The Role of School Counselors in the RTI Process at the Secondary Level

2021 ◽  
pp. 108-118
Author(s):  
Dakota King-White ◽  
Layla Kurt
Keyword(s):  
Mental Health ◽  
School Counselors ◽  
Secondary Students ◽  
Secondary Level ◽  
Traumatic Experiences ◽  
Social Emotional ◽  
Social And Emotional ◽  
Effective Interventions ◽  
Tiered System ◽  
Mental Health Support

Many students come to school with social, emotional, and mental health needs that affect them academically. Secondary students face unique emotional challenges within the academic setting, including relationship concerns, bullying, gender identity, social media, and other traumatic experiences, that could adversely impact them. In addition to addressing academic and behavior needs, the response to intervention (RTI) service delivery model encourages interventions to address the social and emotional needs of students at the secondary level. Although many individuals (e.g., teachers, coaches, principals) provide guidance to students academically, socially, and emotionally, school counselors possess the integral skills and training to support students in all these areas and to collaborate with others to address their needs. This chapter focuses on the secondary school counselor's role in supporting the RTI process by providing a tiered system of mental health support through collaboration and implementing other effective interventions.

The Role of School Counselors in the RTI Process at the Secondary Level

2019 ◽  
pp. 78-88
Author(s):  
Dakota King-White ◽  
Layla Kurt
Keyword(s):  
Mental Health ◽  
School Counselors ◽  
Secondary Students ◽  
Secondary Level ◽  
Traumatic Experiences ◽  
Social Emotional ◽  
Social And Emotional ◽  
Effective Interventions ◽  
Tiered System ◽  
Mental Health Support

Many students come to school with social, emotional, and mental health needs that affect them academically. Secondary students face unique emotional challenges within the academic setting, including relationship concerns, bullying, gender identity, social media, and other traumatic experiences, that could adversely impact them. In addition to addressing academic and behavior needs, the response to intervention (RTI) service delivery model encourages interventions to address the social and emotional needs of students at the secondary level. Although many individuals (e.g., teachers, coaches, principals) provide guidance to students academically, socially, and emotionally, school counselors possess the integral skills and training to support students in all these areas and to collaborate with others to address their needs. This chapter focuses on the secondary school counselor's role in supporting the RTI process by providing a tiered system of mental health support through collaboration and implementing other effective interventions.

scholarly journals Maltese Students' Perspectives About Their Experiences at School and Their Mental Health

2013 ◽  
Vol 23 (2) ◽  
pp. 252-270 ◽  
Author(s):  
Helen Askell-Williams ◽  
Carmel Cefai ◽  
Francis Fabri
Keyword(s):  
Mental Health ◽  
Secondary Students ◽  
School Experiences ◽  
Social Emotional ◽  
School Environments ◽  
Student Groups ◽  
School Work ◽  
Social And Emotional ◽  
School Based ◽  
Health Promotion In Schools

In this article we report Maltese primary and secondary students' perspectives about their school experiences and their mental health. Questionnaires were completed by 281 students. Relationships emerged between students' reports about their involvement in bullying, mental health status, and a range of typical features of school environments. A conservative non-parametric Jonckheere-Terpstra test indicated significant unidirectional differences, from non-involved through to bully/victim groups, for six selected variables that have the potential to be influenced by schools' policies and practices, namely, positive school community, coping with school work, social and emotional education, friendships, safety, and teachers' responses to bullying events. Effect sizes ranged from small to medium. This study illustrates identifiable patterns of students' social, emotional and academic wellbeing. It highlights the need for intervention programs that are conceptualised to meet the needs of different student groups, in this case, involvement in bullying as a victim or as a bully. It also highlights how a range of school-based influences may operate together to affect the wellbeing of students, and points to the need for multi-disciplinary collaboration and approaches to mental health promotion in schools.

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.

Digital Mental Health Support for Students in Higher Institutions in Nigeria During Pandemics

2022 ◽  
pp. 278-295
Author(s):  
Abel Ebiega Enokela
Keyword(s):  
Mental Health ◽  
School Counselors ◽  
Social Contexts ◽  
Higher Learning ◽  
Institutions Of Higher Learning ◽  
Mental Health Support ◽  
Response Measures ◽  
Health Support ◽  
To Come ◽  
Higher Institutions

This chapter examined the challenges associated with students' mental health in a pandemic period like the COVID-19 era and the expected coordinated response measures that should be in place to mitigate such challenges with focus on the mental health of students in institutions of higher learning in Nigeria, the most populous nation on the continent of Africa. Specifically, the review strengthened the need for school counselors' going back to the drawing board to come up with modalities that could keep students psychologically and emotionally healthy. Students normally enjoy school community life but would have to adjust their patterns of social interactions during an outbreak of an infectious disease. The review explored and applied the assumptions of social support theory which laid emphasis on supportive relationships within social contexts. School counselors were charged in this chapter to engage their students' community with digital mental health support to help them remain mentally healthy in spite of the adverse events usually provoked by the presence of a pandemic.

