The School Counselor and STEM Career Development

2016 ◽  
Vol 44 (4) ◽  
pp. 359-374 ◽  
Author(s):  
Lia D. Falco
Keyword(s):  
United States ◽  
Career Development ◽  
School Counselors ◽  
School Counselor ◽  
Positive Impact ◽  
Underrepresented Students ◽  
The United States ◽  
Effective Interventions ◽  
Stem Career Development ◽  
Stem Career

There is an increasing concern that the demand for science, technology, engineering, and math (STEM) workers in the United States will exceed the supply. In the United States, very few students, and underrepresented students in particular, are pursuing STEM educational and occupational goals that underscores the need for school counselors to understand how to maximize opportunities for student success in STEM. Understanding the factors that influence students’ academic and career choices early on is necessary in order to provide effective interventions and responsive services that will have a positive impact on students’ future STEM career outcomes. Using social-cognitive career theory as a framework, this article synthesizes pertinent research on student STEM engagement, so that school counselors will be better able to support STEM career development for all students, especially those from historically underrepresented groups. Implications for school counseling practice are discussed.

School Counselor Advocacy Recommendations for Policy and Practice for and With LGBTQ+ Youth

2021 ◽  
pp. 109-120
Author(s):  
Haley D. Wikoff ◽  
Matthew J. Beck ◽  
Susannah M. Wood
Keyword(s):  
United States ◽  
Sexual Orientation ◽  
School Counselors ◽  
School Counselor ◽  
The United States ◽  
Policy And Practice ◽  
Lgbtq Youth ◽  
Unique Position ◽  
State And Local ◽  
And Gender

LGBTQ+ youth experience increased levels of bullying, harassment, and discrimination in schools. Many states in the United States have state and local policies that are designed to protect both the sexual orientation and gender identity of students, however there are still a handful of states without these protections in place. School counselors are in a unique position to advocate for safe and inclusive environments for LGBQ+ youth.

Promoting STEM Career Development Among Students and Parents of Color

2017 ◽  
Vol 21 (1b) ◽  
pp. 2156759X1877359 ◽  
Author(s):  
M. Ann Shillingford ◽  
Seungbin Oh ◽  
Laura Rendell Finnell
Keyword(s):  
Career Development ◽  
Qualitative Study ◽  
School Counselors ◽  
Students Of Color ◽  
Leadership Role ◽  
Education Programs ◽  
Science Technology ◽  
Stem Career Development ◽  
Stem Career ◽  
Systemic Variables

To date, millions of dollars have been spent in hopes of bolstering an increase among students of color pursuing science, technology, engineering, and math (STEM) professions. School counselors are uniquely positioned to contribute to this increase; however, they often miss the significance of their leadership role in improving STEM opportunities, particularly for students of color. The results from this qualitative study point to systemic variables that hinder such engagements and provide implications for school counselors and counselor education programs.

School Counselors' Role in Working With Students Living With Chronic Illness

2021 ◽  
pp. 377-388
Author(s):  
Carol Seehusen
Keyword(s):  
United States ◽  
Chronic Illness ◽  
School Counselors ◽  
School System ◽  
School Counselor ◽  
The United States ◽  
Chronic Illnesses ◽  
Social Emotional ◽  
And Training

Approximately 10-20 million children within the United States lives with a chronic illness. School counselors, by nature of their education and training, are in a prime position to work with and advocate for this population. Students with chronic illnesses struggle with reentry into the school system, as well as a myriad of obstacles related to social, emotional, academic, environmental, or familial factors. School counselors may use their positions within the school system to proactively ensure positive and proactive reentry for students with a chronic illness. The purpose of this chapter is to examine the academic obstacles of children living with a chronic illness. The examination includes discussion of the role of the school counselor to help navigate these obstacles. Finally, the end of the chapter briefly discusses possible areas of growth in knowledge regarding school counselors working with students with chronic illnesses.

Factors Influencing School Counselors’ Suspecting and Reporting of Childhood Physical Abuse: Investigating Child, Parent, School, and Abuse Characteristics

2015 ◽  
Vol 19 (1) ◽  
pp. 1096-2409-19.1. ◽  
Author(s):  
Kathleen S. Tillman ◽  
Michael D. Prazak ◽  
Lauren Burrier ◽  
Sadie Miller ◽  
Max Benezra ◽  
...  
Keyword(s):  
Physical Abuse ◽  
School Counselors ◽  
School Counselor ◽  
The United States ◽  
Childhood Physical Abuse ◽  
Family Socioeconomic Status ◽  
Physical Evidence ◽  
Subject Variables ◽  
Abuse Characteristics ◽  
Involved Parents

This study sought to explore possible child abuse reporting disparities among school counselors. The participants in this study were elementary school counselors (N = 398) from across the United States. Each participant read a series of vignettes and completed a survey regarding their inclinations about suspecting and reporting childhood physical abuse. The surveys manipulated the following variables: student race, family socioeconomic status (between-subject variables), relationship with the school counselor, and severity of abuse (within-subject variables). School counselors were found to be more likely to suspect defensive parents of abuse than cooperative or non-involved parents. School counselors were also less likely to suspect abuse when a child reported being hit without physical evidence than if a child had a bruised or broken arm. Last, school counselors were more likely to report a child with a bruised arm over a child who reported being hit without physical evidence. Although certain concerns emerged as a result of this study and all signs of abuse should be reported to the appropriate authorities, school counselors were more likely, across the board, to report abuse than to suspect abuse.

