Examining the Acceptability of School Shooting Prevention Strategies among School Counselors and Other School Personnel

2019 ◽  
Vol 10 (2) ◽  
pp. 51-69 ◽  
Author(s):  
Stacy Carter ◽  
◽  
Janet Hicks ◽  
Jaehoon Lee ◽  
◽  
...  
Keyword(s):  
School Counselors ◽  
School Personnel ◽  
School Shooting ◽  
Prevention Strategies

Tightening the Gap

2019 ◽  
pp. 154-176
Author(s):  
Maria Ray Langheim ◽  
Ann Maureen McCaughan
Keyword(s):  
United States ◽  
Law Enforcement ◽  
School Violence ◽  
School Personnel ◽  
The United States ◽  
School Shooting ◽  
Community Members ◽  
Essential Step ◽  
Successful Communication ◽  
Common Goals

Between January 1, 2012 and January 30, 2018 alone there were 27 school shooting incidents, accounting for 62 victim deaths, 108 victims injured, countless witness and community members affected, and 10 assailants who committed suicide or were killed by a police officer during the attack, at schools or campuses across the United States (U.S.). Clearly, further intervention and prevention strategies are necessary for school personnel and law enforcement, as well as our greater communities, in reducing instances of school violence. Identification of individuals and groups who are at higher risk for violence toward self or others is one essential step in prevention. When prevention is unsuccessful, a student may begin down a path toward violence, eventually posing a threat to the extent that identifying and intervening becomes necessary. Encouraging law enforcement and school personnel to become well-versed in both, so that they might successfully support each other's efforts and develop common goals, is essential to successful communication regarding students and groups of concern.

Creating Positive School Experiences for Students with Disabilities

2006 ◽  
Vol 10 (1_suppl) ◽  
pp. 2156759X0601001 ◽  
Author(s):  
Amy Milsom
Keyword(s):  
School Climate ◽  
Students With Disabilities ◽  
School Counselors ◽  
School Personnel ◽  
School Experiences ◽  
School Policies ◽  
Attitudes And Behaviors ◽  
And Behaviors ◽  
General School

The school experiences of students with disabilities can be positively or negatively influenced by the attitudes and behaviors of students and school personnel and by general school policies. School counselors can take the lead in assessing school climate in relation to students with disabilities and initiating interventions or advocating for change when appropriate. This article provides an overview of factors to consider in creating positive school experiences for students with disabilities and suggestions for intervention efforts.

scholarly journals Violence and Bullying Incidents Reported by School Counselors: The Efficacy of Counselors and Preventive and Interventional Approaches

2016 ◽  
Vol 12 (28) ◽  
pp. 77
Author(s):  
Zeynep Deniz Yondem
Keyword(s):  
High Schools ◽  
Middle Schools ◽  
Family Violence ◽  
School Counselors ◽  
Mixed Method ◽  
High Frequency ◽  
School Personnel ◽  
Perceived Efficacy ◽  
Physical Bullying

This study aims to determine the frequency of violence and bullying reported by Turkish school counselors and examines their perceived efficacy and preventive and interventional approaches using a qualitative/quantitative mixed method. Counselors reported the high frequency of different violent incidents (occurring between students, inflicted by families and inflicted by teachers) as recorded or in particular non-recorded. The frequency of family violence is higher in middle schools than high schools. All bullying frequency sub-types were high, physical bullying especially so. The frequency of physical, verbal and sexual bullying was significantly higher in middle schools. Trained and untrained counselors do not perceive efficacy as sufficient; they applied limited preventive and interventional studies, focusing on students rather than families or school personnel.

