ethanporcaro/eric-fulltext-meta huggingface dataset:
Professional Development and School Counselors: A Study of Utah School Counselor Preferences and Practices
Author: Howell, Scott L.
Date: 2007-00-00
Type: Journal Articles
Subjects: School Counselors,Educational Environment,Professional Development,Interest Inventories,School Counseling,Counseling Services,Educational Needs,Needs Assessment,Graduation Requirements,State Standards,Credentials,Barriers,Predictor Variables,Mail Surveys

This study investigated the professional development needs, preferences, and practices of secondary school counselors in Utah. Participants included 226 secondary school counselors who responded to a 20-question survey instrument. The respondents revealed that most of them exceed minimum licensure requirements for professional development but also spend significant amounts of personal time and expense to do so. The counselors also identified obstacles with, and preferences toward, professional development that they experience in the increasingly complex and sophisticated school environment. Findings will inform professional development policy and practice in the state and also provide a basis for future research. (Contains 2 tables.)
Improving Survey Response Rates of School Counselors: Comparing the Use of Incentives
Author: Bauman, Sheri
Date: 2007-00-00
Type: Journal Articles
Subjects: School Counselors,Response Rates (Questionnaires),Incentives,Program Effectiveness,Mail Surveys,Social Exchange Theory,Change Strategies,Beliefs,Industrial Psychology,Control Groups,Experimental Groups,Attitude Measures,Research Problems

This article examines the effectiveness of incentives in improving survey response rates of school counselors and compares the findings with those of previously researched populations. A $1 cash incentive increased response rates for a one-wave mailing of a questionnaire, while a raffle opportunity did not. The number and length of optional comments did not differ by incentive condition. These results are viewed in the context of theoretical perspectives for understanding mailed questionnaire response decisions. (Contains 1 figure.)
Self-Efficacy as a Function of Attributional Feedback
Author: Jain, Sachin
Date: 2007-00-00
Type: Journal Articles
Subjects: Feedback (Response),Self Efficacy,Grade 8,Attribution Theory,Measures (Individuals),Foreign Countries,Mathematics,Low Achievement,Gender Differences,Verbal Communication,Reinforcement,Academic Ability,Student Motivation,Pretests Posttests

The researchers investigated the effect of attributional feedback on self efficacy judgments among a sample of 192 eighth grade students. Self efficacy judgments were measured by the scale developed by Bandura and Schunk (1981). The results showed that improvement in self efficacy judgments was significantly more for attributional feedback conditions as compared to no attributional feedback conditions. When different feedback conditions were compared, it was found that the effort feedback affected the self efficacy judgments most positively; ability feedback was second, and ability + effort was in the third position. (Contains 3 tables.)
Students' Reported Contact with and Perception of the Role of High School Counselors: An Examination of the ASCA Role Standard Domains
Author: Coogan, Theresa
Date: 2007-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Counselor Role,Rural Urban Differences,School Counseling,School Guidance,Career Guidance,Student Personnel Services,Counseling Effectiveness,Predictor Variables,Geographic Location,Gender Differences,Counselor Client Ratio,Incidence,Student Attitudes,National Standards

A random convenience sample was compiled using 430 undergraduate students enrolled at a large northeastern university. Reported contact with school counselors in the three ASCA domains (academic, career, personal/social) and effectiveness ratings were examined. Female students reported significantly more contact only on career topics than males. Urban schools reported a significantly higher student to counselor ratio than suburban or rural schools, but lower ratings of effectiveness only than suburban schools. The perception of school counselors providing career assistance more than personal/social and academic assistance was reflected both in contact and perceptions of the role of school counselors. (Contains 1 figure and 2 tables.)
Adolescent Girl-to-Girl Bullying: Wellness-Based Interventions for School Counselors
Author: Rayle, Andrea Dixon
Date: 2007-00-00
Type: Journal Articles
Subjects: Bullying,Females,Wellness,School Counseling,Individual Counseling,Group Counseling,School Counselors,Career Development,Adolescents,Intervention,Adolescent Development,Counseling Techniques

