ethanporcaro/eric-fulltext-meta huggingface dataset:
A Snapshot in Time: 1,244 School Counselors Speak out about the Alabama State Plan
Author: Burnham, Joy J.
Date: 2008-00-00
Type: Journal Articles
Subjects: State Standards,Models,School Counseling,School Counselors,Public Schools,Counselor Attitudes,National Standards,State Surveys,Readiness,Counselor Teacher Cooperation,Advocacy,Professional Development

The Alabama Department of Education (ALSDE) introduced the revised Comprehensive Counseling and Guidance State Model for Alabama Public Schools (State Plan) in 2003. Based on sweeping national changes in school counseling and the first publication of the ASCA National Model[R] (American School Counselor Association, 2003, 2005), the ALSDE was among the first states to use the ASCA National Model as the framework for redesigning statewide school counseling programs. In Fall 2004, during the first year of implementation of the revised State Plan, this study measured how well the State Plan was put into practice. With responses from 1,244 public school counselors (74% of Alabama school counselors), results are reported, as well as suggestions for school counselors, counseling coordinators, administrators, and the ALSDE to move school counseling forward to a fully implemented comprehensive program. (Contains 3 tables.)
Mandatory Reporting and School Counselors: Reporting Laws, Obstacles, and Solutions
Author: Valkyrie, Karena T.
Date: 2008-00-00
Type: Journal Articles
Subjects: Child Abuse,Child Neglect,School Counselors,Legal Responsibility,Barriers,Compliance (Legal),Laws,Federal Legislation,State Legislation

Child abuse and neglect is a serious problem across our nation, and the consequences can be far reaching. Laws were enacted to address child abuse and identify mandatory reporters, including school counselors. In the literature, school counselors regularly report systemic and personal obstacles that influence their compliance with the mandatory reporting laws. A review of the reporting laws, the obstacles to reporting, and possible solutions are presented. (Contains 2 figures.)
Defining and Understanding Parentification: Implications for All Counselors
Author: Hooper, Lisa M.
Date: 2008-00-00
Type: Journal Articles
Subjects: Parent Child Relationship,Child Role,Child Responsibility,Child Neglect,Counseling Techniques

This article advances a balanced discussion of the extent to which varied outcomes are evidenced in adulthood after one has been parentified in childhood. Recommendations are provided that may help counselors avoid the potential overpathologizing of clients with a history of parentification. Suggestions for clinical practice are put forth for all counselors.
Counseling versus Noncounseling Duties: Examining the Past and Present in School Counseling
Author: Chandler, Jan
Date: 2008-00-00
Type: Journal Articles
Subjects: School Counseling,School Counselors,Counselor Role,Public Schools,Responsibility,Differences,Research,State Standards,State Programs,Program Implementation,State Surveys

This study reexamined published research on school counseling in Alabama to consider the ongoing issues with role ambiguity in the field. In addition, baseline data were collected to determine and to report the status of school counseling (i.e., in regard to counseling versus noncounseling activities and duties) after the implementation of the revised 2003 Alabama Comprehensive Counseling and Guidance State Model for Alabama's Public Schools (State Plan) and the ASCA National Model [R] (American School Counselor Association, 2003, 2005). (Contains 2 tables.)
An Existential Approach: An Alternative to the AA Model of Recovery
Author: Rogers, Maria A.
Date: 2008-00-00
Type: Journal Articles
Subjects: Alcoholism,Substance Abuse,Philosophy,Social Support Groups,Self Help Programs,Counseling,Psychotherapy

Alcoholics Anonymous (AA) is the most widely used organization for the treatment of alcoholism. AA's philosophy has changed how many people view themselves and their substance use. The majority of substance abuse programs in the United States use the 12 steps, either by making them the basis of their treatment program, or by introducing AA to clients as a means of recovery. Research is not clear, however, as to whether working the AA program is helpful in achieving sobriety. Based on a review of the literature, this article examines differences between AA and professional counseling, and explores AA's philosophy. An existential approach to therapy is reviewed with regard to case conceptualization, assessment and interventions in treating individuals suffering with alcohol-related issues.
Using Drawings in Play Therapy: A Jungian Approach
Author: Birch, Jennifer
Date: 2009-00-00
Type: Journal Articles
Subjects: Play Therapy,Children,Counseling Techniques,Freehand Drawing,Counseling Theories

