School Counselors’ Experiences With the Section 504 Process: “I want to be a strong team member…[not] a case manager”

2019 ◽  
Vol 23 (1) ◽  
pp. 2156759X2091937
Author(s):  
Emily Goodman-Scott ◽  
Rawn Boulden
Keyword(s):  
School Districts ◽  
School Counselors ◽  
School Counselor ◽  
Team Member ◽  
Phenomenological Study ◽  
Case Manager ◽  
Section 504 ◽  
Rehabilitation Act Of 1973 ◽  
Education Support ◽  
K 12

In response to a gap in the literature and to inform school counseling practice, we conducted a phenomenological study of school counselors in five states and 10 school districts, examining their experiences with Section 504 of the Rehabilitation Act of 1973 in pre-K–12 schools. Overall, school counselors communicated challenges in their involvement with the 504 process including four themes: (a) time-consuming coordination/management; (b) relational strain with teachers, students, and families; (c) lack of expertise in Section 504; and (d) ambiguity of the Section 504 process. We discuss implications for practicing school counselors, school leaders, and school counselor educators centered on increased education, support, and advocacy.

Section 504 of the Rehabilitation Act: Determining Eligibility and Implications for School Districts

2005 ◽  
Vol 21 (1) ◽  
pp. 48-58 ◽  
Author(s):  
Katherine Pohlman ◽  
Nadine Schwab ◽  
Marsha Moses ◽  
Cynthia Gilchrest ◽  
Nadine C. Schwab
Keyword(s):  
Public Schools ◽  
School Districts ◽  
Section 504 ◽  
Rehabilitation Act Of 1973 ◽  
Care Needs ◽  
Eligibility Criteria ◽  
Legal Standards ◽  
Policies And Procedures ◽  
Health Related ◽  
Rehabilitation Act

Today, school districts are challenged in meeting the health and educational needs of students with chronic health conditions. One of the challenges school districts face is determining when students with health-related disabilities are eligible for services under Section 504 of the Rehabilitation Act of 1973. This article reviews Section 504 and its regulations as they apply to public schools, particularly with respect to eligibility criteria for students with special health care needs. The article also reviews recent case law and explores the implications of these legal standards for school district practice, including the need for clear policies and procedures, consistent Section 504 teams, training, and alternatives for meeting the needs of students who are found not to be eligible for services under Section 504.

Advocacy for and with LGBT Students: An Examination of High School Counselor Experiences

2017 ◽  
Vol 20 (1a) ◽  
pp. 1096-2409-20.1a ◽  
Author(s):  
Gonzalez Maru
Keyword(s):  
United States ◽  
High School ◽  
School Counselors ◽  
School Counselor ◽  
Phenomenological Study ◽  
Southeastern United States ◽  
High School Counselors ◽  
Lgbt Students ◽  
Bisexual And Transgender ◽  
Race Ethnicity

A paucity of empirical scholarship exists on school counselor advocacy in general and virtually none as it relates to lesbian, gay, bisexual, and transgender (LGBT) students specifically. Addressing this gap in the literature, the purpose of this phenomenological study was to examine the experiences of high school counselors in the southeastern United States who have served as advocates for and with LGBT students, with a specific focus on race/ethnicity and social class. Four themes were identified within the data: (a) student advocacy, (b) education as advocacy, (c) systems advocacy, and (d) social/political advocacy. This article presents and explores the themes as they relate to the various manifestations of school counselor advocacy, and discusses study implications and limitations.

scholarly journals A qualitative inquiry into social justice issues facing educators of students with autism spectrum disorders

2017 ◽  
Author(s):  
◽  
Adam John Stephens
Keyword(s):  
Special Education ◽  
Social Justice ◽  
School Districts ◽  
Phenomenological Study ◽  
School Personnel ◽  
Autism Spectrum ◽  
Qualitative Inquiry ◽  
Learner Outcomes ◽  
Social Justice Theory ◽  
K 12

