scholarly journals School Counselors’ Exposure to Student Suicide, Suicide Assessment Self-Efficacy, and Workplace Anxiety: Implications for Training, Practice, and Research

2021 ◽  
Vol 11 (3) ◽  
pp. 327-339
Author(s):  
Alexander T. Becnel ◽  
Lillian Range ◽  
Theodore P. Remley, Jr.
Keyword(s):  
School Counselors ◽  
Self Efficacy ◽  
School Counselor ◽  
Graduate Training ◽  
National Sample ◽  
American School Counselor Association ◽  
Suicide Assessment ◽  
Suicide Training ◽  
The Impact ◽  
Training Practice

In a national sample of current school counselors with membership in the American School Counselor Association (N = 226), we examined the prevalence of suicide training among school counselors as well as differences in suicide assessment self-efficacy and workplace anxiety between school counselors who were exposed to student suicide and those who were not. The results indicate that 38% of school counselors were not prepared for suicide prevention during graduate training. Although school counselors’ exposure to suicide was not related to their workplace anxiety, those who were exposed to a student suicide attempt had higher suicide assessment self-efficacy scores than those who were not. This study demonstrates the impact of suicide exposure on school counselors and the need for additional suicide assessment training.

Predicting School Counselors’ Supports and Challenges When Implementing the ASCA National Model

2017 ◽  
Vol 21 (1) ◽  
pp. 2156759X1877767 ◽  
Author(s):  
Heather J. Fye ◽  
Lynne Guillot Miller ◽  
J. Steve Rainey
Keyword(s):  
School Counseling ◽  
School Counselors ◽  
School Counselor ◽  
National Sample ◽  
Predictor Variables ◽  
Principal Support ◽  
American School Counselor Association ◽  
Asca National Model ◽  
American School ◽  
National Model

This study examined a national sample of school counselors and their ability to implement the American School Counselor Association (ASCA) National Model. Percentage of time spent in noncounseling duties, perceived level of principal support, and principals’ knowledge of school counselors’ appropriate roles were statistically significant predictor variables for school counselors’ ability to implement the ASCA National Model. We discuss implications for the school counseling profession.

The Impact of School Counseling Supervision on Practicing School Counselors’ Self-Efficacy in Building a Comprehensive School Counseling Program

2019 ◽  
Vol 23 (1) ◽  
pp. 2156759X2094772
Author(s):  
Angela Tang
Keyword(s):  
School Counseling ◽  
School Counselors ◽  
Self Efficacy ◽  
School Counselor ◽  
Best Practice ◽  
Counseling Supervision ◽  
Model Framework ◽  
School Counseling Program ◽  
Quasi Experimental ◽  
The Impact

This quasi-experimental pretest/posttest study using the School Counseling Self-Efficacy Scale examined whether school-counseling-specific supervision increased self-efficacy related to school counseling best practice. The study included supervision of 24 practicing school counselors using the School Counseling Supervision Model framework. Supervision groups had significant increases in self-efficacy scores compared to nonparticipants ( p = .02), with a medium-to-large effect size ( d = .62). Findings suggest that school-counseling-specific supervision can increase school counselor self-efficacy related to professional practice.

scholarly journals The Impact of the School Counselor Supervision Model on the Self-Efficacy of School Counselor Site Supervisors

2017 ◽  
Vol 21 (1) ◽  
pp. 1096-2409-21.1. ◽  
Author(s):  
Carleton H. Brown ◽  
Arturo Olivárez ◽  
Lorraine DeKruyf
Keyword(s):  
Identity Development ◽  
School Counselors ◽  
Self Efficacy ◽  
School Counselor ◽  
Counselor Supervision ◽  
Critical Element ◽  
Supervision Training ◽  
Site Supervisors ◽  
Supervision Model ◽  
The Impact

Supervision is a critical element in the professional identity development of school counselors; however, available school counseling-specific supervision training is lacking. The authors describe a 4-hour supervision workshop based on the School Counselor Supervision Model (SCSM; Luke & Bernard, 2006) attended by 31 school counselors from three southern U.S. school districts. Employing a pre-experimental pretest-posttest research design using the Site Supervisor Self-Efficacy Survey-revised (DeKruyf, 2011), the authors found a significant positive relationship (t (30) = 9.31, p & .001; Cohen's d = 1.67) between supervision training and supervisor self-efficacy. These findings bolstered the efficacy of the SCSM. The authors discuss research and practical implications of this study.

