Girls’ Relational Aggression: A Small Group Intervention

2019 ◽  
Vol 23 (1) ◽  
pp. 2156759X2090209
Author(s):  
Jordon J. Beasley
Keyword(s):  
Small Group ◽  
School Counseling ◽  
School Counselors ◽  
Relational Aggression ◽  
Group Intervention ◽  
Counseling Services ◽  
Social Emotional Development ◽  
Social Emotional ◽  
Effective School ◽  
Elementary School Counseling

An elementary school counseling department used data-informed practices in an effort to provide more effective school counseling services. This article provides a summary and evaluation of a girls’ relational aggression small group in an elementary setting. Results indicated that integrating friendship, conflict resolution, and self-affirmation into small group counseling affected behavior and social/emotional development. The school counselors were able to address preexisting relational aggression. This article offers implications for school counselors.

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.

scholarly journals COVID-19: Are School Counseling Services Ready? Students' Psychological Symptoms, School Counselors' Views, and Solutions

2021 ◽  
Vol 12 ◽  
Author(s):  
Mehmet Akif Karaman ◽  
Hasan Eşici ◽  
İsmail Hakkı Tomar ◽  
Ramin Aliyev
Keyword(s):  
High School ◽  
High School Students ◽  
School Counseling ◽  
School Counselors ◽  
Psychological Symptoms ◽  
Self Concept ◽  
Counseling Services ◽  
Social Emotional ◽  
School Students ◽  
Face To Face

The purpose of the current study was to investigate the effects of COVID-19 on high school students' psychological symptoms and to understand how ready counselors and school counseling services are based on the data we have. Therefore, this research is designed under two different studies: (A) Study 1: Effects of COVID-19 pandemic on students' psychological symptoms and (B) Study 2: Views and expectations of students and school counselors about school counseling services. The first study was a quantitative study and included 549 high school students (398 female, 151 male). A structural equation model (SEM) was created to examine the effects of COVID-19 pandemic on participants' psychological symptoms. The Impact of Event Scale-Revised (IES-R) scores showed that 107 (19.50%) individuals had a score of 50 and above pointing out that individuals in this group had severe impact of event/trauma symptomologies. The SEM analysis indicated that IES-R scores had a total effect of 0.79 on anxiety, 0.75 on depression, 0.74 on negative self-concept, 0.68 on somatization, and 0.66 on hostility scores. Furthermore, female students had significantly higher scores on anxiety, depression, negative self-concept, somatization, hostility, and impact of events variables than male students. Study 2 was a qualitative design and consisted of five school counselors and five students from different schools. The results indicated that students' difficulties during the coronavirus disease 2019 (COVID-19) outbreak were educational, cognitive, emotional, physiological, relational, technological, and related to routines. Academic, social, emotional, and behavioral issues came to the fore among the difficulties that can be experienced if students start face-to-face education. On the other hand, the school counselors listed that family relations, personal–social, emotional, and academic themes were the difficulties experienced by the students at the beginning of the COVID-19. In addition, when COVID-19 started, the services offered by school counselors were discussed under (1) services for the student, (2) services for the family, and (3) services for the teacher. Finally, according to the opinions of the school counselors, if students start face-to-face education, they may experience emotional, academic, and relational difficulties. In summary, it is vital that student personality services be prepared and implemented by school counseling services for schools based on the results.

Capitalizing on Cultural Assets: Community Cultural Wealth and Immigrant-Origin Students

2020 ◽  
Vol 24 (1) ◽  
pp. 2156759X2097365
Author(s):  
Lucy L. Purgason ◽  
Robyn Honer ◽  
Ian Gaul
Keyword(s):  
School Counseling ◽  
School Counselors ◽  
Culturally Responsive ◽  
The United States ◽  
Community Cultural Wealth ◽  
Emotional Needs ◽  
Social Emotional ◽  
Future Directions ◽  
Cultural Wealth ◽  
College And Career

Nearly one of four students enrolled in public school in the United States is of immigrant origin. School counselors are poised to support immigrant-origin students with academic, college and career, and social/emotional needs. This article introduces how community cultural wealth (CCW), a social capital concept focusing on the strengths of immigrant-origin students, brings a culturally responsive lens to multitiered system of supports interventions identified in the school counseling literature. We present case studies highlighting the implementation of CCW and discuss implications and future directions for school counseling practice.