When Does Trust Matter? Antecedents and Contingent Effects of Supervisee Trust on Performance in Selling New Products in China and the United States

2002 ◽  
Vol 66 (3) ◽  
pp. 61-81 ◽  
Author(s):  
Kwaku Atuahene-Gima ◽  
Haiyang Li
Keyword(s):  
United States ◽  
Positive Impact ◽  
New Products ◽  
Sales Performance ◽  
The United States ◽  
Achievement Orientation ◽  
Dual Roles ◽  
Chinese Sample ◽  
Technology Firms ◽  
High Technology Firms

There is a strong normative bias toward the inherent value of trust among both marketing researchers and practitioners. Yet there is little empirical evidence of a positive impact of trust on performance. Indeed, scholars suggest that the sources of trust may provide opportunities for its abuse. Following this line of thinking, the authors investigate the dual roles of sales controls and supervisor behaviors as antecedents of salespeople's belief in the benevolence of the supervisor (i.e., supervisee trust). The authors then examine these antecedents as moderators of the relationship between supervisee trust and sales performance in the context of selling new products. Data on field salespeople from high-technology firms in China and the United States suggest that factors such as supervisor accessibility engender supervisee trust but do not necessarily enhance its impact on sales performance. In the Chinese sample, supervisee trust enhances sales performance when output control is adopted, when the supervisor has a higher level of achievement orientation style, and when the salesperson has higher role ambiguity. Furthermore, the results suggest that the supervisee trust–sales performance relationship is negative when supervisor accessibility is high. With the exception of achievement orientation and supervisor accessibility, these effects are negative or nonexistent in the U.S. sample. The authors discuss theoretical and practical implications of the study's findings.

Professional values, job satisfaction, career development, and intent to stay

2016 ◽  
Vol 24 (6) ◽  
pp. 675-685 ◽  
Author(s):  
Susan Yarbrough ◽  
Pam Martin ◽  
Danita Alfred ◽  
Charleen McNeill
Keyword(s):  
United States ◽  
Job Satisfaction ◽  
Career Development ◽  
Intent To Stay ◽  
The United States ◽  
Early Career ◽  
Professional Values ◽  
Convenience Sample ◽  
Hospital System ◽  
The Future

Background: Hospitals are experiencing an estimated 16.5% turnover rate of registered nurses costing from $44,380 - $63,400 per nurse—an estimated $4.21 to $6.02 million financial loss annually for hospitals in the United States of America. Attrition of all nurses is costly. Most past research has focused on the new graduate nurse with little focus on the mid-career nurse. Attrition of mid-career nurses is a loss for the profession now and into the future. Research objective: The purpose of the study was to explore relationships of professional values orientation, career development, job satisfaction, and intent to stay in recently hired mid-career and early-career nurses in a large hospital system. Research design: A descriptive correlational study of personal and professional factors on job satisfaction and retention was conducted. Participants and research context: A convenience sample of nurses from a mid-sized hospital in a metropolitan area in the Southwestern United States was recruited via in-house email. Sixty-seven nurses met the eligibility criteria and completed survey documents. Ethical considerations: Institutional Review Board approval was obtained from both the university and hospital system. Findings: Findings indicated a strong correlation between professional values and career development and that both job satisfaction and career development correlated positively with retention. Discussion: Newly hired mid-career nurses scored higher on job satisfaction and planned to remain in their jobs. This is important because their expertise and leadership are necessary to sustain the profession into the future. Conclusion: Nurse managers should be aware that when nurses perceive value conflicts, retention might be adversely affected. The practice environment stimulates nurses to consider whether to remain on the job or look for other opportunities.

