When is it Ethical to Inform Administrators about Student Risk-Taking Behaviors? Perceptions of School Counselors

2012 ◽  
Vol 15 (3) ◽  
pp. 2156759X1201500 ◽  
Author(s):  
Michael S. Moyer ◽  
Jeremy R. Sullivan ◽  
David Growcock
Keyword(s):  
United States ◽  
School Counselors ◽  
Risk Taking ◽  
School Administrators ◽  
The United States ◽  
Student Risk ◽  
Risk Taking Behaviors ◽  
Perceptions Of School

School counselors from across the United States responded to a survey asking when they should break confidentiality and report student risk-taking behaviors to school administrators. Generally, counselors believed it to be more ethical to break confidentiality when the behaviors were directly observed (as opposed to reported by students) and when the behaviors occurred on school grounds during school hours. Results also suggest counselors were more willing to break confidentiality when their school had a written policy guiding their actions. All behaviors showed some variance among respondents, suggesting a lack of agreement regarding when it is appropriate to break confidentiality and report risk-taking behaviors to administrators. This article discusses implications and suggestions for school counselors.

Student Risk-Taking Behaviors: When Do School Counselors Break Confidentiality?

2008 ◽  
Vol 11 (4) ◽  
pp. 2156759X0801100
Author(s):  
Michael Moyer ◽  
Jeremy Sullivan
Keyword(s):  
United States ◽  
Suicidal Ideation ◽  
School Counselors ◽  
Risk Taking ◽  
The United States ◽  
High School Counselors ◽  
Adolescent Risk ◽  
Student Risk ◽  
Perceived Dangerousness ◽  
Risk Taking Behaviors

A total of 204 middle and high school counselors from across the United States responded to a survey in which they were asked to determine whether they view specific adolescent risk-taking behaviors of varying intensity, frequency, and duration as warranting parental notification. Results suggest that counselors’ perceptions that it is ethical to break confidentiality and report the risk-taking behaviors increased when the behaviors were more intense, more frequent, and of longer duration. Further, although there was less ambiguity regarding the perceived dangerousness of some behaviors (e.g., suicidal ideation), all behaviors showed some variance or disagreement among respondents with regard to their willingness to break confidentiality. Implications and suggestions for school counselors are considered.

Promoting Multicultural Personality Development: A Strengths-Based, Positive Psychology Worldview for Schools

2008 ◽  
Vol 12 (2) ◽  
pp. 2156759X0801200
Author(s):  
Joseph G. Ponterotto ◽  
David E. Mendelowitz ◽  
Ernest A. Collabolletta
Keyword(s):  
United States ◽  
Positive Psychology ◽  
Personality Traits ◽  
School Counseling ◽  
School Counselors ◽  
Culturally Diverse ◽  
Personality Development ◽  
The United States ◽  
Multicultural Personality ◽  
Personality Research

This article extends the relevance of multicultural development to the Strengths-Based School Counseling (SBSC; Galassi & Akos, 2007) perspective. A relatively new construct for school counselors, the “multicultural personality” (MP), is introduced and defined. The MP is conceptualized as a cluster of narrow personality traits that can be subsumed under broader models of personality. Research has found that MP development is correlated with coping, adapting, and thriving in increasingly culturally diverse environments such as the United States. Suggestions for integrating MP development across the guiding principles of SBSC are presented.

scholarly journals I am smart, therefore I can: examining the relationship between IQ and self-efficacy across cultures

2011 ◽  
Vol 23 (3) ◽  
Author(s):  
Diomaris E.S. Jurecska ◽  
Chloe E. Lee ◽  
Kelly B.T. Chang ◽  
Elizabeth Sequeira
Keyword(s):  
United States ◽  
Central America ◽  
Self Efficacy ◽  
School Administrators ◽  
The United States ◽  
Female Students ◽  
Intellectual Abilities ◽  
The Us ◽  
Iq Scores ◽  
The Relationship

Abstract The purpose of this article is to examine the relationship between intelligence (IQ) and self-efficacy in children and adolescents living in the United States and Nicaragua. The sample consisted of 90 (46 male, 44 female) students (mean age=11.57 years, SD=3.0 years) referred by school administrators and faculty. United States (US) participants (n=27) resided in rural counties in the Northwest. The other group consisted of 63 students from Central America. A comparison between groups revealed that in the US, sample higher grades and IQ scores are typically associated with higher levels of self-efficacy. However in the Nicaraguan sample, both IQ scores and grades were not associated with self-efficacy, although age was correlated with self-efficacy. Results suggest that the construct of self-efficacy might change depending on whether one belongs to an individualistic or collectivistic society. Additionally, the effects of socioeconomic factors might influence perceived ability even more than intellectual abilities.