Counselors working with children employ a variety of therapeutic techniques and tools from various theoretical models. One of these tools, drawing, is increasingly being implemented into play therapy. The purpose of this paper is to briefly review Jungian theoretical approaches as they pertain to drawing techniques within the counseling session.
Hold 'Em Poker: A Metaphorical Intervention for the Prevention of Problem Gambling among Adolescents and Young Adults
Author: Schaefer-Schiumo, Kristin
Date: 2009-00-00
Type: Journal Articles
Subjects: Addictive Behavior,Prevention,Intervention,Counseling Techniques,Young Adults,Adolescents,Incidence,Risk,Figurative Language

A metaphorical intervention is introduced for counseling professionals, utilizing the terminology of hold 'em poker, the current game of choice among juvenile populations. This metaphor serves as a guide for counselors when assisting adolescents and young adults in developing healthier life choices and deterring potentially impulsive behaviors, including gambling.
Solution-Focused Brief Therapy: Overview and Implications for School Counselors
Author: Brasher, Kitty L.
Date: 2009-00-00
Type: Journal Articles
Subjects: Psychotherapy,Counseling Techniques,School Counselors

Solution-focused brief therapy is a fairly new approach of counseling that has been found to be useful in various settings. The strategy's usefulness and limitations in a school setting will be examined in this article. Included in the article are the basic components of the solution-focused approach, questions significant to the strategy, explanations regarding the five components of compliments, and implications for school counselors.
What School Counselors Need to Know about Students Who Self-Injure
Author: Pirani, Kathleen
Date: 2009-00-00
Type: Journal Articles
Subjects: School Counselors,Self Destructive Behavior,Adolescents,School Counseling,Best Practices

The following paper is a summary of the literature on self-injury focusing on knowledge useful to school counselors. The paper includes basic knowledge needed to assist the school counselor in making informed decisions and suggestions for helping the student through creating a supportive environment.
Obtaining Counseling Licensure in Alabama
Author: Willis, Brad
Date: 2009-00-00
Type: Journal Articles
Subjects: Counselor Certification,State Licensing Boards,Licensing Examinations (Professions),Supervision,Masters Degrees

This article describes the historical development of counseling licensure and explains the process for obtaining the Licensed Professional Counselor credential in the state of Alabama. The process of obtaining counseling licensure involves fulfilling an academic requirement, submitting an application, obtaining supervised experience, passing an examination, and some other miscellaneous requirements. Many counselors-in-training find themselves confused about the process of obtaining the Licensed Professional Counselor (LPC) designation in the state of Alabama. This article seeks to reduce such confusion by presenting a concise description of the process required by the Alabama Board of Examiners in Counseling (ABEC). Because the intention for this article is to be brief, what follows is a general description of the requirements for licensure. Exceptions and caveats exist and the interested reader is encouraged to explore the state code of Alabama and the administrative code related to counseling, which can be found at www.abec.alabama.gov. In addition to an overview of the licensure process, the historical development of licensure will also be reviewed.
Individual and Family Resilience: Definitions, Research, and Frameworks Relevant for All Counselors
Author: Hooper, Lisa M.
Date: 2009-00-00
Type: Information Analyses
Subjects: Personality Traits,Family Characteristics,Personality Studies,Literature Reviews,Models,Counselors

