Counseling Students in Military Families

Author(s):  
Emily S. Fisher ◽  
Kelly S. Kennedy

This chapter reviews strategies for working with students who are from military families. During peacetime, military children are nearly identical to civilian children in terms of well-being and academic achievement. When families face deployment, however, social, emotional, academic, and behavioral problems can occur. The chapter reviews risks and stressors faced by students and parents with military involvement; these include financial stress, familial changes related to stages of deployment, and reactions to the injury or loss of a family member. Counseling strategies to support students through relocation, deployment, loss, or injury to a parent are presented and include building coping skills, grief counseling, and group counseling. The chapter also covers how counselors can help schools to establish school-wide supports for their students from military families.

2001 ◽  
Vol 5 (4) ◽  
pp. 382-405 ◽  
Author(s):  
Ronald P. Rohner ◽  
Robert A. Veneziano

This article explores the cultural construction of fatherhood in America, as well as the consequences of this construction as a motivator for understudying fathers—especially father love—for nearly a century in developmental and family research. It then reviews evidence from 6 categories of empirical studies showing the powerful influence of fathers’ love on children's and young adults’ social, emotional, and cognitive development and functioning. Much of this evidence suggests that the influence of father love on offspring's development is as great as and occasionally greater than the influence of mother love. Some studies conclude that father love is the sole significant predictor of specific outcomes after controlling for the influence of mother love. Overall, father love appears to be as heavily implicated as mother love in offsprings’ psychological well-being and health, as well as in an array of psychological and behavioral problems.


2012 ◽  
Vol 21 (3) ◽  
pp. 82-91 ◽  
Author(s):  
Carole Zangari

Abstract To be successful, students who use AAC and attend general education classes require extensive supports and frequent practice with their communication systems. In this article, I explore the challenges faced by educational teams and discuss strategies for helping general education teachers, paraprofessionals, and others provide the AAC learning and practice opportunities these students need to maximize their communication skills and academic achievement.


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