published: September 2018

This article reports on a psychometric study examining the validity and reliability of the My Class Inventory-Short Form for Teachers, an accountability measure for elementary school counselors to use as they evaluate aspects of their school counseling programs. As a companion inventory to the student version of the My Class Inventory–Short Form (Sink & Spencer, 2005), this instrument assesses teachers' perceptions of the classroom climate as they relate to five scales: overall student satisfaction with the learning experience, peer relations, difficulty level of classroom materials, student competitiveness, and school counselor impact on the learning environment. Implications for practice are included.
Culturally Competent Counseling for Religious and Spiritual African American Adolescents
Authors: Moore-Thomas Cheryl , Day-Vines Norma L.
Published: September 2018

Religion and spirituality are deeply rooted in traditional African American culture. Data suggest that African American adolescents maintain higher baseline rates of religious activities and beliefs than their peers (Bachman, Johnston, & O'Malley, 2005; Smith, Faris, Denton, & Regnerus, 2003). Recognizing these data, this article examines strategies for helping school counselors enhance their multicultural counseling competence through the integration of African American adolescents’ value orientations and belief systems in counseling aimed to maximize academic, career, and personal/social development.
Exploring Themes of Resiliency in Children after the Death of a Parent
Authors: Eppler Christie
Published: September 2018

The purpose of the phenomenological and grounded qualitative study in this article was to explore resilient traits of children, aged 9 to 12, who experienced the death of a parent within the past 36 months. The researcher assisted the children in narrating and writing their stories about parental loss and adaptation by posing questions guided by a review of literature framed in an ecological context. Data were coded and analyzed, uncovering themes of resilience. Implications for school counselors working with students who have parental grief experiences are discussed.
Report of the National Panel for Evidence-Based School Counseling: Outcome Research Coding Protocol and Evaluation of Student Success Skills and Second Step
Authors: Carey John C. , Dimmitt Carey , Hatch Trish A. , Lapan Richard T. , Whiston Susan C.
Published: September 2018

The National Panel for School Counseling Evidence-Based Practice was established by the Center for School Counseling Outcome Research to improve the practice of school counseling by helping to develop the research base that is necessary for responsible and effective practice. This article presents the panel's Outcome Research Coding Protocol and its evaluation of the scientific research evidence supporting the effectiveness of the Student Success Skills and Second Step interventions.
Skill-Builders: Improving Middle School Students’ Self-Beliefs for Learning Mathematics
Authors: Falco Lia D. , Crethar Hugh , Bauman Sheri
Published: September 2018

This article presents findings from a pilot study that examined the effect of a school counselor-led intervention, using the “Skill-Builders” curriculum, on middle-school students’ attitudes toward mathematics learning. Results from the current study demonstrated that students who received the Skill-Builders curriculum had significantly higher posttest scores on a measure of attitudes toward mathematics learning, including self-confidence, value, enjoyment, and motivation. Females in the Skill-Builders group improved significantly more than their male classmates. Implications and directions for future research are discussed.
New Counselors' Leadership Efforts in School Counseling: Themes from a Year-Long Qualitative Study
Authors: Dollarhide Colette T. , Gibson Donna M. , Saginak Kelli A.
Published: September 2018

Leadership requires long-term commitment and a long-range vision of the future. As school counselors are called on to provide leadership, it becomes important to understand the temporal context of school counseling leadership. To accomplish this, a year-long qualitative study was designed in which the authors interviewed five new counselors who agreed to engage in leadership. In this article, the results of these interviews are presented and discussed in terms of school counseling practice and school counselor education.
School Belonging, Educational Aspirations, and Academic Self-Efficacy among African American Male High School Students: Implications for School Counselors
Authors: Uwah Chinwe J. , McMahon H. George , Furlow Carolyn F.
Published: September 2018

