Self‐Efficacy for Enhancing Students’ Career and College Readiness: A Survey of Professional School Counselors

2020 ◽  
Vol 98 (2) ◽  
pp. 183-192
Author(s):  
Sejal Parikh‐Foxx ◽  
Robert Martinez ◽  
Stanley B. Baker ◽  
Jacob Olsen
Keyword(s):  
College Readiness ◽  
School Counselors ◽  
Self Efficacy ◽  
Professional School ◽  
Professional School Counselors

School Counselor Dispositions as Predictors of Data Usage

2009 ◽  
Vol 12 (5) ◽  
pp. 2156759X0901200
Author(s):  
Cheryl Holcomb-Mccoy ◽  
Gonzalez Ileana ◽  
Johnston Georgina
Keyword(s):  
School Counselors ◽  
Self Efficacy ◽  
School Counselor ◽  
Professional School ◽  
Data Usage ◽  
Change Commitment ◽  
Survey Results ◽  
Professional School Counselors ◽  
K 12 ◽  
General Self Efficacy

This article examined school counselor dispositions (e.g., general self-efficacy, counselor self-efficacy, openness to change, commitment to counseling improvement/professional development) that predict data usage among K-12 professional school counselors. For the study, 130 professional school counselors from Maryland and Virginia completed the School Counselor Attribute and Data Usage Survey. Results indicated that school counselor self-efficacy and general self-efficacy best predict school counselor data usage.

Identifying and Intervening with Students Exhibiting Signs of Gaming Addiction and other Addictive Behaviors: Implications for Professional School Counselors

2011 ◽  
Vol 14 (4) ◽  
pp. 2156759X1101400 ◽  
Author(s):  
W. Bryce Hagedorn ◽  
Tabitha Young
Keyword(s):  
School Counselors ◽  
School Setting ◽  
Intervention Strategies ◽  
Professional School ◽  
Gaming Addiction ◽  
Addictive Behaviors ◽  
Professional School Counselors ◽  
Definition Of

This article discusses strategies professional school counselors can use to recognize and intervene with students who are presenting with signs of addictive behaviors. First, the authors present a definition of addictive behaviors. The authors then define and discuss the most common addictive behaviors impacting adolescents, with a special emphasis on gaming addiction. Finally, the article offers screening and intervention strategies that professional school counselors can use in the school setting.

Exploring the Work Experiences of School Counselors of Color

2013 ◽  
Vol 17 (1) ◽  
pp. 2156759X0001700 ◽  
Author(s):  
Colette T. Dollarhide ◽  
Nikol V. Bowen ◽  
Caroline A. Baker ◽  
Felice R. Kassoy ◽  
Renae D. Mayes ◽  
...  
Keyword(s):  
Grounded Theory ◽  
Qualitative Study ◽  
School Counselors ◽  
School Environment ◽  
Professional School ◽  
Work Experiences ◽  
Professional Experiences ◽  
Racial Experiences ◽  
Mitigating Factors ◽  
Professional School Counselors

In spite of research suggesting the importance of diverse professionals in education (Mattison & Aber, 2007), no studies have explored the professional experiences of school counselors of Color. In this exploratory grounded-theory qualitative study, researchers interviewed 19 school counselors of Color. Responses revealed both positive and negative racial experiences in the schools, with mitigating factors involving the school environment. Implications for professional school counselors include advocacy and allyhood.

Future School Principals’ Views of the Roles of Professional School Counselors

2007 ◽  
Vol 11 (1) ◽  
pp. 2156759X0701100
Author(s):  
Charles C. Chata ◽  
Larry C. Loesch
Keyword(s):  
School Counselors ◽  
Educational Administration ◽  
School Principals ◽  
Professional School ◽  
Asca National Model ◽  
National Model ◽  
Professional School Counselors ◽  
The University ◽  
University Council ◽  
Future School

A clinical simulation technique was used to investigate how future school principals view the roles of professional school counselors, particularly as those responsibilities are represented in the ASCA National Model®. The 244 respondents were principals-in-training (i.e., graduate students) officially enrolled in educational administration programs at member institutions of the University Council for Educational Administration. These principals-in-training were able to differentiate between appropriate and inappropriate roles of professional school counselors, and the results generally were independent of their demographic characteristics.

Students with Anxiety: Implications for Professional School Counselors

2012 ◽  
Vol 16 (2_suppl) ◽  
pp. 2156759X1201600 ◽  
Author(s):  
E. Heather Thompson ◽  
Phyllis Robertson ◽  
Russ Curtis ◽  
Melodie H. Frick
Keyword(s):  
Mental Health ◽  
Career Development ◽  
Anxiety Disorders ◽  
School Counselors ◽  
School Environment ◽  
Professional School ◽  
Evidence Based ◽  
Health Concerns ◽  
Assessment And Treatment ◽  
Professional School Counselors

Anxiety is one of the most pervasive mental health concerns affecting students, yet a significant number of students with anxiety disorders remain underserved. If left untreated, anxiety can hinder students' personal/social, academic, and career development. The purpose of this article is to provide professional school counselors with helpful information about the etiology of anxiety disorders and brief, evidence-based prevention and intervention options. The authors discuss specific recommendations for the identification, assessment, and treatment of anxiety that fit within the unique school environment.

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