ethanporcaro/eric-fulltext-meta huggingface dataset:
School Counselors' Role in Dating Violence Intervention
Author: Craigen, Laurie M.
Date: 2009-00-00
Type: Journal Articles
Subjects: Dating (Social),School Counselors,Intervention,Counselor Role,Violence,Adolescents,At Risk Persons,Peer Influence,Self Disclosure (Individuals),Ethics,Interpersonal Relationship,Cultural Influences,Academic Achievement,Psychological Patterns,Confidentiality,Vignettes,Recordkeeping

Dating violence among adolescents is a major public health concern. The purpose of this paper is to examine five factors of which school counselors must be aware in order to recognize, intervene, and report incidence of dating violence. These factors are (a) understanding the diverse definitions of dating violence, (b) recognizing dating violence indicators, (c) having knowledge of the peer influences related to dating violence, (d) understanding the process of the disclosure of dating violence, and (e) various ethical considerations related to dating violence. Also included in this paper are future implications for school counselors.
The School Counselor as Grant Writer
Author: Vernon, Debbie
Date: 2009-00-00
Type: Journal Articles
Subjects: School Counseling,School Counselors,Grants,Grantsmanship,Counselor Role,Financial Support,Planning,Program Implementation,Program Evaluation

An important role for school counselors is that of advocate for resources. Grant writing is one way in which school counselors can secure financial resources to develop and maintain school counseling programs. An outline of the grant writing process is provided along with strategies for implementation, potential benefits and challenges, followed by a discussion of next steps as school counselors explore the world of grant funding. Recommendations for school counselor education programs are also presented.
School Counselors' Adoption of Brief Counseling: The Diffusion of an Innovative Practice
Author: Littrell, John M.
Date: 2009-00-00
Type: Journal Articles
Subjects: Continuing Education,School Counseling,School Counselors,Social Networks,Innovation,Performance Factors,Adoption (Ideas),Professional Development,Readiness,Psychological Characteristics,Counselor Characteristics,Knowledge Level,Occupational Surveys,Counselor Attitudes

Brief counseling has emerged as an innovation in the field of school counseling. This study examined the factors that promote and impede the adoption of such innovation. Everett Rogers' diffusion of innovation model provided the framework for the survey examining counselors' knowledge, application skills, and actual use of brief counseling. The study investigated how counselors' readiness to adopt innovation, the characteristics of brief counseling, and the counselors' social networks and activities influenced the adoption of brief counseling. Implications for the professional development and continuing education of professional school counselors are discussed. (Contains 2 tables and 1 figure.)
Characteristics of Students Who Receive School Counseling Services: Implications for Practice and Research
Author: Bryan, Julia
Date: 2009-00-00
Type: Journal Articles
Subjects: Counseling Services,School Counseling,School Counselors,Student Characteristics,Client Characteristics,Data Interpretation,Academic Failure,Predictor Variables,Data Analysis,Incidence

Data from the National Education Longitudinal Study of 1988-2000 (NELS: 88) were used to examine the characteristics of students who see their school counselor about general, academic, career, and academic issues. Study results indicated that overall, school counselors were more likely to have contact with students who are identified as at-risk for school failure. Implications for future school counseling research are discussed. (Contains 4 tables.)
Using Stakeholders as Career Bridges to Advance Students' Academic Performance: How Would You Like Your Stake?
Author: Olguin, David L.
Date: 2009-00-00
Type: Journal Articles
Subjects: School Counseling,School Counselors,Career Development,Stakeholders,Achievement Gap,Ethnic Groups,Developmental Studies Programs,Transitional Programs,College Preparation,Partnerships in Education,Audits (Verification),Participation,School Surveys,Student Improvement

