School counselors’ role in supporting student voice initiatives in secondary schools

2020 ◽  
Vol 0 (0) ◽  
Author(s):  
Adam Voight ◽  
Dakota King-White
Keyword(s):  
High School Students ◽  
School Counseling ◽  
School Counselors ◽  
Student Voice ◽  
Qualitative Interviews ◽  
Secondary Level ◽  
School Students ◽  
Social And Emotional ◽  
Integral Role ◽  
Face Time

AbstractSchool counselors play an integral role in supporting students academically, socially, and emotionally. However, due to various demands, school counselors often face time constraints that limit them from providing social and emotional support to students at the secondary level. In this case study, an analysis of qualitative interviews with 13 high school students and 20 administrators who participated in a student voice initiative in a large, urban school district showed that participating students gained social and analytic skills, and the initiative produced a more positive school climate. These outcomes align with those articulated in school counseling standards. Throughout the article, the researchers discuss a student voice initiative that was implemented district-wide, outcomes from the research study pertaining to the intervention, and implications for school counseling practices to support student voice initiatives at the secondary level.

scholarly journals Spotlighting Stigma and Barriers: Examining Secondary Students’ Attitudes Toward School Counseling Services

2018 ◽  
Vol 22 (1) ◽  
pp. 2156759X1881127
Author(s):  
Richard W. Auger ◽  
Nicholas R. Abel ◽  
Brandie M. Oliver
Keyword(s):  
High School Students ◽  
School Counseling ◽  
School Counselors ◽  
Secondary Students ◽  
Student Attitudes ◽  
School Counselor ◽  
Future Research ◽  
Counseling Services ◽  
School Students ◽  
The Impact

Student attitudes toward accessing school counseling services were the focus of a survey of 3,584 middle school and high school students. Respondents identified barriers to seeking help from school counselors, including stigma, a desire to manage problems themselves, a lack of a positive relationship with their school counselor, and a concern that the counselor would not keep disclosures confidential. This study also examined the impact of gender, age, and race/ethnicity on students’ willingness to seek help from their school counselor. We present implications for practice and future research.

scholarly journals “This Is Not Gym”: Enacting Student Voice Pedagogies to Promote Social and Emotional Learning and Meaningful Physical Education

2021 ◽  
Vol 3 ◽  
Author(s):  
Donal Howley ◽  
Ben Dyson ◽  
Seunghyun Baek ◽  
Judy Fowler ◽  
Yanhua Shen
Keyword(s):  
Physical Activity ◽  
High School Students ◽  
Physical Education ◽  
Student Voice ◽  
Social And Emotional Learning ◽  
Research Process ◽  
Emotional Learning ◽  
School Students ◽  
Social And Emotional ◽  
Face To Face Learning

The purpose of this study was to explore learners' experiences enacting youth/student voice pedagogies (SVP) to promote Social and Emotional Learning (SEL) and meaningful physical education (MPE) in an alternative education setting. Drawing on social constructivist learning theory in understanding and implementing a MPE approach, and a systemic framework for SEL, two research questions guided the research process: (1) How did students interpret and enact these pedagogies? (2) What contribution did the enactment of these pedagogies have in promoting SEL and MPE? This study implemented a qualitative case study design framed by a participatory action research (PAR) approach spanning 12 weeks from February to May 2021. Participants in this study included 16 ninth grade alternative high school students (eight girls/eight boys) aged 14–15 who had just returned to face-to-face learning in January 2021 for the first time following COVID-19. A range of traditional and innovative participatory qualitative research methods including focus group interviews, students' personal biographies, timelines, digital and written reflections, photovoice, and class artifacts were utilized. The Miles, Huberman, and Saldana Framework for Qualitative Data Analysis was implemented involving both deductive and inductive combinations of comparative and thematic analysis. The following themes were constructed: Making responsible decisions; unearthing and sharing mixed emotions; picturing physical activity beyond the classroom; recognizing the role of relationships; considering challenge and competence; and, pursuing meaning. Findings demonstrate how enacting SVP can lead to the development of students' SEL and MPE experiences complimenting multiple learning domains. We call for further embedding of SVP capturing students' physical activity and movement experiences inside and outside of PE in teacher education and professional development that helps teachers and their students make sense of, shape, influence, and enact more MPE and physical activity learning experiences.

Validation of High School Students’ Scores on the Revised Fit, Stigma, and Value Scale: Implications for School Counseling Screening

2019 ◽  
Vol 23 (1) ◽  
pp. 2156759X2091275
Author(s):  
Michael Thomas Kalkbrenner ◽  
Emily Goodman-Scott ◽  
Edward Neukrug
Keyword(s):  
High School Students ◽  
School Counseling ◽  
School Counselors ◽  
Universal Screening ◽  
Three Dimensional ◽  
National Sample ◽  
School Students ◽  
School Counseling Program ◽  
Comprehensive School Counseling ◽  
Order Factor

We tested the dimensionality of the Revised Fit, Stigma, and Value (FSV) Scale, a screening instrument for assessing barriers to counseling among a national sample of 330 students from 260 high schools across 45 states. Results supported the three-dimensional FSV model and the presence of a second-order factor. Based on the findings, we present implications for enhancing school counselors’ universal screening of barriers and how it impacts comprehensive school counseling program efforts.

