Using Stories in Elementary School Counseling: Brief, Narrative Techniques

2009 ◽  
Vol 12 (5) ◽  
pp. 2156759X0901200
Author(s):  
Christie Eppler ◽  
Jacob A. Olsen ◽  
Lory Hidano
Keyword(s):  
Elementary School ◽  
School Counseling ◽  
School Counselors ◽  
Professional School ◽  
Career Outcomes ◽  
Story Telling ◽  
Elementary School Counseling ◽  
Professional School Counselors ◽  
Narrative Techniques ◽  
Narrative Counseling

This article describes using stories and story-telling techniques so that elementary professional school counselors can facilitate brief, narrative counseling. These approaches help counselors and students build rapport while assisting in understanding and externalizing the problem. Additionally, these interventions may help generate ideas for unique and positive academic, personal/social, and career outcomes. This article will address four story-based techniques for use in elementary school counseling: biblionarrative, displaced communication, bibliocounseling, and using movie clips.

scholarly journals Narrative Counseling for Professional School Counselors

2013 ◽  
Vol 16 (5) ◽  
pp. 2156759X1201600 ◽  
Author(s):  
Jacinta Nafziger ◽  
Lorraine DeKruyf
Keyword(s):  
School Counseling ◽  
School Counselors ◽  
Selective Mutism ◽  
Professional School ◽  
Elementary Student ◽  
Narrative Approach ◽  
School Counseling Program ◽  
Comprehensive School Counseling ◽  
Professional School Counselors ◽  
Narrative Counseling

This article introduces narrative counseling concepts and techniques for professional school counselors. The authors provide a case study of narrative school counseling with an elementary student struggling with selective mutism. Examples also demonstrate how a narrative approach could be used at elementary, middle, and high school levels within various school counseling contexts, including small group counseling, classroom guidance, and consultation and advocacy. This article highlights the power and flexibility of a narrative approach to support students with a variety of needs as part of a comprehensive school counseling program.

Professional School Counselors’ Approaches to Technology

2006 ◽  
Vol 9 (3) ◽  
pp. 2156759X0500900
Author(s):  
Laurie A. Carlson ◽  
Tarrell Awe Agahe Portman ◽  
Jan R. Bartlett
Keyword(s):  
New York ◽  
Service Delivery ◽  
School Counseling ◽  
School Counselors ◽  
Professional School ◽  
Use Of Technology ◽  
Professional School Counselors

Existing literature in the field of school counseling discusses how technology may be used for service delivery; however, the translation of this knowledge to practice among school counselors has been minimally examined. Three hundred eighty-one school counselors in Colorado, Iowa, and New York completed a survey regarding their comfort with and use of technology. Findings indicate that the majority of those surveyed were very comfortable with technology. Implications for school counselors are presented.

How Important is Personal/Social Development to Academic Achievement? The Elementary School Counselor's Perspective

2011 ◽  
Vol 14 (3) ◽  
pp. 2156759X1101400
Author(s):  
Jennifer S. Barna ◽  
Pamelia E. Brott
Keyword(s):  
Academic Achievement ◽  
Elementary School ◽  
School Counseling ◽  
School Counselors ◽  
Statistical Difference ◽  
State Standards ◽  
Academic Standards ◽  
Elementary School Counselors ◽  
Social Standards ◽  
Elementary School Counseling

This study explored elementary school counselors’ perceptions of importance and implementation for state standards in support of academic achievement. Results indicate that Academic and Personal/Social standards are important to achievement with no statistical difference between the standards. Further, counselors implement Personal/Social standards at slightly higher levels in their programs compared to Academic standards. Counselors consistently rated principles of character and qualities of effort, hard work, and persistence as most important and of highest implementation. This article also discusses implications for elementary school counseling practice.

Content Analysis of the Professional School Counseling Journal: The First Ten Years

2011 ◽  
Vol 14 (4) ◽  
pp. 2156759X1101400 ◽  
Author(s):  
Lia D. Falco ◽  
Sheri Bauman ◽  
Zachary Sumnicht ◽  
Alicia Engelstad
Keyword(s):  
Elementary School ◽  
Content Analysis ◽  
School Counseling ◽  
School Counselor ◽  
Professional School ◽  
Elementary School Counseling ◽  
Counseling And Guidance

The authors conducted a content analysis of the articles published in the first 10 volumes of the Professional School Counseling (PSC) journal, beginning in October 1997 when The School Counselor merged with Elementary School Counseling and Guidance. The analysis coded a total of 571 articles into 20 content categories. Findings address the frequency of article types, methodology and analysis, topics, populations discussed, and author affiliations. The article also discusses suggestions for future contributions to the journal.