Lived Experiences of Low-Income, African American Males in a High School STEAM Academy: Implications for School Counselors

2021 ◽  
Vol 25 (1_part_4) ◽  
pp. 2156759X2110400
Author(s):  
Edward C. Fletcher ◽  
James L. Moore
Keyword(s):  
High School ◽  
African American ◽  
High School Students ◽  
School Counselors ◽  
Low Income ◽  
African American Males ◽  
School Engagement ◽  
Role Models ◽  
Research Question ◽  
School Personnel

Using a qualitative case study approach, this investigation focused specifically on the school and home experiences of low-income, African American males who had attended a career academy focused on science, technology, engineering, arts, and math. With semistructured interviews of individuals and focus groups, we investigated the school and home experiences of African American male former high school students and how these experiences influenced their overall educational pursuit. This study concentrated on the specific research question: What are the unique identities, school experiences, and life challenges of low-income, African American males? Data analysis revealed three salient themes: (a) missing critical school and home supports, (b) searching for significant relationships and role models, and (c) desiring to earn money to provide for their families. Based on these qualitative themes, we offer specific strategies that school personnel, such as school counselors, can use to increase school engagement and success among low-income, African American males.

Making Student Achievement a Priority: The Role of School Counselors in Turnaround Schools

2017 ◽  
Vol 55 (2) ◽  
pp. 216-237 ◽  
Author(s):  
Erik M. Hines ◽  
James L. Moore ◽  
Renae D. Mayes ◽  
Paul C. Harris ◽  
Desireé Vega ◽  
...  
Keyword(s):  
Student Achievement ◽  
School Counselors ◽  
Critical Role ◽  
School Personnel ◽  
The United States ◽  
Vital Role ◽  
Turnaround Schools ◽  
School Outcomes ◽  
Improve Student Achievement

Much attention has been paid to administrators and teachers in turnaround schools; however, little focus, if any, is given to school counselors and the vital role that they play in improving student outcomes. In turnaround schools, it is critical that all school personnel are involved in improving school outcomes, such as academic achievement and graduation rates, in the lowest performing high schools in the United States. The authors highlight the critical role that school counselors play in turnaround schools and offer specific recommendations on how they may collaborate with other stakeholders to improve student achievement in such school settings.

scholarly journals School Counselors’ Knowledge of Functional Behavioral Assessments

2005 ◽  
Vol 30 (4) ◽  
pp. 449-455 ◽  
Author(s):  
José A. Villalba ◽  
Maryann Latus ◽  
Stacie Hamilton ◽  
Colleen Kendrick
Keyword(s):  
Special Education ◽  
School Counselors ◽  
Behavioral Assessment ◽  
School Personnel ◽  
Educational Experience ◽  
School Level ◽  
Education Programs ◽  
Awareness Training ◽  
Functional Behavioral Assessments ◽  
Behavioral Assessments

A functional behavioral assessment (FBA) is one of the tools used by school personnel for providing a fair educational experience for students in special education programs. Although several school counselors are expected to participate in school-level FBA teams, questions arise as to their level of awareness, training, and beliefs regarding FBA procedures and practices. For this study, practicing school counselors were surveyed in order to determine their awareness, knowledge, and role in the FBA process.

scholarly journals HOW IMMIGRANT AND REFUGEE PARENTS’ EXPERIENCES RELATED TO THEIR CHILD’S SCHOOL SYSTEM DIFFERENT IN CANADA

2021 ◽  
Author(s):  
Senel Poyrazlı
Keyword(s):  
School Counselors ◽  
School System ◽  
Research Study ◽  
School Personnel ◽  
Immigrant Parents ◽  
Structured Interviews ◽  
Qualitative Research Study ◽  
Greater Toronto Area ◽  
Immigrant And Refugee ◽  
Parents Experiences

The purpose of this qualitative research study was to determine the experiences of a group of immigrant and refugee parents related to their child’s school system and interactions with the school personnel, including the teachers, administrators, and school counselors in Canada. Twelve parents who immigrated from Turkey and living in the Greater Toronto Area participated in semi-structured interviews. Results showed that these parents’ experiences were surprisingly much more positive compared to the experiences of immigrant parents in many other parts of the world, including in the U.S. These parents felt welcome and accepted by their child’s school personnel. They also reported not experiencing any discrimination due to their cultural, ethnic, and/or racial backgrounds. The reasons for this difference, and recommendations in relation to how to make immigrant and refugee parents’ experiences related to their child’s school system positive, are discussed.

