Self-disclosure is an interpersonal process of an individual sharing personal information to another individual. Self-disclosure is also considered to be a professional disposition within the ...counseling profession and is also cited in higher education to be related to increased student motivation, participation, and learning. The current study explored the experiences of counselor educators who use self-disclosure as a teaching strategy within their classrooms. An interpretative phenomenological analysis research design was conducted used to determine describe the experiences of nine (N = 9) counselor educators. A literature review on self-disclosure, self-disclosure in higher-education, and counselor education are discussed. The methodology, findings, limitations, and future research directions are addressed.
The Professional School Counselor (PSC) is charged with the academic, social/emotional, and career development for all students within a school. The American School Counselor Association (ASCA) ...suggests that a minimum of 80% of the PSC's time be spent providing direct and indirect student services (ASCA, 2019a). These services include, but are not limited to, academic advising, providing counseling services to students, consulting with teachers and principals regarding student success, and advocating for students (ASCA, 2019a). Additionally, the PSC is often required to fulfill tasks unrelated to those primary objectives such as coordinating and proctoring standardized tests, scheduling students, monitoring lunches, and performing clerical duties. The many and varied tasks required of the PSC may lead to PSC burnout. PSC burnout adversely impacts the PSC as well as the students and other stakeholders within the school system. An area worth exploring that may reduce or alleviate PSC burnout is supervision. This study compared level of PSC burnout in PSCs who receive supervision and level of PSC burnout in those who do not receive supervision and compared level of PSC burnout and type of supervision received by the PSC by looking to answer the following research questions: 1) Is there a statistically significant difference in level of PSC burnout between PSCs working in Ohio public schools who receive supervision and PSCs working in Ohio public schools who do not receive supervision? and 2) Is there a statistically significant difference between level of PSC burnout in PSCs working in Ohio public schools and type of supervision (i.e., administrative, peer, and clinical) received by the PSC? Data was collected from PSCs working in Ohio public schools through use of a demographic survey and the Counselor Burnout Inventory. The data was analyzed using a t-test and ANOVA. The results indicate that there is no statistically significant difference in level of burnout and supervision received or not received, and that there is no statistically significant difference in level of burnout and type of supervision received. Implications of this study and ideas for future research are addressed.
The challenges facing adolescents today are greater than ever. It is imperative that students have the social and emotional skills to help them succeed. Mindfulness helps support social, emotional, ...and academic learning as it assists children in becoming more self-aware and builds self-regulation. Mindfulness is about being present within yourself as well as within your environment. A review of the literature provided evidence supporting the feasibility and effectiveness of mindfulness-based interventions for adolescents. Fully present teachers and students can experience strong emotion management and stress reduction, which in turn can lead to improved attention, positive academic outcomes, reduced behavior problems, and an increased enthusiasm for learning. This quasi-experimental study examined the relationship between a whole school online mindfulness intervention and student academic performance, attendance, behavior and social-emotional growth at one midwestern high school. The researcher collected student aReading and aMath test scores, attendance percentages, number of discipline referrals, and mySAEBRS scores from a fall semester during which an online mindfulness intervention was being utilized the following fall semester. Using one-way ANOVAs and two proportion z tests, the findings revealed statistically significant differences for behavior referrals and social-emotional growth between the years with and without the online mindfulness intervention.
