Trauma-Informed Strategies for Culturally Diverse Students Diagnosed With Emotional and Behavioral Disorders

2021 ◽  
pp. 105345122199481
Author(s):  
Nicole Hurless ◽  
Na Young Kong
Keyword(s):  
School Counselors ◽  
Behavioral Disorders ◽  
School Counselor ◽  
Emotional And Behavioral Disorders ◽  
Individualized Education Program ◽  
Linguistically Diverse ◽  
Collaborative Communication ◽  
Culturally Diverse Students ◽  
Safe School ◽  
Trauma Informed

The American School Counselor Association (ASCA) requires that school counselors engage with and advocate for students with emotional and behavioral disorders (EBD), in addition to requiring competency in counseling culturally and linguistically diverse (CLD) students. However, few publications have called for increased attention to the intersectional needs of this population. This column provides a brief rationale for focusing on students with EBD who are also CLD and recommends a trauma-informed approach to supporting them through fostering a safe school-wide environment, building faculty and staff cultural competence, increasing collaborative communication with students and families, and recommending counseling services in individualized education program meetings.

scholarly journals School Counselors’ Leadership Role in Creating a Collaborative School Climate for Linguistically Diverse Students

2021 ◽  
Vol 10 (6) ◽  
pp. 7
Author(s):  
Nadire Gulcin Yildiz
Keyword(s):  
School Climate ◽  
School Counselors ◽  
School System ◽  
School Counselor ◽  
Critical Role ◽  
Linguistically Diverse ◽  
School Community ◽  
Leadership Role ◽  
Diverse Students ◽  
Linguistically Diverse Students

School systems are increasingly diverse communities, with a broadening diversity of students and staff alike. School counselors play a critical role in creating a welcoming school climate within the school community. As a catalyst for change within the school system, school counselors can create an effective community partnership culture for schools and families that is collaborative and welcoming for all. This article will discuss the importance of creating a collaborative school climate for linguistically diverse students (LDS) in order to promote their overall well-being and school achievement. With this objective in mind, a review of the literature on school counselor’s leadership role within the school community will be discussed, before embarking on an investigation into the effectiveness of counselors as agents of systemic change in facilitating engagement. A discussion of school counselors’ role in creating a welcoming school climate towards LDS within the school and school community could pave the way for a more positive organizational culture. Using a systemic approach, which aims to generate greater understanding and awareness, school counselors have the power to play a critical role in the transformation of the school system, especially for students from diverse backgrounds (Aydin, 2011; McCall-Perez, 2000; Schwallie-Giddis, Anstrom, Sanchez, Sardi, & Granato, 2004).

scholarly journals Planning and Implementing Student-Led IEPs for Students With EBD

2019 ◽  
Vol 28 (2) ◽  
pp. 90-98
Author(s):  
Mariya T. Davis ◽  
Ingrid K. Cumming
Keyword(s):  
Community Participation ◽  
Behavioral Disorders ◽  
Education Program ◽  
Emotional And Behavioral Disorders ◽  
Individualized Education Program ◽  
Effective Practices ◽  
Individualized Education ◽  
Postsecondary Outcomes ◽  
Support Students ◽  
Students With Ebd

Students with emotional and behavioral disorders (EBD) have difficulties in transitioning to postschool environments. Research has documented that postsecondary outcomes for students with EBD in the areas of education, employment, and community participation continue to be limited and, therefore, in need of improvement. Some of the outcomes relate to how transition programs integrate effective practices to support students with EBD. In this article, we describe a student-led Individualized Education Program (IEP) practice and provide step-by-step directions that can be used for planning and conducting student-led IEPs.

Opportunities to Respond for Students With Emotional and Behavioral Disorders in Inclusive Classrooms

2021 ◽  
pp. 105345122110249
Author(s):  
Todd Whitney ◽  
Kera B. Ackerman ◽  
Justin T. Cooper ◽  
Terrance M. Scott
Keyword(s):  
At Risk ◽  
Student Engagement ◽  
Behavior Problems ◽  
Effective Teaching ◽  
Behavioral Disorders ◽  
Teaching Practice ◽  
Emotional And Behavioral Disorders ◽  
Inclusive Classrooms ◽  
Opportunities To Respond ◽  
School Based

Students who are actively engaged in learning have a higher probability of academic and behavioral success in the classroom. One effective teaching practice that increases student engagement is providing students with frequent opportunities to respond (OTR). This article provides practitioners with a range of OTR strategies that include verbal, non-verbal, and partner responses. In addition, recommendations are provided on how these strategies can be effectively implemented in inclusive classrooms to increase engagement of students with school-based behavior problems, including those with and at risk for emotional and behavioral disorders.

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