Adolescent girl-to-girl bullying is a pervasive concern in schools across the United States. In this article, the authors describe the possible negative effects of girl-to-girl bullying on adolescent females' development and well-being and describe wellness as it relates to personal and social, academic, and career development of adolescent girls. Finally, the authors suggest relevant wellness-based interventions for school counselors to implement in individual counseling and planning, small group counseling, and large group classroom guidance curricula.
Managing Student Behavior during Large Group Guidance: What Works Best?
Author: Quarto, Christopher J.
Date: 2007-00-00
Type: Journal Articles
Subjects: Classroom Techniques,Student Behavior,Group Guidance,School Counselors,Counseling Techniques,Best Practices,Incidence,Questionnaires,Counselor Attitudes,Behavior Modification,Behavior Change,Comprehensive Guidance

Participants provided information pertaining to managing non-task-related behavior of students during large group guidance lessons. In particular, school counselors were asked often how often they provide large group guidance, the frequency of which students exhibit off-task and/or disruptive behavior during guidance lessons, and techniques they use to address such behavior. School counselors also described how they were trained in classroom management and what they perceived to be the most and least effective classroom management techniques. (Contains 4 tables.)
An Exploration of 21st Century School Counselors' Daily Work Activities
Author: Rayle, Andrea Dixon
Date: 2007-00-00
Type: Journal Articles
Subjects: Counseling Services,School Counseling,School Counselors,Predictor Variables,Demography,Counselor Role,Job Analysis,Cohort Analysis,National Standards,Counselor Characteristics,Background,Mail Surveys,Questionnaires,Counselor Attitudes,Activities

With the current reformation of school counseling and the increasing expectations of school counselors, all counselors' work activities include some Comprehensive School Counseling Program (CSCP) activities. This exploratory study focused on differential patterns among elementary, middle, and high school counselors' daily work activities and on several demographic variables. Significant differences were found across demographic variables for the school counselors and for each of the 20 work activities. Implications for practice, training, and future research were considered. (Contains 5 tables.)
Journaling: An Underutilized School Counseling Tool
Author: Zyromski, Brett
Date: 2007-00-00
Type: Journal Articles
Subjects: School Counseling,School Counselors,Therapy,Counseling Techniques,Literature Reviews,Therapeutic Environment,Intervention,Journal Writing,Caseworker Approach,Counseling Effectiveness,Counseling Theories

The effectiveness of journaling as a therapeutic and teaching tool is well documented. However, specific examples of school counselors utilizing journaling as a therapeutic tool are sparse. Existing school counseling literature was reviewed and journaling as an educational and therapeutic tool was explored and related to the school counseling environment. Suggestions for using journaling as an effective school counseling resource were offered, and possible applications of online and paper and pencil journaling as a school counseling tool were presented.
State Licensure Requirements for School Counselors: Implications for Multicultural Continuing Education
Author: Rawls, Glinda
Date: 2007-00-00
Type: Journal Articles
Subjects: Continuing Education,Counselor Training,School Counselors,Professional Development,Multicultural Education,Intercultural Programs,Interpersonal Competence,State Standards,Graduation Requirements,Credentials,School Counseling

While most counselor education programs offer training or coursework in multicultural counseling at the pre-service level, it is unclear to what extent school counselors continue to pursue professional development in multicultural counseling after obtaining state certification or licensure. This manuscript presents a discussion on the state credentialing and professional development requirements of school counselors. Implications for future research on the professional development of school counselors in multicultural training will also be discussed.
Career Planning with Students with and without Disabilities: A Study of Illinois School Counselors
Author: Adkison-Bradley, Carla R.
Date: 2007-00-00
Type: Journal Articles
Subjects: Career Planning,School Counseling,School Counselors,Career Development,Counselor Role,Inclusive Schools,Counseling Services,Social Psychology,Career Guidance,Mail Surveys,Counselor Attitudes,Caseworker Approach

