Factors Influencing School Counselors’ Suspecting and Reporting of Childhood Physical Abuse: Investigating Child, Parent, School, and Abuse Characteristics

2015 ◽  
Vol 19 (1) ◽  
pp. 1096-2409-19.1. ◽  
Author(s):  
Kathleen S. Tillman ◽  
Michael D. Prazak ◽  
Lauren Burrier ◽  
Sadie Miller ◽  
Max Benezra ◽  
...  
Keyword(s):  
Physical Abuse ◽  
School Counselors ◽  
School Counselor ◽  
The United States ◽  
Childhood Physical Abuse ◽  
Family Socioeconomic Status ◽  
Physical Evidence ◽  
Subject Variables ◽  
Abuse Characteristics ◽  
Involved Parents

This study sought to explore possible child abuse reporting disparities among school counselors. The participants in this study were elementary school counselors (N = 398) from across the United States. Each participant read a series of vignettes and completed a survey regarding their inclinations about suspecting and reporting childhood physical abuse. The surveys manipulated the following variables: student race, family socioeconomic status (between-subject variables), relationship with the school counselor, and severity of abuse (within-subject variables). School counselors were found to be more likely to suspect defensive parents of abuse than cooperative or non-involved parents. School counselors were also less likely to suspect abuse when a child reported being hit without physical evidence than if a child had a bruised or broken arm. Last, school counselors were more likely to report a child with a bruised arm over a child who reported being hit without physical evidence. Although certain concerns emerged as a result of this study and all signs of abuse should be reported to the appropriate authorities, school counselors were more likely, across the board, to report abuse than to suspect abuse.

The School Counselor and STEM Career Development

2016 ◽  
Vol 44 (4) ◽  
pp. 359-374 ◽  
Author(s):  
Lia D. Falco
Keyword(s):  
United States ◽  
Career Development ◽  
School Counselors ◽  
School Counselor ◽  
Positive Impact ◽  
Underrepresented Students ◽  
The United States ◽  
Effective Interventions ◽  
Stem Career Development ◽  
Stem Career

There is an increasing concern that the demand for science, technology, engineering, and math (STEM) workers in the United States will exceed the supply. In the United States, very few students, and underrepresented students in particular, are pursuing STEM educational and occupational goals that underscores the need for school counselors to understand how to maximize opportunities for student success in STEM. Understanding the factors that influence students’ academic and career choices early on is necessary in order to provide effective interventions and responsive services that will have a positive impact on students’ future STEM career outcomes. Using social-cognitive career theory as a framework, this article synthesizes pertinent research on student STEM engagement, so that school counselors will be better able to support STEM career development for all students, especially those from historically underrepresented groups. Implications for school counseling practice are discussed.

Do School Counselors Matter? Mattering as a Moderator between Job Stress and Job Satisfaction

2006 ◽  
Vol 9 (3) ◽  
pp. 2156759X0500900
Author(s):  
Andrea Dixon Rayle
Keyword(s):  
High School ◽  
Job Satisfaction ◽  
School Counselors ◽  
Job Stress ◽  
School Counselor ◽  
Total Sample ◽  
The United States ◽  
High School Counselors ◽  
Related Stress ◽  
Job Related Stress

The relationships of perceived mattering to others, job-related stress, and job satisfaction were examined for 388 elementary, middle, and high school counselors from across the United States. Participants completed the School Counselor Mattering Scale, the School Counselor Job-Stress Assessment, and several job satisfaction questions in order to assess perceptions of mattering to others at their schools and their job-related stress, and how these two constructs relate to school counselors’ overall job satisfaction. Mattering to others at work and job-related stress accounted for 35% of the variance in job satisfaction for the total sample of school counselors; however, mattering did not moderate the relationship between job stress and job satisfaction. Results revealed that elementary school counselors experienced the greatest job satisfaction and the lowest levels of job-related stress, and high school counselors experienced the greatest job dissatisfaction and the greatest levels of job-related stress. Implications for school counselors’ mattering and job satisfaction are considered.

scholarly journals School Counselors Walking the Walk and Talking the Talk: A Grounded Theory of Effective Program Implementation

2008 ◽  
Vol 11 (6) ◽  
pp. 2156759X0801100
Author(s):  
Janna L. Scarborough ◽  
Melissa Luke
Keyword(s):  
Grounded Theory ◽  
School Counseling ◽  
School Counselors ◽  
Program Implementation ◽  
School Counselor ◽  
Best Practice ◽  
The United States ◽  
Professional School ◽  
Future Research ◽  
Effective Program

Comprehensive, developmental school counseling programming has been associated with numerous benefits for students and is considered current best practice. A qualitative, grounded theory study was conducted to investigate eight professional school counselors employed across grade level, geographic setting, and region within the United States. This article presents this research and the emergent model for successful comprehensive, developmental school counseling program implementation. Implications for school counselor education and practice, as well as future research, are discussed.

