Damned if You Do by Alex Brown (review) Quealy-Gainer, Kate
Bulletin of the Center for Children's Books,
07/2023, Letnik:
76, Številka:
11
Journal Article, Book Review
The COVID‐19 pandemic disrupted many counselor education programs. We interviewed 10 school counselor educators to explore their experiences navigating practicum and internship experiences during the ...pandemic. We identified five themes: (a) supporting SCITs, (b) decision‐making, (c) rethinking clinical experiences, (d) preparedness, and (e) gatekeeping. We discuss implications for student training and research.
The purpose of this study was to investigate the role of school counsellors' attitudes and training on their perceptions of preparedness to provide services to students with disabilities (SWD). ...Participants were 105 practicing school counsellors who completed the Attitudes toward Disabled Persons Scale Form-O (ATDP-O) as well as the School Counsellor Preparedness Survey-Revised (SCPS-R) in a web-based format. A hierarchical regression analysis was conducted with three types of counsellor training (courses, experiences and conferences/workshops) and counsellor attitudes towards SWD. The results revealed that school counsellors' attitudes and training significantly predicted preparedness with an approximately 10% of variance explained. Out of all four variables, attitudes appeared to be the only significant predictor of preparedness scores. Results also indicated that school counsellors did not feel completely prepared to work with SWD.
The purpose of the current study was to investigate the effects of COVID-19 on high school students' psychological symptoms and to understand how ready counselors and school counseling services are ...based on the data we have. Therefore, this research is designed under two different studies: (A) Study 1: Effects of COVID-19 pandemic on students' psychological symptoms and (B) Study 2: Views and expectations of students and school counselors about school counseling services. The first study was a quantitative study and included 549 high school students (398 female, 151 male). A structural equation model (SEM) was created to examine the effects of COVID-19 pandemic on participants' psychological symptoms. The Impact of Event Scale-Revised (IES-R) scores showed that 107 (19.50%) individuals had a score of 50 and above pointing out that individuals in this group had severe impact of event/trauma symptomologies. The SEM analysis indicated that IES-R scores had a total effect of 0.79 on anxiety, 0.75 on depression, 0.74 on negative self-concept, 0.68 on somatization, and 0.66 on hostility scores. Furthermore, female students had significantly higher scores on anxiety, depression, negative self-concept, somatization, hostility, and impact of events variables than male students. Study 2 was a qualitative design and consisted of five school counselors and five students from different schools. The results indicated that students' difficulties during the coronavirus disease 2019 (COVID-19) outbreak were educational, cognitive, emotional, physiological, relational, technological, and related to routines. Academic, social, emotional, and behavioral issues came to the fore among the difficulties that can be experienced if students start face-to-face education. On the other hand, the school counselors listed that family relations, personal-social, emotional, and academic themes were the difficulties experienced by the students at the beginning of the COVID-19. In addition, when COVID-19 started, the services offered by school counselors were discussed under (1) services for the student, (2) services for the family, and (3) services for the teacher. Finally, according to the opinions of the school counselors, if students start face-to-face education, they may experience emotional, academic, and relational difficulties. In summary, it is vital that student personality services be prepared and implemented by school counseling services for schools based on the results.
Attention is crucial for academic success, as well as social and emotional growth and development. In this article, the authors discuss models of attention and ways attention influences social and ...emotional learning and academic success. Additionally, they describe interventions that address attention concerns and discuss implications of using the Multitiered System of Supports (MTSS).
Most counselors lack training in play therapy through university counselor education programs, which leaves novice counselors searching for workshops, institutes, conferences, or self-training to ...effectively meet the mental health needs of children. In this first-of-its-kind study, the researcher investigated relationships between professional development and attitudes, knowledge, and skills in play therapy among working elementary school counselors and professional counselors who are licensed. Professional development consisted of various types of training and/or APT membership. A nonrandom sample of counselors was recruited from relevant online sources in this quantitative study. Attitudes, knowledge, and skills were measured by the self-reported Revised Play Therapy Attitude-Knowledge-Skills Survey (Kao, 2009). Three hypotheses were confirmed at a statistically significant level: Counselors with university-level training had higher levels of attitudes, knowledge, and skills; knowledge in play therapy predicted the skill levels of the counselors; and APT membership related to higher levels of knowledge and skills in play therapy.
The phenomenon of absent fathers is a common occurrence in today's homes that appears to be escalating, especially in Black households across the United States. The purpose of this study was to ...describe the lived experiences of successful Black men who were raised in absent-father homes as well as the lived experiences of their resilient single mothers. The authors share themes that captured the participants' experiences and provide recommendations for community counselors, school counselors, and counselor educators. El fenómeno de padres ausentes es una situación común en los hogares actuales que parece estar en crecimiento, especialmente en hogares de familias negras en Estados Unidos. El propósito de este estudio era describir las experiencias vividas por hombres negros exitosos que fueron educados en hogares con padres ausentes, además de las experiencias vividas por sus resilientes madres solteras. Los autores comparten temas que capturaron las experiencias de los participantes y proporcionan recomendaciones para consejeros comunitarios, consejeros en escuelas y capacitadores de consejeros.
The purpose of this study is to examine how recent incidents of planned mass violence in high schools within the United States were successfully averted. Using the Averted School Violence database, ...this study utilizes a mixed‐methods content analysis approach to analyze 82 incidents of averted mass violence in high schools that occurred post‐Columbine era. The following three themes were identified: attack motives and logistics, plot discovery, and attack aversion. Implications for professional school counselors in preventing similar mass violence attacks in the future are discussed, including fostering trusting relationships between students and adults, providing education to parents about social media platforms and proper firearms storage, establishing threat assessment teams, and educating parents, students, and school personnel about warning signs for violence.
Key points
School counselors play key roles in preventing mass violence as a part of their comprehensive school counseling programs.
Based on a mixed‐methods content analysis, implications for school counselors in preventing mass violence attacks are discussed.
Given school counsellors' many responsibilities and the misunderstanding of their role by others, it is clear that school counsellors are vulnerable to harmful levels of stress. Existing stress ...scales provide insufficient solutions for the school counsellor's contemporary role because they are not profession-specific, are unidimensional or outdated. Our purpose was to develop and validate a scale of school counsellors' stress and to examine which stressors are perceived as most stressing. Exploratory factor analysis on a pilot sample (N = 72) revealed eight factors and confirmatory factor analysis on a larger sample (N = 205) yielded a good fit for the eight-factor structure. Participants consistently reported higher levels of stress due to bureaucracy, work-home conflict, teaching and discipline than for misunderstanding and lack of appreciation for the counsellor's role, dealing with violence and conflict resolution. Benefits of measuring specific stressors rather than a unidimensional construct and implications for counsellor training are discussed.
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