School Counselors and Child Abuse Reporting: A National Survey

2009 ◽  
Vol 12 (5) ◽  
pp. 2156759X0901200
Author(s):  
Jill K. Bryant
Keyword(s):  
Child Abuse ◽  
School Counselors ◽  
School Counselor ◽  
School Setting ◽  
School Level ◽  
Future Research ◽  
Abuse Reporting ◽  
Child Abuse Reporting ◽  
American School Counselor Association ◽  
Reporting Behaviors

A study was done to investigate school counselors’ child abuse reporting behaviors and perceptions regarding the child abuse reporting process. Participants were randomly selected from the American School Counselor Association membership database with 193 school counselors returning questionnaires. Overall, school counselors indicated that they reported the majority of cases suspected, but significant differences in reporting emerged with regard to school level, school setting, and type of abuse reported. Decisional influences and barriers to reporting also were examined. Implications for future research and training are discussed.

Child Abuse Reporting by School Counselors

2005 ◽  
Vol 9 (1) ◽  
pp. 2156759X0500900
Author(s):  
Bryant Jill ◽  
Milsom Amy
Keyword(s):  
High School ◽  
Child Abuse ◽  
School Counselors ◽  
Perceived Barriers ◽  
High School Counselors ◽  
Abuse Reporting ◽  
Child Abuse Reporting ◽  
Reporting Behaviors ◽  
Reporting Process

A sample ofschool counselors (N = 263) in one Midwestern state completed questionnaires to share their child abuse reporting behaviors, influences with regard to making a decision to report, and perceived barriers to the reporting process. Participants indicated reporting the majority of suspected cases, and ele-mentary school counselors reported more cases than did high school counselors. Implications and recommendations are presented.

scholarly journals A Child Abuse Reporting Framework for Early Career School Counselors

2019 ◽  
Vol 9 (3) ◽  
pp. 238-251
Author(s):  
Malti Tuttle ◽  
Lacey Ricks ◽  
Margie Taylor
Keyword(s):  
Child Abuse ◽  
School Counselors ◽  
Early Career ◽  
Abuse Reporting ◽  
Child Abuse Reporting ◽  
Reporting Framework

School Counselors' Roles in RAMP and PBIS a Phenomenological Investigation (Part Two)

2017 ◽  
Vol 21 (1) ◽  
pp. 1096-2409-21.1. ◽  
Author(s):  
Emily Goodman-Scott ◽  
Tim Grothaus
Keyword(s):  
School Counselors ◽  
Behavioral Interventions ◽  
School Counselor ◽  
Future Research ◽  
American School Counselor Association ◽  
Asca National Model ◽  
Roles And Responsibilities ◽  
Positive Behavioral Interventions ◽  
National Model ◽  
Qualitative Phenomenological

Researchers conducted a qualitative, phenomenological investigation of the lived experiences of a sample of 10 school counselors in current or recent RAMP (Recognized ASCA [American School Counselor Association] Model Program) schools that also implemented positive behavioral interventions and supports (PBIS) with high fidelity. Researchers found two themes and related subthemes regarding school counselor roles. The first theme was school counselors' roles and responsibilities, with subthemes (a) makes sense with their role and (b) roles across tiers. The second theme was ASCA National Model themes in action. Subthemes were (a) advocacy and systemic change, (b) leadership, and (c) collaboration. The authors discuss findings, limitations, implications, and future research related to this study.

scholarly journals School Counselors’ Multicultural Self-Efficacy: A Preliminary Investigation

2008 ◽  
Vol 11 (3) ◽  
pp. 2156759X0801100
Author(s):  
Cheryl Holcomb-McCoy ◽  
Paul Harris ◽  
Erik M. Hines ◽  
Georgina Johnston
Keyword(s):  
School Counselors ◽  
Factor Structure ◽  
Multicultural Counseling ◽  
Self Efficacy ◽  
School Counselor ◽  
Preliminary Investigation ◽  
Future Research ◽  
American School Counselor Association ◽  
Using Data ◽  
Multicultural Assessment

This article explores the factor structure of the School Counselor Multicultural Self-Efficacy Scale (SCMES). For this study, a total of 181 usable scales were returned by members of the American School Counselor Association. Exploratory factor analysis on the 90-item scale suggested a six-factor structure. The six factors or subscales that evolved were (a) Knowledge of Multicultural Counseling Concepts, (b) Using Data and Understanding Systemic Change, (c) Developing Cross-Cultural Relationships, (d) Multicultural Awareness, (e) Multicultural Assessment, and (f) Applying Racial Concepts to Practice. Ethnicity and the number of multicultural counseling courses taken were significantly related to several of the SCMES's factors. Implications for future research and practice are delineated.

