Principal-Counselor Collaboration and School Climate

Examining whether principal-counselor collaboration and school climate were related, researchers sent 4,193 surveys to high school counselors in the United States and received 419 responses. As principal-counselor collaboration increased, there were increases in counselors viewing the principal as supportive, the teachers as regarding one another with respect, the school community as having high yet achievable standards, and decreases in schools being vulnerable to outside influences such as vocal parents and community groups. Principal-counselor collaboration was significantly correlated to four dimensions of school climate.

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Do School Counselors Matter? Mattering as a Moderator between Job Stress and Job Satisfaction

Professional School Counseling ◽

10.1177/2156759x0500900310 ◽

2006 ◽

Vol 9 (3) ◽

pp. 2156759X0500900

Author(s):

Andrea Dixon Rayle

Keyword(s):

High School ◽

Job Satisfaction ◽

School Counselors ◽

Job Stress ◽

School Counselor ◽

Total Sample ◽

The United States ◽

High School Counselors ◽

Related Stress ◽

Job Related Stress

The relationships of perceived mattering to others, job-related stress, and job satisfaction were examined for 388 elementary, middle, and high school counselors from across the United States. Participants completed the School Counselor Mattering Scale, the School Counselor Job-Stress Assessment, and several job satisfaction questions in order to assess perceptions of mattering to others at their schools and their job-related stress, and how these two constructs relate to school counselors’ overall job satisfaction. Mattering to others at work and job-related stress accounted for 35% of the variance in job satisfaction for the total sample of school counselors; however, mattering did not moderate the relationship between job stress and job satisfaction. Results revealed that elementary school counselors experienced the greatest job satisfaction and the lowest levels of job-related stress, and high school counselors experienced the greatest job dissatisfaction and the greatest levels of job-related stress. Implications for school counselors’ mattering and job satisfaction are considered.

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Student Risk-Taking Behaviors: When Do School Counselors Break Confidentiality?

Professional School Counseling ◽

10.1177/2156759x0801100404 ◽

2008 ◽

Vol 11 (4) ◽

pp. 2156759X0801100

Author(s):

Michael Moyer ◽

Jeremy Sullivan

Keyword(s):

United States ◽

Suicidal Ideation ◽

School Counselors ◽

Risk Taking ◽

The United States ◽

High School Counselors ◽

Adolescent Risk ◽

Student Risk ◽

Perceived Dangerousness ◽

Risk Taking Behaviors

A total of 204 middle and high school counselors from across the United States responded to a survey in which they were asked to determine whether they view specific adolescent risk-taking behaviors of varying intensity, frequency, and duration as warranting parental notification. Results suggest that counselors’ perceptions that it is ethical to break confidentiality and report the risk-taking behaviors increased when the behaviors were more intense, more frequent, and of longer duration. Further, although there was less ambiguity regarding the perceived dangerousness of some behaviors (e.g., suicidal ideation), all behaviors showed some variance or disagreement among respondents with regard to their willingness to break confidentiality. Implications and suggestions for school counselors are considered.

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Learning from Each Other: A Portrait of Family-School-Community Partnerships in the United States and Mexico

Professional School Counseling ◽

10.1177/2156759x1001400110 ◽

2010 ◽

Vol 14 (1) ◽

pp. 2156759X1001400

Author(s):

Kylie P. Dotson-Blake

Keyword(s):

United States ◽

Academic Success ◽

School Counselors ◽

Mexican Immigrants ◽

School Community ◽

The United States ◽

Community Partnerships ◽

Mexican Immigrant Families ◽

School Community Partnership ◽

And Function

Family-school-community partnerships are critically important for the academic success of all students. Unfortunately, in the face of specific barriers, Mexican immigrants struggle to engage in partnership efforts. In the hopes of promoting the engagement of Mexican immigrant families in partnerships, this article presents the findings of a transnational ethnography, exploring family-school-community partnership experiences of Mexican nationalists in Veracruz and Mexican immigrants in North Carolina. A portrait of partnerships in Mexico is contrasted with a portrait of partnerships in the United States, highlighting similarities and differences in role, structure, and function. School counselors are offered strategies for utilizing the knowledge of partnerships in Mexico to promote and support the engagement of Mexican immigrants in partnerships in the United States.

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Advocacy for and with LGBT Students: An Examination of High School Counselor Experiences

Professional School Counseling ◽

10.5330/1096-2409-20.1a.38 ◽

2017 ◽

Vol 20 (1a) ◽

pp. 1096-2409-20.1a ◽

Cited By ~ 6

Author(s):

Gonzalez Maru

Keyword(s):

United States ◽

High School ◽

School Counselors ◽

School Counselor ◽

Phenomenological Study ◽

Southeastern United States ◽

High School Counselors ◽

Lgbt Students ◽

Bisexual And Transgender ◽

Race Ethnicity

A paucity of empirical scholarship exists on school counselor advocacy in general and virtually none as it relates to lesbian, gay, bisexual, and transgender (LGBT) students specifically. Addressing this gap in the literature, the purpose of this phenomenological study was to examine the experiences of high school counselors in the southeastern United States who have served as advocates for and with LGBT students, with a specific focus on race/ethnicity and social class. Four themes were identified within the data: (a) student advocacy, (b) education as advocacy, (c) systems advocacy, and (d) social/political advocacy. This article presents and explores the themes as they relate to the various manifestations of school counselor advocacy, and discusses study implications and limitations.

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Measuring School Climate Among Spanish-Speaking Students: A Systematic Review of Primary Methodological Studies

Hispanic Journal of Behavioral Sciences ◽

10.1177/0739986319880224 ◽

2019 ◽

Vol 41 (4) ◽

pp. 464-480 ◽

Cited By ~ 1

Author(s):

Lauren Rocha ◽

A. Stephen Lenz ◽

Yahyahan Aras

Keyword(s):

United States ◽

Systematic Review ◽

School Climate ◽

School Counselors ◽

Internal Consistency ◽

The United States ◽

Spanish Speaking ◽

Climate Assessment ◽

K 12 ◽

Methodological Studies

The present study is a systematic review of school climate measures developed for a Spanish-speaking K-12 population. Four instruments were included in the analyses representing data of 9,236 students with a mean of sample size of 2,309 students. Evidences for test content and internal structure were the most frequent representation of psychometric validity. Internal consistency, represented by Cronbach’s alpha, ranged between 0.62 and 0.94. In addition, three instruments were translated from scales developed in the United States as evidence for test content validity. The findings of validity evidence, internal consistency, and context will guide school counselors in deciding the appropriate school climate measure to use among United States Latina/o students in Spanish. Consequently, the school climate assessment will compel school stakeholders to use results to advocate for the growth and inclusivity of Latina/o students.

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