Understanding, Recognizing, and Responding to Human Trafficking in the Schools

Human trafficking is an international and domestic public concern. As understanding of this social justice issue expands, awareness is growing that this horrific act impacts adults and children worldwide, including students in public schools. There is currently little guidance for school counselors or research specific to recognizing, preventing, and responding to human trafficking in schools. Through increasing the awareness of how to recognize and respond to human trafficking, school counselors, staff, and community members can work together to prevent trafficking in the schools and be better equipped to serve students who have been victimized by this crime. School counselors can play a role in prevention and education of this social justice issue.

Early Adversity and Neurodevelopment

This chapter addresses the impact of early childhood adversity on the developing brain and nervous system. The author provides a critical review of the Adverse Childhood Experiences study and expands the concept of early adversity to include systemic and environmental stressors and a focus on resilience in addition to potential pathology. Particular focus is given to reviewing contemporary neuroscience research on the influence of negative early life events, including impacts on brain structure, function, connectivity, epigenetic processes, and inflammation. The author identifies overarching findings while also acknowledging limitations of the current science and the difficulties inherent in practitioners' translating primary brain research into school-based interventions. Some ideas for practical applications of the science are provided.

Addiction Issues in the Schools

This chapter explores common issues relevant to addiction that school counselors encounter in their work. Prevalence rates are introduced that provide a context for counselors to understand how common the issue is, whether it is use amongst children/adolescents or in the households the students reside. The brain disease model is explained along with common substances of addiction as well as a discussion of behavioral addictions. Direct and indirect services focused on addiction issues in the schools. Resources for further learning are included at the end of the chapter.

The School Counselor's Role in Supporting Military-Connected Youth

Throughout their K-12 educational experiences, military-connected youth often face a high degree of uncertainty and mobility due to their parent's service. These transitions often create stressors that impact the academic and social-emotional development of children and adolescents from military families. Because of their position and training, school counselors play an important role in addressing the educational needs of military-connected youth. Within this chapter, the author discusses military culture, describes the transitional challenges in which military-connected youth experience and highlights ways in which school counselors can utilize interventions to support this unique population. Recommendations and suggestions for future research are also explored.

Invisible Borders

This chapter focuses on children in mixed-status families. The authors provide demographic data and the definition of a mixed-status family, then outline the challenges experienced by these families. The authors delineate developmental, educational, and psychological risk factors for these children. Intervention and advocacy initiatives in which school counselors can engage are examined. Authors provide practical solutions, suggestions for future research, a glossary of terms, and further readings. Finally, each topic discussed includes application strategies for school counselors.

WOKE

Social justice advocacy is a term commonly utilized to describe action steps initiated to remove obstacles to success for underrepresented students. This chapter challenges school counselors and educators to adopt a “Woke” perspective (which integrates action and awareness) on behalf of African American students. Furthermore, these professionals should be equipped with culturally responsive tools to support African American students and engage in systemic advocacy on their behalf. Drawing from Critical Race Theory, this chapter will examine the historical and contemporary context of discriminatory practices, as well as the current impact on African American students. This chapter will also address specific strategies to inform professional practice and advocacy work, as well as implications for training programs.

The Locked Cage

This chapter aims to discuss the on-going problems of mass incarceration within the USA and the impact it has on the family and the school system. Mass incarceration is a societal concern because it impacts those that are incarcerated and the families that they leave behind outside the cage. Those that are parents and are incarcerated not only have to deal with their decisions, their children do as well. It is estimated that more than 1.7 million children within the USA have experienced a parent or caregiver being incarcerated. Incarceration can have a negative effect on the students development within the classroom, leading to long-term traumatic experiences and negative behavioral, emotional academic performances within the classroom. This chapter explores the impact it has on the students and academic environment while provide tools to best support these students and families.

The School Counselor's Role in Supporting and Advocating for Transgender and Gender-Expansive Children and Adolescents

Transgender and Gender-Expansive children and adolescents are resilient, capable, and amazing and deserve to work with school counselors who build upon their strengths. School counselors who espouse fluid, multilayered, and complex conceptualizations of gender and affectional identities are best equipped to meet the needs of TGE children and adolescents. Therefore, it is essential that school counselors be well-versed and knowledgeable about the identities of those with whom they are working, as well as welcome ongoing growth in areas such as self-awareness.

Culturally-Responsive College Application Advising for Undocumented Immigrant Students

This chapter examines the implication of implementing culturally responsive pathways to college for undocumented students. The chapter provides an overview of the barriers students face, unique needs to consider, and outcomes for school counselors, or those supporting students in the college application process to go beyond the traditional practice of application completion. This chapter also includes a brief literature review of culturally responsive pedagogy and its application within a culturally responsive advising framework. Additionally, best practices and challenges are discussed.

Training School Counselors to Serve as Antibullying Specialists

This chapter explores school counselors' role in accordance to the nation's indicated most extensive and comprehensive antibullying policy by the U.S. Department of Education (US DOE) as well as in alignment with the position of the American School Counselor Association (ASCA). The author introduces and evaluates bullying implications for underserved populations and research concerning the experiences of school counselors when serving students in the additional role designated by the model policy, antibullying specialist. This chapter identifies research driven suggestions for most effective practices counselor educators can train school counselors to advocate for when designing and implementing their comprehensive school counseling programs with prevention and intervention components.