scholarly journals #Black Boy Joy: The College Aspirations of Rural Black Male Students

2021 ◽  
Vol 42 (1) ◽  
pp. 1-19
Author(s):  
Loni Crumb ◽  
Crystal R. Chambers ◽  
Jessica Chittum
Keyword(s):  
School Counselors ◽  
Black Male ◽  
Educational Aspirations ◽  
School Personnel ◽  
Ninth Graders ◽  
Male Students ◽  
Black Boys ◽  
Black Male Students ◽  
Cultural Wealth ◽  
Post Secondary

Too often research on Black boys emanate from deficit orientations and take a problem centered approach which overemphasizes stereotypes or pathologizes Black male students, overlooking their aspirations and successes. Utilizing the High School Longitudinal Survey of 2009 (HSLS: 09), we examine the postsecondary goals of Black male ninth graders as well as the relationships among their educational aspirations, college knowledge, and supportive school personnel using Community Cultural Wealth as the conceptual framework. We found that the educational aspirations of Black male ninth graders are high; however, their knowledge of college falls short of their educational aspirations and their relationships with teachers and school counselors. We discuss the strengths, attributes, and systems of support that are useful to rural Black male students as they transition through secondary education to post-secondary settings and call for a paradigmatic shift using family-school-community partnerships based on the findings

Advocating for Muslim American Students in School Settings

2021 ◽  
pp. 41-61
Author(s):  
Hulya Ermis-Demirtas
Keyword(s):  
School Counselors ◽  
School Personnel ◽  
Psychosocial Health ◽  
Vital Role ◽  
Multicultural Competency ◽  
Muslim American ◽  
Cultural Elements ◽  
Social Justice Advocacy ◽  
Muslim Youth ◽  
American Students

Muslim American students deal with many challenges, including bullying and discrimination in schools due to their religious identity, resulting in adverse psychosocial outcomes. From a social justice advocacy stance, school counselors can play a vital role in empowering this student population. It is also school counselors' ethical responsibility to develop multicultural competency and promote diversity by gaining knowledge and skills regarding cultural elements. Therefore, this chapter endeavors to give voice to Muslim American students and serve as a resource for school counselors and educators to work with Muslim youth in PK-12 schools effectively. More specifically, this chapter provides an overview of the Muslim population, identifies critical tenets of Islam, explores significant challenges Muslim students experience in schools along with detrimental effects of discrimination on their psychosocial health and suggests practical recommendations for school personnel including school counselors to facilitate positive social interactions and healthy development of Muslim youth.

Doctoral Student Involvement in Online Course Development

2019 ◽  
pp. 110-131
Author(s):  
Raquel M. Burns ◽  
Colleen E. Commisso ◽  
Irem B. Karabacak ◽  
Brenna K. Wood
Keyword(s):  
Special Education ◽  
Learning Community ◽  
School Counselors ◽  
School Personnel ◽  
Online Version ◽  
Online Course ◽  
Graduate Teaching Assistant ◽  
Introductory Course ◽  
Online Course Development ◽  
School Psychology Students

As modes of course delivery evolve so do the demands for instructors with experience both online and in-person. Traditionally, advanced graduate students in special education gain experiences through “in-person,” co-teaching, or graduate/teaching assistant experiences. Further, if given the opportunity to teach online, the course is usually already developed with little or no opportunity to build additional online modules. In this chapter, the authors will describe a course during which an instructor and seven PhD students work as a collaborative learning community to develop an online version of an “in-person” introduction to special education course. A unique feature of the class was the online version needed to address a broad range of pre-service school personnel (e.g., pre-service: teachers, school counselors, school psychology students). Although the focus of this chapter is the development of an online introductory course, the strategies covered can be used to develop a wide range of online course topics.

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