The New Mexico Next Step Plan, a postsecondary career transition plan for grades 8 through 12, aims to enhance relationships between all educational stakeholders: students, parents/caregivers, community, and administrators. These stakeholder relationships are intended to close the achievement gap among all students, in particular, ethnic youth. Professional school counselors need to lead this charge. Qualitative feedback from a survey and a compliance audit demonstrate how the school counseling curriculum can utilize stakeholders in career development activities to promote students' academic success.
Closing the Obesity Achievement Gap: Evidence-Based Practices that School Counselors Can Help Implement
Author: Perusse, Rachelle
Date: 2009-00-00
Type: Journal Articles
Subjects: Obesity,School Counselors,School Counseling,Counseling Services,Counseling Techniques,Achievement Gap,Evidence,Best Practices,Intervention,Health Behavior,Health Promotion,Counselor Role,Health Related Fitness,Academic Achievement

School counselors are charged with helping students in the personal/social, academic, and career development domains. Obesity creates adverse educational outcomes for students along these three domains, suggesting an obesity achievement gap. Thus, school counselors can benefit from knowing which interventions have been shown to be successful in working with students who are overweight. This article presents school counselors with five empirically-based interventions to confront obesity in their schools: Student Media Awareness to Reduce Television (SMART), Dance for Health, Planet Health, Stanford Health Heart Program, and PE4Life. The specific role that school counselors can assume to help implement these interventions is also reviewed.
Systemic Interventions with Alternative School Students: Engaging the Omega Children
Author: O'Brien, Elizabeth R.
Date: 2009-00-00
Type: Journal Articles
Subjects: Nontraditional Education,Student Motivation,Student Participation,Behavior Disorders,At Risk Students,Interaction,Social Attitudes,Feedback (Response),Intervention,School Counselors,Leadership,Counselor Role,Administrator Role,Teacher Role,Family Involvement,Consultants,Family School Relationship,Teamwork

Alternative school placement continues to be a final option for many students who have experienced ongoing academic and behavioral difficulties. As the majority of these students tend to be at-risk for school failure and truancy, it is critical that during alternative school placement opportunities are afforded to reconnect or engage these youth. This article explores options for increasing multisystemic engagement and support for students in alternative school placements.
How Service Learning Addresses the Mental Health Needs of Students in Urban Schools
Author: Wilczenski, Felicia L.
Date: 2009-00-00
Type: Journal Articles
Subjects: Urban Schools,Health Needs,Mental Health,Service Learning,Child Health,Student Participation,Student Empowerment,Consciousness Raising,School Community Relationship,Group Counseling,Self Control,Prosocial Behavior,School Counseling

Service learning promotes social-emotional and academic development through active engagement in community activities. It empowers students to think beyond themselves and to develop a commitment to serve others. In so doing, service learning builds connections with school and community that are critically important in urban settings. This paper links key components of effective mental health programs in urban schools with service learning.
Evidence-Based Counseling Interventions with Children of Divorce: Implications for Elementary School Counselors
Author: Connolly, Marianne E.
Date: 2009-00-00
Type: Journal Articles
Subjects: Divorce,Intervention,School Counseling,School Counselors,Counseling Techniques,Elementary Schools,Adjustment (to Environment),Coping,Elementary School Students,Behavior Problems,Academic Achievement,Low Achievement,Cooperative Planning,Program Development,Program Effectiveness

Parental divorce has become increasingly common for large numbers of families in schools (Lamden, King, & Goldman, 2002). This article addresses the effects of divorce on children and protective factors supporting their adjustment. Evidence-based interventions for children of divorce in elementary school counseling programs are discussed. School-based consultation, the Children of Divorce Intervention Program, and the Children's Support Group are three evidence-based practices described. Implications for schools counselors are provided to help integrate research findings and practice.
Asian Indian Students: Moving beyond Myths and Adopting Effective Practices
Author: Parikh, Sejal B.
Date: 2009-00-00
Type: Journal Articles
Subjects: Indians,School Counselors,Minority Groups,Social Development,Best Practices,Program Descriptions,Asians,Role Models,Academic Support Services,Career Development,Stress Variables,Stress Management,Counseling Techniques,Intervention,Student Development

