It takes a village: How counselors and psychologists support the college aspirations of students of color

2020 ◽  
Vol 102 (4) ◽  
pp. 40-45
Author(s):  
Desireé Vega ◽  
Alaina M. Puff
Keyword(s):  
School Counselors ◽  
School Psychologists ◽  
Teacher Quality ◽  
Students Of Color ◽  
Family Members ◽  
College Aspirations ◽  
College Going

When debating how best to support the college aspirations of students of color, education reformers tend to zero in on efforts to improve teacher quality. However, recent research on the factors that promote college-going among Black and Latinx students point to the key roles played by many of the adults in their lives, including not only teachers but also family members, school counselors, and school psychologists.

scholarly journals 3191 Adolescent Substance Use: School and Community Perspectives on School-Based Interventions

2019 ◽  
Vol 3 (s1) ◽  
pp. 82-83
Author(s):  
Sycarah Fisher
Keyword(s):  
Mental Health ◽  
Substance Use ◽  
School Counselors ◽  
School Psychologists ◽  
Early Identification ◽  
Health Personnel ◽  
Adolescent Substance Use ◽  
Adolescent Substance ◽  
School Based ◽  
School And Community

OBJECTIVES/SPECIFIC AIMS: Fifty percent of adolescents have tried an illicit drug and 70% have tried alcohol by the end of high school. Further, despite 7-9% of youth 12-17 meeting criteria for a substance use disorder only 1 in 10 actually receive it. Screening, Brief Intervention, and Referral to Treatment (SBIRT) is an evidence based process that facilitates early identification and treatment for adults and adolescents in community (primary care) facilities. Despite the documented effectiveness of SBIRT, no research has examined the implementation of SBIRT in school settings by school-based mental health personnel. The purpose of the present study was to identify facilitators and barriers to SBIRT implementation by school-based personnel in secondary schools. METHODS/STUDY POPULATION: Participants included 30 school and community service providers including: teachers, school counselors, school psychologists, school administrators (principals and central office staff), city council members, school board members, community mental health services providers as well as state level individuals from the department of Adolescent Substance Use and the Office of Drug Control Policy. Interview guides were developed using the Consolidated Framework for Implementation Research (CFIR) to identify facilitators and barriers regarding the following: inner setting, outer setting, individuals involved, and intervention (SBIRT). The six-phase framework of Thematic Analysis (TA) was employed to analyze the data. We specifically used the deductive method to analyze the data with a pre-determined theory in mind (CFIR) to move to hypothesis building, and coding the data. RESULTS/ANTICIPATED RESULTS: Contrary to research conducted outside of the schools under the auspices that schools do not have the time or interest in providing school-based substance use interventions, several themes emerged identifying a receptivity, willingness, and eagerness to provide these services. Specifically, school-based mental health professionals (i.e., school counselors, school psychologists) being aware of adolescent substance use in their schools, but not knowing how to appropriately handle such disclosures. Further, school-based mental health personnel indicated that they would want additional training on how to identify and provide services to adolescents with substance use needs. School-based administrators also indicated a receptivity to addressing substance use with an acknowledgement that schools would need to move from a punitive model for substance use infractions to a treatment model. Some identified barriers to implementation included lack of awareness of community treatment settings for referrals and anonymity or lack thereof of substance use screening. DISCUSSION/SIGNIFICANCE OF IMPACT: While the data analyzed come from a limited sample in one school district, the present study found that schools could be potential settings for the early identification and intervention of adolescent substance use. Findings from this study contribute to our understanding of school and community receptivity to school-based interventions. Future research should identify training needs of school-based mental health personnel to assist in the early identification and prevention of substance use disorders.

Beyond Posters and Pennants: College-Going Messaging at Three Racially and Economically Diverse Public Schools

2019 ◽  
Vol 121 (11) ◽  
pp. 1-42
Author(s):  
Melissa A. Martinez ◽  
Isaac Torres ◽  
Katherine Lewis
Keyword(s):  
Public Schools ◽  
High Schools ◽  
Low Income ◽  
Students Of Color ◽  
Common Ground ◽  
Ecological Model ◽  
Structured Interviews ◽  
College Going ◽  
Field Notes ◽  
College Going Culture

