ethanporcaro/eric-fulltext-meta huggingface dataset:
Understanding the Impact of School Factors on School Counselor Burnout: A Mixed-Methods Study
Author: Bardhoshi, Gerta
Date: 2014-00-00
Type: Journal Articles
Subjects: School Counselors,School Counseling,Burnout,Work Environment,Institutional Characteristics,Mixed Methods Research,Investigations,Regression (Statistics),Performance Factors,Stress Variables,Fatigue (Biology),Educational Indicators,Federal Programs,Prediction,School Support,Job Satisfaction,Emotional Problems,Predictor Variables,Online Surveys,Rating Scales,Competence,Counselor Attitudes,Elementary Secondary Education,Likert Scales

This mixed-methods study investigated the relationship between burnout and performing noncounseling duties among a national sample of professional school counselors, while identifying school factors that could attenuate this relationship. Results of regression analyses indicate that performing noncounseling duties significantly predicted burnout (e.g., exhaustion, negative work environment and deterioration in personal life), and that school factors such as caseload, Adequate Yearly Progress status and level of principal support significantly added to the prediction of burnout over and above noncounseling duties. Moderation tests revealed that Adequate Yearly Progress and caseload moderated the effect of noncounseling duties as related to several burnout dimensions. Participants related their burnout experience to emotional exhaustion, reduced effectiveness, performing noncounseling duties, job dissatisfaction and other school factors. Participants conceptualized noncounseling duties in terms of adverse effects and as a reality of the job, while also reframing them within the context of being a school counselor.
Opportunities for Action: Traditionally Marginalized Populations and the Economic Crisis
Author: Tate, Kevin A.
Date: 2014-00-00
Type: Journal Articles
Subjects: Disadvantaged,Investigations,Economic Impact,Quality of Working Life,Career Development,Barriers,Career Counseling,Socioeconomic Status,Social Justice,Economic Climate,Intervention,Delphi Technique,Qualitative Research,Online Surveys,Specialists,Expertise,Job Training,Culturally Relevant Education,Advocacy,Theory Practice Relationship,Research Needs,Opportunities

This study investigated the career and work life challenges faced by traditionally marginalized populations (e.g., women; historically oppressed racial/ethnic groups; people who identify as lesbian, gay, transgender, bisexual and/or queer; immigrants; individuals with mental or physical disabilities; older individuals; and those of lower socioeconomic status) in the United States during the troubled and lagging economy that began with the economic crisis in 2008. Further, this study was designed to explore action steps that could be used to address these challenges. The results of this study suggested that although marginalized populations face many significant challenges, there are actions that career development professionals can take in the near future to address these challenges. Implications for practice, training, theory, research, social justice and advocacy are provided.
Convergent and Divergent Validity of the Student Engagement in School Success Skills Survey
Author: Villares, Elizabeth
Date: 2014-00-00
Type: Journal Articles
Subjects: Success,Learner Engagement,Student Participation,Student Surveys,Test Validity,Skill Analysis,Skill Development,Grade 5,Learning Motivation,Questionnaires,Cognitive Style,Self Management,Self Efficacy,Test Anxiety,Learning Strategies,Correlation,Graduate Students,Counselor Training,Test Reliability

This study examines the convergent validity and divergent validity of the Student Engagement in School Success Skills (SESSS) survey. The SESSS is easy to administer (it takes fewer than 15 minutes to complete) and is used in schools to provide educators with useful information about students' use of skills and strategies related to school success. A total of 4,342 fifth graders completed the SESSS; the Motivated Strategies for Learning Questionnaire (MSLQ) Cognitive Strategy Use, Self-Regulation, Self-Efficacy and Test Anxiety subscales; and the Self-Efficacy for Self-Regulated Learning (SESRL). The three subscales of the SESSS (Self-Direction of Learning, Support of Classmates' Learning and Self-Regulation of Arousal) correlated highly with the MSLQ Cognitive Strategy Use and Self-Regulation subscales, moderately correlated with the Self-Efficacy subscale and the SESRL, and did not correlate with the MSLQ Test Anxiety subscale. Future research is needed to use the SESSS subscales as discriminable dimensions.
Mental Health Service Providers: College Student Perceptions of Helper Effectiveness
Author: Ackerman, Ashley M.
Date: 2014-00-00
Type: Journal Articles
Subjects: Mental Health,Mental Health Programs,Mental Health Workers,Student Attitudes,Student Surveys,Barriers,Undergraduate Students,Measures (Individuals),Likert Scales

