ethanporcaro/eric-fulltext-meta huggingface dataset:
Self-Efficacy, Attachment Style and Service Delivery of Elementary School Counseling
Author: Ernst, Kimberly
Date: 2017-00-00
Type: Journal Articles
Subjects: Attachment Behavior,Self Efficacy,School Counseling,School Counselors,Elementary Schools,Regression (Statistics),Intervention,Counselor Role,Program Implementation,Multiple Regression Analysis,Predictor Variables,Correlation,Rating Scales,Surveys,Statistical Analysis

This study explored the relationships between demographic variables, self-efficacy and attachment style with a range of performed and preferred school counseling activities in a national sample of elementary school counselors (N = 515). Demographic variables, such as school counselor experience and American School Counselor Association (ASCA) National Model training and use, were positively related to performing intervention activities that align with the ASCA National Model. Results of hierarchical regression analyses supported that self-efficacy beliefs also predicted levels of both actual and preferred service delivery of intervention activities. Interestingly, self-efficacy beliefs also predicted higher levels of performing &quot;other&quot; non-counseling activities that are considered to be outside of the school counselor role. An insecure attachment style characterized by high anxiety predicted a lower preference for intervention activities and also predicted the discrepancy between actual and preferred &quot;other&quot; non-counseling activities, revealing a higher preference for performing them.
Self-Care through Self-Compassion: A Balm for Burnout
Author: Coaston, Susannah C.
Date: 2017-00-00
Type: Journal Articles
Subjects: Altruism,School Counselors,Burnout,Daily Living Skills,Wellness,At Risk Persons,Attention Control,Metacognition,Counselor Client Relationship

Counselors are routinely exposed to painful situations and overwhelming emotions that can, over time, result in burnout. Although counselors routinely promote self-care, many struggle to practice such wellness regularly, putting themselves at increased risk for burning out. Compassion is essential to the helper's role, as it allows counselors to develop the therapeutic relationship vital for change; however, it is often difficult to direct this compassion inward. Developing an attitude of self-compassion and mindfulness in the context of a self-care plan can create space for an authentic, kind response to the challenges inherent in counseling. This article expands beyond the aspirational aspects of self-compassion and suggests a variety of practices for the mind, body, and spirit, with the intention of supporting the development of an individualized selfcare plan for counselors.
Career Counseling in Middle Schools: A Study of School Counselor Self-Efficacy
Author: Sanders, Carrie
Date: 2017-00-00
Type: Journal Articles
Subjects: Career Counseling,Middle Schools,School Counselors,Self Efficacy,Statistical Analysis,Middle School Students,Teaching Experience,Counselor Role,Grade 6,Grade 7,Grade 8,Time Management,Online Surveys

Students in K-12 schools benefit from career counseling as a means to improve their readiness for academic and career success. This quantitative study explored the career counseling self-efficacy of 143 practicing middle school counselors using the Career Counseling Self-Efficacy Scale-Modified and a subscale of the School Counselor Self-Efficacy Scale. Although school counselors were confident overall, evidence of specific areas of concern and limited time for career counseling was found. Results related to the importance of prior teaching experience in relation to career counseling self-efficacy also were highlighted. Implications for school counselors and policymakers include examining the amount of time school counselors spend on providing career counseling in comparison to time spent on non-counseling-related duties.
The Superskills Model: A Supervisory Microskill Competency Training Model
Author: Destler, Dusty
Date: 2017-00-00
Type: Journal Articles
Subjects: Counselor Training,Feedback (Response),Worksheets,Supervisors,Cultural Awareness,Skill Development,Guidelines,Models,Competence,Reflection,Clinical Experience

Streamlined supervision frameworks are needed to enhance and progress the practice and training of supervisors. This author proposes the SuperSkills Model (SSM), grounded in the practice of microskills and supervision common factors, with a focus on the development and foundational learning of supervisors-in-training. The SSM worksheet prompts for competency-based supervisory behaviors from pre-session to post-session, highlighting a culturally aware supervisory relationship; goals and tasks; and feedback and reflection. The versatility of the SSM allows for utility in various settings, accommodates supervisor developmental level, and may be used to evaluate supervisor-in-training development.
Evaluating Independently Licensed Counselors&apos; Articulation of Professional Identity Using Structural Coding
Author: Burns, Stephanie
Date: 2017-00-00
Type: Journal Articles
Subjects: Counselor Role,Professional Identity,Personnel Selection,Counselor Attitudes,Self Evaluation (Individuals),Models,Counselor Training,Coding,Counselor Certification,Surveys

Inconsistent counselor professional identity contributes to issues with licensure portability, parity in hiring practices, marketplace recognition in U.S. society and third-party payments for independently licensed counselors. Counselors could benefit from enhancing the counseling profession's identity as well as individual professional identities within the counseling profession. A random sample of 472 independently licensed counselors self-rated and then documented their individual professional identity via their occupational role discussions with others. Results demonstrate that independently licensed counselors rarely accurately self-evaluate their occupational role communications. Further, counselors rarely establish the counseling profession's identity when discussing their occupational role. Participants' responses guided the creation of a model that can guide counselors in evaluating and improving the communication of their professional identity to clients, other professionals and the general public.
Mental Health Counseling and Specialty Courts
Author: Davis, Toni O.
Date: 2017-00-00
Type: Journal Articles
Subjects: Mental Health Programs,Counseling Services,Courts,Justice,Court Litigation,Therapy,Rehabilitation Programs,Rehabilitation Counseling,Counselor Role,Agency Cooperation

