scholarly journals School counselor advocacy for gender minority students

PLoS ONE ◽  
2021 ◽  
Vol 16 (3) ◽  
pp. e0248022
Author(s):  
Jack D. Simons ◽  
Keyword(s):  
Gender Identity ◽  
Minority Students ◽  
School Counselors ◽  
School Counselor ◽  
Online Survey ◽  
Demographic Variables ◽  
School Level ◽  
Counselor Competence ◽  
Gender Minority ◽  
Competency Based

One-thousand-one-hundred-and-ninety-one school counselors completed an online survey regarding advocacy for and with gender minority students comprising transgender and intersex students (school counselor gender minority advocacy competence). School counselors completed a battery of three competency-based assessments to assess their levels of gender identity counselor competence, intersex counselor competence, and school counselor gender minority advocacy competence. They also completed a demographic form so that competency levels could be examined with demographic variables. Attitudes, school level placement, gender, sexual orientation, gender identity counselor competence, and intersex counselor competence were significantly related to advocacy for and with gender minority students. These findings have implications for the application of identity behavior theory to examine the experiences and behaviors of minoritized individuals and those who advocate for them. These advocates include school counselors and other helping professionals who work with gender minority students.

scholarly journals School Counselor Advocacy for Transgender and Intersex Students

2020 ◽  
Author(s):  
Jack Simons
Keyword(s):  
Sexual Orientation ◽  
Gender Identity ◽  
School Counselors ◽  
School Counselor ◽  
Online Survey ◽  
Demographic Variables ◽  
School Level ◽  
Future Research ◽  
Counselor Competence ◽  
Competency Based

One-thousand-one-hundred-and-ninety-one school counselors completed an online survey regarding advocacy for and with transgender and intersex (TI) students (i.e., school counselor TI advocacy competence). School counselors completed three competency-based assessments to assess their levels of gender identity counselor competence, intersex counselor competence, and school counselor TI advocacy competence. Further, in light of Identity Behavior Theory, they completed a demographic form so that competency levels could be examined with demographic variables. Attitudes, school level, gender, sexual orientation, gender identity counselor competence, and intersex counselor competence were significantly related to advocacy for and with TI students. These findings have implications for training practices and future research with school counselors and genderqueer students whose experiences vary from those of TI students.

Counselor Competence Gender Identity Scale: Measuring Clinical Bias, Knowledge, and Skills

2021 ◽  
Author(s):  
Jack Simons ◽  
Michael W. Bahr ◽  
Melissa Ramdas
Keyword(s):  
Factor Analysis ◽  
Gender Identity ◽  
Psychometric Properties ◽  
School Counselors ◽  
Exploratory Factor Analysis ◽  
Counselor Competence ◽  
Knowledge And Skills ◽  
Gender Minorities ◽  
Competency Based ◽  
Clinical Bias

This study assess the psychometric properties of the Counselor Competence Gender Identity Scale (CCGIS), a competency-based assessment that measures the effectiveness of counselors to provide services to gender minorities. Exploratory factor analysis retained 25 items which formed four subscales. The CCGIS also discriminated between different groups of school counselors.

Working Beyond the Bell

2017 ◽  
Vol 21 (1) ◽  
pp. 2156759X1877513
Author(s):  
Amanda Winburn ◽  
Rebekah Reysen ◽  
Eric Suddeath ◽  
Mandy Perryman
Keyword(s):  
Life Satisfaction ◽  
School Counselors ◽  
Big Five ◽  
Counselor Training ◽  
School Counselor ◽  
Big Five Personality Traits ◽  
School Level ◽  
Big Five Personality ◽  
School Settings ◽  
Lower Life Satisfaction

The purpose of this study is to explore workaholism tendencies and their relationship to the Big Five personality traits and life satisfaction within a school counselor population. Results indicate that school counselors employed in high school settings experience significantly higher levels of workaholism tendencies than those at the elementary or middle school level, and school counselors with neurotic tendencies are most likely to be workaholics. Data also showed that school counselors with higher levels of workaholism have lower life satisfaction. We discuss implications for school counselor training and practice.