While academic self-efficacy is widely considered an individual cognitive variable, it may be influenced by a sense of belonging and connection to others in the school community. Using a correlation and multiple regression design, the study in this article examined the relationship between perceptions of school belonging, educational aspirations, and academic self-efficacy among 40 African American male high school students. Results indicated that feeling encouraged to participate and educational aspirations were significant, positive predictors of academic self-efficacy. Other components of perceptions of school belonging were not significant in predicting academic self-efficacy. Recommendations for future research and practical suggestions for school counselors are discussed.
Gender Differences in Holland Vocational Personality Types: Implications for School Counselors
Authors: Turner Sherri L. , Conkel Julia L. , Starkey Michael , Landgraf Rachel , Lapan Richard T. , Siewert Jason J. , Reich Allison , Trotter Michelle J. , Neumaier Eric R. , Huang Ju-Ping
Published: September 2018

The study in this article examined gender and ethnic differences in the development of Holland (1997) personality types among inner-city adolescents. Results showed gender but not ethnic differences in vocational personality types and their predictors, and suggest different pathways to the development of these types for boys and girls. Suggestions are highlighted for providing school counseling interventions based on study results.
Maintaining Confidentiality with Minors: Dilemmas of School Counselors
Authors: Lazovsky Rivka
Published: September 2018

This article examined the attitudes of 195 school counselors in Israel regarding (a) the decision to maintain or breach confidentiality in a variety of ethical dilemmas, and (b) the reasons given for justifying their decisions. Eighteen ethical dilemmas in three domains were presented to respondents in a questionnaire. School counselors were most willing to breach confidentiality regarding dilemmas in the domain of dangerous behaviors or situations, less willing in the domain of unlawful behaviors, and least willing in the domain of personal and family information. Ethical reasons, legal and procedural reasons, and professional-personal priorities of counselors were the three types of reasons used by counselors, although they varied in the use of each type of reason according to their decision and the domain of the dilemmas.
An Evaluation of Suicide Gatekeeper Training for School Counselors and Teachers
Authors: Reis Carli , Cornell Dewey
Published: September 2018

The study in this article compared counselors and teachers on measures of suicide knowledge and prevention practices after participation in a statewide training program in student suicide prevention using the “Question, Persuade, and Refer” program. Follow-up surveys conducted an average of 4.7 months after training indicated that trainees (73 counselors and 165 teachers) demonstrated greater knowledge of suicide risk factors and reported making more no-harm contracts than did controls (74 counselors and 98 teachers). In comparison to teachers, counselors demonstrated greater knowledge of risk factors and reported questioning more potentially suicidal students and making more contracts and outside referrals. These findings support the value of gatekeeper training for both counselors and teachers and substantiate the important role of counselors in suicide prevention.
The Influence of the War in Iraq on American Youth's Fears: Implications for Professional School Counselors
Authors: Burnham Joy J. , Hooper Lisa M.
Published: September 2018

Before and after the initial invasion of Iraq in 2003, the fears of youth in grades 2-12 were examined using the American Fear Survey Schedule for Children and Adolescents (Burnham, 2005). In a pre-invasion and post-invasion comparison, results revealed significant age and gender differences between pre- and post-invasion samples. In addition, the post-invasion sample reported more war-related fears. Implications are discussed and potential resources for professional school counselors are presented.
Strengths-Based Partnerships: A School-Family-Community Partnership Approach to Empowering Students
Authors: Bryan Julia , Henry Lynette
Published: September 2018

When school counselors team and collaborate with school personnel, families, and community members to foster strengths-based partnerships, they are able to implement classroom, schoolwide, and community-based programs and interventions that support and empower children and families. Strengths-based partnerships utilize the assets found in schools, families, and communities to create strengths-enhancing environments, promote caring and positive adult-child relationships, strengthen children's social support networks, foster academic success, and empower children with a sense of purpose. This article describes a case example of a strengths-based approach to school-family-community partnerships that a school counselor in a Title I elementary school is implementing to empower low-income children and families of color.
Every Student Matters: Enhancing Strengths-Based School Counseling through the Application of Mattering
Authors: Dixon Andrea L. , Tucker Catherine
Published: September 2018

