“So I Went Out There”: A Phenomenological Study on the Experiences of Rural School Counselor Social Justice Advocates

2013 ◽  
Vol 17 (1) ◽  
pp. 2156759X0001700
Author(s):  
Lee Edmondson Grimes ◽  
Natoya Haskins ◽  
Pamela O. Paisley
Keyword(s):  
Social Justice ◽  
School Counselors ◽  
School Counselor ◽  
Phenomenological Study ◽  
Rural School ◽  
Future Research ◽  
Community Resources ◽  
Marginalized Groups ◽  
The Stability

This phenomenological study explored the experiences of rural school counselors as social justice advocates. The first author interviewed seven participants in their respective communities and identified five themes, including both positive and negative elements: the stability of place, community promise, mutual reliance, professional and personal integration, and a focus on individuals. The authors include implications for practice and future research on the ways that rural school counselors can use community resources to advocate for marginalized groups of students.

“Lead by Example”

2017 ◽  
Vol 21 (1) ◽  
pp. 2156759X1879383 ◽  
Author(s):  
Matthew J. Beck
Keyword(s):  
School Counselors ◽  
School Counselor ◽  
Phenomenological Study ◽  
Study Data ◽  
Future Research ◽  
Lgbt Youth ◽  
Lgbt Students ◽  
Bisexual And Transgender ◽  
Effective Advocacy

This phenomenological study explored the collaborative experiences between school counselors and principals in their work with lesbian, gay, bisexual, and transgender (LGBT) students. The study data revealed four overarching themes: (a) learning through storytelling, (b) leading by example, (c) creating intentional partnerships, and (d) pushing the system. This article includes implications for future research and school counselor practice regarding how school counselors and principals can forge a strong, intentional relationship toward effective advocacy for LGBT youth.

School-Family-Community Partnerships: Applying Epstein's Theory of the Six Types of Involvement to School Counselor Practice

2010 ◽  
Vol 13 (4) ◽  
pp. 2156759X1001300
Author(s):  
Dana Griffin ◽  
Sam Steen
Keyword(s):  
Decision Making ◽  
School Counselors ◽  
Community Involvement ◽  
School Counselor ◽  
Community Partnerships ◽  
Future Research ◽  
Community Interactions ◽  
Learning At Home ◽  
At Home

This article investigates school counselor involvement in partnerships using Epstein's six types of school-family-community involvement interactions (i.e., parenting, communicating, volunteering, learning at home, decision-making, and collaborating with the community). Findings show more involvement in parenting and collaborating with the community interactions and reveal a new partnership interaction practiced by school counselors. Recommendations for school counselors and areas for future research are discussed.

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.

School Counselor Assignment in Secondary Schools

2009 ◽  
Vol 13 (1) ◽  
pp. 2156759X0901300
Author(s):  
Patrick Akos ◽  
Heidi Schuldt ◽  
Meg Walendin
Keyword(s):  
Secondary Schools ◽  
School Counselors ◽  
School Counselor ◽  
Professional School ◽  
Future Research ◽  
Research Directions ◽  
Secondary School Counselors ◽  
Significant Difference ◽  
Future Research Directions ◽  
Preliminary Study

Research has not yet begun to investigate the practice or impact of school counselor assignment. A preliminary study sought to explore the nature and consequences of school counselor assignment practices in secondary schools. Secondary school counselors from one large Southeastern school district were asked to complete a questionnaire created for the purpose of this study. The results suggest a significant difference between school counselor assignment at the middle and high school levels. Middle schools predominantly utilized grade-level assignment while high schools used alphabetical assignment. Distinct advantages and challenges were indicated by school counselors from each assignment type. Implications for professional school counselors and future research directions are provided.

scholarly journals Narratives of School Counselors Regarding Advocacy for LGBTQ Students

2018 ◽  
Vol 22 (1) ◽  
pp. 2156759X1986152
Author(s):  
Jack Simons ◽  
Mary Cuadrado
Keyword(s):  
Qualitative Research ◽  
Qualitative Study ◽  
Theory Of Planned Behavior ◽  
School Counselors ◽  
School Counselor ◽  
Future Research ◽  
Research And Practice ◽  
Practice Recommendations ◽  
Lgbtq Students ◽  
Sociopolitical Climate