Examining the Relationship Between School Counselors’ Age, Years of Experience, School Setting, and Self-Perceived Transformational Leadership Skills

2017 ◽  
Vol 21 (1b) ◽  
pp. 2156759X1877358 ◽  
Author(s):  
Christina Lowe ◽  
Donna M. Gibson ◽  
Ryan G. Carlson
Keyword(s):  
Transformational Leadership ◽  
School Counselors ◽  
Negative Correlation ◽  
School Counselor ◽  
Leadership Skills ◽  
School Setting ◽  
Influential Factors ◽  
Years Of Experience ◽  
American School Counselor Association ◽  
The Relationship

This study examined influential factors in the development of transformational leadership skills of school counselors who are the members of the American School Counselor Association. Using multiple regression with a sample of 102 practicing school counselors, we examined the influence of age and/or years of experience to self-perceived transformational leadership skills. Results indicated no significance between age and self-perceived transformational leadership scores, but they showed a negative correlation between years of experience and transformational leadership. We discuss implications for counselor educators and school counselor leaders.

The Role of the Rural School Counselor: Counselor, Counselor-in-Training, and Principal Perceptions

2006 ◽  
Vol 9 (3) ◽  
pp. 2156759X0500900
Author(s):  
Julieta Monteiro-Leitner ◽  
Kimberly K. Asner-Self ◽  
Cheryl Milde ◽  
Dennis W. Leitner ◽  
Doris Skelton
Keyword(s):  
School Counselors ◽  
School Counselor ◽  
The United States ◽  
Future Research ◽  
Principal Perceptions ◽  
American School Counselor Association ◽  
Counselors In Training ◽  
Student Guidance ◽  
Special Education Program ◽  
Principals Perceptions

The American School Counselor Association developed a comprehensive set of school counseling guidelines to enhance the school counselor's role within schools in the United States. This study looks at counselors’ and principals’ perceptions of the school counselor's role in a Midwestern, regional rural educational environment. Results suggest that the perceptions of school counselors, counselors-in-training, and principals are, for the most part, similar. Differences occur in relation to addressing student (i.e., special education program versus student guidance) and administrative (i.e., clerical, secretarial, disciplinary duties) needs given limited personnel and economic resources. Limitations are discussed and suggestions for future research and advocacy are presented.

Traumatic Symptoms in Sexually Abused Children: Implications for School Counselors

2008 ◽  
Vol 11 (6) ◽  
pp. 2156759X0801100
Author(s):  
Sarah D. Brown ◽  
Greg Brack ◽  
Frances Y. Mullis
Keyword(s):  
Sexual Abuse ◽  
School Counselors ◽  
School Counselor ◽  
Sexually Abused ◽  
School Setting ◽  
Mandated Reporting ◽  
Trauma Symptoms ◽  
American School Counselor Association ◽  
Abused Children ◽  
Sexually Abused Children

School counselors have a duty to formulate strategies that aid in the detection and prevention of child sexual abuse (American School Counselor Association, 2003). School counselors are charged with helping sexually abused children by recognizing sexual abuse indicators based on a child's symptomotology and/or behavior, and understanding how this trauma may affect children in the school setting. Mandated reporting issues, talking with children and adolescents about sexual abuse suspicions, and understanding trauma symptoms and their contribution to the difficulties that sexually abused children have in school are highlighted. In addition, how school counselors can collaborate with clinicians treating sexually abused children through role-appropriate advocacy, intervention, and aftercare strategies is described.

scholarly journals School Counselor Advocacy for Transgender and Intersex Students

2020 ◽  
Author(s):  
Jack Simons
Keyword(s):  
Sexual Orientation ◽  
Gender Identity ◽  
School Counselors ◽  
School Counselor ◽  
Online Survey ◽  
Demographic Variables ◽  
School Level ◽  
Future Research ◽  
Counselor Competence ◽  
Competency Based

One-thousand-one-hundred-and-ninety-one school counselors completed an online survey regarding advocacy for and with transgender and intersex (TI) students (i.e., school counselor TI advocacy competence). School counselors completed three competency-based assessments to assess their levels of gender identity counselor competence, intersex counselor competence, and school counselor TI advocacy competence. Further, in light of Identity Behavior Theory, they completed a demographic form so that competency levels could be examined with demographic variables. Attitudes, school level, gender, sexual orientation, gender identity counselor competence, and intersex counselor competence were significantly related to advocacy for and with TI students. These findings have implications for training practices and future research with school counselors and genderqueer students whose experiences vary from those of TI students.

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