This article describes the Asian Indian population and how the myth of the model minority can influence students' access to support services. It is important for school counselors to understand how this minority group experience stressors related to academics, career decision making, and personal/social development. Effective interventions and strategies for working with Asian Indian students and their families are discussed.
ASCA Ethical Standards and the Relevance of Eastern Ethical Theories
Author: Cook, Amy L.
Date: 2009-00-00
Type: Journal Articles
Subjects: Asians,Immigrants,Religious Factors,Student Diversity,Minority Groups,School Counselors,Counseling Techniques,School Counseling,Social Theories,Ethics,Decision Making Skills,Decision Making,Standards,Caseworker Approach

As schools become increasingly diverse through immigration and growth of minority groups, it is important that school counselors incorporate culturally sensitive ethical decision-making in their practice. The use of Western ethical theories in the application of professional codes of ethics provides a specific perspective in ethical decision-making, but may not provide school counselors with a broad cultural perspective. We discuss the use of Eastern theories of ethics (Taoism and Hinduism) and their relevance to the ASCA Ethical Standards for School Counselors to inform school counselors' work with Asian immigrant students.
The Enigma of Bipolar Disorder in Children and Adolescents
Author: Hatchett, Gregory T.
Date: 2009-00-00
Type: Journal Articles
Subjects: Aggression,Mental Disorders,Disability Identification,Young Adults,Adolescents,School Counselors,Depression (Psychology),Child Health,Children,Symptoms (Individual Disorders),Clinical Diagnosis,Incidence,Drug Therapy,Counseling Techniques

In the past decade, there has been a proliferation in the number of children and adolescents diagnosed with bipolar disorder. Except in rare cases, the young people who receive this diagnosis do not meet the strict diagnostic criteria for bipolar disorder I or II in the DSM-IV-TR. Many pediatric psychiatrists insist there are important development differences in the manifestation of bipolar disorder in childhood and adolescence. In place of clear-cut episodes of mania/hypomania and depression, they argue that younger people with the disorder experience chronic irritability, aggressive behavior, impulsivity, extremely rapid mood wings, hyperactivity, and severe temper tantrums. Given that many of the young people pose special challenges to the school system, the purpose of this article is to update school counselors on this controversial expansion of the diagnosis and treatment of bipolar disorder among children and adolescents.
Effectiveness of School Counselor Supervision with Trainees Utilizing the ASCA Model
Author: Blakely, Colette
Date: 2009-00-00
Type: Journal Articles
Subjects: Supervision,School Counseling,School Counselors,Trainees,Supervisory Methods,Models,Individual Differences,Readiness,Questionnaires,Check Lists,Counseling Effectiveness,Leadership Effectiveness,Caseworker Approach

This study sought to determine if differences existed in the supervision of school counselors in traditional school counseling programs versus Recognized ASCA Model Programs (RAMP). The findings indicated that there are significant differences between traditional counseling supervisors and RAMP counseling supervisors across all supervisory activities. In addition, it was found that the school counseling supervisors involved in RAMP had more years of work experience than supervisors in traditional programs. Implications of these findings for school counseling theory, research and practice are also discussed. (Contains 4 tables.)
Aligning School Counselors, Comprehensive School Counseling Programs, and the No Child Left Behind Act of 2001
Author: Sabens, Franciene S.
Date: 2009-00-00
Type: Journal Articles
Subjects: Federal Legislation,School Counseling,School Counselors,Alignment (Education),Integrated Services,Counseling Services,Counseling Techniques,Intervention,Counselor Role,Models,Accountability,Federal Regulation

The No Child Left Behind (NCLB) Act contains numerous implications for school counselors, but the affects of NCLB on school counselors' roles and identities has not been thoroughly explored. Further, ways comprehensive school counseling programs and school counselors can thrive while striving to meet the goals of NCLB have been ignored in previous research. Therefore, in this manuscript, the school counseling related facets of NCLB were presented, school counselors' roles according to the legislation were discussed, and empirically supported school counseling interventions available for meeting the goals of NCLB were highlighted. Implications for practicing school counselors concluded the manuscript. (Contains 2 figures.)
Support Personnel Accountability Report Card (SPARC): A Measure to Support School Counselor Accountability Efforts
Author: Uellendahl, Gail
Date: 2009-00-00
Type: Journal Articles
Subjects: Action Research,Program Improvement,Program Effectiveness,Data Collection,School Counseling,School Counselors,Accountability,Improvement Programs,Guidance Programs,Knowledge Management,Delivery Systems,Mail Surveys,Counselor Attitudes,Outcomes of Treatment

