School Counselors and Technology

2021 ◽  
pp. 576-597
Author(s):  
Na Mi Bang ◽  
Haihong (Helen) Hu ◽  
Valerie G. Couture
Keyword(s):  
School Counseling ◽  
School Counselors ◽  
Advanced Technology ◽  
Counseling Services ◽  
School Settings ◽  
Use Of Technology ◽  
American School Counseling Association ◽  
Effective Counseling ◽  
Computer Based ◽  
Support Students

The use of advanced technology has clearly affected counseling services provided to students by school counselors, as well as how counselors communicate with and support students. The American School Counseling Association (ASCA) has emphasized the importance of school counselors' use of technology and their collaboration with families and educators. It is important for school counselors to understand how technology influences schools so that they can provide the most appropriate and effective counseling services to students. This chapter explores what school counselors need to know to understand the importance of advanced technologies in school settings, as well as how school counselors can utilize diverse technologies, online resources, activities, and computer-based systems in their work with students. This chapter will help educators and counselors develop the knowledge and skills needed to competently address technology-related issues in schools.

School Counselors and Technology

2020 ◽  
pp. 167-187
Author(s):  
Na Mi Bang ◽  
Haihong (Helen) Hu ◽  
Valerie G. Couture
Keyword(s):  
School Counseling ◽  
School Counselors ◽  
Advanced Technology ◽  
Counseling Services ◽  
School Settings ◽  
Use Of Technology ◽  
American School Counseling Association ◽  
Effective Counseling ◽  
Computer Based ◽  
Support Students

The use of advanced technology has clearly affected counseling services provided to students by school counselors, as well as how counselors communicate with and support students. The American School Counseling Association (ASCA) has emphasized the importance of school counselors' use of technology and their collaboration with families and educators. It is important for school counselors to understand how technology influences schools so that they can provide the most appropriate and effective counseling services to students. This chapter explores what school counselors need to know to understand the importance of advanced technologies in school settings, as well as how school counselors can utilize diverse technologies, online resources, activities, and computer-based systems in their work with students. This chapter will help educators and counselors develop the knowledge and skills needed to competently address technology-related issues in schools.

Girls’ Relational Aggression: A Small Group Intervention

2019 ◽  
Vol 23 (1) ◽  
pp. 2156759X2090209
Author(s):  
Jordon J. Beasley
Keyword(s):  
Small Group ◽  
School Counseling ◽  
School Counselors ◽  
Relational Aggression ◽  
Group Intervention ◽  
Counseling Services ◽  
Social Emotional Development ◽  
Social Emotional ◽  
Effective School ◽  
Elementary School Counseling

An elementary school counseling department used data-informed practices in an effort to provide more effective school counseling services. This article provides a summary and evaluation of a girls’ relational aggression small group in an elementary setting. Results indicated that integrating friendship, conflict resolution, and self-affirmation into small group counseling affected behavior and social/emotional development. The school counselors were able to address preexisting relational aggression. This article offers implications for school counselors.

Professional School Counselors’ Approaches to Technology

2006 ◽  
Vol 9 (3) ◽  
pp. 2156759X0500900
Author(s):  
Laurie A. Carlson ◽  
Tarrell Awe Agahe Portman ◽  
Jan R. Bartlett
Keyword(s):  
New York ◽  
Service Delivery ◽  
School Counseling ◽  
School Counselors ◽  
Professional School ◽  
Use Of Technology ◽  
Professional School Counselors

Existing literature in the field of school counseling discusses how technology may be used for service delivery; however, the translation of this knowledge to practice among school counselors has been minimally examined. Three hundred eighty-one school counselors in Colorado, Iowa, and New York completed a survey regarding their comfort with and use of technology. Findings indicate that the majority of those surveyed were very comfortable with technology. Implications for school counselors are presented.

Professional School Counselors and the Practice of Group Work

2007 ◽  
Vol 11 (2) ◽  
pp. 2156759X0701100
Author(s):  
Sam Steen ◽  
Sheri Bauman ◽  
Julie Smith
Keyword(s):  
Qualitative Analysis ◽  
School Counseling ◽  
School Counselors ◽  
Small Groups ◽  
Group Work ◽  
Online Survey ◽  
Time Constraints ◽  
Professional School ◽  
American School ◽  
American School Counseling Association

An online survey about the use of small groups by school counselors was completed by 802 members of the American School Counseling Association. The vast majority of respondents offered groups in their schools, but were most influenced in that decision by time constraints. Qualitative analysis of comment data provided more depth and insight about school counselors’ practice of group work. Implications and recommendations are discussed.