Mattering to others involves individuals’ perceptions that they are important and are valued by other people in interpersonal relationships and within systems. Mattering is a foundational concept that can inform the implementation of comprehensive, K-12 Strengths-Based School Counseling (SBSC; Galassi & Akos, 2007) programs and can allow counselors to facilitate improvement in school climate, student social functioning, and academic motivation and achievement. This article provides an outline for mattering-focused SBSC program activities. Specifically, the authors describe possible applications of mattering to counseling, classroom guidance, systemic consultation, advocacy, and school climate change.
Advocacy in the IEP Process: Strengths-Based School Counseling in Action
Authors: Geltner Jill A. , Leibforth Teresa N.
Published: September 2018

As the number of students in schools receiving special education services rises, the need for advocacy for these students increases as well. Because school counselors already possess specialized training beneficial to all stakeholders in the special education process, the potential for school counselors’ role in the Individualized Education Plan (IEP) process is quickly increasing. This article addresses how school counselors can collaborate with teachers and special education teams in the IEP, 504 plan, and other student support team processes. School counselors can model positive communication and assist the team in identifying student and environmental strengths while also increasing family involvement. Specific ways that school counselors can collaborate with planning teams are discussed and direct links are made to Strength-Based School Counseling (Galassi & Akos, 2007) and the ASCA National Model® (American School Counselor Association, 2005).
Strengths-Based School Counseling and the ASCA National Model®
Authors: Galassi John P. , Griffin Dana , Akos Patrick
Published: September 2018

Articles in this special issue illustrate how Strengths-Based School Counseling complements the ASCA National Model® by strengthening the foundation of comprehensive school counseling programs, emphasizing promotion-oriented delivery, reinforcing the accountability and evidence base, engaging in developmental advocacy, and highlighting the counselor's leadership role in systemic change and as a collaborator in school-family-community partnerships. We provide examples of these and offer further suggestions for strengths-based practice and research. These include a downward extension of comprehensive school counseling programs to the preschool programs that are attached to many public schools, research on interventions designed to enhance such evidence-based student strengths such as the multicultural personality, and drawing on knowledge from related disciplines to enrich theory, practice, and research about the newer themes of leadership, advocacy, collaboration, and systemic change.
Commentary on the Strengths Perspective and Potential Applications in School Counseling
Authors: Saleebey Dennis
Published: September 2018

In its history, professional social work has long given at least lip service to the idea of building on client strengths as a part of the helping enterprise. This article provides an overview of the strengths approach to practice as it has evolved in social work and how that method and style might be applied by school counselors in their work with students and teachers. Some examples are presented including the use of a strengths approach in an economically distressed community and in a school facing real difficulties in assuring students’ achievement and involvement in school.
Supportive Learning Communities and the Transformative Role of Professional School Counselors
Authors: Sink Christopher A. , Edwards Cher
Published: September 2018

This article considers some of the key processes and methods needed to reenvision and transform comprehensive school counseling programs (CSCPs) as strengths-based, prevention-focused learning communities. Specifically, following a discussion of evidence-based “school as community” models found in the literature and how they relate, in part, to the American School Counselor Association's (2005) CSCP framework, professional school counselors are provided with effective techniques to assess student resiliency characteristics and enhance multicultural competency to support and maintain their CSCPs as caring communities of learning.
Succeeding in School: A Qualitative Study of Primarily American Indian Students’ Use of an Online Intervention
Authors: Zyromski Brett , Bryant Alfred , Deese Brenda Dial , Gerler Edwin R.
Published: September 2018

This article provides an abbreviated description of a qualitative study of the Succeeding in School (SIS) program, an Internet-based intervention designed to help students reflect on key elements of academic and career success. The American School Counselor Association's National Standards call for school counselors to focus on the academic, career, and personal/social development of students. Strengths-Based School Counseling (Galassi & Akos, 2007) suggests that school counselors should implement that call through promoting context-based development for all students, promoting individual student strengths, and promoting strengths-enhancing environments. Students used the SIS program to identify personal strengths and characteristics, as well as strengths-enhancing aspects of their environment useful for achieving academic and career success.
School Counselor Consultation: A Pathway to Advocacy, Collaboration, and Leadership
Authors: Baker Stanley B. , Robichaud Tracie A. , Dietrich Victoria C. Westforth , Wells Stacy C. , Schreck Rachel E.
Published: September 2018