The need for greater accountability in school counseling practice is widely accepted within the profession. However, there are obstacles to making accountability efforts common practice among all school counselors. The Support Personnel Accountability Report Card (SPARC) is a tool that can be used to encourage and support these efforts. In this study, 146 SPARC participants were surveyed to determine the impact of their participation in the SPARC application process. Results indicate that participation led to an increased use of student outcomes data for program improvement, increased awareness about student support programs among stakeholders, and increased action research activities. (Contains 2 tables.)
Emergence of National School Counseling Models: Views from the United States and Turkey
Author: Erguner-Tekinalp, Bengu
Date: 2009-00-00
Type: Journal Articles
Subjects: Foreign Countries,School Counseling,Models,Counseling Services,Counseling Techniques,Comparative Education,National Standards,Cross Cultural Studies,Program Implementation,Comprehensive Guidance,Barriers,Performance Factors

School counseling in Turkey and the United States has progressed on different historical paths. The two countries also have distinct cultures. This article reviews the historical development of the profession in both countries and specifically examines efforts to develop and implement broad national models based on a comprehensive developmental school counseling (CDSC) program. Challenges impeding further advancement of the profession in both countries are examined. Comparison of cross-cultural challenges will inform and support practitioners in both countries striving to implement national models based on CDSC programs.
Grief Counseling Groups for Adolescents Based on Re-Membering Practices
Author: Granados, Stephanie
Date: 2009-00-00
Type: Journal Articles
Subjects: Grief,Memory,Adolescents,Coping,Counseling Techniques,Recall (Psychology),Middle School Students,High School Students,Group Counseling,School Counseling,Psychotherapy,Counseling Effectiveness

Focusing on &quot;re-membering&quot; practices is new to grief counseling. Traditional approaches to grief counseling are guided by the concepts of stages or tasks, usually to move the person toward accepting the reality of loss and to &quot;say goodbye&quot; to their deceased loved one. This alternative approach to grief counseling, driven by social constructionism and the narrative perspective, works to keep dead loved ones close and their voices alive. Here the process of a grief counseling group for students at middle and high school levels based on these principles is outlined along with some preliminary responses from participants.
Creative Approaches to Serving LGBTQ Youth in Schools
Author: Frank, Dennis A., II
Date: 2009-00-00
Type: Journal Articles
Subjects: Homosexuality,School Counselors,Educational Environment,Student Needs,School Culture,School Counseling,At Risk Students,Violence,Counselor Role,Social Bias,Social Attitudes,Bibliotherapy,Clubs,Role Models

The psychological, social, and emotional needs of lesbian, gay, bisexual, transgender, and questioning youth often go unmet in schools. These students may be "out and proud" or they may be silent and invisible; either way, providing effective services to them creates unique challenges for professional school counselors. Providing direct services in schools may be difficult; therefore, indirect methods may create a more hospitable environment for LGBTQ youth. It is the purpose of this article to offer a better understanding of the complexities that sexual minority youth deal with in schools and to offer school counselors and others working in the school environment creative ways to work with LGBTQ students.
Confusion, Crisis, and Opportunity: Professional School Counselors' Role in Responding to Student Mental Health Issues
Author: Walley, Cynthia
Date: 2009-00-00
Type: Journal Articles
Subjects: Health Needs,Mental Health,School Counselors,Counselor Role,Student Needs,Advocacy,Cooperation,Professional Development,Cultural Relevance,Health Promotion