Factors Influencing Whether or Not School Counselors Report Childhood Physical Abuse

2013 ◽  
Author(s):  
Kathleen S. Tillman ◽  
Lauren A. Burrier ◽  
Sadie L. Miller ◽  
Lori Lynch ◽  
Max R. Benezra
Keyword(s):  
Physical Abuse ◽  
School Counselors ◽  
Childhood Physical Abuse ◽  
Factors Influencing

School Counselor Advocacy Recommendations for Policy and Practice for and With LGBTQ+ Youth

2021 ◽  
pp. 109-120
Author(s):  
Haley D. Wikoff ◽  
Matthew J. Beck ◽  
Susannah M. Wood
Keyword(s):  
United States ◽  
Sexual Orientation ◽  
School Counselors ◽  
School Counselor ◽  
The United States ◽  
Policy And Practice ◽  
Lgbtq Youth ◽  
Unique Position ◽  
State And Local ◽  
And Gender

LGBTQ+ youth experience increased levels of bullying, harassment, and discrimination in schools. Many states in the United States have state and local policies that are designed to protect both the sexual orientation and gender identity of students, however there are still a handful of states without these protections in place. School counselors are in a unique position to advocate for safe and inclusive environments for LGBQ+ youth.

Association between childhood trauma and physical disorders among adults in the United States

2004 ◽  
Vol 34 (3) ◽  
pp. 509-520 ◽  
Author(s):  
RENEE D. GOODWIN ◽  
MURRAY B. STEIN
Keyword(s):  
United States ◽  
Sexual Abuse ◽  
Physical Abuse ◽  
Childhood Trauma ◽  
The United States ◽  
Biological Data ◽  
Childhood Physical Abuse ◽  
Childhood Neglect ◽  
Increased Risk ◽  
Physical Disorders

Background. The goal of this investigation was to determine the association between self-reported childhood trauma and physical disorders among adults in the United States.Method. Data were drawn from the National Comorbidity Survey (N=S877). Multiple logistic regression analyses were used to determine the associations between childhood physical abuse, sexual abuse, and childhood neglect and the likelihood of specific physical disorders among adults.Results. Childhood physical abuse, sexual abuse and neglect were associated with a statistically significantly increased risk of a wide range of physical illnesses during adulthood. After adjusting for demographic characteristics, lifetime anxiety and depressive disorders, alcohol and substance dependence, and all types of trauma: results showed that childhood physical abuse was associated with increased risk of lung disease (OR=1·5 (1·1, 2·2)), peptic ulcer (OR=1·5 (1·03, 2·2)) and arthritic disorders (OR=1·5 (1·1, 2·2)); childhood sexual abuse was associated with increased risk of cardiac disease (OR=3·7 (1·5, 9·4)); and childhood neglect was associated with increased risk of diabetes (OR=2·2 (1·1, 4·4)) and autoimmune disorders (OR=4·4 (1·7, 11·6)).Conclusions. Consistent with previous work, these results suggest that self-reported childhood trauma is associated with increased risk of a range of physical illnesses during adulthood. Future research that includes replication of these findings using prospectively assessed physical and mental disorders with objectively measured biological data using a longitudinal design, including other known risk factors for these diseases and more detailed information on specific forms of abuse, is needed to understand the potential mechanisms of these links.

