scholarly journals When the Kids Are Not Alright: School Counseling in the Time of COVID-19

AERA Open ◽  
2021 ◽  
Vol 7 ◽  
pp. 233285842110336
Author(s):  
Mandy Savitz-Romer ◽  
Heather T. Rowan-Kenyon ◽  
Tara P. Nicola ◽  
Emily Alexander ◽  
Stephanie Carroll
Keyword(s):  
Postsecondary Education ◽  
School Counselors ◽  
Role Expectations ◽  
Mixed Methods Study ◽  
Concerted Effort ◽  
Social Emotional ◽  
School Based ◽  
Group Data ◽  
Focus Group Data ◽  
American Children

The unprecedented arrival of COVID-19 upended the lives of American children with rapid shifts to remote and hybrid schooling and reduced access to school-based support. Growing concerns about threats to students’ mental health and decreased numbers of students transitioning to postsecondary education suggest access to school counselors is needed more than ever. Although previous research on school counselors finds they promote positive postsecondary, social emotional, and academic outcomes for students, further studies highlight the organizational constraints, such as an overemphasis on administrative duties and unclear role expectations, that hinder their work. Drawing on survey and focus group data, our mixed methods study documents school counselors’ experiences during the COVID-19 crisis, including the opportunities and constraints facing their practice. Findings suggest there should be a concerted effort to reduce the role ambiguity and conflict in counselors’ roles so they are better able to meet students’ increased needs.

“You Are Going to School”: Exploring the Precollege Experiences of First-Year Black Males in Higher Education

2021 ◽  
Vol 25 (1_part_4) ◽  
pp. 2156759X2110400
Author(s):  
Erik M. Hines ◽  
Renae D. Mayes ◽  
Mia R. Hines ◽  
Jerrod A. Henderson ◽  
Monique N. Golden ◽  
...  
Keyword(s):  
Higher Education ◽  
Focus Group ◽  
Learning Community ◽  
Postsecondary Education ◽  
School Counselors ◽  
Black Males ◽  
Theory Approach ◽  
Predominantly White Institution ◽  
White Institution ◽  
Focus Group Data

Black males are often underrepresented in postsecondary education settings and frequently encounter many barriers in getting to college. Our aim in this qualitative investigation was to understand the precollege and college experiences of Black males who successfully enrolled in a postsecondary institution. Through a focus group interview, seven Black males in a living and learning community shared their experiences prior to and during enrollment at a highly selective, predominantly White institution. We used the grounded theory approach ( Strauss & Corbin, 1998 ) to analyze the focus group data and pinpoint thematic explanations of precollegiate and collegiate experiences of Black males. Based on the thematic findings, we offer specific recommendations on how school counselors can help Black males prepare and eventually matriculate in higher education.

The Challenge of Holistic Student Support: Investigating Urban Adolescents’ Constructions of Support in the Context of School

2014 ◽  
Vol 84 (3) ◽  
pp. 314-340 ◽  
Author(s):  
Gretchen Brion-Meisels
Keyword(s):  
Public Schools ◽  
Urban Adolescents ◽  
Student Support ◽  
Cultural Narratives ◽  
Support Providers ◽  
School Based ◽  
Group Data ◽  
Focus Group Data ◽  
The Individual ◽  
Permanent Structure

In this piece, Gretchen Brion-Meisels investigates how adolescents conceptualize support in the context of school. Student support systems have become a permanent structure in most U.S. public schools, responsible for ensuring equal access to support services. Unfortunately, little is known about how adolescents make meaning of school-based support. To answer this question, Brion-Meisels explores how urban adolescents in a northeastern city talk about support, paying close attention to the cultural narratives that underlie their conceptions. Analyzing text from survey, interview, and focus group data, she argues that adolescents in the sample both draw on and actively resist dominant societal discourses of support. Findings suggest that support providers would benefit from better understanding the cultural and contextual narratives underlying youth conceptions of support, as well as the individual perspectives of the youth that they serve. In addition, Brion-Meisels contends that adults must shift their own discourses of support if they want to create spaces in which young people feel empowered and safe to seek help.

scholarly journals Parent's experiences with Strongstrart BC in four communities in British Columbia

