Decolonizing Alterity Models Within School Counseling Practice

2014 ◽  
pp. 99-116 ◽  
Author(s):  
Lance C. Smith ◽  
Anne M. Geroski
Keyword(s):  
School Counseling ◽  
Counseling Practice

School Counseling Practice in the United States and Its Implications for Asia-Pacific Countries

2014 ◽  
Vol 4 (2) ◽  
pp. 131-145 ◽  
Author(s):  
Suhyun Su ◽  
◽  
Eric Darch ◽  
Starrah Huffman ◽  
Karin Hansing
Keyword(s):  
United States ◽  
School Counseling ◽  
The United States ◽  
Asia Pacific ◽  
Counseling Practice

scholarly journals The Experiences of School Counselors as Antibullying Specialists: A Phenomenological Study

2018 ◽  
Vol 22 (1) ◽  
pp. 2156759X1987079
Author(s):  
Michael D. Hannon ◽  
Angela I. Sheely-Moore ◽  
Thomas Conklin ◽  
Andrew J. Reitter ◽  
Kathy A. Gainor
Keyword(s):  
School Counseling ◽  
School Counselors ◽  
Phenomenological Study ◽  
Role Conflicts ◽  
State Legislation ◽  
Counseling Practice ◽  
Phenomenological Design

To learn about school counselors’ experiences in being assigned as their school’s antibullying specialist (ABS), per state legislation, we interviewed six school counselors and analyzed their responses using interpretative phenomenological design. The participants’ responses reflected three overarching themes describing their ABS experience: negotiating different bullying definitions, the “dumping ground” position, and inherent with role conflicts. We present implications for school counseling practice and recommendations for school counseling research.

Determining Responsiveness to School Counseling Interventions Using Behavioral Observations

2011 ◽  
Vol 14 (3) ◽  
pp. 2156759X1101400
Author(s):  
Diana H. Gruman ◽  
Brian Hoelzen
Keyword(s):  
Decision Making ◽  
School Districts ◽  
School Counseling ◽  
School Counselors ◽  
Decision Making Process ◽  
School Behavior ◽  
Behavioral Deficits ◽  
Counseling Practice ◽  
Behavioral Observations ◽  
Counseling Interventions

School districts are in the process of adopting the Response to Intervention (RTI) approach to identify and remediate academic and behavioral deficits. As an integral member of the school behavior team, school counselors must use data on individual interventions to contribute to the data-based decision making process in RTI. This article presents a method and rationale to use behavioral observations to determine the efficacy of focused responsive services. It includes implications for school counseling practice.

scholarly journals The Role of Parenting in Predicting Student Achievement: Considerations for School Counseling Practice and Research

2018 ◽  
Vol 8 (4) ◽  
pp. 328-340 ◽  
Author(s):  
Jeffrey M. Warren ◽  
Leslie A. Locklear ◽  
Nicholas A. Watson
Keyword(s):  
Student Achievement ◽  
School Counseling ◽  
Counseling Practice

Stretching Leadership: A Distributed Perspective for School Counselor Leaders

2009 ◽  
Vol 13 (2) ◽  
pp. 2156759X0901300
Author(s):  
Chris Janson ◽  
Carolyn Stone ◽  
Mary Ann Clark
Keyword(s):  
School Leadership ◽  
School Counseling ◽  
School Counselors ◽  
Distributed Leadership ◽  
School Counselor ◽  
Counseling Students ◽  
Individual Responsibility ◽  
Counseling Practice ◽  
Multiple Leaders

Leadership is a central role of the school counselor. However, this role is often intimidating to school counselors and school counseling students when viewed as a solitary undertaking. In contrast to the view that leadership is an individual responsibility, the distributed leadership perspective offers a counterview in which school leadership is stretched over multiple leaders. The application of the distributed leadership perspective to school counseling practice might serve to alleviate school counselor apprehension regarding leadership, while contributing to an understanding of “how” this leadership occurs, as well as how it might be improved.

A Social-Emotional Leadership Framework for School Counselors

2017 ◽  
Vol 21 (1b) ◽  
pp. 2156759X1877300 ◽  
Author(s):  
Hannah Bowers ◽  
Matthew E. Lemberger-Truelove ◽  
Greg Brigman
Keyword(s):  
Student Achievement ◽  
Program Evaluation ◽  
School Counseling ◽  
School Counselors ◽  
Personal Growth ◽  
Social Emotional Learning ◽  
Behavioral Regulation ◽  
Social Emotional ◽  
Counseling Practice ◽  
Leadership Framework

Social-emotional learning (SEL) is an effective intervention focus associated with personal growth, student achievement, and behavioral regulation. The authors suggest that school counselors extend SEL practices into their leadership dispositions and behaviors. The authors offer implications for socially just school counseling practice, scholarship, and program evaluation.

New Counselors' Leadership Efforts in School Counseling: Themes from a Year-Long Qualitative Study

2008 ◽  
Vol 11 (4) ◽  
pp. 2156759X0801100
Author(s):  
Colette T. Dollarhide ◽  
Donna M. Gibson ◽  
Kelli A. Saginak
Keyword(s):  
Qualitative Study ◽  
Counselor Education ◽  
School Counseling ◽  
School Counselors ◽  
Long Range ◽  
School Counselor ◽  
Temporal Context ◽  
Counseling Practice ◽  
The Future

Leadership requires long-term commitment and a long-range vision of the future. As school counselors are called on to provide leadership, it becomes important to understand the temporal context of school counseling leadership. To accomplish this, a year-long qualitative study was designed in which the authors interviewed five new counselors who agreed to engage in leadership. In this article, the results of these interviews are presented and discussed in terms of school counseling practice and school counselor education.

scholarly journals School Counselor Experiences of Response to Intervention With English Learners

2018 ◽  
Vol 22 (1) ◽  
pp. 2156759X1985948
Author(s):  
Leonissa V. Johnson ◽  
E Mackenzie Shell ◽  
Malti Tuttle ◽  
LaVonna Groce
Keyword(s):  
Response To Intervention ◽  
School Counseling ◽  
School Counselors ◽  
English Learners ◽  
School Counselor ◽  
Phenomenological Study ◽  
Counseling Practice ◽  
Key Stakeholders

Although school counselors participate in response to intervention (RTI), little research describes the unique opportunities and challenges encountered in RTI with English learners (ELs). This phenomenological study explored the experiences of school counselors engaging in RTI for ELs. The researchers identified three themes: (a) key stakeholders impacting RTI for ELs, (b) school counselors advocating for ELs in RTI, and (c) challenges distinguishing language from learning. We include implications for school counseling practice and research.

Inclusion of Theory for Evidence-Based School Counseling Practice and Scholarship

2020 ◽  
Vol 23 (1_part_3) ◽  
pp. 2156759X2090357
Author(s):  
Matthew E. Lemberger-Truelove ◽  
Peggy L. Ceballos ◽  
Citlali E. Molina ◽  
Jaclyn M. Dehner
Keyword(s):  
School Counseling ◽  
Evidence Based ◽  
School Environments ◽  
Counseling Practice ◽  
Counseling Theory ◽  
Counseling Theories

Evidence-based school counseling requires that practitioners and scholars utilize formal counseling theory. Theories that inform school counseling must cohere with the unique needs of students and school environments. Therefore, we propose that school counseling theories must include the following constituents: (a) qualities of students and school environments, (b) empirical and professional endorsements, (c) school counseling customs, and (c) methodological relevance. We describe the utility of these constituents through example using a school counseling–specific theory, the Advocating Student-within-Environment approach.

Sign in / Sign up

Export Citation Format

Share Document