The School Counselor Caseload and the High School-to-College Pipeline

2014 ◽  
Vol 116 (10) ◽  
pp. 1-30 ◽  
Author(s):  
Chenoa S. Woods ◽  
Thurston Domina
Keyword(s):  
High School ◽  
School Counselors ◽  
School Counselor ◽  
College Enrollment ◽  
Multinomial Logistic Regression ◽  
School Level ◽  
Enrollment Rates ◽  
High School To College ◽  
Transition From High School ◽  
The Relationship

Background Advising students on the transition from high school to college is a central part of school counselors’ professional responsibility. The American School Counselor Association recommends a school counselor caseload of 250 students; however, prior work yields inconclusive evidence on the relationship between school counseling and school-level counseling resources and students’ college trajectories. Focus of Study This study evaluates the relationship between access to school counselors and several critical indicators of student transitions between high school and college. Research Design The study utilizes the Education Longitudinal Study of 2002 to explore the relationships between the school counselor caseload and students’ progress throughout the high school-to-college pipeline. The key indicator is the counselor caseload for students at a given high school, measured as the number of 10th graders per counselor at the high school at which each student is enrolled. The outcome variables are students’ college expectations, whether students spoke with a counselor about college, taking the SAT, and college enrollment. Logistic and multinomial logistic regression analyses are applied to examine the relationships between these variables. Findings Students in schools with small counselor caseloads enjoy greater success at navigating the high school-to-college pipeline. Controlling for student- and school-level characteristics, students in schools where counselors are responsible for advising a large number of students are less likely to speak with a counselor about college, plan to attend college, take the SAT, and enroll in a four-year college. Conclusions The findings support the claim that a smaller school counselor caseload may increase students’ access to key college preparation resources and raise four-year college enrollment rates.

School Counselor Transgender Intersex Advocacy Competence Scale (SCTIACS): Construction and Validation

2019 ◽  
Vol 23 (1) ◽  
pp. 2156759X1987390 ◽  
Author(s):  
Jack D. Simons
Keyword(s):  
Minority Students ◽  
School Counselors ◽  
School Counselor ◽  
Test Validity ◽  
Principal Component ◽  
Validity And Reliability ◽  
Step Process ◽  
Training Tool ◽  
Competence Scale ◽  
Gathering Data

The purpose of this study was to develop the School Counselor Transgender Intersex Advocacy Competence Scale (SCTIACS). The SCTIACS is a training tool to use in teaching school counselors and other school stakeholders to advocate for gender minority students. Development of the SCTIACS involved a three-step process: generating items, reducing items, and gathering data from school counselors to conduct principal component analysis and test validity and reliability.

An Examination of Factors that Relate to School Counselors' Knowledge and Skills in Multi-Tiered Systems of Support

2016 ◽  
Vol 20 (1) ◽  
pp. 1096-2409-20.1. ◽  
Author(s):  
Jacob Olsen ◽  
Sejal Parikh-Foxx ◽  
Claudia Flowers ◽  
Bob Algozzine
Keyword(s):  
School Counselors ◽  
Counselor Training ◽  
Structural Equation ◽  
School Counselor ◽  
Online Survey ◽  
Training Programs ◽  
Equation Modeling ◽  
Knowledge And Skills ◽  
Survey Results ◽  
Systems Of Support

Using structural equation modeling (SEM), the authors examined factors that relate to school counselors' knowledge and skills in multi-tiered systems of support (MTSS). A sample of 4, 066 school counselors participated in an online survey. Results indicated that school counselors' time spent on ASCA-aligned activities predicted more MTSS knowledge and skills. This article presents implications for school counselor training programs, counselor educators, school counselor leaders, and practicing school counselors.