The School Counselor and STEM Career Development

2016 ◽  
Vol 44 (4) ◽  
pp. 359-374 ◽  
Author(s):  
Lia D. Falco
Keyword(s):  
United States ◽  
Career Development ◽  
School Counselors ◽  
School Counselor ◽  
Positive Impact ◽  
Underrepresented Students ◽  
The United States ◽  
Effective Interventions ◽  
Stem Career Development ◽  
Stem Career

There is an increasing concern that the demand for science, technology, engineering, and math (STEM) workers in the United States will exceed the supply. In the United States, very few students, and underrepresented students in particular, are pursuing STEM educational and occupational goals that underscores the need for school counselors to understand how to maximize opportunities for student success in STEM. Understanding the factors that influence students’ academic and career choices early on is necessary in order to provide effective interventions and responsive services that will have a positive impact on students’ future STEM career outcomes. Using social-cognitive career theory as a framework, this article synthesizes pertinent research on student STEM engagement, so that school counselors will be better able to support STEM career development for all students, especially those from historically underrepresented groups. Implications for school counseling practice are discussed.

scholarly journals Adolescent Water Safety Behaviors, Skills, Training and Their Association with Risk-Taking Behaviors and Risk and Protective Factors

Children ◽  
2020 ◽  
Vol 7 (12) ◽  
pp. 301
Author(s):  
Isabell Sakamoto ◽  
Sarah Stempski ◽  
Vijay Srinivasan ◽  
Tien Le ◽  
Elizabeth Bennett ◽  
...  
Keyword(s):  
Deep Water ◽  
Risk Taking ◽  
Maternal Education ◽  
Skills Training ◽  
The United States ◽  
Washington State ◽  
Socioeconomic Disparities ◽  
Water Safety ◽  
Risk Taking Behaviors ◽  
Racial Ethnic

Background: Drowning remains the third leading cause of unintentional injury death for adolescents in the United States. Aims: This study described adolescent swimming lessons, behaviors (life jacket wear while boating) and comfort (swimming in deep water) and their association with protective and risk factors and risk-taking behaviors reported by Washington State students in Grades 8, 10, 12, primarily comprised of youth ages 13 to 18 years. Methods: This study used the 2014 Washington State Healthy Youth Survey (HYS), a publicly available dataset. Results: Most students reported having had swimming lessons, using life jackets, and comfort in deep water. Differences reflected racial, ethnic and socioeconomic disparities: being White or Caucasian, speaking English at home and higher maternal education. Lowest rates of comfort in deep water were among Hispanics or Latino/Latinas followed by Blacks or African Americans. Greater life jacket wear while boating was reported by females, those in lower grades and negatively associated with alcohol consumption, sexual activity and texting while driving. Having had swimming lessons was associated with fewer risk-taking behaviors. Conclusions: The HYS was useful to benchmark and identify factors associated with drowning risk among adolescents. It suggests a need to reframe approaches to promote water safety to adolescents and their families. Multivariate analysis of this data could identify the key determinants amongst the racial, ethnic, and socioeconomic disparities noted and provide stronger estimation of risk-taking and protective behaviors.

scholarly journals Low interest rates and executive risk-taking incentives: Evidence from the United States

2020 ◽  
pp. 234094442092771
Author(s):  
Paula Castro ◽  
Maria T Tascon ◽  
Francisco J Castaño ◽  
Borja Amor-Tapia
Keyword(s):  
United States ◽  
Interest Rates ◽  
Risk Taking ◽  
The United States ◽  
Jel Classification ◽  
Short Term ◽  
Monetary Policies ◽  
Stock Return Volatility ◽  
Low Interest Rates ◽  
Institutional Shareholders

This article contributes to the literature by indicating how certain monetary policies impact the compensation incentives of US managers to adopt riskier business policies. Specifically, based on the agency problems between shareholders and managers and between shareholders and creditors, a research framework is developed to identify the influence of low interest rates on managers’ risk-taking incentives proxied by the sensitivity of executive compensation to stock return volatility (Vega). We examine 1,293 firms in the United States between 2000 and 2016, and the results indicate that low interest rates increase the managers’ short-term risk-taking incentives and that those incentives contribute to the risk effectively taken by the firm. Our results are robust to the use of alternative monetary proxies and to the presence of passive versus active institutional shareholders. JEL CLASSIFICATION E41; E43; E51; M12; M52

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