Virtual School Counseling

2014 ◽  
Vol 18 (1) ◽  
pp. 2156759X0001800
Author(s):  
Debra S. Osborn ◽  
Gary W. Peterson ◽  
Rebecca R. Hale
Keyword(s):  
School Counseling ◽  
School Counselors ◽  
Virtual Schools ◽  
Virtual School ◽  
Future Research ◽  
Full Time ◽  
Structured Interviews ◽  
Traditional School ◽  
Florida Virtual School

The advent of virtual schools opens doors to opportunity for delivery of student services via the Internet. Through the use of structured interviews with four practicing Florida virtual school counselors, and a follow-up survey, the authors examined the experiences and reflections of school counselors who are employed full time in a statewide virtual school. Findings highlight how virtual school counselors differ in their activities from traditional school counselors. This article presents implications for practice, training, and future research.

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.

Critical Incidents in the Development of Supportive Principals: Facilitating School Counselor-Principal Relationships

2007 ◽  
Vol 10 (4) ◽  
pp. 2156759X0701000
Author(s):  
Colette T. Dollarhide ◽  
Alexanderia T. Smith ◽  
Matthew E. Lemberger
Keyword(s):  
Qualitative Study ◽  
School Counseling ◽  
School Counselors ◽  
School Counselor ◽  
Critical Incidents ◽  
Effective Leadership ◽  
Counseling Program ◽  
Structured Interviews ◽  
School Counseling Program ◽  
Prior Experiences

The qualitative study in this article explores critical incidents that may facilitate the support a principal provides for a school counseling program. Through structured interviews, supportive principals are asked to reflect on their prior experiences with school counselors, their educational exposure to school counseling, and their recommendations for school counselors. Results suggest that by demonstrating effective leadership and systemic interactions, school counselors can foster relationships with principals that can help them expand their roles and their programs.

Key Considerations for Advancing Women in Coaching

2019 ◽  
Vol 27 (2) ◽  
pp. 128-135 ◽  
Author(s):  
Jenessa Banwell ◽  
Gretchen Kerr ◽  
Ashley Stirling
Keyword(s):  
Gender Equity ◽  
Thematic Analysis ◽  
Mentoring Relationships ◽  
Future Research ◽  
Full Time ◽  
Structured Interviews ◽  
Part Time ◽  
Business Engineering ◽  
Female Coaches

Women remain underrepresented in the coaching domain across various levels of sport both in Canada and internationally. Despite the use of mentorship as a key strategy to support female coaches, little progress has been seen in achieving parity. At the same time, greater advances in gender equity have occurred in other non-sport sectors such as business, engineering, and medicine. The purpose of this study, therefore, was to learn from non-sport domains that have seen advances in gender equity to inform mentorship for women in coaching. A mixed-methods methodology was employed and consisted of distributing mentorship surveys to female coaches (n = 310) at various competitive levels, representing current (88%), former (12%), full-time (26%), part-time (74%), paid (54%), and unpaid (46%) coaching status. In addition, eight in-depth semi-structured interviews were also conducted with women in senior-level positions across various non-sport domains, including business (n = 1), media (n = 1), engineering (n = 2), higher education (n = 1), law (n = 1), and medicine (n = 2), regarding the role of mentorship in advancing women in their field. A descriptive and thematic analysis of the survey and interview data were conducted and findings are interpreted to suggest considerable variation in the characteristics of female coaches’ mentoring relationships, as well as the need to move beyond mentorship to sponsorship for advancing women in coaching. Recommendations for future research and advancing women in coaching are provided.

scholarly journals School Counselors’ Attitudes Toward Evidence-Based Practices

2018 ◽  
Vol 22 (1) ◽  
pp. 2156759X1882369 ◽  
Author(s):  
Patrick R. Mullen ◽  
Helena Stevens ◽  
Nancy Chae
Keyword(s):  
School Counseling ◽  
School Counselors ◽  
Grade Level ◽  
Theoretical Orientation ◽  
Behavioral Theory ◽  
Future Research ◽  
Evidence Based ◽  
Related Factors ◽  
Evidence Based Practices ◽  
Cognitive Behavioral Theory

The use of evidence-based practices (EBPs) is growing among school counselors. However, little is known about school counselors’ attitudes toward EBPs and related factors. We investigated the relationships between school counselors’ grade level, years of experience, theoretical orientation, and attitude toward EBPs. Results indicated that the use of cognitive/behavioral theory and number of years of practice related to attitudes toward EBPs. We offer implications for school counseling practice and future research.

scholarly journals An Occupation in Search of Identity—What Is School Counseling?

2020 ◽  
Vol 9 (5) ◽  
pp. 215
Author(s):  
Einat Heled ◽  
Nitza Davidovitch
Keyword(s):  
Professional Identity ◽  
School Counseling ◽  
School Counselors ◽  
School Counselor ◽  
Sense Of Self ◽  
Research Literature ◽  
Structured Interviews ◽  
Professional Career ◽  
Research Findings

This study will focus on the professional identity of school counseling, which is a key function in Israeli schools. Forming a professional identity is part of the process of professional development that begins with academic training and continues throughout one’s professional career. Professional identity distinguishes between different occupations and provides practitioners with a safe base that lets them better understand their work and form a team spirit within their field of occupation. The research literature indicates an association between one’s professional identity and her professional functioning and success, sense of stability, confidence, and pride in practicing the occupation. The professional identity of school counseling is related to gender. This is a predominantly female occupation and most of its practitioners in Israel are women. Few studies have been conducted on the professional identity of school counselors (Note 1) and its impact on the quality of their work. It appears that the definition of the school counselor’s role is neither clear nor unambiguous, both in Israel and elsewhere, and this affects the professional identity of counselors and the quality of their work. The current study included semi-structured interviews with 15 school counselors, in which they spoke about the structure of their work, their professional vision, satisfaction, and sense of self-fulfillment as a result of their job, as well as their professional self-efficacy. The research findings show that the structure of the counselor’s work, her role definition and workload, are related to her professional identity, including how she perceives the counseling occupation, her satisfaction and sense of self-fulfillment. Based on the interviews, no differences were found between the narratives of counselors with different levels of seniority in the profession with regard to professional identity, satisfaction, and self-fulfillment. The research findings indicate the need to define the school counseling occupation and its place in the school in order to help school counselors establish a clearer professional identity, with the aim of adapting the role to the challenges of the school system in the 21st century, in the world in general and in Israel in particular.