Career development is an essential role of the school counselor. This study examined the role of school counselors in assisting middle school and high school students with choosing careers. Special attention is given to school counselors working with students with and without disabilities. Results indicated that school counselors spend more counseling time with students without disabilities. Implications for school counseling practice are discussed. (Contains 4 tables.)
Visual Layout of Print Questionnaires: Effect on Responses of Middle School Students
Author: Bauman, Sheri
Date: 2007-00-00
Type: Journal Articles
Subjects: Questionnaires,Differences,Layout (Publications),Middle School Students,Student Attitudes,Response Rates (Questionnaires),School Counselors,Bullying,Data Collection,Pattern Recognition,Measures (Individuals)

A three-page questionnaire was modified to a one-page format. Questionnaires were administered in classroom groups to 300 middle school students. Classrooms were randomly divided into two groups, with one group receiving the original three-page format and the other receiving a single-page version of the same questionnaire. The visual layout of the two versions was different, and included variations in font, placement of response options, and spacing. Item non-response was greater for the single-page format. No statistically significant differences were detected between response patterns or internal consistency of the two versions of the questionnaire. Implications for school counselors are discussed. (Contains 2 figures and 1 table.)
The Voices of High School Counselors: Lived Experience of Job Stress
Author: Falls, Leigh
Date: 2007-00-00
Type: Journal Articles
Subjects: High Schools,Role Conflict,School Counselors,Counselor Attitudes,Stress Variables,Phenomenology,Qualitative Research,Suburban Schools,Job Satisfaction,Work Attitudes

There is a paucity of literature addressing high school counselors' experiences of job stress. Our qualitative phenomenological study adds to the professions' knowledge of job stress as experienced by counselors in large suburban high schools. Our study illustrates the job stress phenomenon in the counselors' own voices, identifies situations (role ambiguity, role conflict, and work overload) contributing to job stress, and discusses implications for future research and practice.
Building Caring Schools: Implications for Professional School Counselors
Author: Ray, Shannon L.
Date: 2007-00-00
Type: Journal Articles
Subjects: School Counselors,School Culture,Caring,School Safety,Violence,Counselor Role,Social Development,Interpersonal Competence,Conflict Resolution,Academic Achievement

Professional school counselors (PSCs) can support school personnel in promoting educational climates conducive to optimal student academic and social development. Critical elements in fostering caring schools include encouraging positive relationships; providing leadership for teachers and school personnel; facilitating collaboration between stakeholders; and providing psychoeducation. This article introduces the qualities and benefits of a caring school climate, outlines the role of PSCs in supporting caring schools, and offers practical implications and a case illustration of a PSC supporting a positive educational climate. (Contains 1 table.)
Charter School Administrators' Attitudes and Beliefs Concerning Developmental and Mental Health Services
Author: Urofsky, Robert I.
Date: 2007-00-00
Type: Journal Articles
Subjects: Health Services,Charter Schools,School Restructuring,Mental Health Programs,Mental Health,Education Service Centers,School Counselors,Administrator Attitudes,Surveys

Charter schools are public schools exempted from certain federal and state regulations in exchange for contracted promises to achieve particular educational goals. The growing popularity of charter schools and the unique place they hold in the school reform movement is bringing them to the attention of educational service providers and the American public. This article introduces information about the charter school movement and presents the results of a survey that investigated charter school administrators' attitudes and beliefs regarding developmental and mental health services. Implications for professional school counselors are examined. (Contains 1 table.)
Reframing Class Scheduling: Seven School Counselor Benefits, Challenges, Considerations, and Recommendations
Author: Wines, Lisa
Date: 2007-00-00
Type: Journal Articles
Subjects: School Counseling,School Counselors,Scheduling,Classification,Work Environment,Self Concept,Perspective Taking,Context Effect,Counselor Role,Adolescents,Middle Schools,High Schools,Counselor Client Relationship,Change Agents,Legal Responsibility,College Preparation,Career Counseling,School Law,Time Management,Special Education,Academic Records,English (Second Language),Testing,Behavior Modification,State Standards