Evidence-Based Practices for Teaching Learners with Emotional and Behavioral Disorders

2020 ◽  
Author(s):  
Jessica Whitley
Keyword(s):  
Behavioral Disorders ◽  
Behavioral Interventions ◽  
Emotional And Behavioral Disorders ◽  
Relationship Building ◽  
Behavioral Disorder ◽  
Social Emotional ◽  
Evidence Based Practices ◽  
Social And Emotional ◽  
Positive Behavioral Interventions ◽  
Tiered System

Students identified with emotional and behavioral disorders (E/BD) comprise a diverse group in terms of academic, social, emotional, and behavioral strengths and needs. Identification and diagnostic criteria and terminologies vary widely across and within many countries and school systems, resulting in a complex research base. Estimates of prevalence range from 4 to 15% of students meeting criteria for an emotional and/or behavioral disorder or difficulty. Approaches to teaching learners with E/BD have shifted since the turn of the 21st century from an individual, deficit-focused perspective to a more ecological framework where the environments interacting dynamically with the learner are considered. Research increasingly demonstrates the benefits of multi-tiered systems of support (MTSS) where the needs of most students can be met through universal preventative and whole-class approaches. Students who do not find success at the first level of supports receive increasingly specialized services including intensive, wraparound services that involve partners beyond school walls. MTSS are common across North America and beyond and are typically focused on externalizing behaviors; positive behavioral interventions and supports (PBIS) is the most prevalent multi-tiered system currently being implemented. Since the mid-2000s, efforts have been made to focus on academic as well as behavioral goals for students, often through the inclusion of response-to-intervention approaches. Comprehensive strategies that combine academic and behavioral support while drawing on learner strengths and relationship-building are successfully being adopted in elementary and secondary settings. Approaches include social and emotional learning, mindfulness, peer-assisted learning, and a range of classroom-based instructional and assessment practices that support the academic, social, and emotional development of students with E/BD.

The Experiences of School Counselors Who Collaborate With Clinical Mental Health Counselors

2019 ◽  
Vol 23 (1) ◽  
pp. 2156759X1988266
Author(s):  
Brandee M. Appling ◽  
Malti Tuttle ◽  
Viola Simone May
Keyword(s):  
Mental Health ◽  
School Counselors ◽  
Research Study ◽  
Transcendental Phenomenology ◽  
Mental Health Counselors ◽  
Key Factors ◽  
Social Emotional ◽  
Education Programs ◽  
Preservice Training ◽  
K 12

The current research study explored the experiences of collaboration between K–12 school counselors and clinical mental health counselors (CMHCs). Through transcendental phenomenology, we examined the perspectives of 10 practicing school counselors who have collaborated with CMHCs. We identified seven main themes that highlighted the essence of these experiences: (a) key factors for effective collaboration, (b) “no ego on the table,” (c) benefits of collaboration, (d) roadblocks to collaboration, (e) eliminating roadblocks to collaboration, (f) preservice training, and (g) forging forward in practice. Implications and recommendations from this study inform practicing counselors and counselor education programs about these collaboration experiences and the need for collaboration to support the academic and social/emotional success of K–12 students.

scholarly journals A Case Study Review on Social-Emotional Problems Affecting Gifted and Talented Students

2021 ◽  
Author(s):  
Nadire Gülçin Yıldız
Keyword(s):  
School Counselors ◽  
Gifted And Talented ◽  
Relevant Literature ◽  
Intervention Strategies ◽  
Social Emotional ◽  
Social And Emotional ◽  
The Social ◽  
Emotional Issues ◽  
Talented Students

In recent times, studies focusing on the issue of gifted and talented students in Turkey have gained much traction. However, so far, these appear to have been limited in terms of the intervention strategies they offer. The question of how to respond to the social and emotional issues of gifted and talented students remains an issue, which is a source of debate, based on the experiences on the field and the directions offered by the latest studies. While giftedness is associated with positive thoughts and beliefs, these come a number of challenges that require closer examination. Consequently, the aim of this case study is to discuss the social-emotional issues experienced gifted and talented children, with regards to effective intervention programs which are often overlooked and not thoroughly examined. Determining the type of acceleration practice could be a very subjective decision and possible risk and resources should be analyzed in order to determine what is best for the child’s needs. As outlined by this case study, the proper identification of intervention strategies should respond to the problems experienced by students in the social and emotional realm. The review concludes with recommendations that could help school counselors, families and educators in assisting gifted and talented students, based on existing relevant literature.