Adaptation of the Teaching Students With Disabilities Self-Efficacy Scale

2021 ◽  
Vol 25 (1) ◽  
pp. 2156759X2110423
Author(s):  
Rawn Boulden
Keyword(s):  
Learning Disabilities ◽  
Students With Disabilities ◽  
School Counseling ◽  
School Counselors ◽  
Self Efficacy ◽  
School Counselor ◽  
Validity And Reliability ◽  
Students With Learning Disabilities ◽  
Support Students ◽  
Contemporary School

This study aimed to adapt the Teaching Students With Disabilities Self-Efficacy Scale for contemporary school counseling practice. The adaptation, titled the Students With Learning Disabilities School Counselor Self-Efficacy Scale, is a resource that assesses school counselors’ belief in their ability to counsel and support students identified as having learning disabilities. The findings suggest that the scale has sound validity and reliability metrics, with a few considerations. This article also discusses implications.

School Counseling Departmental Web Sites: What Message Do We Send?

2006 ◽  
Vol 10 (2) ◽  
pp. 2156759X0601000
Author(s):  
Amy Milsom ◽  
Jill Bryant
Keyword(s):  
School Counseling ◽  
School Counselors ◽  
Web Sites ◽  
School Counselor ◽  
Counseling Programs ◽  
Self Advocacy ◽  
Current Trends ◽  
Use Of Technology ◽  
Developmental Counseling

School counselors have struggled to define their roles for years. The use of technology has been discussed as one method for disseminating information about school counselor roles. Content from 456 school counseling departmental Web sites was examined and results showed that the majority of Web sites did not contain information pertaining to school counselor roles, comprehensive, developmental counseling programs, or other current trends in school counseling. Suggestions for using departmental Web sites for school counselor self-advocacy are provided.

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.

Cyberbullying Considerations for School Counselors: A Social Media Content Analysis

2019 ◽  
Vol 23 (1) ◽  
pp. 2156759X2091936
Author(s):  
Jessica L. Tinstman Jones ◽  
Laurie O. Campbell ◽  
Jaimie Stickl Haugen ◽  
Claudia C. Sutter
Keyword(s):  
Social Media ◽  
Content Analysis ◽  
School Counseling ◽  
School Counselors ◽  
Cultural Awareness ◽  
Position Statement ◽  
Media Content Analysis ◽  
The Social ◽  
American School Counseling Association ◽  
Social Media Platforms

Researchers conducted a content analysis of nine social media platforms’ bullying policies based on the American School Counseling Association position statement on bullying to determine the content of the social media platforms’ bullying policies as they connect to school counseling guidelines. Main findings indicated (a) common terms are often unclear and vary, (b) language in policies was mainly negative and punitive, (c) cultural awareness was limited to anti-discrimination, and (d) mental health concerns were addressed but rarely associated with cyberbullying. School counselors can utilize these findings to inform training and prevention efforts to build and maintain safe schools and aid students impacted by cyberbullying.

scholarly journals Exploring the Sri Lankan Student Perceptions Pertaining To School Counseling Services in Their Schools

2017 ◽  
Vol 4 (2) ◽  
Author(s):  
Buddhiprabha D. D. Pathirana
Keyword(s):  
Student Perceptions ◽  
School Counseling ◽  
School Counselors ◽  
Teacher Educators ◽  
Social Stigma ◽  
Counseling Services ◽  
Sri Lankan ◽  
Structured Interviews ◽  
Policy Makers ◽  
Two Phases

This study explores the Sri Lankan students’ perceptions of their school counselors and counseling services available to them. It comprises of two phases involving data collected through in-depth interviews (n = 10) and semi-structured interviews using a survey questionnaire (n = 126). The data were collected during two measurement points.Findings convey that the students did not provide positive evaluations of school counseling services during both phases, depicting the reluctance to access it due to several key factors. They are: social stigma associated with accessing counseling services, location of the counseling room, misperceptions pertaining to its aims and objectives, ignorance, and lack of time. The study provides suggestions and recommendations for policy makers, teacher educators and school counselors with the broad aim of improving the quality of the school counseling services in Sri Lanka.

Empowering Students: Using Data to Transform a Bullying Prevention and Intervention Program

2009 ◽  
Vol 12 (6) ◽  
pp. 2156759X0901200
Author(s):  
Anita Young ◽  
Valerie Hardy ◽  
Christina Hamilton ◽  
Kristen Biernesser ◽  
Li-Lin Sun ◽  
...  
Keyword(s):  
Middle School ◽  
School Counseling ◽  
School Counselors ◽  
Intervention Program ◽  
Bullying Prevention ◽  
Counseling Services ◽  
Comprehensive School Counseling ◽  
Diverse Student ◽  
Using Data ◽  
Diverse Student Population

This article describes a middle school counseling department's journey and commitment to use data to seek more effective and efficient ways to provide comprehensive school counseling services to its diverse student population. Specifically, the study details the process used to design focused accountability questions that measured the effectiveness of anti-bullying and harassment strategies. As a result, the school counselors began to routinely and systemically track and use data to transform their counseling services. They were able to clearly measure how and if students were different as a result of school counseling services.

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