scholarly journals Factors Influencing School Counselor Involvement in Partnerships With Families of Color: A Social Cognitive Exploration

2018 ◽  
Vol 22 (1) ◽  
pp. 2156759X1881471 ◽  
Author(s):  
Pamela N. Harris ◽  
M. Ann Shillingford ◽  
Julia Bryan
Keyword(s):  
Regression Analysis ◽  
School Counselors ◽  
Multicultural Competence ◽  
Self Efficacy ◽  
School Counselor ◽  
Social Cognitive ◽  
National Sample ◽  
Factors Influencing ◽  
Multicultural Knowledge ◽  
Positive Correlations

Using a national sample of 155 school counselors, we examined the relationships between school counselors’ personal and environmental factors and their involvement in partnerships with families of color. We found positive correlations between school counselor self-efficacy, multicultural competence, and involvement in partnerships. Multiple regression analysis indicated that self-efficacy about partnerships and multicultural knowledge served as predictors of school counselor involvement in partnerships with families of color. We discuss implications for school counselor efforts in establishing these partnerships.

scholarly journals School Counselors’ Multicultural Self-Efficacy: A Preliminary Investigation

2008 ◽  
Vol 11 (3) ◽  
pp. 2156759X0801100
Author(s):  
Cheryl Holcomb-McCoy ◽  
Paul Harris ◽  
Erik M. Hines ◽  
Georgina Johnston
Keyword(s):  
School Counselors ◽  
Factor Structure ◽  
Multicultural Counseling ◽  
Self Efficacy ◽  
School Counselor ◽  
Preliminary Investigation ◽  
Future Research ◽  
American School Counselor Association ◽  
Using Data ◽  
Multicultural Assessment

This article explores the factor structure of the School Counselor Multicultural Self-Efficacy Scale (SCMES). For this study, a total of 181 usable scales were returned by members of the American School Counselor Association. Exploratory factor analysis on the 90-item scale suggested a six-factor structure. The six factors or subscales that evolved were (a) Knowledge of Multicultural Counseling Concepts, (b) Using Data and Understanding Systemic Change, (c) Developing Cross-Cultural Relationships, (d) Multicultural Awareness, (e) Multicultural Assessment, and (f) Applying Racial Concepts to Practice. Ethnicity and the number of multicultural counseling courses taken were significantly related to several of the SCMES's factors. Implications for future research and practice are delineated.

School Counselor Program Choice and Self-Efficacy: Relationship to Achievement Gap and Equity

2010 ◽  
Vol 13 (3) ◽  
pp. 2156759X1001300
Author(s):  
Nancy Bodenhorn ◽  
Edward W. Wolfe ◽  
Osaro E. Airen
Keyword(s):  
Achievement Gap ◽  
School Counselors ◽  
Self Efficacy ◽  
School Counselor ◽  
Achievement Gaps ◽  
National Study ◽  
American School Counselor Association ◽  
American School ◽  
Program Approach ◽  
Gap Data

This article reports the results of a national study of American School Counselor Association members (N = 860). Information includes level of school counselor self-efficacy, type of program, status of achievement gap, and equity in their schools. School counselors with higher self-efficacy were more aware of achievement gap data, and school counselors who indicated a program approach and high self-efficacy were more likely to report narrowing achievement gaps. One fifth reported no awareness of achievement gap data. Implications for school counselors are included.

scholarly journals The Impact of an Interpersonal-Psychological Theory of Suicide (IPT) Workshop on Rural K–12 School Counselors’ Assessment Knowledge and Self-Efficacy

2019 ◽  
Author(s):  
Teal Bohrer ◽  
Cass Dykeman
Keyword(s):  
United States ◽  
School Counselors ◽  
Self Efficacy ◽  
Psychological Theory ◽  
The United States ◽  
Probe Design ◽  
Suicide Assessment ◽  
K 12 ◽  
Interpersonal Psychological Theory ◽  
The Impact

