The Socratic Method and Opportunities for Its Application by Middle School Counselors to Increase Awareness About Bullying

Secondary School Counselors

The Socratic method is one of many methods used in counseling guidance services. The simple Socratic method can be applied by counselors to reduce bullying. The purpose of this study was to determine whether high school counselors in Yogyakarta Province recognize the Socratic method and whether there is an opportunity for this method to be applied to increase the awareness of students about bullying. A qualitative research approach was used, with a focus on phenomenology. The data were collected using an open questionnaire. The subjects consisted of 19 counselors from 15 secondary schools in the Yogyakarta Province who were selected by purposive sampling. Data analysis was carried out based on the guidance of Narbuko and Achmadi; this process consisted of three steps, namely editing, coding, and tabulation. The results showed that there was a substantial opportunity for the Socratic method to be applied by secondary school counselors in Yogyakarta Province to increase students’ awareness about bullying. This was evidenced by: 1) bullying continued to occur among middle school students, even though the counselors had used various methods and services to discuss bullying; 2) only a small number of school counselors had received information about the Socratic method, but the procedure for implementing the Socratic method was considered simple; and 3) all counselors stated that guidance on implementing the Socratic method was necessary and were enthusiastic about applying the Socratic method in an effort to increase students’ awareness about bullying Keywords: Socratic method, opportunity, anti-bullying awareness

Engaging Students in Classroom Guidance: Management Strategies for Middle School Counselors

10.1177/2156759x0500900213 ◽

2005 ◽

Vol 9 (2) ◽

pp. 2156759X0500900 ◽

Cited By ~ 1

Author(s):

Jill A. Geltner ◽

Mary Ann Clark

Keyword(s):

Middle School ◽

Middle School Students ◽

Classroom Management ◽

School Counselors ◽

Delivery System ◽

Management Strategies ◽

School Students ◽

Classroom Guidance ◽

Management Techniques

Classroom guidance for all students is an important element of the program delivery system for middle school counselors. Effective classroom management is essential to implementing classroom guidance and may be challenging at times. This article presents strategies and management techniques to facilitate middle school counselors’ planning and implementation of classroom guidance to meet the unique needs of middle school students.

Counseling Multiple Heritage Adolescents: A Phenomenological Study of Experiences and Practices of Middle School Counselors

10.1177/2156759x1201600103 ◽

2012 ◽

Vol 16 (1) ◽

pp. 2156759X1201600 ◽

Cited By ~ 4

Author(s):

Michael J. Maxwell ◽

Richard C. Henriksen

Keyword(s):

Middle School ◽

Middle School Students ◽

School Counselors ◽

Total Population ◽

Phenomenological Study ◽

School Students ◽

Racial Identities ◽

Race Identity ◽

Counseling Practices

The number of middle school students with multiple heritage backgrounds has grown since they were first able to identify their multiple racial identities in the 2000 U.S. Census. Today, the multiple heritage population makes up 3% (U.S. Census, 2011) of the total population. The purpose of this phenomenological study was to explore the perceptions and counseling practices of middle school counselors who work with adolescents with multiple heritage backgrounds. The authors identified five themes that made up the essence of this study: (a) generation dependent, (b) significance of presence, (c) single race identity, (d) students in crisis, and (e) need for acceptance. This article discusses the themes, implications for counselors, and the need for continued research.

Ethnic Identity Development in Early Adolescence: Implications and Recommendations for Middle School Counselors

10.1177/2156759x0500900204 ◽

2005 ◽

Vol 9 (2) ◽

pp. 2156759X0500900

Author(s):

Cheryl Holcomb-McCoy

Keyword(s):

Middle School ◽

Ethnic Identity ◽

Racial Identity ◽

Identity Development ◽

School Counselors ◽

Interaction Theory ◽

Ethnic Identity Development ◽

School Students ◽

Definition Of

The influence of ethnic identity development on adolescents’ achievement, self-concept, and behaviors has been reviewed extensively in the literature. However, the role that school counselors play in enhancing middle school students’ ethnic identity development has received little attention. This article reviews the definition of ethnic identity and J. S. Phinney's (1992) model of adolescent ethnic identity development. J. E. Helms’ (1994) model of racial identity interaction theory is used as a basis for understanding how ethnic identity development may influence student-to-student and student-to-teacher interactions in middle schools. And finally, recommendations for middle school counselors are presented.

Evaluation of an Innovative Approach to Improving Middle School Students’ Academic Achievement

10.1177/2156759x0500900309 ◽

2006 ◽

Vol 9 (3) ◽

pp. 2156759X0500900 ◽

Cited By ~ 1

Author(s):

Timothy A. Poynton ◽

Matt W. Carlson ◽

James A. Hopper ◽

John C. Carey

Keyword(s):

Middle School ◽

Academic Achievement ◽

Problem Solving ◽

School Counselors ◽

Comparison Group ◽

Intervention Group ◽

Classroom Intervention ◽

School Students ◽

Problem Solving Strategies

This article presents the results of an evaluation conducted by two middle school counselors, in collaboration with university researchers, to assess the effectiveness of a classroom intervention designed to impact academic achievement. The intervention utilized was a standardized conflict resolution curriculum, which then was linked to problem-solving strategies across core academic areas. The results of the evaluation indicate that students’ self-efficacy beliefs regarding problem solving were higher in the intervention group than in the comparison group; however, no significant differences in academic achievement were found.