La práctica narrativa en la evaluación psicopedagógica Chimpén-López, Carlos Alexis; Pérez-Jiménez, Javier; Polo-Del-Río, María Isabel
Revista española de orientación y psicopedagogía,
07/2022, Volume:
33, Issue:
2
Journal Article
Open access
El presente trabajo pretende mostrar cómo incardinar los principios generales y los postulados del Modelo de Terapia Narrativa creado por White y Epston (1990) en el actual ejercicio de la evaluación ...psicopedagógica, en la etapa de Educación Primaria y desde la óptica profesional de un Equipo de Orientación Educativa y Psicopedagógica de sector (EOEP). Se plantean cuestiones al respecto como: ¿se pueden aplicar los principios de un Modelo de Narrativa a la práctica profesional de la evaluación psicopedagógica y la posterior redacción del informe psicopedagógico? ¿La práctica profesional orientadora se puede ver enriquecida con estas aportaciones? ¿En qué puede ayudar la Terapia Narrativa a la orientación escolar para el alumnado y su familia? Planteamos un estudio exploratorio descriptivo de caso único por ser el primer acercamiento a la introducción de las ideas narrativas en un proceso de evaluación psicopedagógica. Como respuesta general a las preguntas planteadas, se pudo encontrar que la práctica narrativa ofrece una descripción mucho más rica de la realidad educativa y social del niño, ampliando el informe psicopedagógico y permitiendo reflexionar con el alumnado y sus familias acerca de los recursos personales y estrategias que diariamente ponen en práctica para favorecer el progreso escolar del niño/a. Es necesario seguir profundizando en la temática para poder ofrecer información que permita encontrar resultados mucho más amplios y generalizables.
This call to action urges school counselors to advocate for the profession during the transition from No Child Left Behind (NCLB) to Every Student Succeeds Act (ESSA). Now is an opportunity to inform ...local policy makers on how to interpret the law related to their role. We explore and assess opportunities for school counselors in ESSA Titles I and IV. We summarize a model for political advocacy and provide resources. Risks of advocating are addressed.
This study tested a model that links stress, social support, problem‐focused coping, and well‐being. First, it looks at how high support significantly moderated the association between stress and ...well‐being. Next, the students' problem‐focused coping was seen as mediating this moderated association. Finally, a 3‐way interaction of stress, social support, and avoidant coping revealed that only frequent use of avoidant coping accelerated the association between stress and well‐being in a negative way at both low and high support.
Since the advent of the Industrial Revolution 4.0, education has gained significant attention from academics and practitioners. The transformative initiatives introduced by Indonesia's Minister of ...Education and Culture, Nadiem Makarim, have reshaped the educational landscape, particularly through the "Merdeka Belajar" (Freedom to Learn) program. This qualitative study, utilizing a descriptive approach, investigates the use of assessments by school counselors (BK teachers) and their implementation in guidance and counseling services. The research involved 11 informants, including school principals, BK teachers, and students, selected through purposive sampling. Data were collected using observations, interviews, and documentation, and analyzed following Miles & Huberman's methodology. Findings reveal that while BK teachers follow structured steps in using assessments, they face challenges such as the lack of standardized instruments, limited time, and inadequate technological integration. Despite these obstacles, BK teachers strive to improve their practices by effectively communicating assessment results, integrating technology, and implementing actionable insights. The study underscores the necessity for better resources and applications to support the effective use of assessments. Assessments are crucial for understanding students' strengths and needs, providing tailored guidance, and facilitating academic, social, and emotional development. This data-driven approach enhances early problem identification, informed interventions, and the development of students' unique potentials. The study concludes that effective assessment implementation, supported by a positive school environment and adequate resources, is vital for enhancing the quality of guidance and counseling services, ultimately contributing to improved educational outcomes and student well-being.
School counsellors provide professional assistance to ensure the positive mental development of children and adolescents on campus. In this study we adopted the Delphi technique to clearly identify ...the professional competencies needed by qualified full-time counselling teachers in Taiwan. Using the responses of 21 experts, a framework of 39 competencies covering five domains was developed: self-awareness and professional development, constructing and supporting guidance work, school-based guidance work, client-based guidance work, and system connection and collaboration.
bell hooks described homeplace as a space for love, belonging and connection that actively resists the dominant narratives within white supremacy. This article highlights how hip hop culture and ...Youth Participatory Action Research (YPAR) led by school counselors can be used as a homeplace in schools, a space where students can speak on their experiences with issues in schools in a way they value most. This article details 2 ways hip hop and YPAR were combined to develop homeplaces. The authors describe the experiences of the students in the hip hop and YPAR process.