Supporting Latino and African-American Students in Advanced Placement Courses: A School Counseling Program's Approach

2009 ◽  
Vol 13 (1) ◽  
pp. 2156759X0901300 ◽  
Author(s):  
Jonathan H. Ohrt ◽  
Glenn W. Lambie ◽  
Kara P. Ieva
Keyword(s):  
African American ◽  
Advanced Placement ◽  
School Counseling ◽  
School Counselors ◽  
African American Students ◽  
Professional School ◽  
American Students ◽  
Advanced Placement Courses ◽  
Professional School Counselors

Traditionally, Latino and African-American students have been underrepresented in Advanced Placement courses. However, professional school counselors work to remove barriers to all students’ success. This article (a) identifies challenges that Latino and African-American students encounter in accessing Advanced Placement courses, (b) reviews the role of professional school counselors in serving traditionally disenfranchised student populations, and (c) intro-duces a school counseling program's approach to supporting these students and their families.

scholarly journals The ACA Advocacy Competencies: A Social Justice Advocacy Framework for Professional School Counselors

2007 ◽  
Vol 11 (2) ◽  
pp. 2156759X0701100 ◽  
Author(s):  
Manivong J. Ratts ◽  
Lorraine DeKruyf ◽  
Stuart F. Chen-Hayes
Keyword(s):  
School Counseling ◽  
School Counselors ◽  
School Counselor ◽  
Change Agent ◽  
Professional School ◽  
Social Justice Advocacy ◽  
American Counseling Association ◽  
Access And Equity ◽  
Professional School Counselors ◽  
K 12

The recent endorsement of the advocacy competencies by the American Counseling Association signals their relevance to the school counseling profession. This article outlines the importance of being a social change agent, the value of advocacy in K-12 schools, and how school counselors can use the advocacy competencies as a framework for promoting access and equity for all students. Implications for professional school counselors and school counselor educators in using the advocacy competencies are also addressed.

scholarly journals Lifetime Achievement in Counseling Series: An Interview With Michael Ryan

2021 ◽  
Vol 11 (1) ◽  
pp. 122-128
Author(s):  
Joshua D. Smith ◽  
Neal D. Gray
Keyword(s):  
School Counseling ◽  
School Counselors ◽  
School Counselor ◽  
Professional School ◽  
Clear Understanding ◽  
Roles And Responsibilities ◽  
Professional School Counselor ◽  
Lifetime Achievement ◽  
Agents Of Change ◽  
Professional School Counselors

Each year TPC presents an interview with a seminal figure in counseling as part of its Lifetime Achievement in Counseling series. This year I am honored to introduce Michael Ryan. He identifies as a professional school counselor and advocate and shares his experiences and perspective on the professionalization of school counseling. I am grateful to Dr. Joshua Smith and Dr. Neal Gray, who continue to bring the contributions and vision of leaders in the profession to TPC readers. Their interview with Ryan provides a view to his path to school counseling, his work to meet the needs of underrepresented student populations, and how he empowers students and staff as agents of change and in so doing promotes a clear understanding of the roles and responsibilities of professional school counselors within his community. I imagine his approach may both resonate with and energize TPC readers. — Amie A. Manis, Editor

Experiences With Elementary School Counseling Advocacy

2022 ◽  
Vol 26 (1) ◽  
pp. 2156759X2110679
Author(s):  
Emily Goodman-Scott ◽  
Emily Brown ◽  
Carolyn Berger ◽  
Sarah Blalock
Keyword(s):  
Elementary School ◽  
School Counseling ◽  
School Counselors ◽  
Well Being ◽  
Elementary Level ◽  
Counseling Services ◽  
Elementary School Counselors ◽  
Job Opportunities ◽  
Elementary School Counseling ◽  
K 12

Elementary school counselors are instrumental in student success and well-being; unfortunately, school counselors at the elementary level also have higher caseloads and more tenuous job opportunities. Thus, there exists a need to advocate for elementary school counseling. Previous research has examined school counseling advocacy across K–12 settings and included advocacy as one aspect of larger studies. Given this gap in the literature, we conducted a phenomenological investigation to examine the lived experiences of professionals who reported successfully advocating for elementary school counseling positions and roles. We discuss findings and implications, including applying results to the school counseling profession, in an effort to bolster elementary school counseling and better school counseling services to students.

Sign in / Sign up

Export Citation Format

Share Document