Factors Influencing School Counselors’ Time Spent on Career Planning With High School Students

2019 ◽  
Vol 23 (1) ◽  
pp. 2156759X2094772
Author(s):  
Mary Edwin ◽  
Megan Dooley Hussman
Keyword(s):  
High School Students ◽  
School Counselors ◽  
Career Planning ◽  
Future Research ◽  
School Type ◽  
Full Time ◽  
Multinomial Regression ◽  
School Students ◽  
Factors Influencing ◽  
Nationally Representative

Using a multinomial regression and a nationally representative sample of school counselors, we examined the factors influencing the percentage of time school counselors spend on career planning. Findings indicate that the school locale, school type, percentage of non-White students, and the number of full-time counselors were significant predictors of the percentage of hours spent on career planning with students. We discuss implications for practice, training, and future research.

Training Teachers for a Virtual School System

2013 ◽  
pp. 1398-1415
Author(s):  
Michael K. Barbour
Keyword(s):  
Teacher Education ◽  
Online Teaching ◽  
Virtual Schools ◽  
Virtual School ◽  
Teacher Education Programs ◽  
Full Time ◽  
Education Programs ◽  
Face To Face ◽  
Cyber Schools ◽  
K 12

Online learning at the K-12 level is growing exponentially. Students learning in supplemental virtual schools and full-time cyber schools, using a variety of delivery models that include and sometimes combine independent, asynchronous, and synchronous instruction, in almost every state in the US. In some instances the knowledge, skills, and abilities required by teachers in this technology-mediated environment is consistent with what they learned about face-to-face teaching in their teacher education programs, while in many instances, the two are quite different. Presently the lack of empirical research into effective K-12 online teaching limits teacher education programs. However, teacher education programs still need to better prepare pre-service and in-service teachers to design, deliver, and support students engaged virtual schooling.

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.

scholarly journals 301 Older Farmers' Experiences of Musculoskeletal Disorders

2019 ◽  
Vol 48 (Supplement_3) ◽  
pp. iii17-iii65
Author(s):  
John Cunningham ◽  
Austin Kerin ◽  
Rose Galvin ◽  
Katie Robinson
Keyword(s):  
Qualitative Study ◽  
Musculoskeletal Disorders ◽  
Future Research ◽  
Full Time ◽  
Structured Interviews ◽  
Patient Centered ◽  
Part Time ◽  
Health Promoting ◽  
Time Basis ◽  
Older Farmers

Abstract Background Almost a third (n=41,000) of all Irish farm holders are aged 65 years or older. Older farmers are vulnerable to Musculoskeletal Disorders (MSD’s) both by virtue of the nature of their work and their age. MSD’s are a known risk factor for workplace accidents and farming is the highest risk occupation in Ireland. This study aimed to explore older farmers’ experiences of living with and accessing healthcare for MSD’s. Methods A qualitative study design employing semi-structured interviews was employed. Nine Irish farmers aged 65 years and over with current or previous experience of MSD's were recruited. All participants continued to farm on either a full-time or part-time basis. Data were analysed using thematic analysis. Results Four themes describing older farmers' experiences of MSD’s and healthcare were identified; (1) acceptance of MSD’s as inevitable (2) biomechanical and biological beliefs about MSD’s (3) resilience and a commitment to continuing work in response to MSD’s (4) scepticism and avoidance of healthcare. Conclusion To the best of our knowledge this is the first qualitative study of older Irish farmers’ experiences of MSD’s. Findings reveal that older farmer’s experiences differ significantly from those reported by other occupational groups. Commitment to continue working permeated the findings of this study and shaped older farmers' experiences and responses to MSD's. Older farmers accept MSD’s and pain as inevitable consequences of farming, and they respond to MSD’s with stoicism. Lack of healthcare provider knowledge about farming culture and practices contributes to older farmers' negative healthcare experiences and avoidance of healthcare. Given the prevalence of MSD’s in this population future research should focus on developing and evaluating appropriate health promoting and patient-centered interventions to support continued safe farming for older Irish farmers.

School Counselors’ Emotional Intelligence and Its Relationship to Leadership

2017 ◽  
Vol 21 (1b) ◽  
pp. 2156759X1877298 ◽  
Author(s):  
Patrick R. Mullen ◽  
Daniel Gutierrez ◽  
Sean Newhart
Keyword(s):  
Emotional Intelligence ◽  
School Counseling ◽  
School Counselors ◽  
Self Efficacy ◽  
School Counselor ◽  
Future Research ◽  
Leadership Experiences ◽  
School Counselor Leadership ◽  
The Relationship

In this investigation, we examined the relationship between emotional intelligence, leadership self-efficacy (LSE), self-leadership, and leadership experiences among a sample of practicing school counselors. School counselors who reported higher levels of emotional intelligence also reported greater LSE, self-leadership, and leadership experiences. We discuss the implications of these findings for the practice of school counseling and potential future research on school counselor leadership.

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