Exploratory Study of Common and Challenging Ethical Dilemmas Experienced by Professional School Counselors

2006 ◽  
Vol 10 (2) ◽  
pp. 2156759X0601000
Author(s):  
Nancy Bodenhorn
Keyword(s):  
Public School ◽  
School Counselors ◽  
Exploratory Study ◽  
Ethical Dilemmas ◽  
Counselor Educators ◽  
Professional School ◽  
Parental Rights ◽  
Academic Level ◽  
Dual Relationship ◽  
Professional School Counselors

Results of a survey asking public school counselors in Virginia to indicate their most common and most challenging ethical dilemmas are presented. Ninety-two school counselors reported that the most common and challenging ethical dilemmas included those involving student confidentiality, dual relationship with faculty, parental rights, and acting on information of student danger to themselves or others. Results are reported for differences in academic level. Implications for professional school counselors and counselor educators are discussed.

Contribution of Professional School Counselors’ Values and Leadership Practices to Their Programmatic Service Delivery

2010 ◽  
Vol 13 (4) ◽  
pp. 2156759X1001300
Author(s):  
M. Ann Shillingford ◽  
Glenn W. Lambie
Keyword(s):  
Service Delivery ◽  
School Counselors ◽  
Leadership Practices ◽  
Counselor Educators ◽  
Professional School ◽  
Professional School Counselors

School counselors are called to be leaders to support the development of all students. The study in this article investigated the contributions of the values (Schwartz, 1992) and leadership practices (Posner & Kouzes, 1988) of 163 school counselors to their programmatic service delivery (Scarborough, 2005). Leadership practices made significant contributions (40% of variance) to the school counselors’ service delivery, whereas values made small nonsignificant (less than 1% of variance) contributions. Implications for school counselors and counselor educators are discussed.

Homonegativity among Professional School Counselors: An Exploratory Study

2007 ◽  
Vol 11 (1) ◽  
pp. 2156759X0701100
Author(s):  
Jamie Satcher ◽  
Mark Leggett
Keyword(s):  
School Counselors ◽  
Analysis Of Variance ◽  
Exploratory Study ◽  
Church Attendance ◽  
Factorial Analysis ◽  
Professional School ◽  
Political Affiliation ◽  
Southern State ◽  
Sexual Orientations ◽  
Professional School Counselors

Homonegativity among female professional school counselors (n = 215) representing a single Southern state was measured using adapted versions of the Homonegativity Scale (HS) and the Modern Homonegativity Scale (MHS). With the use of factorial analysis of variance, significant differences (p < .05) were found when HS and MHS scores were compared by (a) having a gay or lesbian friend or personal acquaintance, (b) frequency of church attendance, (c) participation in training about gay or lesbian sexual orientations in the 12 months prior to the study, and (d) having worked as a counselor with gay or lesbian people. Significant differences (p < .05) were found only for MHS scores when responses were compared by (a) race and (b) political affiliation.

Identifying and Intervening with Students Exhibiting Signs of Gaming Addiction and other Addictive Behaviors: Implications for Professional School Counselors

2011 ◽  
Vol 14 (4) ◽  
pp. 2156759X1101400 ◽  
Author(s):  
W. Bryce Hagedorn ◽  
Tabitha Young
Keyword(s):  
School Counselors ◽  
School Setting ◽  
Intervention Strategies ◽  
Professional School ◽  
Gaming Addiction ◽  
Addictive Behaviors ◽  
Professional School Counselors ◽  
Definition Of

This article discusses strategies professional school counselors can use to recognize and intervene with students who are presenting with signs of addictive behaviors. First, the authors present a definition of addictive behaviors. The authors then define and discuss the most common addictive behaviors impacting adolescents, with a special emphasis on gaming addiction. Finally, the article offers screening and intervention strategies that professional school counselors can use in the school setting.

Exploring the Work Experiences of School Counselors of Color

2013 ◽  
Vol 17 (1) ◽  
pp. 2156759X0001700 ◽  
Author(s):  
Colette T. Dollarhide ◽  
Nikol V. Bowen ◽  
Caroline A. Baker ◽  
Felice R. Kassoy ◽  
Renae D. Mayes ◽  
...  
Keyword(s):  
Grounded Theory ◽  
Qualitative Study ◽  
School Counselors ◽  
School Environment ◽  
Professional School ◽  
Work Experiences ◽  
Professional Experiences ◽  
Racial Experiences ◽  
Mitigating Factors ◽  
Professional School Counselors

In spite of research suggesting the importance of diverse professionals in education (Mattison & Aber, 2007), no studies have explored the professional experiences of school counselors of Color. In this exploratory grounded-theory qualitative study, researchers interviewed 19 school counselors of Color. Responses revealed both positive and negative racial experiences in the schools, with mitigating factors involving the school environment. Implications for professional school counselors include advocacy and allyhood.

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