With the array of challenges facing today's youth, school counselors are in a unique position to recognize and respond to the diverse mental health needs of students. After a brief examination of the challenges and some promising responses, this article will consider the use of advocacy, collaboration, and professional development to aid school counselors in utilizing culturally responsive efforts to promote mental health and assist with the amelioration of student mental health concerns.
School Counselors' Attitudes towards Providing Services to Students Receiving Section 504 Classroom Accommodations: Implications for School Counselor Educators
Author: Romano, Dawn M.
Date: 2009-00-00
Type: Journal Articles
Subjects: Learning Disabilities,School Counseling,School Counselors,Experience,Special Needs Students,Counselor Attitudes,Student Needs,Counselor Training,Federal Legislation,Competence,Counselor Qualifications,Access to Education,Educational Legislation,Behavior Problems,Emotional Problems,At Risk Students,Antisocial Behavior,Self Efficacy

Questions have arisen regarding counselor's capabilities in assisting students with special needs (Milsom &amp; Akos, 2003; Studer &amp; Quigney, 2005). This study examined school counselors' training and attitudes toward providing services to students with learning disabilities who qualified for services only under Section 504 of the Rehabilitation Act. The results indicated that although counselors strongly support providing services to students with special needs, those who lack educational experience reported feeling unprepared to implement specialized services. These findings suggest that school counselors would benefit from additional training when counseling students with learning disabilities. Implications for school counselor educators are provided. (Contains 3 tables.)
Differential Perceptions of Bullying in the Schools: A Comparison of Student, Parent, Teacher, School Counselor, and Principal Reports
Author: Newgent,  Rebecca A.
Date: 2009-00-00
Type: Journal Articles
Subjects: School Counselors,Victims of Crime,Prevention,Bullying,Student Attitudes,Parent Attitudes,Counselor Attitudes,Intervention,Comparative Analysis,Interviews,Elementary School Students,Incidence,Aggression,Verbal Communication,Power Structure

Differential perceptions among students, parents, and school personnel in relation to peer victimization were examined. Data were collected at three time points. Students reported lower overall levels of peer victimization at Time 1 than did parents and lower levels of verbal victimization than did teachers. Students reported victimization declined significantly after the transition to middle school. Implications for prevention and intervention by school counselors are provided. (Contains 2 tables.)
Anger in Middle School: The Solving Problems Together Model
Author: Hall, Kimberly R.
Date: 2009-00-00
Type: Journal Articles
Subjects: Counseling Techniques,Violence,Group Counseling,Psychological Patterns,Problem Solving,Middle School Students,Problem Based Learning,Early Adolescents,African Americans,Males,Self Control,Thinking Skills,Critical Thinking,Behavior Problems,Counseling Effectiveness

Problem-focused interventions are considered to be one of the most effective group counseling strategies with adolescents. This article describes a problem-focused group counseling model, Solving Problems Together (SPT), with a small group of adolescent African American boys struggling with anger management. Adapted from the teaching philosophy of problem-based learning, SPT provides students with the opportunity to work toward positive solutions for managing their anger, while simultaneously helping them to increase their critical thinking and problem-solving skills. Disciplinary referrals related to anger and violent behavior decreased significantly after completion of the group experience.
Children of Incarcerated Parents: Implications for School Counselors
Author: Petsch, Priscilla
Date: 2009-00-00
Type: Journal Articles
Subjects: Correctional Institutions,Parent Child Relationship,School Counselors,Community Resources,Institutionalized Persons,Coping,Stress Management,Behavior Problems,Child Behavior,Student Behavior,Counselor Role,Intervention,Social Bias,Psychological Patterns,Aggression,Mothers,Parent Influence,Fathers,Grandparents,Foster Care,Advocacy,At Risk Students

The recent increase in prison populations has given rise to an unprecedented number of children in the school system with incarcerated parents. To cope with stressors before, during, or after parents' incarceration, children can exhibit a range of problematic and maladaptive behaviors. This article explores the negative behaviors these children can exhibit during various stages of their parents' incarceration and the implications of such behaviors in school and learning environments. In addition, the paper argues for the critical role counselors can have in providing relevant therapeutic interventions, reducing stigma of incarceration in the schools, and integrating community resources.