2021 ◽  
Author(s):  
Safra Najeemudeen
Keyword(s):  
British Columbia ◽  
Theoretical Perspective ◽  
Future Research ◽  
School Based ◽  
Group Data ◽  
Focus Group Data ◽  
Family Resource ◽  
Recommendations For Practice ◽  
Program Characteristics ◽  
Resource Program

The literature has shown that early childhood programs are widely accepted as an intervention that is effective at improving outcomes for families. The current study explores parents’ experiences within a school-based family resource program initiative, StrongStart BC. This qualitative study draws on ecological systems and sociocultural theoretical perspective to examine parents’ perceptions of familial outcomes and program characteristics, in order to identify which characteristics are fundamental for successful outcomes. Thematic analysis was used to analyse focus group data gathered from four program sites as part of a larger study evaluating the effectiveness of StrongStart BC across British Columbia. Results indicate that successful familial outcomes from participation in family resource programs are influenced by a complex interplay of factors related to accessibility and pedagogical characteristics, with accessibility standing out as a fundamentally important consideration. Drawing on the broadly defined concept of accessibility, implications for school-based family resource programs are discussed and recommendations for practice, policy and future research are presented.

Using Universal Screening for Early Identification of Students at Risk: A Case Example from the Field

2015 ◽  
Vol 19 (1) ◽  
pp. 1096-2409-19.1. ◽  
Author(s):  
Donohue Peg ◽  
Emily Goodman-Scott ◽  
Betters-Bubon Jennifer
Keyword(s):  
School Counselors ◽  
Mental Health Professionals ◽  
Emotional Support ◽  
Health Professionals ◽  
Universal Screening ◽  
School Counselor ◽  
Social Emotional ◽  
Students At Risk ◽  
School Based

This study describes the benefits of systematic universal screening (US) for school counselors engaged in the creation of effective, multi-tiered systems of support that address academic, social, emotional, and behavioral student concerns. The authors used an action research framework to present a case example of one school district's pilot of US and the role of the school counselor in the identification of students in need of social-emotional support. This article discusses implications for school counselor collaboration with other school-based mental health professionals.

scholarly journals Parent's experiences with Strongstrart BC in four communities in British Columbia

2021 ◽  
Author(s):  
Safra Najeemudeen
Keyword(s):  
British Columbia ◽  
Theoretical Perspective ◽  
Future Research ◽  
School Based ◽  
Group Data ◽  
Focus Group Data ◽  
Family Resource ◽  
Recommendations For Practice ◽  
Program Characteristics ◽  
Resource Program

The literature has shown that early childhood programs are widely accepted as an intervention that is effective at improving outcomes for families. The current study explores parents’ experiences within a school-based family resource program initiative, StrongStart BC. This qualitative study draws on ecological systems and sociocultural theoretical perspective to examine parents’ perceptions of familial outcomes and program characteristics, in order to identify which characteristics are fundamental for successful outcomes. Thematic analysis was used to analyse focus group data gathered from four program sites as part of a larger study evaluating the effectiveness of StrongStart BC across British Columbia. Results indicate that successful familial outcomes from participation in family resource programs are influenced by a complex interplay of factors related to accessibility and pedagogical characteristics, with accessibility standing out as a fundamentally important consideration. Drawing on the broadly defined concept of accessibility, implications for school-based family resource programs are discussed and recommendations for practice, policy and future research are presented.

School-Based Speech-Language Pathologists' Perceived Self-Efficacy in Conducting Multidimensional Treatment With Children Who Stutter

2020 ◽  
Vol 51 (4) ◽  
pp. 1172-1186
Author(s):  
Carolina Beita-Ell ◽  
Michael P. Boyle
Keyword(s):  
Self Efficacy ◽  
Clinical Training ◽  
Online Survey ◽  
The United States ◽  
Comfort Level ◽  
Social Emotional ◽  
Speech Language Pathologists ◽  
Fluency Disorders ◽  
Cognitive Components ◽  
School Based

