Third Culture Kids: Implications for Professional School Counseling

2011 ◽  
Vol 15 (1) ◽  
pp. 2156759X1101500 ◽  
Author(s):  
Dodie Limberg ◽  
Glenn W. Lambie
Keyword(s):  
Middle School ◽  
School Counseling ◽  
School Counselors ◽  
International Business ◽  
School Counselor ◽  
Educational Needs ◽  
Third Culture Kids ◽  
Case Illustration ◽  
Professional School ◽  
Third Culture

The increase of international business, military placements, and immigration has led to an increase in students attending schools in a country other than where they were born: third culture kids (TCKs). TCKs have unique educational needs, necessitating the support of their school counselors. This article (a) defines and introduces the needs and characteristics of TCKs, (b) reviews interventions for school counselors working with TCKs during transitional stages, and (c) presents a case illustration of a middle school counselor employing the suggested strategies.

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.

School Counseling Leadership Team: A Statewide Collaborative Model to Transform School Counseling

2006 ◽  
Vol 9 (4) ◽  
pp. 2156759X0500900
Author(s):  
Carol J. Kaffenberger ◽  
Sally Murphy ◽  
Fred Bemak
Keyword(s):  
School District ◽  
School Counseling ◽  
School Counselors ◽  
School Counselor ◽  
Leadership Team ◽  
Professional School ◽  
Collaborative Model ◽  
Counseling Supervisors ◽  
Future Plans

The School Counseling Leadership Team (SCLT) is a model of a collaborative team formed to advocate for the transformed role of professional school counselors. The members of the SCLT included school district counseling supervisors, counselor educators, and leaders of statewide school counselor organizations. This article reviews the need for and evolution of the SCLT, its goals, accomplishments, and future plans. Suggestions and guidelines are offered for replicating the model.

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.

Introduction to the Special Issue: School Counselors Transforming Schools for Lesbian, Gay, Bisexual, Transgender, and Queer (LGBTQ) Students

2017 ◽  
Vol 20 (1a) ◽  
pp. 1096-2409-20.1a ◽  
Author(s):  
Anneliese A. Singh ◽  
Joseph G. Kosciw
Keyword(s):  
School Counseling ◽  
School Counselors ◽  
School Environment ◽  
School Counselor ◽  
Empirical Studies ◽  
Counselor Educators ◽  
Professional School ◽  
Special Issue ◽  
Lgbtq Students

The special issue of Professional School Counseling on “School Counselors Transforming Schools for Lesbian, Gay, Bisexual, Transgender, and Queer (LGBTQ) Students” contains six empirical studies practicing school counselors and school counselor educators can use to inform their own training and refine their interventions with LGBTQ students in order to transform the school environment into an affirming one for LGBTQ students.

The Hand of Professional School Counseling Meets the Glove of Restorative Practices

2017 ◽  
Vol 21 (1) ◽  
pp. 2156759X1876189 ◽  
Author(s):  
Lance C. Smith ◽  
Bernice R. Garnett ◽  
Alyxandra Herbert ◽  
Nicholas Grudev ◽  
Jamilah Vogel ◽  
...  
Keyword(s):  
School Counseling ◽  
School Counselors ◽  
School Counselor ◽  
Theory And Practice ◽  
Professional School ◽  
Restorative Practices ◽  
Asca National Model ◽  
Counselor Identity ◽  
National Model ◽  
Counseling Literature

To introduce restorative practices (RP) to the school counseling literature, the authors explicate the hand in glove fit between the RP model for schools and school counselor identity and scope of practice. Drawing from the American School Counselor Association’s (ASCA) National Model, ASCA’s Ethical Standards for School Counselors, multitiered systems of support (MTSS), and the school counseling literature, the authors make the case for the profession of school counseling to take up RP and integrate the model into school counseling research, theory, and practice.

Cross-Gender Interactions in Middle School Counselor-Student Working Alliances: Challenges and Recommendations

2005 ◽  
Vol 9 (2) ◽  
pp. 2156759X0500900
Author(s):  
Andrea Dixon Rayle
Keyword(s):  
Middle School ◽  
School Counseling ◽  
School Counselors ◽  
School Counselor ◽  
Relationship Building ◽  
Working Alliances ◽  
Student Relationships ◽  
Middle School Counselors ◽  
Same Gender ◽  
Gender Interactions

Middle school counselors are involved in cross-gender interactions with students daily. In order to explore middle school counselors’ experiences in cross-gender student-counselor working alliances, interviews were conducted with 22 practicing middle school counselors. Selections from the resulting conversations reveal that female and male middle school counselors describe their same-gender counselor-student relationships as less challenging and perceive more challenges in their cross-gender relationships in school counseling. Recommendations are offered for cross-gender relationship building for middle school counselors working with students.

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.

The Unique Nature of Middle School Counseling

2005 ◽  
Vol 9 (2) ◽  
pp. 2156759X0500900
Author(s):  
Patrick Akos
Keyword(s):  
Middle School ◽  
School Counseling ◽  
School Counselors ◽  
School Counselor ◽  
Asca National Model ◽  
Middle School Counselors ◽  
Unique Nature ◽  
National Model ◽  
School Philosophy ◽  
Distinctive Role

While all levels of school counseling share similarities, the development of early adolescents and the ecology of the middle school require a distinctive role for middle school counselors. This article explores the implications of development and the middle school philosophy on the application of middle school counselor practice and the application of the ASCA National Model®.

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

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