Using Universal Screening for Early Identification of Students at Risk: A Case Example from the Field

2015 ◽  
Vol 19 (1) ◽  
pp. 1096-2409-19.1. ◽  
Author(s):  
Donohue Peg ◽  
Emily Goodman-Scott ◽  
Betters-Bubon Jennifer
Keyword(s):  
School Counselors ◽  
Mental Health Professionals ◽  
Emotional Support ◽  
Health Professionals ◽  
Universal Screening ◽  
School Counselor ◽  
Social Emotional ◽  
Students At Risk ◽  
School Based

This study describes the benefits of systematic universal screening (US) for school counselors engaged in the creation of effective, multi-tiered systems of support that address academic, social, emotional, and behavioral student concerns. The authors used an action research framework to present a case example of one school district's pilot of US and the role of the school counselor in the identification of students in need of social-emotional support. This article discusses implications for school counselor collaboration with other school-based mental health professionals.

School-Based Mental Health Professionals’ Bullying Assessment Practices: A Call for Evidence-Based Bullying Assessment Guidelines

2014 ◽  
Vol 18 (1) ◽  
pp. 2156759X0001800
Author(s):  
Jamilia J. Blake ◽  
Courtney S. Banks ◽  
Brenda A. Patience ◽  
Emily M. Lund
Keyword(s):  
Mental Health ◽  
School Counselors ◽  
School Psychologists ◽  
Mental Health Professionals ◽  
Health Professionals ◽  
Assessment Tools ◽  
Assessment Practices ◽  
Evidence Based ◽  
School Based ◽  
Assessment Guidelines

A sample of 483 school-based mental health professionals completed a survey about the training they have received related to conducting bullying assessments in schools, competence in conducting an assessment of bullying, and the bullying assessment methods they used. Results indicate that school counselors were usually informed about incidents of bullying more frequently than school psychologists. Whereas the majority of school-based mental health professionals surveyed reported some level of competence in using assessment tools for bullying, few reported using empirically based instruments to assess for bullying. This article discusses results and implications, namely, the need to identify clinically meaningful tools for the assessment of bullying and the need to adopt more formal and empirically based methods of assessment in schools.

Collaborative Relationships: School Counselors and Non-School Mental Health Professionals Working Together to Improve the Mental Health Needs of Students

2006 ◽  
Vol 9 (4) ◽  
pp. 2156759X0500900
Author(s):  
Chris Brown ◽  
David T. Dahlbeck ◽  
Lynette Sparkman-Barnes
Keyword(s):  
Mental Health ◽  
School Counselors ◽  
Mental Health Professionals ◽  
Counselor Training ◽  
Health Professionals ◽  
School Counselor ◽  
School Mental Health ◽  
Health Needs ◽  
Mental Health Needs ◽  
Vice Principals

Fifty-three school counselors and administrators employed in middle and high school settings were surveyed regarding their thoughts about school districts working collaboratively with non-school mental health professionals to respond to the mental health needs of students. In addition, the survey sought to understand what school counselors and their hiring principals/vice principals regard as the roles and responsibilities of school counselors and the scope of school counselor training.

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.

Classroom and Schoolwide, Universal Health-Promotion Strategies

2019 ◽  
pp. 141-158
Author(s):  
Kathy L. Bradley-Klug ◽  
Courtney Lynn ◽  
Katherine L. Wesley
Keyword(s):  
Health Promotion ◽  
Mental Health Professionals ◽  
Healthy Eating ◽  
Health Professionals ◽  
School Based ◽  
Health Promotion Programs ◽  
Prevention And Health Promotion ◽  
Promotion Strategies ◽  
Universal Health

Prevention at the universal level is designed for all children and typically includes components of health promotion and risk reduction. To address the learning and wellness needs of all students, school-based and health professionals must concentrate on health promotion and systems-level coordination of services. This chapter focuses on specific classroom and schoolwide, universal health-promotion strategies that may be implemented in the educational setting. Topics covered include prevention and health-promotion programs that address healthy eating, physical activity and exercise, sleep hygiene, and mindfulness. Specific programs, strategies, and resources for each topic are presented. The chapter concludes with an overview of school-based consultation and implementation of universal health-promotion programs. Finally, the role of mental health professionals in providing services to students with chronic health conditions is addressed.