Specialty courts, such as mental health courts, drug courts, and veterans treatment courts, were developed with the intention of reducing recidivism and obtaining better outcomes for participants selected from the particular populations served by each court. Efforts to improve the public good have produced a reimagining of the justice system with a focus on therapeutic jurisprudence and restorative justice. Counselors contract with the courts to provide therapeutic services that assist the courts in supplementing the more traditional court functions of punishment, corrections, and public safety. Mental health clinicians can fulfill pivotal roles in these courts as advocates, educators, and clinical technicians. This paper provides an introduction into specialty courts for counselors considering provision of clinical services in these still-developing areas.
The Effect of a School-Based Transitional Support Intervention Program on Alternative School Youth&apos;s Attitudes and Behaviors
Author: Kelchner, Viki P.
Date: 2017-00-00
Type: Journal Articles
Subjects: Youth,Nontraditional Education,Student Attitudes,At Risk Students,Pretests Posttests,Intervention,Academic Achievement,Learner Engagement,Experimental Groups,Control Groups,High School Students,Transitional Programs,Student Behavior,Expulsion,Suspension,Behavior Problems,Statistical Analysis,Multivariate Analysis

This investigation examined the potential impact of a school-based youth intervention program on the attitudes and behavioral patterns of at-risk youth. The sample size used in this study was 52; 24 participants received the school-based intervention and 28 participants did not receive the intervention. A two-group pretest-posttest design approach was implemented. A two-phase behavioral intervention was used with at-risk youth who were returning from a remanded period at an alternative school in lieu of expulsion from school. After the conclusion of the intervention program, school attitudes, behavioral indicators and academic success indicators were evaluated. The results of this study revealed that there was a significant treatment effect on youth's school attitudes.
Capacity Building for Social Innovation: A Collective Impact Approach
Author: Szarleta, Ellen J.
Date: 2017-11-00
Type: Journal Articles
Subjects: Universities,School Role,Entrepreneurship,Capacity Building,Social Capital,Social Change,Case Studies,Transformative Learning,Networks

Business, nonprofit, and government institutions generally agree that a vibrant economy is critical to addressing the multi-faceted, complex issues faced by urban communities. Yet, despite significant targeted efforts aimed at revitalizing economic activity over the past few decades, the state of many communities remains unchanged. A collective social entrepreneurship model, focused on building social entrepreneurial capital networks, is proposed as a complement to more traditional models focused on building individual capacity for social entrepreneurship. This article contends that one way universities can play a role in building social entrepreneurial networks is by serving as conveners. The lessons learned from a university-community initiative suggests that a collective impact framework and university leadership in a convening role, can support and inform the use of the social entrepreneurship approach to more effectively address issues of economic vitality.
Culturally Responsive Professional Development for One Special Education Teacher of Latino English Language Learners with Mathematics Learning Disabilities
Author: Orosco, Michael J.
Date: 2017-00-00
Type: Journal Articles
Subjects: English Language Learners,Mathematics Instruction,Learning Disabilities,Hispanic American Students,Problem Solving,Teaching Methods,Urban Schools,Culturally Relevant Education,Knowledge Base for Teaching,Faculty Development,Teacher Attitudes,Pedagogical Content Knowledge,Elementary School Students,Elementary School Teachers,Case Studies,Qualitative Research,Observation,Interviews

This study describes the word-problem solving instruction of one elementary special education teacher of Latino English Language Learners (Latino ELLs) with mathematics learning disabilities (MLD) in an urban school setting. This study was situated in a culturally responsive teaching framework. In investigating this instruction with Latino ELLs with MLD, this study focused on how one teacher's knowledge of mathematics pedagogy influenced her instruction, and how her instruction changed once provided professional development. Findings resulted in three major themes that were aligned with the current education literature in this area: Mathematics is More Than Numbers, Endowing Children with Linguistic Mathematics Capital, and Mathematics Comprehension a Cognitive Adventure. The results indicated that the success of ELLs with MLD at the elementary education level might be dependent on how well the special education teacher receives professional development related to problem solving comprehension.
Selection of Learning Media Mathematics for Junior School Students
Author: Widodo, Sri Adi
Date: 2018-01-00
Type: Journal Articles
Subjects: Junior High School Students,Educational Media,Cognitive Development,Mathematics Instruction,Secondary School Mathematics,Teaching Methods,Student Needs,Technology Uses in Education,Developmental Stages

One of the factors that determine the success of mathematics learning is the learning media used. Learning media can help students to create mathematical abstract mathematics that is abstract. In addition to media, meaningful learning is a learning that is adapted to the students' cognitive development. According to Piaget, junior high school students are at the formal stage of thinking, but the reality in the field has not been entirely capable of formal thinking so that a learning media is needed that is able to serve students with different cognitive development. By using the principles of ASSURE and VISUALS, it is necessary to develop a medium tailored to the cognitive development of junior high school students. Semi-concrete media development can be used as an alternative to mathematics learning. Some concrete semi that can be used in learning such as number cards, number lines, and comics.