Undergraduate perceptions of the overall effectiveness of six types of mental health service providers (MHSPs) were obtained with a survey. Although many mental health services are available to consumers in the United States, research has indicated that these services are underutilized. Perceptions have been linked to therapeutic outcomes and may potentially serve as barriers to treatment. The results of the present study illustrate a range of perceptions and highlight the value of educating future consumers and practitioners about the roles of various MHSPs in providing mental health services. Future research is proposed.
College-Student Personal-Growth and Attributions of Cause
Author: Anderson, W. P., Jr.
Date: 2012-00-00
Type: Journal Articles
Subjects: College Students,Student Development,Attribution Theory,Cognitive Mapping,Self Disclosure (Individuals),Posttraumatic Stress Disorder,Phenomenology,Predictor Variables,Life Satisfaction,Student Experience,Undergraduate Students,Academic Achievement,Statistical Studies,Comparative Analysis,Student Adjustment,Questionnaires,Mixed Methods Research,Measures (Individuals),Tables (Data),Factor Structure,Spiritual Development,Achievement Gains

Little is known about levels of personal growth attributed by students to typical college life experiences. This paper documents two studies of student self-reported and posttraumatic growth and compares growth levels across populations. Both studies measure student attributions of cause to academic and non-academic experiences, respectively. It is suggested that future research on the outcome of college life experiences can use a similar approach with a variety of variables.
Counselors Abroad: Outcomes of an International Counseling Institute in Ireland
Author: Guth, Lorraine J.
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Cultural Relevance,Counselor Training,Institutes (Training Programs),Statistical Analysis,Multicultural Education,Competency Based Education,Counseling Techniques,Counseling Theories,Cultural Awareness,Cross Cultural Studies,Pretests Posttests,Knowledge Level,Familiarity,Cultural Literacy,Study Abroad,Field Experience Programs,Sensitivity Training,Graduate Students,Participant Satisfaction

As the counseling profession continues to build an international community, the need to examine cultural competence training also increases. This quantitative study examined the impact of the Diversity and Counseling Institute in Ireland (DCII) on participants' multicultural counseling competencies. Two instruments were utilized to examine participants' cross-cultural competence before and after the study abroad institute. Results indicated that after the institute experience, participants perceived themselves to be more culturally competent, knowledgeable about the Irish culture, skilled in working with clients from Ireland, and aware of cultural similarities and differences. Implications for counselor education and supervision, and future research also are outlined.
Students' Perceptions of School Counselors: An Investigation of Two High Schools in Beijing, China
Author: Shi, Qi
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Attitudes,School Counselors,High School Students,Statistical Analysis,Gender Differences,Counseling Services,Positive Attitudes,Achievement Tests,Friendship,Interpersonal Relationship,Advocacy,Counselor Client Relationship,Counseling Effectiveness,Time Management,Mental Health,School Counseling,Questionnaires,Student Surveys,Measures (Individuals)

This study sought to examine students' perceptions of their school counselors in two high schools in Beijing, China. Independent t tests found that female students rated school counselors' availability significantly higher than male students did. Also, students who had received prior counseling services rated counselors significantly higher in the following areas than did students who had never received counseling services: knowledge of achievement tests, friendliness and approachability, understanding students' point of view, advocating for students, promptness in responding to requests, ability to explain things clearly, reliability to keep promises, availability, and overall effectiveness. A 2 × 2 between-subjects ANOVA found an interaction effect between gender and use or nonuse of counseling services. In general, students gave positive evaluations of school counselors and were satisfied with counseling services.
The Relationship between Socioeconomic Status and Counseling Outcomes
Author: Hawley, Lisa D.
Date: 2014-00-00
Type: Journal Articles
Subjects: Socioeconomic Status,Counseling Effectiveness,Outcomes of Treatment,College Students,Counseling Services,Guidance Centers,Motivation,Expectation,Social Networks,Check Lists,Predictor Variables,Educational Attainment,Health Insurance,Questionnaires,Adults,Multiple Regression Analysis,Counselors,Universities

In this study, we examined the relationship between various indices of socioeconomic status (SES) and counseling outcomes among clients at a university counseling center. We also explored links between SES and three factors that are generally regarded as facilitative of client change in counseling: motivation, treatment expectancy and social support. Regression analyses showed that, overall, SES predicted positive changes in symptom checklists over the course of treatment. Individual SES variables predicting positive change were educational attainment and whether the client had health insurance. SES was not associated with motivation, treatment expectancy or social support. Implications for SES research and counseling are discussed.
Revolving Doors: The Impact of Multiple School Transitions on Military Children
Author: Ruff, S. Beth
Date: 2014-00-00
Type: Journal Articles
Subjects: Military Personnel,Military Service,Student Mobility,Special Needs Students,Literature Reviews,Barriers,Performance Factors,Intervention,School Counselors,School Counseling,Counseling Techniques,Organizational Culture,Stress Variables,Stress Management,Advocacy,Staff Development,Community Resources,Peer Relationship,Familiarity,School Support,Family Environment,Family Problems,Extracurricular Activities,Student Adjustment,Articulation (Education),Secondary School Students