scholarly journals COVID-19’s Effect on Students: How School Counselors Rise to the Rescue

2020 ◽  
Vol 104 (4) ◽  
pp. 241-256
Author(s):  
Robert Pincus ◽  
TeShaunda Hannor-Walker ◽  
Leonis Wright ◽  
Judith Justice
Keyword(s):  
Mental Health ◽  
School Counselors ◽  
School Safety ◽  
Mental Health Provider ◽  
Mental Health Training ◽  
Long Term Effects ◽  
Childhood Experiences ◽  
Practical Applications ◽  
Social And Emotional ◽  
To Come

The COVID-19 global pandemic has brought about many changes to our society, which will have long-term effects for our youth and adolescents. Due to social isolation and adverse childhood experiences, there are concerns of suicidality, technology addiction, and school safety as schools attempt to transition to a state of normalcy in the months to come. This crisis will require coordinated efforts to assist students in not only getting back on track academically but also in helping students cope with the trauma they have and are continuing to experience. As a result, insights from school counselors can be used to obtain a better understanding of the social and emotional effects of COVID-19 by collaborating with administrators to emphasize using school counselors as a mental health provider in schools. The authors highlight school counselors’ mental health training and their role in combating this issue and provide practical applications that can employed to create a systemic approach for social and emotional prevention and intervention during and after the pandemic.

scholarly journals Research priorities for mental health in schools in the wake of COVID-19

2021 ◽  
pp. jech-2021-217902
Author(s):  
Rhiannon Barker ◽  
Greg Hartwell ◽  
Chris Bonell ◽  
Matt Egan ◽  
Karen Lock ◽  
...  
Keyword(s):  
Mental Health ◽  
Research Priorities ◽  
Well Being ◽  
Screening Methods ◽  
Social And Emotional ◽  
Mental Health In Schools ◽  
Whole School ◽  
Attainment Gap ◽  
Mental Health Support ◽  
Whole School Approach

Children and young people (CYP) have suffered challenges to their mental health as a result of the COVID-19 pandemic; effects have been most pronounced on those already disadvantaged. Adopting a whole-school approach embracing changes to school environments, cultures and curricula is key to recovery, combining social and emotional skill building, mental health support and interventions to promote commitment and belonging. An evidence-based response must be put in place to support schools, which acknowledges that the mental health and well-being of CYP should not be forfeited in the drive to address the attainment gap. Schools provide an ideal setting for universal screening of mental well-being to help monitor and respond to the challenges facing CYP in the wake of the pandemic. Research is needed to support identification and implementation of suitable screening methods.

Time for Change: Understanding Teacher Social-Emotional Learning Supports for Anti-Racism and Student Well-Being During COVID-19, and Beyond

2021 ◽  
pp. 001312452110625
Author(s):  
Karen Stansberry Beard ◽  
Joanne Baltazar Vakil ◽  
Theodore Chao ◽  
Cory D. Hilty
Keyword(s):  
School Counselors ◽  
Well Being ◽  
Emotional Learning ◽  
Future Research ◽  
Emotional Needs ◽  
Social Emotional ◽  
Preparation Programs ◽  
Social And Emotional ◽  
The Social ◽  
Black Bodies

During the COVID-19 pandemic, the approximately 3.2 million teachers serving 50.8 million students in U.S. schools were positioned, along with school counselors, as de facto first responders for student well-being. Teachers across the country, already struggling to transition their teaching to online platforms, had to simultaneously implement recently adopted Social and Emotional Learning (SEL) Standards. While prioritizing the social and emotional needs of children is of course a necessity, we wondered about the support needed for teachers who shouldered this work? Of particular interest were the supports for teachers operating in urban schools and with communities of color disproportionately impacted. And within this timeframe, global uprisings protesting police murders of Black bodies revealed the crucial importance of anti-racist educational practices. While we contend that teacher well-being is a key determinate of student well-being, we also explored the ways teachers innovated and created online communities (e.g., Twitter, Facebook) to support one another’s SEL and anti-racist pedagogy. The connection between these practices to research-supported online teacher support structures that influence teacher emotions (e.g., efficacy) was further explored. We conclude with implications from learnings from this crisis for practitioners, educator preparation programs, policy, and future research while adding to the limited literature concerning teacher SEL, anti-racism, and teacher-created communities.

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