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Developing Productive School Counselor–Principal Partnerships 发展富有成效的学校辅导员-校长伙伴关系
Professional school counseling Pub Date : 2022-10-27 DOI: 10.1177/2156759X221134669
Christina Jordan
{"title":"Developing Productive School Counselor–Principal Partnerships","authors":"Christina Jordan","doi":"10.1177/2156759X221134669","DOIUrl":"https://doi.org/10.1177/2156759X221134669","url":null,"abstract":"School counselors and principals are in natural leadership positions that provide opportunities to influence systemic change. Given these educators’ great responsibility of supporting the academic, social/emotional, and college and career development of all students, aligning their efforts toward impacting student outcomes is wise. Current literature has identified barriers and benefits of school counselor–principal collaboration. However, a more thorough understanding of the process for developing and analyzing productive partnerships would prove beneficial to school counselors and principals. This article presents a framework for describing the process and outputs of school counselor–principal collaboration, with discussion of implications for further development and use of the framework.","PeriodicalId":74580,"journal":{"name":"Professional school counseling","volume":"18 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81810944","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
A Blueprint for Collaborative Action to Build a Trauma-Informed School: A Case Study 建立创伤知识学校的合作行动蓝图:个案研究
Professional school counseling Pub Date : 2022-10-27 DOI: 10.1177/2156759X221134670
J. Somers, Lynn Wheeler
{"title":"A Blueprint for Collaborative Action to Build a Trauma-Informed School: A Case Study","authors":"J. Somers, Lynn Wheeler","doi":"10.1177/2156759X221134670","DOIUrl":"https://doi.org/10.1177/2156759X221134670","url":null,"abstract":"Analysis of multiple forms of data from a high-need K–8 charter school led to the hypothesis that increasing disciplinary disruptions and poor student academic achievement were the results of endemic student trauma. The principal, the lead school counselor, and an advisory council created a plan to explore and address behavioral and social/emotional issues, and wrote grants to sustain programming changes. The school achieved success in multiple areas, including: improving its comprehensive school counseling program using the ASCA National Model framework; benchmarking its practice with the ASCA School Counselor Professional Standards & Competencies; reducing noncounseling duties for school counselors and providing 80% direct and indirect services to students; reducing the school counselor-to-student ratio; restructuring student discipline policies through the implementation of school-wide trauma-informed care practices; and utilizing social/emotional learning and trauma-informed lessons in the classroom. This case study outlines how one school created multidisciplinary internal and community-based teams to support trauma-informed practices for students, teachers, staff, and families, while emphasizing school counselor–principal leadership to build social capital. The discussion includes a review of progress toward systemic change goals.","PeriodicalId":74580,"journal":{"name":"Professional school counseling","volume":"11 1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83517693","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
A Culturally Affirming Shared Leadership Framework 文化上肯定的共享领导框架
Professional school counseling Pub Date : 2022-10-27 DOI: 10.1177/2156759X221134665
Eva M. Gibson, James M. Thompson, Mariama I. Cook Sandifer, Sarah N. Brant-Rajahn
{"title":"A Culturally Affirming Shared Leadership Framework","authors":"Eva M. Gibson, James M. Thompson, Mariama I. Cook Sandifer, Sarah N. Brant-Rajahn","doi":"10.1177/2156759X221134665","DOIUrl":"https://doi.org/10.1177/2156759X221134665","url":null,"abstract":"The American School Counselor Association (ASCA) encourages school counselors to promote equity experiences for all students through leadership, advocacy, and collaboration. School counselors and school administrators (e.g., principals, assistant principals) are uniquely positioned to combine their social capital in an effort to create a positive school culture and empower students who have been historically oppressed. We acknowledge the existence of current leadership approaches applicable to the educational setting; however, the literature lacks action steps for these professionals to collaboratively utilize their leadership skills as they champion social justice. Therefore, we present a culturally affirming, shared leadership framework that may be applied within P–12 schools and school counselor and leadership educator preparation programs.","PeriodicalId":74580,"journal":{"name":"Professional school counseling","volume":"53 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79841124","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
School Administrators and School Counselors’ Legal and Ethical Alliance 学校管理者和学校辅导员的法律和道德联盟
Professional school counseling Pub Date : 2022-10-27 DOI: 10.1177/2156759x221134668
Carolyn B. Stone