Suicide rates across the United States continue to increase steadily. Rural communities tend to face barriers to suicide assessment and treatment that urban communities do not. School counselors working in rural education often serve as the primary screening tool for youths who might be at risk for suicide. Numerous models and theories have served as guidelines for explaining and assessing suicidal ideation. In 2009, Thomas Joiner introduced the interpersonal-psychological theory of suicide (IPT), an approach drawing on three main factors: perceived burdensomeness, thwarted belongingness, and acquired capability. Given the well-supported place of IPT in the literature, the present study utilized a nonconcurrent, multiple-baseline, multiple-probe design to examine the impact of a training model designed on this approach. Participants were K–12 school counselors employed in rural school districts across the United States. The results from this study demonstrated a significant increase in suicide-assessment knowledge, even when training was conducted remotely, but the results did not reveal a measurable change in self-efficacy. This is significant because it suggests increasing clinician knowledge around suicide assessment can be done through a cost-effective, remote platform, making it accessible to most people working in the mental health field. Future research should focus on the self-efficacy of school counselors, especially regarding factors that could influence the confidence of these individuals in making risk assessments.

An Examination of the Role of Online Technology in School Counseling

2014 ◽  
Vol 18 (1) ◽  
pp. 2156759X0001800 ◽  
Author(s):  
Tracy M. Steele ◽  
Darlene E. Jacokes ◽  
Carolyn B. Stone
Keyword(s):  
School Counselors ◽  
School Counselor ◽  
National Study ◽  
American School Counselor Association ◽  
Beliefs And Practices ◽  
Professional Boundaries ◽  
Online Technology ◽  
Online Technologies ◽  
Mitigating Factors

A national study conducted with the members of the American School Counselor Association (ASCA) database examined school counselors’ utilization of online technologies. The researchers also explored beliefs and practices and examined mitigating factors such as school counselors’ background, training, and experience. Training impacted counselors’ belief in the advantages of technology and their level of comfort. Females were significantly more likely to blur personal and professional boundaries irrespective of their training. The article discusses implications for school counselors.

School Counselors and College Readiness Counseling

2017 ◽  
Vol 21 (1) ◽  
pp. 2156759X1878429 ◽  
Author(s):  
Beth H. Gilfillan
Keyword(s):  
College Readiness ◽  
School Counselors ◽  
School Counselor ◽  
College Admission ◽  
Essential Elements ◽  
Professional Organizations ◽  
Student Needs ◽  
American School Counselor Association ◽  
Practical Applications ◽  
College Ready

School counselors are vital to helping students become college ready. Professional organizations (i.e., American School Counselor Association, Council for Accreditation of Counseling and Related Programs, and National Association for College Admission Counseling) highlight the need for school counselors to provide college readiness counseling, yet the particular skills and knowledge needed to provide it have not been comprehensively explored. This conceptual article with practical applications identifies student needs, responsibilities of school counselors, training of school counselors, and advocacy issues as essential elements to develop college readiness counseling.

scholarly journals Training Preservice Mental Health Counselors for Suicide Assessment: A Multiple Baseline Study

2019 ◽  
Author(s):  
Teal Bohrer ◽  
Cass Dykeman
Keyword(s):  
Mental Health ◽  
Suicidal Ideation ◽  
Self Efficacy ◽  
The United States ◽  
Multiple Baseline ◽  
Future Research ◽  
Probe Design ◽  
Mental Health Clinicians ◽  
Suicide Assessment ◽  
The Impact

Rates of death by suicide continue to increase across the United States. Mental health clinicians often have contact with individuals expressing suicidal ideation, but research suggests clinicians may not be appropriately prepared to assess a client’s suicide risk. Numerous models and theories explain and assess suicidal ideation. In 2009, Thomas Joiner and his colleagues proposed the interpersonal-psychological theory of suicide (IPT), which focused on three main factors strongly supported by research over the preceding decade. The present study utilized a nonconcurrent, multiple-baseline, multiple-probe design as well as a one-group pretest–posttest design to examine the impact of an IPT-based training model. Participants were preservice mental health clinicians currently enrolled in Master’s degree programs. Participants completed assessments on IPT knowledge and suicide-assessment self-efficacy, and results from this study indicated a significant increase in knowledge after completion of the training, as well as a slight decrease in self-efficacy. This study suggests that suicide-assessment training, even when done remotely, can increase suicide-assessment knowledge. Future research should explore preservice mental health clinicians’ self-efficacy as well as those factors influencing the confidence these professionals feel in their assessments of risk.

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