The author provides a brief review of the clinical and research literature on individual and family resilience. The review includes resilience-focused frameworks that may have relevance to counselors working in varied contexts who provide strength-based counseling. School, family, and mental health counselors are encouraged to consider the potential utility of infusing the construct of resilience in future research and helping intervention and treatment efforts.
The Production of Professional School Counselors in Alabama: Graduation Rates of CACREP and Non-CACREP Programs
Author: Boes, Susan R.
Date: 2009-00-00
Type: Journal Articles
Subjects: School Counselors,Counselor Training,College Programs,College Graduates,Accreditation (Institutions),Comparative Analysis,Graduation Rate,Academic Standards,Supply and Demand,Labor Market

Today's professional school counselors have many roles and tasks within the schools. As more children depend on the services of school counselors, well-trained counselors are needed to meet the demands. Data presented in this paper provide support for the production of professional school counselors in Alabama and the immediate southeastern area of the United States. We compared the number of graduates from universities that are accredited by the Council for the Accreditation of Counseling and Related Educational Programs (CACREP) and those that are not accredited by CACREP. (Contains 3 tables.)
Deinstitutionalization: Its Impact on Community Mental Health Centers and the Seriously Mentally Ill
Author: Kliewer, Stephen P.
Date: 2009-00-00
Type: Journal Articles
Subjects: Normalization (Disabilities),Mental Disorders,Community Health Services,Mental Health Programs,Counselors,Social Change,Attitudes toward Disabilities,Counseling Techniques,Counselor Training

Deinstitutionalization has had a significant impact on the mental health system, including the client, the agency, and the counselor. For clients with serious mental illness, learning to live in a community setting poses challenges that are often difficult to overcome. Community mental health agencies must respond to these specific needs, thus requiring a shift in how services are delivered and how mental health counselors need to be trained. The focus of this article is to explore the dynamics and challenges specific to deinstitutionalization, discuss implications for counselors, and identify solutions to respond to the identified challenges and resulting needs.
Shall Our Leadership Preparation Programs Be Focused on Proactive Leadership for Social Justice? A Rejoinder to Jean-Marie, Normore, and Brooks
Author: Oplatka, Izhar
Date: 2009-06-00
Type: Journal Articles
Subjects: Social Justice,Educational Administration,Leadership Training,Leadership,Reader Response,Administrator Education,Principals,Leadership Responsibility,Administrator Role,Democratic Values,Educational Philosophy,Educational Objectives

A dominant conjecture underlying the literature about leadership for social justice brought up in Jean-Marie, Normore, and Brooks' (2009) paper suggests that leadership preparation programs (LPPs) need to prepare school leaders to promote a broader and deeper understanding of social justice, democracy, and equity, as well as to struggle with forms of racial and religious discrimination. Accordingly, the authors examine whether or not LPPs are committed to, and capable of, preparing school leaders to think globally and act courageously about social justice. Beyond the ponderings about contextual influences in "leadership for social justice" (e.g., is this kind of LPP suitable for every society on the earth?), this author revisits the "calls" for incorporating social justice contents into LPPs from two different standpoints. The first, an epistemological view, deals with educational administration as a field of study and raises questions regarding its knowledgebase and scholarly boundaries. The second, the career stage view, divides a leader's career cycle into distinguished stages, addressing attention to aspiring and newly appointed educational leaders' particular constraints and experiences.
A Response to &quot;Leadership for Social Justice:&quot; A Transnational Dialogue
Author: Otunga, Ruth N.
Date: 2009-06-00
Type: Journal Articles
Subjects: Social Justice,Critical Theory,Leadership Training,Foreign Countries,Program Development,Educational Administration,Literature Reviews,Educational Objectives,Educational Philosophy,Administrator Education,Reader Response,Media Adaptation