scholarly journals Suicide Protective Factors: Utilizing SHORES in School Counseling

2021 ◽  
Vol 11 (1) ◽  
pp. 16-30
Author(s):  
Diane M. Stutey ◽  
Jenny L. Cureton ◽  
Kim Severn ◽  
Matthew Fink
Keyword(s):  
Suicidal Ideation ◽  
Protective Factors ◽  
Small Group ◽  
School Counseling ◽  
School Counselors ◽  
Suicide Prevention ◽  
Comprehensive School ◽  
Mnemonic Device ◽  
Classroom Guidance

Recently, a mnemonic device, SHORES, was created for counselors to utilize with clients with suicidal ideation. The acronym of SHORES stands for Skills and strategies for coping (S); Hope (H); Objections (O); Reasons to live and Restricted means (R); Engaged care (E); and Support (S). In this manuscript, SHORES is introduced as a way for school counselors to address protective factors against suicide. In addition, the authors review the literature on comprehensive school suicide prevention and suicide protective factors; describe the relevance of a suicide protective factors mnemonic that school counselors can use; and illustrate the mnemonic’s application in classroom guidance, small-group, and individual settings.

The School Counselor's Role in Supporting Military-Connected Youth

2021 ◽  
pp. 175-192
Author(s):  
Taqueena Sharell Quintana
Keyword(s):  
School Counselors ◽  
Emotional Development ◽  
Educational Experiences ◽  
Future Research ◽  
Social Emotional Development ◽  
Social Emotional ◽  
Transitional Challenges ◽  
K 12 ◽  
High Degree ◽  
And Training

Throughout their K-12 educational experiences, military-connected youth often face a high degree of uncertainty and mobility due to their parent's service. These transitions often create stressors that impact the academic and social-emotional development of children and adolescents from military families. Because of their position and training, school counselors play an important role in addressing the educational needs of military-connected youth. Within this chapter, the author discusses military culture, describes the transitional challenges in which military-connected youth experience and highlights ways in which school counselors can utilize interventions to support this unique population. Recommendations and suggestions for future research are also explored.

School Counselors and Technology

2020 ◽  
pp. 167-187
Author(s):  
Na Mi Bang ◽  
Haihong (Helen) Hu ◽  
Valerie G. Couture
Keyword(s):  
School Counseling ◽  
School Counselors ◽  
Advanced Technology ◽  
Counseling Services ◽  
School Settings ◽  
Use Of Technology ◽  
American School Counseling Association ◽  
Effective Counseling ◽  
Computer Based ◽  
Support Students

The use of advanced technology has clearly affected counseling services provided to students by school counselors, as well as how counselors communicate with and support students. The American School Counseling Association (ASCA) has emphasized the importance of school counselors' use of technology and their collaboration with families and educators. It is important for school counselors to understand how technology influences schools so that they can provide the most appropriate and effective counseling services to students. This chapter explores what school counselors need to know to understand the importance of advanced technologies in school settings, as well as how school counselors can utilize diverse technologies, online resources, activities, and computer-based systems in their work with students. This chapter will help educators and counselors develop the knowledge and skills needed to competently address technology-related issues in schools.

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.

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.

The Effect of Congruent Teacher-Student Characteristics on Instructional Outcomes

1978 ◽  
Vol 15 (3) ◽  
pp. 451-457 ◽  
Author(s):  
H. Lyndall Rich ◽  
Andrew J Bush
Keyword(s):  
Small Group ◽  
Emotional Development ◽  
Teaching Styles ◽  
Sixth Grade ◽  
Social Emotional Development ◽  
Social Emotional ◽  
Teacher Student ◽  
Student Affect ◽  
Instructional Outcomes ◽  
Attention To Task

Twenty fourth, fifth, and sixth grade teachers with direct and indirect teaching styles were paired with a small group of students who were high or low on social-emotional development to create congruent and incongruent matches. Teachers used their natural style in teaching a series of reading lessons for 20 consecutive school days. Congruency was consistently related to instructional outcome with the effect strongest for student affect, followed by achievement, followed by time at attention to task. It is argued that these findings support Hunt’s theory of person-environment congruency for effective teaching.

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