Context It has been argued that high schools with a majority of students of color and from low-income backgrounds must be purposeful in fostering a college-going culture in order to address the challenges and inequities historically underserved students face in preparing for and accessing a higher education. However, what this looks and sounds like in practice is not always clear, leaving schools seeking common ground on how to create a college-going environment. Purpose Through a symbolic and ecological model of college readiness framework, the messaging associated with the college-going culture at three racially and economically diverse Texas high schools that had consistently high college ready graduate rates was examined. The research questions that guided the study included: What types of college-going culture messages are conveyed at the schools, and how? How might such messaging impact students, school staff and leaders? Research Design This study drew on data from a three-year, multi-site descriptive case study of three public high schools in different regions of Texas that all served approximately 50% or more of students with financial need and 72% to 97% students of color, specifically Latina/o and Black students. Data Collection and Analysis Data was collected during week-long, yearly visits to the three schools and included: school and district documents; individual and group semi-structured interviews with 194 individuals including administrators, teachers, support staff, students, parents, and community members; observations of common areas and classrooms; archival data; and researcher-derived documents including field notes, memos, and photographs of the school grounds and school activities. This paper primarily drew on the pictures taken of the schools (in hallways, classrooms, and shared spaces like cafeterias and libraries), field notes, memos, and interview data that specifically spoke to the visual and verbal messaging associated with the college-going culture. Analysis of data revealed six themes: college is a revered goal with many options; varying degrees of integration; support and resources are at your reach; think college and career; finding funding for college is vital; college is an individual and shared success. Conclusions This study's findings suggest the need to: reconsider what a strong college-going culture entails, re-envision college-going cultures as dynamic, multi-layered, and responsive, reframe postsecondary opportunities so they are more expansive and varied, and re-evaluate inequities in college-going messaging and academic rigor.

Mechanisms of Matriculation: School Counseling Resources and College Going for Latino Men

2021 ◽  
Vol 25 (1) ◽  
pp. 2156759X2110400
Author(s):  
Tracy Arámbula Ballysingh ◽  
Virginia Snodgrass Rangel ◽  
Eliaquin A. Gonell ◽  
Victor Benito Sáenz
Keyword(s):  
School Counseling ◽  
School Counselors ◽  
Social Reproduction ◽  
School Counselor ◽  
Future Research ◽  
Latino Men ◽  
Research And Practice ◽  
College Going ◽  
Latino Boys ◽  
11Th Grade

This study extends prior work on the college-going efforts of Latino boys and adolescents (Latinos) by examining the extent to which meeting with a school counselor is related to their college-going aspirations and whether they apply to and ultimately matriculate to college. The study utilizes social capital and social reproduction theories to hypothesize about school counselors’ role in Latinos’ postsecondary matriculation. Utilizing data from the High School Longitudinal Study of 2009, we used logistic regression to test the hypotheses that contact with a school counselor is related to an increased likelihood of intent to matriculate, application to 4-year institutions, and enrollment in college. We found that Latinos were just as likely as their White counterparts to aspire to college and just as likely to enroll if they applied. Moreover, those odds were not related to having visited a school counselor in ninth or 11th grade. We also found that Latinos who met with a school counselor in ninth grade were significantly less likely to apply to a 4-year institution while those who met with a counselor in 11th grade were significantly more likely to apply. We discuss the implications of our findings in light of existing research and make recommendations for future research and practice.

Rural regular and special education teachers’ perceptions of teaching hyperactive students

1988 ◽  
Vol 9 (2) ◽  
pp. 10-15 ◽  
Author(s):  
Dan Peterson ◽  
Cleborne D. Maddux
Keyword(s):  
Special Education ◽  
School Counselors ◽  
School Psychologists ◽  
Special Education Teachers ◽  
Special Educators ◽  
Teachers Perceptions ◽  
Potential Value ◽  
Use Of Time ◽  
Time Out ◽  
Rural Settings

This article explores the perceptions of teachers in rural settings concerning the teaching of hyperactive students. Regular and special educators (N=101) identified minimizing distractions, providing clear expectations and rules, and the use of time-out techniques as the most successful strategies for teaching such students. Although both regular and special education teachers believe that the skills of teaching and managing hyperactive students are important, regular teachers were critical of the emphasis given these skills during their training. The teachers rated the advice they received from peers as the most useful, while advice from school psychologists, principals, parents, and school counselors were rated as least helpful. The results suggest the potential value of peer problem-solving committees, peer consultant models, and more effective preservice and inservice preparation in the area of hyperactivity.

scholarly journals Nepantleras Building Bridges toward College Readiness: Latina/o/x Educators Fostering Equity in an Urban High School