The American School Counseling Association (ASCA) identifies scheduling students for classes as a non-counseling activity. Ideally, school counselors should limit non-counseling activities, but the reality is that counselors do in fact spend much time and energy scheduling classes, according to a recent survey of secondary counselors. We introduce a cognitive reframing of the task of scheduling classes as well as seven specific benefits, challenges, considerations, and concluding recommendations. (Contains 4 charts.)
UNCOPE: Evaluation of a Brief Screen for Detecting Substance Dependence among Juvenile Justice Populations
Author: Urofsky, Robert I.
Date: 2007-00-00
Type: Journal Articles
Subjects: School Counselors,Screening Tests,At Risk Students,Adolescents,Substance Abuse,Juvenile Justice

School counselors need a quick and effective means for determining substance use risk levels among their student population. The current study investigates sensitivity and specificity of a six-item screen, the UNCOPE, with a sample of adjudicated adolescents. Analysis reveals that the UNCOPE screen possesses suitable sensitivity and specificity to make it acceptable for routine screening applications. While caution must be exercised in applying the UNCOPE to general school populations, the results show a promising potential for it to serve as a tool for school counselors. Further research should examine the sensitivity and specificity of the UNCOPE screen with diverse student populations. (Contains 2 figures and 1 table.)
Sensory Integration Dysfunction: Implications for Counselors Working with Children
Author: Withrow, Rebecca L.
Date: 2007-00-00
Type: Journal Articles
Subjects: Interpersonal Competence,Self Esteem,Mental Disorders,Fear,Sensory Integration,Stimulation,Cognitive Development,Psychological Patterns,Social Development,Emotional Development,Counselors,Intervention

Sensory Integration Dysfunction (SID), a sensory processing problem that afflicts about 15% of children, sets many children on a developmental trajectory of emotional and social problems. Children with SID often unintentionally alienate parents, peers, and teachers in their efforts to modify the amounts of sensory stimulation they receive. They then miss out on the social and cognitive interactions needed for healthy development, and develop secondary mental health problems such as fear, loneliness, and low self-esteem. Counselors who understand SID can intervene to help these children get "back on track" with normative social and cognitive development.
Secondary School Counselors as Educational Leaders: Shifting Perceptions of Leadership
Author: Ford, Angella D.
Date: 2007-00-00
Type: Journal Articles
Subjects: School Counseling,School Counselors,Job Performance,Performance Factors,Academic Achievement,Systems Approach,Counselor Attitudes,Leadership,Counselor Role,Qualitative Research,Work Environment,Self Concept

School counselors are currently being charged to become active participants in systemic change for student achievement. This will require leadership. Our study was significant in that it complemented and perpetuated the vision and direction of the school counseling field. This empirical study investigates school counselors' perceptions of leadership, specifically their roles as educational leaders in their present school settings. Our study was a qualitative inquiry into a select number of Texas high school counselors with years of experience ranging from three years to thirty-two years. This collaborative study provided insight into counselors' views of leadership. Our study results indicated that respondents have the tools to be educational leaders. However, some of the tools are misunderstood, underutilized, unrecognized and/or used incorrectly.
Girls Involved in Real Life Sharing: Utilizing Technology to Support the Emotional Development of Teenaged Girls
Author: Daily, Shaundra B.
Date: 2007-00-00
Type: Journal Articles
Subjects: Females,Adolescents,Emotional Development,Sharing Behavior,Reflection,Self Concept,Self Expression,Middle School Students,Technology Uses in Education,Computer Software,School Counselors,Empathy,Video Technology