Identification of School Bullies by Survey Methods

10.1177/2156759x0500900417 ◽

2006 ◽

Vol 9 (4) ◽

pp. 2156759X0500900

Author(s):

Joanna C.M. Cole ◽

Dewey G. Cornell ◽

Peter Sheras

Keyword(s):

Middle School ◽

Middle School Students ◽

School Counselors ◽

Survey Methods ◽

School Bullying ◽

Self Report ◽

School Students ◽

Disciplinary Infractions ◽

Peer Nomination

How can middle school counselors identify bullies? This study compared two methods of identifying bullies in a sample of 386 middle school students. A peer nomination survey identified many more bullies than did student self-report. Moreover, self-reported and peer-nominated bullies differed in their types of bullying behaviors, level of general self-concept, attitudes toward aggression, and disciplinary infractions. Overall, this study raises concern about reliance on student self-report and supports the use of peer nomination as a means of identifying school bullies. These findings have implications for school counselors in undertaking efforts to reduce school bullying.

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

10.1177/2156759x211007654 ◽

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.

Family Engagement: A Collaborative, Systemic Approach for Middle School Counselors

10.1177/2156759x0500900202 ◽

2005 ◽

Vol 9 (2) ◽

pp. 2156759X0500900

Author(s):

Keith M. Davis ◽

Glenn W. Lambie

Keyword(s):

Middle School ◽

School Counselors ◽

Early Adolescence ◽

School Counselor ◽

Systemic Change ◽

Family Engagement ◽

Systemic Approach ◽

Developmental Needs ◽

School Based

Early adolescence is a period of intrapersonal and interpersonal transformation; thus, middle school counselors need to provide services that appropriately match their students’ and families’ developmental needs. A collaborative, systemic approach is one way that counselors can work with other school-based professionals to support parental/caregiver involvement. In this article, the authors discuss family disengagement in the middle school years and the middle school counselor as a collaborator of systemic change.

Early Adolescents’ Development across the Middle School Years: Implications for School Counselors

10.1177/2156759x0500900206 ◽

2005 ◽

Vol 9 (2) ◽

pp. 2156759X0500900 ◽

Cited By ~ 1

Author(s):

Allan Wigfield ◽

Susan L. Lutz ◽

A. Laurel Wagner

Keyword(s):

Middle School ◽

School Counselors ◽

Early Adolescents ◽

School Bullying ◽

Developmental Needs ◽

Self Identity ◽

Positive Effects ◽

Teachers And Students ◽

Motivational Changes

This article discusses development during the early adolescent years with a focus on recent research on the biological, cognitive, self-identity, and motivational changes that occur during this time period and the implications of this research for middle school counselors. Peer influences on early adolescents also are discussed, with the issue of school bullying receiving special attention. Studies are presented about how positive relations between teachers and students, and counselors and students, can ease the transition. Research is presented showing the positive effects of counseling programs designed to ease students’ transition into middle school, along with suggestions for restructuring the roles of middle school counselors in order to be responsive to the developmental needs of early adolescents.

Counselor Confirmation of Middle School Student Self-Reports of Bullying Victimization

10.1177/2156759x1101400402 ◽

2011 ◽

Vol 14 (4) ◽

pp. 2156759X1101400 ◽

Cited By ~ 4

Author(s):

Dewey Cornell ◽

Sharmila B. Mehta

Keyword(s):

Middle School ◽

School Counselors ◽

Middle School Student ◽

Self Report ◽

School Students ◽

Self Reports ◽

Peer Nomination ◽

Survey Responses ◽

Victims Of Bullying

School counselors frequently use self-report surveys to assess bullying despite little research on their accuracy. In this study, counselor follow-up interviews found that only 24 (56%) of 43 middle school students who self-identified as victims of bullying could be confirmed as actual victims. Other students described peer conflicts that did not constitute bullying, mis-marked the survey, or reported previous bullying. Counselor judgments were supported by peer-nomination data and other survey responses indicative of victimization.

“It’s Never Too Late”: High School Counselors’ Support of Underrepresented Students’ Interest in STEM

The Professional Counselor ◽

10.15241/alc.11.2.143 ◽

2021 ◽

Vol 11 (2) ◽

pp. 143-160

Author(s):

Autumn L. Cabell ◽

Dana Brookover ◽

Amber Livingston ◽

Ila Cartwright

Keyword(s):

High School ◽

High School Students ◽

School Counselors ◽

Phenomenological Study ◽

School Administrators ◽

Underrepresented Students ◽

High School Counselors ◽

Career Interests ◽

School Students ◽

Diversity In Stem

The purpose of this study was to contribute to the literature surrounding school counselors and their support of underrepresented high school students who are interested in science, technology, engineering, and math (STEM). The influence of context on school counseling was also explored, in particular practicing during the COVID-19 pandemic. Through this phenomenological study, nine high school counselors were individually interviewed, and four themes emerged. These themes were: (a) professional knowledge surrounding issues of diversity in STEM, (b) training related to the needs of underrepresented students in STEM, (c) active engagement in supporting underrepresented students’ STEM career interests, and (d) barriers related to supporting underrepresented students’ STEM interests. This article includes implications for (a) how school counselors can support underrepresented students’ STEM interests, particularly during the COVID-19 pandemic; (b) how counselor educators can contribute to STEM-related research and training; and (c) how school administrators can support school counselors’ STEM initiatives.