Purpose The purposes of this study were to examine the self-efficacy of school-based speech-language pathologists (SLPs) in conducting multidimensional treatment with children who stutter (CWS) and to identify correlates of self-efficacy in treating speech-related, social, emotional, and cognitive domains of stuttering. Method Three hundred twenty randomly selected school-based SLPs across the United States responded to an online survey that contained self-efficacy scales related to speech, social, emotional, and cognitive components of stuttering. These ratings were analyzed in relation to participants' beliefs about stuttering treatment and their comfort level in treating CWS, perceived success in therapy, and empathy levels, in addition to their academic and clinical training in fluency disorders as well as demographic information. Results Overall, SLPs reported moderate levels of self-efficacy on each self-efficacy scale and on a measure of total self-efficacy. Significant positive associations were observed between SLPs' self-efficacy perceptions and their comfort level in treating CWS, self-reported success in treatment, beliefs about the importance of multidimensional treatment, and self-reported empathy. There were some discrepancies between what SLPs believed was important to address in stuttering therapy and how they measured success in therapy. Conclusions Among school-based SLPs, self-efficacy for treating school-age CWS with a multidimensional approach appears stronger than previously reported; however, more progress in training and experience is needed for SLPs to feel highly self-efficacious in these areas. Continuing to improve clinician self-efficacy for stuttering treatment through improved academic training and increased clinical experiences should remain a high priority in order to enhance outcomes for CWS. Supplemental Material https://doi.org/10.23641/asha.12978194

scholarly journals Quantified Nostalgia: Social Media, Metrics, and Memory

2021 ◽  
Vol 7 (2) ◽  
pp. 205630512110088
Author(s):  
Benjamin N. Jacobsen ◽  
David Beer
Keyword(s):  
Social Media ◽  
Focus Group ◽  
Qualitative Interviews ◽  
The Past ◽  
Group Data ◽  
Focus Group Data ◽  
Social Media Platforms ◽  
Memory Practices ◽  
The Relationship

As social media platforms have developed over the past decade, they are no longer simply sites for interactions and networked sociality; they also now facilitate backwards glances to previous times, moments, and events. Users’ past content is turned into definable objects that can be scored, rated, and resurfaced as “memories.” There is, then, a need to understand how metrics have come to shape digital and social media memory practices, and how the relationship between memory, data, and metrics can be further understood. This article seeks to outline some of the relations between social media, metrics, and memory. It examines how metrics shape remembrance of the past within social media. Drawing on qualitative interviews as well as focus group data, the article examines the ways in which metrics are implicated in memory making and memory practices. This article explores the effect of social media “likes” on people’s memory attachments and emotional associations with the past. The article then examines how memory features incentivize users to keep remembering through accumulation. It also examines how numerating engagements leads to a sense of competition in how the digital past is approached and experienced. Finally, the article explores the tensions that arise in quantifying people’s engagements with their memories. This article proposes the notion of quantified nostalgia in order to examine how metrics are variously performative in memory making, and how regimes of ordinary measures can figure in the engagement and reconstruction of the digital past in multiple ways.

School Building Administrator Reports of Screening Practices Across Academic, Behavioral, and Health Domains

2021 ◽  
pp. 109830072110033
Author(s):  
Amy M. Briesch ◽  
Sandra M. Chafouleas ◽  
Jennifer N. Dineen ◽  
D. Betsy McCoach ◽  
Aberdine Donaldson
Keyword(s):  
The United States ◽  
Risk Identification ◽  
Survey Study ◽  
School Building ◽  
Social Emotional ◽  
Behavioral Screening ◽  
Screening Practices ◽  
School Based ◽  
Health Domains ◽  
K 12

Research conducted to date provides a limited understanding of the landscape of school-based screening practices across academic, behavioral, and health domains, thus providing an impetus for the current survey study. A total of 475 K–12 school building administrators representing 409 unique school districts across the United States completed an online survey, which assessed current school-based screening practices across domains from the point of data collection to intervention selection. Whereas 70% to 81% of the respondents reported the use of universal screening across health and academic domains, respectively, only 9% of the respondents endorsed the use of universal social, emotional, and behavioral screening. In addition, discrepancies were identified across domains with regard to such factors as (a) who reviews screening data, (b) how screening data are used to determine student risk, and (c) how interventions are designed for those students demonstrating risk. The lack of consensus in practice calls for dissemination concerning best practices in the implementation of social, emotional, and behavioral screening; risk identification; and Tier 1 intervention.

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