There are 1.2 million school-age children with military parents in the United States, and approximately 90% attend public schools. On average, military children move three times more often than their civilian peers. Tensions at home, enrollment issues, adapting to new schools, and a lack of familiarity with military culture by public school professionals may adversely impact the academic, social and emotional growth of these students. Public school faculty and staff need to understand the challenges that multiple school transitions impose on military children in order to effectively meet the needs of this student population. In this article, the authors review the literature concerning obstacles and challenges mobile military children face, and discuss positive interventions that professional school counselors can employ to ease these transitions.
Perceptions of the Importance and Utilization of Clinical Supervision among Certified Rural School Counselors
Author: Duncan, Kelly
Date: 2014-00-00
Type: Journal Articles
Subjects: School Counselors,Rural Areas,Rural Schools,Mental Health,Mental Health Workers,Supervision,Professional Development,Training,Measures (Individuals),Counselor Attitudes,Likert Scales,Surveys

This study explored rural school counselors' perceptions of clinical supervision. School counselors working in rural communities commonly encounter issues that challenge their ability to provide competent counseling services to the students they serve. School counselors serving in these areas are often the only rural mental health provider in their community, and they may lack access to other professionals to meet supervision needs. Participants' (n = 118) current experiences and future needs were investigated concurrently with supervision training and delivery methods most desired. The majority of school counselors in the study reported that they perceive clinical supervision as an important element in their continued personal and professional growth. However, these school counselors reported not receiving supervision at an individual, group or peer level. The need for the supervision is apparent; however, access to supervision in rural areas is limited. Implications for school counselors and recommendations for future research are discussed.
School Counselors' Perceptions of Competency in Career Counseling
Author: Morgan, Leann Wyrick
Date: 2014-00-00
Type: Journal Articles
Subjects: School Counselors,School Counseling,Counselor Attitudes,Career Counseling,Secondary School Students,Qualitative Research,Competence,Delivery Systems,Counseling Techniques,Opportunities,Self Efficacy,Peer Relationship,Technology Integration,Career Readiness,College Readiness,College Preparation,Best Practices,Phenomenology,Interviews,Theory Practice Relationship,Social Networks,Educational Needs

The National Office for School Counselor Advocacy stated that secondary students need better support from professional school counselors when making decisions regarding their postsecondary education and career. The present qualitative study explored school counselors' perceptions of competence in the area of career counseling, and resulted in the following themes: challenges to delivery, opportunity, self-doubt, reliance on colleagues, and the use of technology. Recommendations for college and career readiness best practice were incorporated with the findings from the National Office for School Counselor Advocacy report.
Addressing Mental Health Needs in Our Schools: Supporting the Role of School Counselors
Author: Collins, Traci P.
Date: 2014-00-00
Type: Journal Articles
Subjects: Mental Health,Mental Health Programs,Health Needs,School Counselors,School Counseling,Counselor Role,Intervention,Professional Identity,Counselor Training,Self Efficacy,Supervision,Burnout,Competence,Cultural Literacy,Program Effectiveness,Program Evaluation,Barriers

School counselors are a well-positioned resource to reach the significant number of children and adolescents with mental health problems. In this special school counseling issue of &quot;The Professional Counselor,&quot; some articles focus on systemic, top-down advocacy efforts as the point of intervention for addressing child and adolescent mental health. Other articles investigate improving child and adolescent mental health through a localized, ground-level approach by developing school counselors' competency areas and specific school counseling interventions. Article topics include school counselors' professional identity, training, self-efficacy, supervision, burnout, career competencies and cultural competencies, as well as how to measure the impact of school counselors' interventions. The author discusses the importance of school counselors' role within schools, and hindrances to school counselors' ability to perform their role as counselors.
Counseling Self-Efficacy, Quality of Services and Knowledge of Evidence-Based Practices in School Mental Health
Author: Schiele, Bryn E.
Date: 2014-00-00
Type: Journal Articles
Subjects: Self Efficacy,Counseling Effectiveness,Counseling Services,School Counseling,Evidence,Mental Health Programs,Beliefs,Family Involvement,Best Practices,Quality Control,Regression (Statistics),Knowledge Level,Counselor Training,Depression (Psychology),Correlation,Outcomes of Treatment,School Counselors,Counselor Attitudes,Intervention,Pretests Posttests,Predictor Variables,Questionnaires