Other Duties as Assigned: The Ambiguous Role of the High School Counselor

2020 ◽  
Vol 93 (4) ◽  
pp. 315-330
Author(s):  
Mary Kate Blake
Keyword(s):  
High School ◽  
School Counselors ◽  
Role Conflict ◽  
Role Ambiguity ◽  
School Counselor ◽  
High School Counselors ◽  
Master's Level ◽  
Social Emotional ◽  
Job Description

Previous research suggests high school counselors are not living up to their potential as social/emotional, academic, and postsecondary counselors. This article addresses this concern by studying how schools and districts utilize counselors. Through interviews and observations of high school counselors, administrators, and counselor educators in an urban midwestern community, I find that counselors suffer from role ambiguity and role conflict due to lack of a clear job description, overlap with similar professions, supervision by noncounseling administrators, inadequate forms of performance evaluation, and conflict between their roles as counselors and educators. This conflict leads to poor boundaries at work, with counselors receiving an overwhelming amount of noncounseling duties that reduce their time with students. High school counselors have the potential to improve student social and academic outcomes, but these obstacles of role ambiguity and role conflict reduce them to school managers rather than master’s-level trained educators with a mental health background.

The future role of the psychiatrist in Europe – a UEMS perspective

2014 ◽  
Vol 11 (01) ◽  
pp. 35-42
Author(s):  
M. Hermans
Keyword(s):  
Mental Health ◽  
Mental Health Professionals ◽  
Health Professionals ◽  
General Interest ◽  
Future Role ◽  
Personal Opinion ◽  
The Future ◽  
The Subject ◽  
The Many

SummaryThe author presents his personal opinion inviting to discussion on the possible future role of psychiatrists. His view is based upon the many contacts with psychiatrists all over Europe, academicians and everyday professionals, as well as the familiarity with the literature. The list of papers referred to is based upon (1) the general interest concerning the subject when representing ideas also worded elsewhere, (2) the accessibility to psychiatrists and mental health professionals in Germany, (3) being costless downloadable for non-subscribers and (4) for some geographic aspects (e.g. Belgium, Spain, Sweden) and the latest scientific issues, addressing some authors directly.

scholarly journals When the Kids Are Not Alright: School Counseling in the Time of COVID-19

AERA Open ◽  
2021 ◽  
Vol 7 ◽  
pp. 233285842110336
Author(s):  
Mandy Savitz-Romer ◽  
Heather T. Rowan-Kenyon ◽  
Tara P. Nicola ◽  
Emily Alexander ◽  
Stephanie Carroll
Keyword(s):  
Postsecondary Education ◽  
School Counselors ◽  
Role Expectations ◽  
Mixed Methods Study ◽  
Concerted Effort ◽  
Social Emotional ◽  
School Based ◽  
Group Data ◽  
Focus Group Data ◽  
American Children

The unprecedented arrival of COVID-19 upended the lives of American children with rapid shifts to remote and hybrid schooling and reduced access to school-based support. Growing concerns about threats to students’ mental health and decreased numbers of students transitioning to postsecondary education suggest access to school counselors is needed more than ever. Although previous research on school counselors finds they promote positive postsecondary, social emotional, and academic outcomes for students, further studies highlight the organizational constraints, such as an overemphasis on administrative duties and unclear role expectations, that hinder their work. Drawing on survey and focus group data, our mixed methods study documents school counselors’ experiences during the COVID-19 crisis, including the opportunities and constraints facing their practice. Findings suggest there should be a concerted effort to reduce the role ambiguity and conflict in counselors’ roles so they are better able to meet students’ increased needs.

scholarly journals VitalSign6: A Primary Care First (PCP-First) Model for Universal Screening and Measurement-Based Care for Depression

2019 ◽  
Vol 12 (2) ◽  
pp. 71 ◽  
Author(s):  
Madhukar Trivedi ◽  
Manish Jha ◽  
Farra Kahalnik ◽  
Ronny Pipes ◽  
Sara Levinson ◽  
...  
Keyword(s):  
Mental Health ◽  
Primary Care ◽  
Mental Health Professionals ◽  
Health Professionals ◽  
Universal Screening ◽  
Primary Care Providers ◽  
The United States ◽  
Care Providers ◽  
Similar Treatment ◽  
Measurement Based Care

Major depressive disorder affects one in five adults in the United States. While practice guidelines recommend universal screening for depression in primary care settings, clinical outcomes suffer in the absence of optimal models to manage those who screen positive for depression. The current practice of employing additional mental health professionals perpetuates the assumption that primary care providers (PCP) cannot effectively manage depression, which is not feasible, due to the added costs and shortage of mental health professionals. We have extended our previous work, which demonstrated similar treatment outcomes for depression in primary care and psychiatric settings, using measurement-based care (MBC) by developing a model, called Primary Care First (PCP-First), that empowers PCPs to effectively manage depression in their patients. This model incorporates health information technology tools, through an electronic health records (EHR) integrated web-application and facilitates the following five components: (1) Screening (2) diagnosis (3) treatment selection (4) treatment implementation and (5) treatment revision. We have implemented this model as part of a quality improvement project, called VitalSign6, and will measure its success using the Reach, Efficacy, Adoption, Implementation, and Maintenance (RE-AIM) framework. In this report, we provide the background and rationale of the PCP-First model and the operationalization of VitalSign6 project.

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

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 ◽  
Middle School Counselors ◽  
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.

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