School Counselor Advocacy for Lesbian, Gay, and Bisexual Students: Intentions and Practice

2017 ◽  
Vol 20 (1a) ◽  
pp. 1096-2409-20.1a ◽  
Author(s):  
Jack D. Simons ◽  
Hutchison Brian ◽  
Michael W. Bahr
Keyword(s):  
Education Reform ◽  
School Counselors ◽  
Sex Education ◽  
Self Efficacy ◽  
School Counselor ◽  
The United States ◽  
Counselor Competency ◽  
Advocacy Activity ◽  
Training And Research ◽  
And Bisexual

This study sought to understand school counselor advocacy for lesbian, gay, and bisexual (LGB) students using the theory of planned behavior (Ajzen, 2015). The authors analyzed data from a non-random sample of 398 school counselors in the United States. Participants completed demographic items and the Attitudes subscale of the Sexual Orientation Counselor Competency Scale (SOCCS-A), Advocacy Self-Efficacy Scale (ASES), Motivation to Comply Scale (MTCS), LGB Advocacy Intention Scale (LGBAIS), and LGB Advocacy Activity Scale (LGBAAS). School counselors’ attitudes and advocacy self-efficacy significantly predicted LGB advocacy intention. Attitudes, self-efficacy, and LGB advocacy intention significantly predicted LGB advocacy activity. Findings related to motivation to comply were inconclusive, indicating that it did not influence any changes in school counselor LGB advocacy intention or activity. The authors call for more general and LGBT-specific advocacy, training, and research in schools and counselor education programs, and more school counselor involvement in sex education reform.

The Role of the Rural School Counselor: Counselor, Counselor-in-Training, and Principal Perceptions

2006 ◽  
Vol 9 (3) ◽  
pp. 2156759X0500900
Author(s):  
Julieta Monteiro-Leitner ◽  
Kimberly K. Asner-Self ◽  
Cheryl Milde ◽  
Dennis W. Leitner ◽  
Doris Skelton
Keyword(s):  
School Counselors ◽  
School Counselor ◽  
The United States ◽  
Future Research ◽  
Principal Perceptions ◽  
American School Counselor Association ◽  
Counselors In Training ◽  
Student Guidance ◽  
Special Education Program ◽  
Principals Perceptions

The American School Counselor Association developed a comprehensive set of school counseling guidelines to enhance the school counselor's role within schools in the United States. This study looks at counselors’ and principals’ perceptions of the school counselor's role in a Midwestern, regional rural educational environment. Results suggest that the perceptions of school counselors, counselors-in-training, and principals are, for the most part, similar. Differences occur in relation to addressing student (i.e., special education program versus student guidance) and administrative (i.e., clerical, secretarial, disciplinary duties) needs given limited personnel and economic resources. Limitations are discussed and suggestions for future research and advocacy are presented.

Who Influences Urban Students’ College Aspirations? Evidence From the Fifth Largest School District in the United States

2019 ◽  
Vol 23 (1) ◽  
pp. 2156759X2090706
Author(s):  
Magdalena Martinez ◽  
Katheryn Brekken ◽  
E. Lee Bernick
Keyword(s):  
School District ◽  
School Counselors ◽  
School Counselor ◽  
First Generation ◽  
The United States ◽  
College Aspirations ◽  
First Generation College Student ◽  
First Generation College ◽  
Practical Implications

This study explored students’ perceptions about school counselor influence on college aspirations in the fifth largest school district in the nation. Using 2015 survey data from 12th graders, the findings indicated that students who selected their school counselor as the most helpful person for college advice were more likely to intend to go to college, as compared to students who selected other individuals. Practical implications highlight the important role of school counselors in urban districts with significant first-generation college student populations.

School Counselors' Role in Working With Students Living With Chronic Illness

2021 ◽  
pp. 377-388
Author(s):  
Carol Seehusen
Keyword(s):  
United States ◽  
Chronic Illness ◽  
School Counselors ◽  
School System ◽  
School Counselor ◽  
The United States ◽  
Chronic Illnesses ◽  
Social Emotional ◽  
And Training

Approximately 10-20 million children within the United States lives with a chronic illness. School counselors, by nature of their education and training, are in a prime position to work with and advocate for this population. Students with chronic illnesses struggle with reentry into the school system, as well as a myriad of obstacles related to social, emotional, academic, environmental, or familial factors. School counselors may use their positions within the school system to proactively ensure positive and proactive reentry for students with a chronic illness. The purpose of this chapter is to examine the academic obstacles of children living with a chronic illness. The examination includes discussion of the role of the school counselor to help navigate these obstacles. Finally, the end of the chapter briefly discusses possible areas of growth in knowledge regarding school counselors working with students with chronic illnesses.

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