{"title":"School Administrators and School Counselors’ Legal and Ethical Alliance","authors":"Carolyn B. Stone","doi":"10.1177/2156759x221134668","DOIUrl":"https://doi.org/10.1177/2156759x221134668","url":null,"abstract":"The importance of a cooperative school administrator–school counselor alliance is explored against the backdrop of legal proceedings involving professionals in both disciplines who at different points could have prevented or averted lengthy, energy-draining legal action. Most legal battles involving school administrators and school counselors revolve around child abuse reporting, confidentiality, and advocacy for equitable educational opportunities. An examination of case law, statutes, office of civil rights investigations, and other legal proceedings underscores the implications and consequences of school administrators (e.g., principals and assistant principals) and school counselors neglecting to understand disparate, and often mutual, legal and ethical imperatives. An alliance can afford greater comfort for both educational fields in ambiguous and situational dilemmas that are part of the daily work of school administrators and school counselors. Positive collaboration also can lead to increasing opportunities to develop social capital and better support outcomes for students.","PeriodicalId":74580,"journal":{"name":"Professional school counseling","volume":"100 2-3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72467818","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
School Counselors and Principals Serving as Co-Conspirators for Antiracist Program Evaluation 学校辅导员和校长作为反种族主义项目评估的共谋者
Professional school counseling Pub Date : 2022-10-27 DOI: 10.1177/2156759X221134671
J. Beasley, Kara P. Ieva
{"title":"School Counselors and Principals Serving as Co-Conspirators for Antiracist Program Evaluation","authors":"J. Beasley, Kara P. Ieva","doi":"10.1177/2156759X221134671","DOIUrl":"https://doi.org/10.1177/2156759X221134671","url":null,"abstract":"Principals and school counselors, as advocates and leaders, have a moral and ethical imperative to interrogate and disrupt the educational inequities pervading P–12 schools. Trained in data collection, disaggregation, and analyses, principals and school counselors must utilize their knowledge and skills in program evaluation to challenge systemic racism, advocate for marginalized students, and collaborate with key stakeholders to dismantle racist policies and practices taking place in classrooms, schools, and broader communities. Program evaluation practices are tools that school counselors and principals can use to bridge social capital by inviting historically marginalized groups of people to have their voices be heard and have a seat at the table where decisions are being made. In this article, we present an Antiracist Program Evaluation Cycle as a framework for school counselor and principal collaboration, with recommendations to disassemble institutional racism that exists within schools and communities.","PeriodicalId":74580,"journal":{"name":"Professional school counseling","volume":"18 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76610496","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Enhancing Social Capital: The Role of the School Counselor–Principal Alliance in School Counselor Advocacy Activities for Lesbian, Gay, Bisexual, Transgender, and Questioning or Queer Students 增强社会资本:学校辅导员-校长联盟在学校辅导员对女同性恋、男同性恋、双性恋、跨性别和有问题或酷儿学生的倡导活动中的作用
Professional school counseling Pub Date : 2022-10-27 DOI: 10.1177/2156759x221134666
Haley D. Wikoff, Susannah M. Wood
{"title":"Enhancing Social Capital: The Role of the School Counselor–Principal Alliance in School Counselor Advocacy Activities for Lesbian, Gay, Bisexual, Transgender, and Questioning or Queer Students","authors":"Haley D. Wikoff, Susannah M. Wood","doi":"10.1177/2156759x221134666","DOIUrl":"https://doi.org/10.1177/2156759x221134666","url":null,"abstract":"This study examined how demographic variables and the school counselor–principal alliance influenced school counselors’ advocacy for LGBTQ students as measured by the Lesbian, Gay, Bisexual Active Advocacy Scale-Revised (LGBAAS-R). We surveyed 169 practicing school counselors with at least one year of experience in their current building and working with their current principal. Results indicate that the participant’s sexual orientation, engagement with professional development, presence of a Gender and Sexuality Alliance (GSA), the state in which they work, perception of a welcoming environment, years worked with the principal, and perception of a collaborative relationship with the principal were significant predictors of advocacy activity. Through advocacy, school counselors can build social capital in LGBTQ students, yet school counselors’ own identity and relationships with principals can influence their ability to engage in advocacy. Note: LGBTQ is intended to represent the diverse range of identities of gender and sexual orientation of individuals.","PeriodicalId":74580,"journal":{"name":"Professional school counseling","volume":"47 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91055823","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
School Counselor and Administrator Perceptions of Response to the COVID-19 Pandemic. 学校辅导员和管理人员对COVID-19大流行应对的看法。
Professional school counseling Pub Date : 2022-10-12 eCollection Date: 2022-01-01 DOI: 10.1177/2156759X221134661
Theresa Kruczek, Rachel Louise Geesa, Renae D Mayes, Kaylee M Odell
{"title":"School Counselor and Administrator Perceptions of Response to the COVID-19 Pandemic.","authors":"Theresa Kruczek,&nbsp;Rachel Louise Geesa,&nbsp;Renae D Mayes,&nbsp;Kaylee M Odell","doi":"10.1177/2156759X221134661","DOIUrl":"https://doi.org/10.1177/2156759X221134661","url":null,"abstract":"<p><p>Collaborative efforts by school counselors and school administrators that are grounded in social capital principles have the potential to better support students' educational success, health, and well-being in the wake of challenging and adverse events, such as the COVID-19 pandemic. The purpose of this study was to assess perceptions of school counselors and administrators to determine the extent to which they had a shared vision of the challenges and strengths in their school's initial response to the pandemic. We also explored their sense of the anticipated future needs within the context of social capital theory and trauma-informed practices. Participants included 381 current pre-K-12 school administrators and school counselors throughout the United States who completed a mixed-methods survey in spring 2020. Use of these findings can help school stakeholders continue to foster students' social/emotional, academic, and career and college readiness development during continued and future mass trauma events.</p>","PeriodicalId":74580,"journal":{"name":"Professional school counseling","volume":"26 1","pages":"2156759X221134661"},"PeriodicalIF":0.0,"publicationDate":"2022-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9557274/pdf/10.1177_2156759X221134661.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"40339584","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