The purpose of this study was to explore the experiences of various educators charged with the task of educating students with ASD within three public Midwestern school districts. Through the lens of social justice theory, this phenomenological study sought to further the understanding of the unique and varied needs of both the ASD student subgroup, and the multiple school stakeholders charged with providing equity within ASD education. The researcher examined the views and perceptions of special education administrators, special education teachers, and paraprofessionals with regard to challenges and obstacles to ASD equity, and methods used to overcome those obstacles. Participant responses demonstrated that the social justice principles of distribution, recognition, and opportunities (Hytten and Bettez, 2011), are reflected in the practices of ASD educators at varying levels levels. However, within certain school personnel, a lack of knowledge and valuation of students with ASD is still prevalent. Therefore, the implications of this study demonstrate a need for K-12 school districts and higher education institutions to offer more opportunities for educators of students with ASD to learn about their unique traits and strategies the study findings and research have shown improve learner outcomes for students across the autism spectrum.

scholarly journals School Counselor Roles and Opportunities in Promoting EcoWellness: Integrating Nature Connection in K–12 Settings

2018 ◽  
Vol 22 (1) ◽  
pp. 2156759X1983965
Author(s):  
Ryan F. Reese ◽  
Lindsay C. Webster ◽  
Kathy Biles
Keyword(s):  
School Counseling ◽  
School Counselors ◽  
School Counselor ◽  
Holistic Wellness ◽  
Counselor Preparation ◽  
School Communities ◽  
Nature Connection ◽  
School Counseling Program ◽  
School Counselor Preparation ◽  
K 12

Nature positively impacts holistic wellness and K–12 student learning, although this phenomenon has largely been unstudied in school counseling. School counselors are in a unique position to champion nature connection in school communities to promote holistic wellness and positive learning outcomes. This article introduces EcoWellness as a framework for strategically infusing nature throughout the comprehensive school counseling program. We discuss strategies for school counseling practice and implications for school counselor preparation and research.

RAMP and PBIS: “They Definitely Support One Another”: The Results of a Phenomenological Study (Part One)

2017 ◽  
Vol 21 (1) ◽  
pp. 1096-2409-21.1. ◽  
Author(s):  
Emily Goodman-Scott ◽  
Tim Grothaus
Keyword(s):  
School Counselors ◽  
Behavioral Interventions ◽  
School Counselor ◽  
Phenomenological Study ◽  
Phenomenological Inquiry ◽  
Positive Behavioral Interventions ◽  
School Counseling Programs ◽  
Comprehensive School Counseling ◽  
Comprehensive School Counseling Programs ◽  
The Impact

Scholars have explored the impact of comprehensive school counseling programs on student outcomes, including those programs that garnered the RAMP (Recognized ASCA [American School Counselor Association] Model Program) designation. A surfeit of empirical examinations of positive behavioral interventions and supports (PBIS) outcomes also are extant. Although researchers have investigated RAMP and PBIS individually and conceptual articles have suggested models for aligning these two frameworks, scholarly investigations of their interaction are scarce. Researchers in this study conducted a phenomenological inquiry with 10 school counselors employed in schools that featured both a RAMP designation and implementation of PBIS with fidelity. The researchers determined four resulting themes regarding school counselors’ lived experiences working in schools with both the RAMP designation and high levels of PBIS implementation: (a) RAMP–PBIS interaction, (b) “the data is amazing,” (c) “part of the [school] culture,” and (d) challenges and benefits.

