School Counselor Use of Peer Nominations to Identify Victims of Bullying

2014 ◽  
Vol 18 (1) ◽  
pp. 2156759X0001800
Author(s):  
Dewey Cornell ◽  
Francis Huang
Keyword(s):  
School Counselors ◽  
School Counselor ◽  
Overwhelming Majority ◽  
Randomized Design ◽  
Peer Nominations ◽  
Victims Of Bullying

This study examined the use of peer nominations to identify victims of bullying in a sample of 7,889 students (grades 3–12). The overwhelming majority reported positive responses to the survey process, which used a randomized design for online or paper administration. School counselors interviewed students who had three or more nominations and saw confirmed victims for follow-up. Although further study is needed, these results support school counselor use of peer nominations to identify victims of bullying.

Identifying Victims of Bullying: Use of Counselor Interviews to Confirm Peer Nominations

2012 ◽  
Vol 15 (3) ◽  
pp. 2156759X1201500 ◽  
Author(s):  
Victoria I. Phillips ◽  
Dewey G. Cornell
Keyword(s):  
Middle School Students ◽  
School Counselors ◽  
School Counselor ◽  
School Personnel ◽  
Self Report ◽  
School Students ◽  
Victim Status ◽  
Peer Nomination ◽  
Peer Nominations ◽  
Victims Of Bullying

Schools often rely on anonymous self-report methods to measure bullying victimization, but these methods prevent school personnel from identifying those students who may require support. In contrast, this study employed peer nominations to identify student victims of bullying and used school counselor interviews to confirm the students’ victim status. A sample of 1,178 middle school students completed a confidential peer nomination form as part of a standard bullying survey. Students with multiple nominations were interviewed by school counselors to confirm victim status. The proportion of students confirmed as victims increased from 43% for students with two or more nominations to 90% for students with nine or more nominations.

Counselor Confirmation of Middle School Student Self-Reports of Bullying Victimization

2011 ◽  
Vol 14 (4) ◽  
pp. 2156759X1101400 ◽  
Author(s):  
Dewey Cornell ◽  
Sharmila B. Mehta
Keyword(s):  
Middle School ◽  
School Counselors ◽  
Middle School Student ◽  
Self Report ◽  
School Students ◽  
Self Reports ◽  
Peer Nomination ◽  
Survey Responses ◽  
Victims Of Bullying

School counselors frequently use self-report surveys to assess bullying despite little research on their accuracy. In this study, counselor follow-up interviews found that only 24 (56%) of 43 middle school students who self-identified as victims of bullying could be confirmed as actual victims. Other students described peer conflicts that did not constitute bullying, mis-marked the survey, or reported previous bullying. Counselor judgments were supported by peer-nomination data and other survey responses indicative of victimization.

School Counselor Perceptions of Preparation and Importance of College and Career Readiness Counseling

2021 ◽  
Vol 25 (1) ◽  
pp. 2156759X2199839
Author(s):  
Alexandra Novakovic ◽  
Eva N. Patrikakou ◽  
Melissa S. Ockerman
Keyword(s):  
School Counselors ◽  
Low Income ◽  
School Counselor ◽  
Career Readiness ◽  
College And Career Readiness ◽  
Training School ◽  
Urban District ◽  
College And Career ◽  
Counselor Perceptions ◽  
School Counselor Perceptions

This study addresses school counselors’ perceptions of the importance of college and career readiness counseling and their preparedness to implement aspects of such counseling with students and families. Results from surveying school counselors in a large urban district serving a diverse, low-income student population indicated that school counselors did not believe they were well prepared to provide many aspects of college and career readiness counseling, although they perceived that each area was important to their work with students and families. We discuss implications for training school counselors in college and career readiness counseling.

Embracing School Counselors’ Situatedness: Data-Based Decision Making as Fulfillment of a Complex Identity

2021 ◽  
Vol 24 (1_part_3) ◽  
pp. 2156759X2110119
Author(s):  
Brett Zyromski ◽  
Catherine Griffith ◽  
Jihyeon Choi
Keyword(s):  
Decision Making ◽  
School Counselors ◽  
School Counselor ◽  
Use Of Data ◽  
Counselor Identity ◽  
Using Data ◽  
Definition Of ◽  
Support Students ◽  
Students Success ◽  
Data Based Decision Making

Since at least the 1930s, school counselors have used data to inform school counseling programming. However, the evolving complexity of school counselors’ identity calls for an updated understanding of the use of data. We offer an expanded definition of data-based decision making that reflects the purpose of using data in educational settings and an appreciation of the complexity of the school counselor identity. We discuss implications for applying the data-based decision-making process using a multifaceted school counselor identity lens to support students’ success.