This paper describes a new digital technology to support emotional self-awareness and empathy, called G.I.R.L.S (Girls Involved in Real Life Sharing). The system invited users to reflect actively upon and interact with a dialogue about how the story made them feel through the construction of pictorial narratives. In a pilot study with teenage girls, the system enabled the subjects to express themselves freely in a comfortable and meaningful way, and fostered an increase in emotional expressivity as compared to a control group. While the system has been tested with a small group of minority middle-school children, a web version of the system is in development that we believe will be useful for school counselors. (Contains 3 figures and 1 table.)
Evaluating School Counseling Websites: An Evaluation Tool
Author: Reynolds, Glenda P.
Date: 2007-00-00
Type: Journal Articles
Subjects: Counseling Services,School Counseling,Counselors,Program Development,Web Sites,Computer Uses in Education,Counselor Training,Evaluation Methods

The purpose of this paper is to describe the use of a webpage evaluation for embedding technology in classes for teaching school counseling and counseling program development. The instructors created the Website Evaluation Form to help students recognize qualities of webpages that would enhance the school counseling program, broaden their information base about what counselors are doing over a large geographical area, and plan for their own website.
International Adoption of Post-Institutionalized Children: Implications for School Counselors
Author: Purvis, Karyn B.
Date: 2007-00-00
Type: Information Analyses
Subjects: Institutionalized Persons,Children,Foreign Nationals,Adoption,Parent Child Relationship,At Risk Persons,Developmental Delays,Interpersonal Relationship,Sensory Experience,Attachment Behavior,Expectation,School Counselors,Conflict Resolution,Early Intervention

During the last decade, nearly 190,000 children from outside the United States have been adopted by families in the United States, and many of these children have experienced orphanage care. These children are vulnerable to a complex constellation of deficits crossing behavioral, physical, educational and emotional domains. Parents and schools are often unprepared for the needs of these post-institutionalized adopted children. School counselors are in a unique position to help educators and parents develop appropriate interventions for these children. This article contains a brief review of the literature on post-institutionalized adopted children and implications for school counselors in interacting with these children, their parents, and their teachers.
School Counselor Involvement in Postsecondary Transition Planning for Students with Disabilities
Author: Milsom, Amy
Date: 2007-00-00
Type: Journal Articles
Subjects: School Counseling,School Counselors,Career Guidance,Disabilities,Transitional Programs

School counselors are charged with addressing the career development and transition needs of all students (American School Counseling Association [ASCA], 2005), yet research has revealed that not all school counselors are involved in postsecondary transition planning for students with disabilities. This exploratory study examined high school counselor involvement in postsecondary transition planning activities for students with disabilities. Recommendations regarding the collaborative provision of postsecondary transition planning services for students with disabilities are presented. (Contains 2 tables.)
Counselor Education and Educational Administration: An Exploratory Survey of Collaboration
Author: Perusse, Rachelle
Date: 2007-00-00
Type: Journal Articles
Subjects: Counseling,Educational Administration,Administrator Attitudes,School Counselors,Counselor Role,Cooperation,Teacher Attitudes,Principals,Faculty,Counselor Training,Counselor Educators

One way to inform educational administration faculty and future school principals about the role of the school counselor is for counselor educators to collaborate with educational administration faculty. However, there are very few recommendations about how these faculty members might collaborate. In an exploratory national survey, counselor educators were asked how they work collaboratively with educational administration faculty. Over 50% of counselor educators said they collaborated with educational administration faculty at their institution. Results suggested ways in which counselor education faculty might collaborate with educational administration faculty in preparing future school principals to work with school counselors.
No &quot;Childhood&quot; Left Behind: Advocating for the Personal and Social Development of Children
Author: Paone, Tina R.
Date: 2007-00-00
Type: Journal Articles
Subjects: Children,Social Development,Emotional Development,Child Development,Counselor Role,School Counseling,School Counselors,Federal Legislation,Context Effect,Educational Experience

The American School Counselor Association (ASCA) national model recognizes the importance of school counselors addressing the personal and social development of students, as well as the academic development, to ultimately help them succeed. A number of concerns have been raised regarding the impact of the No Child Left Behind (NCLB) Act on education. This manuscript reports on current criticisms of the NCLB Act's impact on education and provides arguments for school counselors to use in advocating for the importance of meeting the personal and social needs of all students so schools can truly work toward leaving no child behind.