The Culturally Connected School Counselor

2021 ◽  
pp. 417-437
Author(s):  
Tracy Ann Peed ◽  
Helena Stevens
Keyword(s):  
School Counselors ◽  
Small Groups ◽  
Cultural Awareness ◽  
School Counselor ◽  
Professional School ◽  
Self Awareness ◽  
Community Members ◽  
Individual System ◽  
Culturally Connected ◽  
K 12

The aim of this chapter is to facilitate knowledge, skills, and dispositions related to cultural awareness and multicultural competence for professional school counselors (PSCs) who serve various stakeholders in K-12 schools (students, teachers, administrators, staff, caregivers, and community members). While reading the chapter, PSCs with assess their own self-awareness and understanding related to their own multifaceted cultural identities and consider cultural intersections with, and differences from, those they serve. As a result of this exploration, they will be better able to plan culturally alert interventions at a myriad of levels with; individuals, small groups, classrooms, and school wide. Furthermore, by developing a keen social justice lens they will increase their ability to recognize oppression in K-12 school; be better equipped to facilitate dialogue between various groups; plan culturally aware interventions with students, staff, and community; and engage in advocacy on various levels (individual, system, and public arenas) to create systemic change.

“So I Went Out There”: A Phenomenological Study on the Experiences of Rural School Counselor Social Justice Advocates

2013 ◽  
Vol 17 (1) ◽  
pp. 2156759X0001700
Author(s):  
Lee Edmondson Grimes ◽  
Natoya Haskins ◽  
Pamela O. Paisley
Keyword(s):  
Social Justice ◽  
School Counselors ◽  
School Counselor ◽  
Phenomenological Study ◽  
Rural School ◽  
Future Research ◽  
Community Resources ◽  
Marginalized Groups ◽  
The Stability

This phenomenological study explored the experiences of rural school counselors as social justice advocates. The first author interviewed seven participants in their respective communities and identified five themes, including both positive and negative elements: the stability of place, community promise, mutual reliance, professional and personal integration, and a focus on individuals. The authors include implications for practice and future research on the ways that rural school counselors can use community resources to advocate for marginalized groups of students.

School Counselor Dispositions as Predictors of Data Usage

2009 ◽  
Vol 12 (5) ◽  
pp. 2156759X0901200
Author(s):  
Cheryl Holcomb-Mccoy ◽  
Gonzalez Ileana ◽  
Johnston Georgina
Keyword(s):  
School Counselors ◽  
Self Efficacy ◽  
School Counselor ◽  
Professional School ◽  
Data Usage ◽  
Change Commitment ◽  
Survey Results ◽  
Professional School Counselors ◽  
K 12 ◽  
General Self Efficacy

This article examined school counselor dispositions (e.g., general self-efficacy, counselor self-efficacy, openness to change, commitment to counseling improvement/professional development) that predict data usage among K-12 professional school counselors. For the study, 130 professional school counselors from Maryland and Virginia completed the School Counselor Attribute and Data Usage Survey. Results indicated that school counselor self-efficacy and general self-efficacy best predict school counselor data usage.

Counseling Psychology and School Counseling

2004 ◽  
Vol 32 (2) ◽  
pp. 184-215 ◽  
Author(s):  
John L. Romano ◽  
Mera M. Kachgal
Keyword(s):  
School Counseling ◽  
School Counselors ◽  
Counselor Training ◽  
Counseling Psychology ◽  
School Counselor ◽  
Professional Organization ◽  
Major Influence ◽  
Enterprise Models ◽  
Youth Counseling ◽  
K 12

Counseling psychology and school counseling have become quite removed from each other despite sharing a common history, having similar values, and the fact that many training programs for the two disciplines coexist in the same university department or college. This article argues for a stronger integration of the two specialties to advance their contributions to pre–K-12 education and the nation’s youth. Counseling psychology, with its strong commitment to career psychology, counselor training and supervision, multiculturalism, prevention, and scientific inquiry, is well positioned among psychological specialties to exert major influence in the educational enterprise. Models of school counselor training and service delivery have been recently developed and offer numerous opportunities for collaboration between counseling psychologists and school counselors. A collaborative model that encompasses training curricula, research, service, and professional organization dimensions of the specialties is presented. Challenges that may impede a stronger partnership between counseling psychology and school counseling, as well as suggestions for addressing them, are also discussed.

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