School counselors in the classroom: A systematic review

IF 2.3 3区 心理学 Q2 PSYCHOLOGY, APPLIED
Christopher D. Slaten, Jisu Lee, Carrie Wachter-Morris, Michael Steven Williams, Jenny Huynh
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引用次数: 0

Abstract

The American School Counseling Association has continuously defined school counselors as having a role in the classroom across four different iterations of the ASCA Model. And yet, the amount of scholarly production is limited along with the amount of time school counselors report actually spending time in the classroom with students. Further, the social-emotional learning (SEL) movement, among others, has encouraged the utilization of teachers in classrooms to provide lessons and interventions related to the social-emotional development of students rather than school counselors who have been trained to do so. The current study examines the literature on school counselor-facilitated classroom interventions over the past 30 years utilizing systematic review procedures to do so. The results indicate that only 40 classroom intervention studies have been published in peer-reviewed journals over the past 30 years. Implications for counselor education scholars and school counselors are discussed.

课堂上的学校辅导员:系统回顾
美国学校咨询协会(ASCA)对学校咨询师在课堂教学中的作用进行了四次不同的定义。然而,学术成果的数量有限,学校辅导员实际在课堂上与学生在一起的时间也有限。此外,社会情感学习(SEL)运动等鼓励在课堂上利用教师提供与学生社会情感发展相关的课程和干预措施,而不是鼓励学校辅导员接受这方面的培训。本研究利用系统性回顾程序,对过去 30 年来有关学校辅导员主持的课堂干预的文献进行了研究。结果表明,在过去 30 年中,只有 40 项课堂干预研究发表在同行评审期刊上。讨论了对辅导员教育学者和学校辅导员的启示。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
5.40
自引率
13.00%
发文量
35
期刊介绍: Journal of Counseling & Development publishes practice, theory, and research articles across 18 different specialty areas and work settings. Sections include research, assessment and diagnosis, theory and practice, and trends.
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