"We Are the Heartbeat of the School": How School Counselors Supported Student Mental Health During the COVID-19 Pandemic. “我们是学校的心跳”:在COVID-19大流行期间，学校辅导员如何支持学生的心理健康。
Professional school counseling Pub Date : 2022-08-04 eCollection Date: 2022-08-01 DOI: 10.1177/2156759X221105557
Emily R Alexander, Mandy Savitz-Romer, Tara P Nicola, Heather T Rowan-Kenyon, Stephanie Carroll
{"title":"\"We Are the Heartbeat of the School\": How School Counselors Supported Student Mental Health During the COVID-19 Pandemic.","authors":"Emily R Alexander,&nbsp;Mandy Savitz-Romer,&nbsp;Tara P Nicola,&nbsp;Heather T Rowan-Kenyon,&nbsp;Stephanie Carroll","doi":"10.1177/2156759X221105557","DOIUrl":"https://doi.org/10.1177/2156759X221105557","url":null,"abstract":"<p><p>The COVID-19 pandemic and the shift to online learning exacerbated the mental health needs of children and adolescents, especially among minoritized students who were disproportionately impacted by the virus. Although the pandemic has increased the demand for counseling, research finds that school counselors are often hindered by organizational constraints. Using organizational role theory, this study examined school counselors' perceptions of their role delivering mental health supports during the pandemic. Findings indicate that school counselors reported an increased need for counseling, but faced multiple barriers to supporting students, leaving those who most needed the support particularly vulnerable.</p>","PeriodicalId":74580,"journal":{"name":"Professional school counseling","volume":"26 1b","pages":"2156759X221105557"},"PeriodicalIF":0.0,"publicationDate":"2022-08-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9465283/pdf/10.1177_2156759X221105557.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"40367079","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 4
Tiered Supports for the Class of 2021 in Unprecedented Times: A High School Counseling Department's Journey. 在前所未有的时代为2021级学生提供分层支持:一个高中咨询部门的旅程。
Professional school counseling Pub Date : 2022-08-04 eCollection Date: 2022-08-01 DOI: 10.1177/2156759X221106806
Christina A Tillery, Erin Crane, Emily Goodman-Scott
{"title":"Tiered Supports for the Class of 2021 in Unprecedented Times: A High School Counseling Department's Journey.","authors":"Christina A Tillery,&nbsp;Erin Crane,&nbsp;Emily Goodman-Scott","doi":"10.1177/2156759X221106806","DOIUrl":"https://doi.org/10.1177/2156759X221106806","url":null,"abstract":"<p><p>The impact of COVID-19 and the racial awakening of the United States intensified the inequities already present in many K-12 schools. Authors report a practitioner-focused case study of a high school counseling department integrating multitiered systems of support (MTSS) into their comprehensive school counseling program during the 2020-2021 school year, in response to both a global pandemic and the racial justice movement. Authors describe school counselors' passionate commitment to supporting the school and department goal of increased graduation rate for the graduating class of 2021 in the midst of navigating virtual learning, racial and ethnic disparities, and lack of resources.</p>","PeriodicalId":74580,"journal":{"name":"Professional school counseling","volume":"26 1b","pages":"2156759X221106806"},"PeriodicalIF":0.0,"publicationDate":"2022-08-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9465286/pdf/10.1177_2156759X221106806.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"40364943","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Applications of Intersectionality Theory to Enhance Career Development Interventions in Response to COVID-19. 应用交叉性理论加强职业发展干预以应对COVID-19
Professional school counseling Pub Date : 2022-08-04 eCollection Date: 2022-08-01 DOI: 10.1177/2156759X221106807
Galaxina G Wright, Christian D Chan
{"title":"Applications of Intersectionality Theory to Enhance Career Development Interventions in Response to COVID-19.","authors":"Galaxina G Wright,&nbsp;Christian D Chan","doi":"10.1177/2156759X221106807","DOIUrl":"https://doi.org/10.1177/2156759X221106807","url":null,"abstract":"<p><p>The school counseling profession has an ethical responsibility to provide and advocate for individual students' career planning and development, while expanding school counselors' own multicultural and social justice advocacy to become effective culturally competent professionals. Additional literature is needed to identify how school counselors can adapt their career counseling approaches to fit the unique challenges and barriers of historically marginalized students both during and after the global COVID-19 pandemic. We describe how school counselors can use intersectionality theory as a framework for career development with marginalized populations in response to COVID-19 and its impact on the economic decline.</p>","PeriodicalId":74580,"journal":{"name":"Professional school counseling","volume":"26 1b","pages":"2156759X221106807"},"PeriodicalIF":0.0,"publicationDate":"2022-08-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9465284/pdf/10.1177_2156759X221106807.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"40367076","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
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