Counseling self-efficacy (CSE), defined as one's beliefs about his or her ability to effectively counsel a client, is an important precursor of effective clinical practice. While research has explored the association of CSE with variables such as counselor training, aptitude and level of experience, little attention has been paid to CSE among school mental health (SMH) practitioners. This study examined the influence of quality training (involving quality assessment and improvement, modular evidence-based practices, and family engagement/empowerment) versus peer support and supervision on CSE in SMH practitioners, and the relationship between CSE and practice-related variables. ANCOVA indicated similar mean CSE changes for counselors receiving the quality training versus peer support. Regression analyses indicated that regardless of condition, postintervention CSE scores significantly predicted quality of practice, knowledge of evidence-based practices (EBP) and use of EBP specific to treating depression. Results emphasize the importance of CSE in effective practice and the need to consider mechanisms to enhance CSE among SMH clinicians.
Towards Culturally Responsive and Integrated Instruction for All Learners: The Integrated Learning Model
Author: Cramer, Elizabeth D.
Date: 2014-00-00
Type: Journal Articles
Subjects: Culturally Relevant Education,Integrated Activities,Models,Social Class,Accessibility (for Disabled),Equal Education,African American Students,Hispanic American Students,Academic Achievement,At Risk Students,Individual Characteristics,Family Influence,School Culture,Institutional Characteristics,Community Influence,Delivery Systems,Educational Practices,Educational Strategies,Learning Strategies

According to the National Center for Education Statistics (2011a; 2011b), the 2011 National Assessment of Educational Progress (NAEP) report revealed that African American and Hispanic students with disabilities continue to score well below their White and non-disabled counterparts in all areas tested and across all grade levels. Researchers continue to document the educational inequities experienced by students from these sociocultural groups (e.g., Blanchett, Klingner, &amp; Harry, 2009; Bradley &amp; Renzulli, 2011). The authors use a strengths-based perspective to present a culturally responsive, integrated learning model that includes social-class sensitive pedagogy, to promote access, equity, and culturally supported experiences for African American and Hispanic children with disabilities.
&quot;Are You Sure You Know What You Are Doing?&quot;--The Lived Experiences of an African American Male Kindergarten Teacher
Author: Bryan, Nathaniel
Date: 2013-00-00
Type: Journal Articles
Subjects: African Americans,Males,Kindergarten,Preschool Teachers,Experience,Teacher Attitudes,Career Choice,Racial Bias,Racial Factors,Victims,Work Environment,Teaching (Occupation),Qualitative Research,Semi Structured Interviews,Gender Issues,Resilience (Psychology)

As of 2012, data indicate that only one percent of public school teachers are African American males. Numerous reports urge decision makers and higher education professionals to aggressively recruit and retain African American males as teachers in an effort to improve the academic outcomes of African American children in our educational system (Huntspan &amp; Howell, 2012; Lewis &amp; Toldson, 2013). Unfortunately, the voices of male teachers have been under-studied in educational settings, particularly those of African Americans. The purpose of this article is to explore the lived experiences of an African American male kindergarten teacher as to help us understand why African American males rarely choose teaching as a profession. Using a single case study, the researchers and a male African American kindergarten teacher examine these experiences through a racial microaggression taxonomy. Findings revealed that this African American male teacher may be a victim of a cycle of institutional tensions that include microaggressions, as well as an overcomer within the cycle of personal triumphs. Recommendations are provided to improve the experiences of African American male teachers.
Resisting Dark Chocolate: A Journey through Racial Identity and Deficit Thinking: A Case Study and Solutions
Author: Trotman Scott, Michelle
Date: 2014-00-00
Type: Journal Articles
Subjects: Racial Identification,African American Students,Student Attitudes,Self Concept,Stereotypes,Misconceptions,Children,Racial Bias,Case Studies,Gifted,Females,Peer Acceptance,Gender Bias

Research indicates that Black children with darker complexions experience more difficulty being accepted by Whites and their Black peers; and they are believed to be less intelligent than White and lighter complexion Black students. It also reveals that the innocence young children have regarding differences between themselves and others do not last long. Too often, children of color learn that others do not embrace their race, complexion, and/or cognitive abilities. These encounters can cause many darker complexion African-American children to feel inadequate and incapable of meeting social and academic standards. This case study examined the life events of Celise, an unidentified gifted Black female, through the lens of Cross' racial identity model (Cross, 1991; Vandiver &amp; Cross, 2001) and deficit thinking (Valencia, 2010). Personal and elementary school events by her mother are discussed, and suggestions for educators of gifted Black female students are shared.
Improving Educational Outcomes for Minority Males in Our Schools
Author: Gardner, Ralph, III
Date: 2014-00-00
Type: Journal Articles
Subjects: Minority Group Students,Males,Academic Achievement,Underachievement,Disproportionate Representation,Special Education,Student Placement,Low Achievement,Educational Legislation,Federal Legislation,Disabilities,Equal Education,Social Bias,Poverty,Racial Bias,Cultural Influences,Culturally Relevant Education

This article examines the academic underachievement and disproportionate special education placement of minority males. Causes and consequences for poor academic performance by minority males are reviewed. The Individuals with Disabilities Education Act and No Child Left Behind Act are discussed in relation to minority male academic achievement. Finally, strategies are presented for improving outcomes for minority males.