Growth in Middle School Students’ Curiosity, Executive Functioning, and Academic Achievement: Results From a Theory-Informed SEL and MBI School Counseling Intervention

2021 ◽  
Vol 24 (1_part_3) ◽  
pp. 2156759X2110076
Author(s):  
Matthew E. Lemberger-Truelove ◽  
Peggy L. Ceballos ◽  
Citlali E. Molina ◽  
Kira J. Carbonneau
Keyword(s):  
Middle School ◽  
Academic Achievement ◽  
Middle School Students ◽  
Executive Functioning ◽  
School Counseling ◽  
School Counselors ◽  
School Students ◽  
Delayed Treatment ◽  
Counseling Intervention ◽  
Randomized Design

The authors investigated a combined social and emotional learning and mindfulness-based intervention as delivered by school counselors to students in classrooms and their teachers using consultation practices. The study used a cluster-randomized design at the classroom level, with an ethnically diverse sample of 109 middle school students divided between treatment and delayed treatment groups. Analyses found significant intervention effects for the treatment group in students’ changes in stress tolerance, social curiosity, executive functioning (i.e., shift, plan and organize, and task monitoring), and academic achievement (i.e., mathematics, science, English, and social studies). Implications of these findings evince how theory-informed school counseling can contribute to important outcomes in educational settings.

Enhancing School Counselor Accountability: The Large Group Guidance Portfolio

2007 ◽  
Vol 11 (2) ◽  
pp. 2156759X0701100
Author(s):  
Jennifer Curry ◽  
Glenn W. Lambie
Keyword(s):  
School Counseling ◽  
School Counselors ◽  
Stakeholder Engagement ◽  
School Counselor ◽  
Professional School ◽  
Large Group ◽  
Accountability Measures ◽  
School Counseling Programs ◽  
Large Group Guidance ◽  
Group Guidance

Professional school counselors (PSCs) are being asked to employ accountability measures to support the merit of their comprehensive, developmental programs. Further, to address the problem of PSC role ambiguity, it has been suggested that PSCs become proactive professional advocates and work to promote greater stakeholder engagement in their school counseling programs. The utilization of a large group guidance portfolio may address these issues. This article (a) reviews the need for PSC accountability measures and stakeholder engagement, (b) presents a case illustration of a PSC using a large group guidance portfolio, and (c) offers implications for PSCs.

Family Engagement: A Collaborative, Systemic Approach for Middle School Counselors

2005 ◽  
Vol 9 (2) ◽  
pp. 2156759X0500900
Author(s):  
Keith M. Davis ◽  
Glenn W. Lambie
Keyword(s):  
Middle School ◽  
School Counselors ◽  
Early Adolescence ◽  
School Counselor ◽  
Systemic Change ◽  
Family Engagement ◽  
Systemic Approach ◽  
Developmental Needs ◽  
Middle School Counselors ◽  
School Based

Early adolescence is a period of intrapersonal and interpersonal transformation; thus, middle school counselors need to provide services that appropriately match their students’ and families’ developmental needs. A collaborative, systemic approach is one way that counselors can work with other school-based professionals to support parental/caregiver involvement. In this article, the authors discuss family disengagement in the middle school years and the middle school counselor as a collaborator of systemic change.

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.

“We Got to Do Better”: Interactions Between School Counselors and Black Male Student-Athletes

2021 ◽  
Vol 25 (1_part_4) ◽  
pp. 2156759X2110400
Author(s):  
Paul C. Harris ◽  
Miray D. Seward ◽  
Renae D. Mayes ◽  
Liana Elopre ◽  
Ellie Wengert
Keyword(s):  
Critical Race Theory ◽  
School Counselors ◽  
Black Male ◽  
School Counselor ◽  
Student Athletes ◽  
Male Student ◽  
Semistructured Interview ◽  
Snowball Sampling ◽  
Black Male Student ◽  
Prior Experiences

This qualitative study explores the perspectives and experiences of Black male student-athletes with particular focus on their interactions with school counselors. It draws on nine participants selected through purposive and snowball sampling techniques. The Black male participants were current or former student-athletes at the high school and Division I levels. We developed and analyzed the semistructured interview questions through the lens of critical race theory. Using deductive data analysis techniques, we identified key factors that appear to shape interactions between Black male student-athletes and school counselors, including the perception of the school counselor role, a village of support, and prior experiences with school counselors. The results of this study have implications for school counselor practice, policy, and research.

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