Examining School Counseling Students' Multicultural and Sexual Orientation Competencies Through a Cross-Specialization Comparison

This pre-test/post-test quasi-experimental design study investigated the use of Flipgrid to increase school counseling students’ cultural competence, which was measured by the Global Perspectives Inventory (GPI). Student participants in the experimental group utilized Flipgrid to engage in cultural discussions while participants in the control group utilized Blackboard discussion boards. An independent samples and paired-samples t-test were used to analyze the participants’ scores in the experimental and control groups. The statistically significant findings of the paired samples t-test suggest the effectiveness of utilizing Flipgrid in order to increase students’ cultural competence in the online learning environment. The study’s implications for teaching and research are discussed.

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More Than Just an Internship: One University’s Collaboration with a Rural School District to Attract, Develop, and Retain School Counselors

The Rural Educator ◽

10.35608/ruraled.v42i3.1237 ◽

2021 ◽

Vol 42 (3) ◽

pp. 56-62

Author(s):

Rawn Boulden ◽

Christine Schimmel

Keyword(s):

School District ◽

School Counseling ◽

School Counselors ◽

Counseling Students ◽

Rural School ◽

West Virginia University ◽

Rural School District ◽

Immersion Experience ◽

Rural Appalachia ◽

School Counseling Students

This promising practice describes an innovative collaboration between West Virginia University, a land grant institution situated in the middle of rural Appalachia, and Kanawha County Schools, located in Charleston, WV. The partnership aimed to assist the rural school district by supporting children in three elementary schools and by providing the university’s school counseling students an immersion experience in rural schools, with the hope of retaining them in the school district following graduation. The collaboration fulfilled the original mission of the program in two ways; first, the school district retained one-third of the school counseling students who participated. Secondly, the collaboration was met with overwhelming support by district leadership, resulting in an increase in school counseling students entering the program in the next academic year.

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Mentoring and Supervising International Students in School Counseling Programs

Journal of International Students ◽

10.32674/jis.v9i3.746 ◽

2019 ◽

Vol 9 (3) ◽

pp. 912-928

Author(s):

Bridget Asempapa

Keyword(s):

International Students ◽

School Counseling ◽

International Student ◽

Counseling Students ◽

The United States ◽

International School ◽

Counseling Programs ◽

Counseling Training ◽

School Counseling Programs ◽

School Counseling Students

Graduate counseling programs in the United States have increased their population of international students. However, limited studies have addressed the challenges of international students, specifically in school counseling programs. Considering the cultural disparities that exist for international school counseling students and the challenges associated with being an international student in general, this article identifies and delineates a culturally appropriate mentoring and supervision model that has the potential to shape the experiences of international students in school counseling training programs. The model presented through a case study argues that intentional mentoring and supervision for international school counseling students enhance productivity during students’ field experiences in U.S. school systems.

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Stretching Leadership: A Distributed Perspective for School Counselor Leaders

Professional School Counseling ◽

10.1177/2156759x0901300205 ◽

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.

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The Assessment of School Counseling Competencies as a Tool to Support School Counseling Students, Supervisors, and Training Programs

Professional School Counseling ◽

10.1177/2156759x20981050 ◽

2021 ◽

Vol 25 (1) ◽

pp. 2156759X2098105

Author(s):

Glenn W. Lambie ◽

Jaimie Stickl Haugen

Keyword(s):

School Counseling ◽

School Counselors ◽

School Counselor ◽

Academic Career ◽

Counseling Students ◽

Counseling Competencies ◽

Counselors In Training ◽

Developmental Needs ◽

Counseling Trainees ◽

Counseling Professionals

The Assessment of School Counseling Competencies (ASCC) is a measure designed to assess school counseling trainees’ student learning outcomes in four domains: (a) school counseling program development; (b) academic, career, and social/emotional student services; (c) evaluation and assessment; and (d) professional dispositions and behaviors. The ASCC aligns with standards from the Council for Accreditation of Counseling and Related Educational Programs and the American School Counselor Association, supporting sound evaluation processes and continuous programmatic improvement. This article (a) reviews the developmental needs of school counselors in training and the importance of sound evaluation measures; (b) introduces the ASCC as a tool to promote the development of reflective, ethical, and effective school counseling professionals; and (c) offers implications of the ASCC for quality program evaluation and research.

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Students’ Attitudes about School Counseling

Asian Research Journal of Arts & Social Sciences ◽

10.9734/arjass/2020/v12i230186 ◽

2020 ◽

pp. 21-31

Author(s):

Danesh Karunanayake ◽

K. M. N. S. Chandrapala ◽

N. D. U. Vimukthi

Keyword(s):

School Counseling ◽

Student Behavior ◽

Practical Knowledge ◽

Survey Design ◽

Counseling Students ◽

Structured Interviews ◽

Positive Attitudes ◽

Students Attitudes ◽

And Gender ◽

Student's Attitudes

School counseling is a learning process. It facilitates student achievement and improves student behavior and attendance and helps students develop socially. There are diverse attitudes about school counseling in students. The main objectives of this research were to identify student’s attitudes about school counseling and the type of attitudes which is common in students towards school counseling. Six students participated in this research and they were selected using a convenience sampling method. A qualitative survey design was used as the research design and semi-structured interviews were also conducted. Data analysis was undertaken using thematic analysis. Although the results showed that the students have both negative and positive attitudes towards school counseling, students have more negative attitudes than positive attitudes, and gender influenced in forming their attitudes. Further, students from different categories of schools have different attitudes about school counseling. These attitudes are formed due to factors such as lack of professionalism in counseling teachers, lack of resources, lack of practical knowledge, and lack of student’s awareness about school counseling. It is recommended that students’ awareness about school counseling should be enhanced and all facilities must be provided to develop school counseling. Thereby, it would be possible to change the attitudes of students about school counseling positively.

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The Most Common Cases and Counseling Approaches in School Counseling –An Istanbul Sample-

Global Journal of Guidance and Counseling in Schools Current Perspectives ◽

10.18844/gjgc.v6i3.1434 ◽

2016 ◽

Vol 6 (3) ◽

pp. 53-60

Author(s):

Kamile Gamze Yaman ◽

Derya Eryiğit

Keyword(s):

School Counseling ◽

School Counselors ◽

Random Sampling ◽

School Counselor ◽

Counseling Students ◽

High School Counselors ◽

Public And Private ◽

Theoretical Approaches ◽

One Year ◽

Structured Questionnaire

The aim of this study is to find out numerous situations and counseling approaches that school counselors are likely to encounter during their training and the first five years of practice. We believe that attention to the various theoretical approaches that can be applied to resolve different cases will better prepare school counselors to deal with each dilemma using an efficient approach to school counseling. Thus it is important to know the most common cases seen and counseling approaches used in school counseling to prepare school counseling students to the profession. In order to achieve data about school counseling cases and approaches, fourteen high school counselors from public and private schools are interviewed with semi structured questionnaire prepared by researchers. School counselors are asked about the cases that they see the most, the approaches that they use with these cases, support systems that they seek for and therapy trainings that they take after their graduation from college. Study group is settled with random sampling from schools in different districts of Istanbul that have school counselor with at least one year experience. The results are analyzed with thematic analysis. Key words: school counseling, counseling cases, counseling approaches, school counselor education.

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