This paper makes the case for preparing school leaders for social justice and a new social order. In Kenya, little has been done and documented about school leadership programs for social justice. Scholars have generally appreciated leadership preparation for social justice in terms of professional discourses especially as initiated from the Western World. There is, therefore, the need to stretch such discourses further to actual program development and implementation given the rapid knowledge generation and sharing facilitated by technology in this era of globalization. This is a conceptual article that is a product of content analysis of extant literature. The analysis revealed four dominant issues between educational leadership and social justice literatures that are essential for creating a new social order: (1) Conceptualizing social justice and a new social order in leadership preparation; (2) Going beyond traditional leadership preparation to leadership for social justice; (3) Moving toward critical pedagogy: leadership for liberation and commitment to social justice; and (4) Making connections between local and global research to extend leadership for social justice.
Leadership for Social Justice: A Transnational Dialogue
Author: Blackmore, Jill
Date: 2009-06-00
Type: Journal Articles
Subjects: Social Justice,Feminism,Educational Administration,Leadership Training,Educational Change,Foreign Countries,Instructional Leadership,Reader Response,Professional Development,Educational Philosophy,Persuasive Discourse,Global Approach

This article is framed in two ways. First, by an editorial concern regarding the Americentricity of a special issue for the &quot;Journal of Research on Educational Leadership&quot; on leadership preparation. And second, Jean-Marie, Normore, and Brooks' (2009) desire for a &quot;new social order&quot; for a &quot;multinational dialogue&quot; as expressed in their paper &quot;Leadership for social justice: preparing 21st century school leaders.&quot; This author was asked to provide her &quot;unique view&quot; of social justice, presumably as an Australian, a feminist scholar, a critical policy sociologist, and an historian whose field of research has been on educational reform, leadership, and social justice for twenty years. Her &quot;uniqueness&quot; also lies in her centrality in feminist research within the field of educational administration and leadership and her marginality from &quot;the mainstream.&quot; From this positioning, the author has critiqued the mainstream for its subordination to the field of business in deriving new theories and practices of educational reform and for its selective appropriation of feminist and critical sociology and history without acknowledging their origins or political intent with regard to social justice. Blackmore briefly maps the background to leadership preparation in Australia, and then develops a dialogue with Jean-Marie et al. around social justice and leadership preparation.
Reflections to Jean-Marie, Normore, and Brooks' Article within the Context of Korean Education
Author: Seong, Sang-Hwan
Date: 2009-06-00
Type: Journal Articles
Subjects: Social Justice,Multicultural Education,Social Behavior,Foreign Countries,Social Values,Confucianism,Educational Policy,Leadership,Social Change,Reflection,Educational Philosophy,Educational Principles

With respect to leadership for social justice in education, Korea needs to take a proactive approach to support the development of an educational infrastructure for a multicultural society. The testing culture of education within Korea also needs to be considered with social justice consequences in mind. Through these measures, Korea can facilitate the integration process in a more equitable and multicultural society of the future. Schools serve a wide variety of purposes in society. If the purpose were merely preparing the next workforce, schools could be narrowly defined. But, schools provide both the means for societies to operate good democracies and the assurance that social values such as citizenship, collective needs, and social behavior are part of their residents skill set. Societies also need residents to be able to contribute to their society through productive use of their time and energy, through participation in collective events such as voting and immunizations and through building social structures that sustain communities outside of government such as churches, volunteer organizations, campaigns and collective action. These goals explain why societies provide schooling from public monies rather than leaving schooling entirely to private markets. In this article, the authors reflect on Jean-Marie, Normore, and Brooks' article within the context of Korean education.
Leadership for Social Justice: A Canadian Perspective
Author: Ottmann, Jacqueline
Date: 2009-06-00
Type: Journal Articles
Subjects: Social Justice,Foreign Countries,Content Analysis,Instructional Leadership,Cultural Context,Reader Response,Literature Reviews,Social Change,Population Growth,Organizational Change,Ethnic Diversity,Concept Formation,Canada Natives