“It’s Like I’m Really There”: Using VR Experiences for STEM Career Development

2021 ◽  
Author(s):  
Yang Jiang ◽  
Vitaliy Popov ◽  
Yaoran Li ◽  
Perla L. Myers ◽  
Odesma Dalrymple ◽  
...  
Keyword(s):  
Career Development ◽  
Stem Career Development ◽  
Stem Career

Promoting Multicultural Personality Development: A Strengths-Based, Positive Psychology Worldview for Schools

2008 ◽  
Vol 12 (2) ◽  
pp. 2156759X0801200
Author(s):  
Joseph G. Ponterotto ◽  
David E. Mendelowitz ◽  
Ernest A. Collabolletta
Keyword(s):  
United States ◽  
Positive Psychology ◽  
Personality Traits ◽  
School Counseling ◽  
School Counselors ◽  
Culturally Diverse ◽  
Personality Development ◽  
The United States ◽  
Multicultural Personality ◽  
Personality Research

This article extends the relevance of multicultural development to the Strengths-Based School Counseling (SBSC; Galassi & Akos, 2007) perspective. A relatively new construct for school counselors, the “multicultural personality” (MP), is introduced and defined. The MP is conceptualized as a cluster of narrow personality traits that can be subsumed under broader models of personality. Research has found that MP development is correlated with coping, adapting, and thriving in increasingly culturally diverse environments such as the United States. Suggestions for integrating MP development across the guiding principles of SBSC are presented.

scholarly journals Implementation of a Rapid Entry Program Decreases Time to Viral Suppression Among Vulnerable Persons Living With HIV in the Southern United States

2018 ◽  
Vol 5 (6) ◽  
Author(s):  
Jonathan Colasanti ◽  
Jeri Sumitani ◽  
C Christina Mehta ◽  
Yiran Zhang ◽  
Minh Ly Nguyen ◽  
...  
Keyword(s):  
United States ◽  
Viral Suppression ◽  
Hiv Transmission ◽  
Positive Impact ◽  
Population Level ◽  
The United States ◽  
Clinic Visit ◽  
Art Initiation ◽  
Persons Living With Hiv ◽  
Sex With Men

Abstract Background Rapid entry programs (REPs) improve time to antiretroviral therapy (ART) initiation (TAI) and time to viral suppression (TVS). We assessed the feasibility and effectiveness of a REP in a large HIV clinic in Atlanta, Georgia, serving a predominately un- or underinsured population. Methods The Rapid Entry and ART in Clinic for HIV (REACH) program was implemented on May 16, 2016. We performed a retrospective cohort study with the main independent variable being period of enrollment: January 1, 2016, through May 15, 2016 (pre-REACH); May 16, 2016, through July 31, 2016 (post-REACH). Included individuals were HIV-infected and new to the clinic with detectable HIV-1 RNA. Six-month follow-up data were collected for each participant. Survival analyses were conducted for TVS. Logistic and linear regression analyses were used to evaluate secondary outcomes: attendance at first clinic visit, viral suppression, TAI, and time to first attended provider visit. Results There were 117 pre-REACH and 90 post-REACH individuals. Median age (interquartile range [IQR]) was 35 (25–45) years, 80% were male, 91% black, 60% men who have sex with men, 57% uninsured, and 44% active substance users. TVS decreased from 77 (62–96) to 57 (41–70) days (P < .0022). Time to first attended provider visit decreased from 17 to 5 days, and TAI from 21 to 7 days (P < .0001), each remaining significant in adjusted models. Conclusions This is the largest rapid entry cohort described in the United States and suggests that rapid entry is feasible and could have a positive impact on HIV transmission at the population level.

scholarly journals Utility-value intervention with parents increases students’ STEM preparation and career pursuit

2017 ◽  
Vol 114 (5) ◽  
pp. 909-914 ◽  
Author(s):  
Christopher S. Rozek ◽  
Ryan C. Svoboda ◽  
Judith M. Harackiewicz ◽  
Chris S. Hulleman ◽  
Janet S. Hyde
Keyword(s):  
United States ◽  
High School ◽  
Science Achievement ◽  
Standardized Test ◽  
The United States ◽  
Long Term Effects ◽  
Stem Careers ◽  
Stem Career ◽  
Career Pursuit ◽  
Mathematics And Science

During high school, developing competence in science, technology, engineering, and mathematics (STEM) is critically important as preparation to pursue STEM careers, yet students in the United States lag behind other countries, ranking 35th in mathematics and 27th in science achievement internationally. Given the importance of STEM careers as drivers of modern economies, this deficiency in preparation for STEM careers threatens the United States’ continued economic progress. In the present study, we evaluated the long-term effects of a theory-based intervention designed to help parents convey the importance of mathematics and science courses to their high-school–aged children. A prior report on this intervention showed that it promoted STEM course-taking in high school; in the current follow-up study, we found that the intervention improved mathematics and science standardized test scores on a college preparatory examination (ACT) for adolescents by 12 percentile points. Greater high-school STEM preparation (STEM course-taking and ACT scores) was associated with increased STEM career pursuit (i.e., STEM career interest, the number of college STEM courses, and students’ attitudes toward STEM) 5 y after the intervention. These results suggest that the intervention can affect STEM career pursuit indirectly by increasing high-school STEM preparation. This finding underscores the importance of targeting high-school STEM preparation to increase STEM career pursuit. Overall, these findings demonstrate that a motivational intervention with parents can have important effects on STEM preparation in high school, as well as downstream effects on STEM career pursuit 5 y later.

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