Using a directed form of qualitative research proposed by Mayring, this qualitative study applied Ajzen’s Theory of Planned Behavior (TPB) to examine the efforts of nine self-identified school counselor advocates to advocate for lesbian, gay, bisexual, transgender, queer, and questioning (LGBTQ) students. This study is warranted because LGBTQ students commonly experience bullying in the absence of resources while also trying to navigate a new identity. Findings indicated that the work expectations of other school stakeholders, along with the school counselors’ levels of advocacy self-efficacy and exposure to the LGBTQ community, were related to how, when, and why the school counselors advocated for LGBTQ students. We offer future research and practice recommendations to give more voice to LGBTQ students in the current sociopolitical climate.

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

2017 ◽  
Vol 20 (1a) ◽  
pp. 1096-2409-20.1a ◽  
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.

“He Wanted Everybody to Succeed”: Black Males, Relational Trust, and School Counseling

2021 ◽  
Vol 25 (1_part_4) ◽  
pp. 2156759X2110400
Author(s):  
Derrick R. Brooms
Keyword(s):  
School Counselors ◽  
Black Males ◽  
College Preparation ◽  
School Counselor ◽  
College Success ◽  
Qualitative Interviews ◽  
School Experiences ◽  
Relational Trust ◽  
Future Research ◽  
Single Sex

Based on qualitative interviews with 20 college-aged Black males who graduated from one single-sex public charter school, this study investigated how students made meaning from their secondary school experiences and college preparation. Using relational trust as the theoretical framework, I looked specifically at the students’ perceptions and relationships with their school counselor. Findings revealed that the school counselor’s investment in students helped them see and envision their possibilities, increased their access to critical postsecondary information and opportunities, and enhanced their motivations and aspirations toward college success. This article discusses recommendations for future research and practical suggestions for school counselors.

RAMP and PBIS: “They Definitely Support One Another”: The Results of a Phenomenological Study (Part One)

2017 ◽  
Vol 21 (1) ◽  
pp. 1096-2409-21.1. ◽  
Author(s):  
Emily Goodman-Scott ◽  
Tim Grothaus
Keyword(s):  
School Counselors ◽  
Behavioral Interventions ◽  
School Counselor ◽  
Phenomenological Study ◽  
Phenomenological Inquiry ◽  
Positive Behavioral Interventions ◽  
School Counseling Programs ◽  
Comprehensive School Counseling ◽  
Comprehensive School Counseling Programs ◽  
The Impact

Scholars have explored the impact of comprehensive school counseling programs on student outcomes, including those programs that garnered the RAMP (Recognized ASCA [American School Counselor Association] Model Program) designation. A surfeit of empirical examinations of positive behavioral interventions and supports (PBIS) outcomes also are extant. Although researchers have investigated RAMP and PBIS individually and conceptual articles have suggested models for aligning these two frameworks, scholarly investigations of their interaction are scarce. Researchers in this study conducted a phenomenological inquiry with 10 school counselors employed in schools that featured both a RAMP designation and implementation of PBIS with fidelity. The researchers determined four resulting themes regarding school counselors’ lived experiences working in schools with both the RAMP designation and high levels of PBIS implementation: (a) RAMP–PBIS interaction, (b) “the data is amazing,” (c) “part of the [school] culture,” and (d) challenges and benefits.

scholarly journals School Counselors Walking the Walk and Talking the Talk: A Grounded Theory of Effective Program Implementation

2008 ◽  
Vol 11 (6) ◽  
pp. 2156759X0801100
Author(s):  
Janna L. Scarborough ◽  
Melissa Luke
Keyword(s):  
Grounded Theory ◽  
School Counseling ◽  
School Counselors ◽  
Program Implementation ◽  
School Counselor ◽  
Best Practice ◽  
The United States ◽  
Professional School ◽  
Future Research ◽  
Effective Program

Comprehensive, developmental school counseling programming has been associated with numerous benefits for students and is considered current best practice. A qualitative, grounded theory study was conducted to investigate eight professional school counselors employed across grade level, geographic setting, and region within the United States. This article presents this research and the emergent model for successful comprehensive, developmental school counseling program implementation. Implications for school counselor education and practice, as well as future research, are discussed.

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