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.

High School Students Understanding of the Risks of Online Game Addiction

10.32698/0772 ◽  
2019 ◽  
Vol 2 (2) ◽  
pp. 113
Author(s):  
Eryzal Novrialdy ◽  
Herman Nirwana ◽  
Riska Ahmad
Keyword(s):  
High School ◽  
High School Students ◽  
School Counselors ◽  
Sampling Technique ◽  
Online Games ◽  
Average Score ◽  
Online Game ◽  
School Students ◽  
Game Addiction ◽  
Use Of Technology

Adolescents are currently in the midst of technological sophistication, which is very helpful for its development. On the other hand, many adolescents are trapped in the problem of technology addiction. Adolescents are the most age group who experience problems with the use of technology, including online games. Online game addiction is the loss of control over the use of online games, which makes other daily activities are disrupted. Online game addiction in adolescents have an impact on several aspects of life, such as health aspects, psychological aspects, academic aspects, social aspects, and financial aspects. Lack of understanding about the risks of online game addiction can get adolescent stuck in online game addiction. This research aims to describe high school students understanding about the risks of online game addiction. The sample consisted of 255 high school students selected by proportional random sampling technique. Data was collected using a scale measuring understanding of the risks of online game addiction. Data analysis used a quantitative approach with descriptive methods. The results showed that high school students understanding about the risks of online game addiction was included in the moderate category with an average score of 198,48 and an achievement score level of 55,14%. Therefore, school counselors must to improve high school students understanding of the risks of online game addiction.

School Belonging, Educational Aspirations, and Academic Self-Efficacy among African American Male High School Students: Implications for School Counselors

2008 ◽  
Vol 11 (5) ◽  
pp. 2156759X0801100
Author(s):  
Chinwe J. Uwah ◽  
H. George McMahon ◽  
Carolyn F. Furlow
Keyword(s):  
High School Students ◽  
School Counselors ◽  
Self Efficacy ◽  
African American Male ◽  
Educational Aspirations ◽  
School Belonging ◽  
School Students ◽  
Male High School ◽  
Academic Self Efficacy ◽  
Perceptions Of School

While academic self-efficacy is widely considered an individual cognitive variable, it may be influenced by a sense of belonging and connection to others in the school community. Using a correlation and multiple regression design, the study in this article examined the relationship between perceptions of school belonging, educational aspirations, and academic self-efficacy among 40 African American male high school students. Results indicated that feeling encouraged to participate and educational aspirations were significant, positive predictors of academic self-efficacy. Other components of perceptions of school belonging were not significant in predicting academic self-efficacy. Recommendations for future research and practical suggestions for school counselors are discussed.

Growth in Middle School Students’ Curiosity, Executive Functioning, and Academic Achievement: Results From a Theory-Informed SEL and MBI School Counseling Intervention

2021 ◽  
Vol 24 (1_part_3) ◽  
pp. 2156759X2110076
Author(s):  
Matthew E. Lemberger-Truelove ◽  
Peggy L. Ceballos ◽  
Citlali E. Molina ◽  
Kira J. Carbonneau
Keyword(s):  
Middle School ◽  
Academic Achievement ◽  
Middle School Students ◽  
Executive Functioning ◽  
School Counseling ◽  
School Counselors ◽  
School Students ◽  
Delayed Treatment ◽  
Counseling Intervention ◽  
Randomized Design

The authors investigated a combined social and emotional learning and mindfulness-based intervention as delivered by school counselors to students in classrooms and their teachers using consultation practices. The study used a cluster-randomized design at the classroom level, with an ethnically diverse sample of 109 middle school students divided between treatment and delayed treatment groups. Analyses found significant intervention effects for the treatment group in students’ changes in stress tolerance, social curiosity, executive functioning (i.e., shift, plan and organize, and task monitoring), and academic achievement (i.e., mathematics, science, English, and social studies). Implications of these findings evince how theory-informed school counseling can contribute to important outcomes in educational settings.

Further Validation of the Social and Emotional Health Survey for High School Students

2013 ◽  
Vol 9 (4) ◽  
pp. 997-1015 ◽  
Author(s):  
Sukkyung You ◽  
Michael J. Furlong ◽  
Erin Dowdy ◽  
Tyler L. Renshaw ◽  
Douglas C. Smith ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Health Survey ◽  
Emotional Health ◽  
School Students ◽  
Social And Emotional ◽  
The Social
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