2020 ◽  
Vol 10 (4) ◽  
pp. 88
Author(s):  
Nancy Acevedo
Keyword(s):  
High School ◽  
First Generation ◽  
First Generation College Students ◽  
Urban High School ◽  
College Aspirations ◽  
School Contexts ◽  
Self Reflection ◽  
College Going ◽  
First Generation College ◽  
College Information

This article builds on previous studies that establish urban high school contexts that Latina/o/x students likely navigate as under-resourced and deficit. Guided by the frameworks of community-oriented teachers of Color and nepantleras, this study takes an asset-based approach to examine how Latina/o/x educators fostered college aspirations and how they developed college-going structures to support college aspirations of Latina/o/x students. Findings clarify that through self-reflection and collaboration, teachers engaged in college information workshops, college exploration assignments, and supported students with applying to extracurricular internships. The study proposes the concept of community-oriented nepantlera educators who aim to develop a bridge between high school and college for Latina/o/x first-generation college students.

Administrative Pressures to Practice Unethically: Research and Suggested Strategies

2009 ◽  
Vol 11 (2) ◽  
pp. 112-119 ◽  
Author(s):  
George Helton ◽  
Barbara Ray
Keyword(s):  
Special Education ◽  
School Counselors ◽  
School Psychologists ◽  
Special Education Teachers ◽  
Special Educators ◽  
School Administrators ◽  
Ethical Reasoning ◽  
Situational Factors ◽  
Reasoning Strategies ◽  
School Based

Research indicates that school psychologists and special education teachers sometimes face pressures from school administrators to practice unethically. It includes quantitative and qualitative data on: School psychologists’ and special education teachers’ predictions of their responses to administrative pressures to practice unethically; personal and situational factors related to their predictions; errors in some respondents’ ethical reasoning; strategies for responding to pressures to practice unethically; and the ethical obligations shared by school psychologists, special educators, and school counselors in responding to these pressures. The purpose of the article is to increase school-based practitioners’ abilities to understand and cope successfully with administrative pressures to practice unethically.

scholarly journals Collaboration to Support Rural Student Social-Emotional Needs

2018 ◽  
Vol 38 (1) ◽  
Author(s):  
Lindsey M. Nichols ◽  
Anisa N. Goforth ◽  
Michaela Sacra ◽  
Kaitlyn Ahlers
Keyword(s):  
School Counselors ◽  
School Psychologists ◽  
Rural Areas ◽  
School Environment ◽  
Well Being ◽  
Rural Students ◽  
Health Issues ◽  
Emotional Needs ◽  
Social Emotional ◽  
The Social

There is a growing emphasis in U.S. schools to focus on the social-emotional issues of rural students. Specifically, the effect of mental health issues on school success underscores the importance of collaboration between, and among, educators and specialized support personnel (SSP; e.g., school counselors). In rural areas, school counselors and school psychologists are positioned to assist students and their families to provide support within and surrounding the school environment. The purpose of this paper is to: (1) discuss students’ social-emotional needs and SSP-educator collaboration in the context of rural schools, and (2) to discuss promising and best practices in collaboration to address students’ social-emotional well-being.

scholarly journals The Role Of Thein Improving The Conseleempaty In Family Members

2021 ◽  
Vol 3 (2) ◽  
pp. 1-9
Author(s):  
Heppi Sasmita, Neviyarni S, Yarmis Syukur
Keyword(s):  
School Counselors ◽  
Family Members ◽  
Family Counseling ◽  
Good Communication ◽  
Digital Era ◽  
Intervention Process ◽  
The Family ◽  
Family Harmony ◽  
And Function

Every family wants harmony in the family. Awareness of the role and function of accepting circumstances and existence is a very strong foundation in running a household. In realizing a harmonious household, of course there are problems that must be resolved immediately so that family harmony is maintained and realized. The family has an important role in the success of the child, remembering that most of the time in the child's daily life with the family, the family is the first community for the child to interact. But in this digital era, many people of all ages have really changed. Changing to be fast paced, but also decreasing the harmony that has been established in the family, this can be seen by the reduced love, cooperation and sharing in the family because they are busy with their respective activities, especially when dealing with gadgets so that harmony in the family is reduced. The role of school counselors is indispensable in forming empathy for family members to achieve household harmony by using family counseling, which is used as an intervention process for problems that interfere with family harmony. Family counseling seeks to build closer bonds, individuals who are able to control emotions, and families who always have good communication in realizing family harmony.

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