In this article, four vignettes are presented and deconstructed in order to demonstrate that school counselors are advocates, collaborators, and leaders when engaged as consultants. School counselor consultation appears to be a complex process based on a student advocacy disposition shared by consultees, and the process is a collaborative one resulting in recognition as leaders. Many skills are required if one is to be competent across the initiation, prescription, provision, collaboration, and mediation consultation modes.
Children's Self-Concept: A Multicultural Comparison
Authors: Kenny Maureen C. , Adriana McEachern
Published: September 2018

Self-concept is critical in the social and emotional development of children, although little research has examined its relationship to ethnicity. The self-concept of 214 fourth- and fifth-grade students (White, Black/Haitian American, and Hispanic) revealed differences among groups on the Behavior and Total Self-Concept subscales of the Piers-Harris Children's Self-Concept Scale. Findings revealed that Black students had the lowest scores on the Behavior domain and Blacks scored significantly lower than Hispanics on Total Self-Concept. Counseling implications are discussed.
The Effects of Cuento Therapy on Reading Achievement and Psychological Outcomes of Mexican-American Students
Authors: Ramirez Sylvia Z. , Sachin Jain , Flores-Torres Leila L. , Roxanna Perez , Ralph Carlson
Published: September 2018

This investigation evaluated the effects of cuento therapy (an intervention using Spanish-language tales) on children's self-esteem, affect, and reading test performance. The sample was composed of 58 third-grade Mexican-American students who were randomly assigned to the treatment and control groups. The results showed a mean self-esteem gain score difference between groups in favor of the treatment group for Global, Academic, and General self-esteem scores. Following intervention, the treatment group reported less physiological anxiety than did the control group. The results also showed mean increases in the pre- and post-standardized high-stakes reading test scores for both groups. Other significant findings regarding self-esteem and anxiety are reported.
Narrative Theory: A Career Counseling Approach for Adolescents of Divorce
Authors: Thomas Denis’ A. , Gibbons Melinda M.
Published: September 2018

Adolescents whose parents divorce face academic and vocational impediments that challenge their career options. Although divorce does not affect all children uniformly, research confirms that, overall, divorce negatively influences academic performance and behavioral adjustment (Peris &Emery, 2004; Ruschena, Prior, Sanson, & Smart, 2005), access to vocationally enhancing resources and levels of educational attainment (Amato & Cheadle, 2005; Kelly & Emery, 2003), and future income (Hetherington & Stanley-Hagan, 1999). Career counseling using a narrative approach, which recognizes the life-altering influences of parental divorce, appears to have promise for fostering resilience in adolescents and improving their career prospects.
Who Sees the School Counselor for College Information? A National Study
Authors: Bryan Julia , Holcomb-Mccoy Cheryl , Moore-Thomas Cheryl , Day-Vines Norma L.
Published: September 2018

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.
The Role of School Counselors in Addressing Sexual Orientation in Schools
Authors: Depaul Jillian , Walsh Mary E. , Dam Uma C.
Published: September 2018

Issues of sexual orientation are relevant to multiple levels of the school community, including students, school professionals, and schools as institutions. School counselors, with their developmental training, systems perspective, and commitment to diversity, are uniquely positioned to be leaders in efforts not only to provide support for students engaged in the process of recognizing and accepting their own sexual identities, but also to promote more sophisticated dialogue about issues of sexual orientation in schools. This article presents a three-tiered action plan that will provide school counselors with tools necessary to address the issue of sexual orientation in their schools.
“My Counselors Were Never There”: Perceptions from Latino College Students
Authors: Luti Vela-Gude , Cavazos Javier , Johnson Michael B. , Cheryl Fielding , Cavazos Alyssa G. , Leslie Campos , Iliana Rodriguez
Published: September 2018

Eight Latino college students were interviewed to determine their perceptions of the role of their high school counselors. The findings revealed the following themes: (a) inadequate advisement, (b) lack of availability, (c) lack of individual counseling, (d) differential treatment, and (e) low expectations or setting limits. Despite insufficient services from school counselors, participants developed a sense of resilience and succeeded in higher education. A discussion is provided and implications for school counselors are presented.