Identity theft reports of adolescents

2016 ◽  
Vol 23 (4) ◽  
pp. 965-973 ◽  
Author(s):  
Catherine D. Marcum ◽  
George E. Higgins ◽  
Alexandria Mackinnon
Keyword(s):  
High School Students ◽  
School Counselors ◽  
School Counselor ◽  
Online Survey ◽  
Identity Theft ◽  
School Students ◽  
Content Type ◽  
Online Victimization ◽  
And Training ◽  
Practical Implications

Purpose The purpose of this paper was to explore the identity theft victimization experiences of high school students, as well as the predictors of it being reported to school counselors. Design/methodology/approach In July and August 2014, an online survey was sent to every registered member of the American School Counselor’s Association (ASCA). School counselors were questioned about their experiences in regarding online victimization of their students. Findings Results of this analysis revealed extremely interesting predictors of school counselor demographics related to the number of reports filed by students. Research limitations/implications There was a small response rate because the survey was sent to all registered members of the ASCA, instead of a specific targeted group (which would have been more appropriate). Practical implications The results indicate a need for further resources and training dedicated to school counselors to manage identity theft victimization of students. Originality/value As far as the authors are aware, no other study of this kind has previously been performed. In addition, there is little known about identity theft victimization of adolescents.

Communication Factors as Predictors of Relationship Quality: A National Study of Principals and School Counselors

2016 ◽  
Vol 20 (1) ◽  
pp. 1096-2409-20.1. ◽  
Author(s):  
Mark Duslak ◽  
Brett Geier
Keyword(s):  
Regression Analysis ◽  
Relationship Quality ◽  
School Counselors ◽  
School Counselor ◽  
Demographic Variables ◽  
National Study ◽  
Building Relationships ◽  
Counselor Perceptions ◽  
School Counselor Perceptions

This study examined the effects of meeting frequency, structured meeting times, annual agreements, and demographic variables on school counselor perceptions of their relationship with their building principal. Results of a regression analysis indicated that meeting frequency accounted for 26.7% of the variance in school counselor-reported relationship quality scores. More frequent meetings were associated with higher ratings of relationship quality. The presence of a structured meeting time and an annual agreement positively influenced relationship quality to a lesser extent. This indicates that meetings between a principal and a school counselor do not need to be formally structured in order to be an effective method of building relationships between these two parties. School counselors and principals can base practice from these findings by intentionally creating opportunities for frequent meetings.

scholarly journals School Counselor and School Psychologist Perceptions of Accountability Policy: Lessons from Virginia

2014 ◽  
Author(s):  
Ryan Ruff
Keyword(s):  
School Counselors ◽  
School Psychologists ◽  
School Counselor ◽  
School Psychologist ◽  
Positive Culture ◽  
School Level ◽  
Classroom Context ◽  
Job Roles ◽  
Teacher Student ◽  
The Impact

This paper is concerned with the professional efficacy of school counselors and school psychologists that operate under the umbrella of accountability reforms. Research questions addressed counselor and psychologist job roles and responsibilities, as well as their personal perspectives on the impact of accountability reforms on both the classroom context and student socio-emotional development. Interviews were conducted with counselors and psychologists of varying professional experience and school level, with analysis following analytic induction. Results indicate that the efficacy of student support personnel has been negatively impacted by accountability reforms, but schools that maintain a positive culture dedicated to excellence minimize that effect. Additionally, results highlight the unanticipated consequences of accountability on the teacher, student, and counselor/psychologist relationship and emphasize the need to cultivate a nurturing socio-emotional environment for students.

School Counselors and Child Abuse Reporting: A National Survey

2009 ◽  
Vol 12 (5) ◽  
pp. 2156759X0901200
Author(s):  
Jill K. Bryant
Keyword(s):  
Child Abuse ◽  
School Counselors ◽  
School Counselor ◽  
School Setting ◽  
School Level ◽  
Future Research ◽  
Abuse Reporting ◽  
Child Abuse Reporting ◽  
American School Counselor Association ◽  
Reporting Behaviors

A study was done to investigate school counselors’ child abuse reporting behaviors and perceptions regarding the child abuse reporting process. Participants were randomly selected from the American School Counselor Association membership database with 193 school counselors returning questionnaires. Overall, school counselors indicated that they reported the majority of cases suspected, but significant differences in reporting emerged with regard to school level, school setting, and type of abuse reported. Decisional influences and barriers to reporting also were examined. Implications for future research and training are discussed.

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