Literature on leadership and change suggests that leaders help drive and sustain first- and second-order change and that they help to motivate people towards a vision based on common values; therefore, leaders do need to be prepared for significant responsibility. Leaders should ask, what &quot;grand narrative&quot; are today's leaders, this including educational leaders, communicating--the status quo or a new vision? In moving toward a &quot;new social order,&quot; how should emerging leaders be prepared, particularly in the areas of knowledge, skills, and attitude (the cognitive and affective domain) to be responsive to a movement away from irrelevant traditional models of leadership? Through a content analysis of literature, the authors Jean-Marie, Normore, and Brooks (2009) attempted to answer these questions. In this response essay, Ottmann provides insight into the Canadian context from a First Nations perspective and outlines important concepts related to social justice programming, along with strengths and considerations pertaining to Jean-Marie, Normore and Brooks' paper. As Jean-Marie et al. (2009) identified in their literature search, educational leaders should understand the historical and current demographic trends and the local, provincial, national, and global impact of these shifts. For a portion of this response, Ottmann provides information about Canada's Aboriginal population, which includes First Nations, Metis, and Inuit peoples, in order to meet the focus described for this response essay: &quot;the preparation/education of school leaders to understand and work with social justice issues in your particular part of the world.&quot;
Leadership for Social Justice: Preparing 21st Century School Leaders for a New Social Order
Author: Jean-Marie, Gaetane
Date: 2009-06-00
Type: Journal Articles
Subjects: Social Justice,Educational Research,Leadership Training,Instructional Leadership,Administrator Education,Literature Reviews,Curriculum Evaluation,Social Change,Concept Formation,Critical Theory,Media Adaptation,Educational Administration,Theory Practice Relationship

At the dawn of the 21st century, there has been an increased focus on social justice and educational leadership (Bogotch, Beachum, Blount, Brooks & English, 2008; Marshall & Oliva, 2006; Shoho, Merchang & Lugg, 2005). This paper explores and extends themes in contemporary educational research on leadership preparation in terms of social justice and its importance for both research and practice on a national and international level. In particular, we examine various considerations in the literature regarding whether or not leadership preparation programs are committed to, and capable of, preparing school leaders to think globally and act courageously about social justice for a new social order. (Contains 2 figures and 1 footnote.)
Re-Living Dangerous Memories: Online Journaling to Interrogate Spaces of "Otherness" in an Educational Administration Program at a Midwestern University
Author: Friend, Jennifer
Date: 2009-10-00
Type: Journal Articles
Subjects: Administrator Education,Graduate Students,Educational Administration,Sexual Orientation,Cultural Differences,Journal Writing,Computer Mediated Communication,Reflection,Ethnicity,Cultural Awareness,Ethnic Diversity,Minority Groups,Consciousness Raising,Urban Schools,Poverty,Disadvantaged Youth,African American Students,Hispanic American Students,Racial Bias,Social Bias

This theoretical paper explores the use of online journaling in an educational administration program to interrogate spaces of "otherness"--the geographical spaces of cities where poor children and children of color live--and the dangerous memories prospective administrators may have about diversity. The cultures of most educational administration programs do not help graduate students "dig beneath the surface" of the seemingly benign recipes of current school reform to explore cultural differences. When given the opportunity to use reflective online journaling, candidates talked more freely about race, ethnicity, class, language, ability/disability, gender, sexual orientation, and other facets of diversity. Reculturing educational administration programs will require both students and instructors to have similar opportunities to interrogate spaces of "otherness" and work to transform them.
The Role of Accountability Policies and Alternative Certification on Principals' Perceptions of Leadership Preparation
Author: Militello, Matthew
Date: 2009-11-00
Type: Journal Articles
Subjects: State Standards,Accountability,Alternative Teacher Certification,Principals,Educational Policy,Policy Analysis,Administrator Attitudes,Administrator Education,Leadership Training,Mail Surveys,Curriculum Evaluation,Participant Satisfaction,Case Studies

This study reports on findings from a survey of Massachusetts' school principals that examined their perceptions of the nature and quality of certification programs. Results indicate that &quot;when&quot; participants were certified (pre or post NCLB) and &quot;where&quot; they were certified (public, private, alternative programs) has a significant influence on the perceived content and quality of their preparation. These findings reveal that accountability measures may have led to changes in the content and structure of principal preparation programs over time and suggest a need for state standards that influence the development, delivery, and evaluation of principal preparation programs to reflect the requisite skills principals need and want in the 21st century. (Contains 2 tables and 6 figures.)