Research on effectiveness of school bullying interventions has lagged behind descriptive studies on this topic. The literature on bullying intervention research has only recently expanded to a point that allows for synthesis of findings across studies. The authors conducted a meta-analytic study of school bullying intervention research across the 25-year period from 1980 through 2004, identifying 16 studies that met our inclusion criteria. These studies included 15,386 K through 12 student participants from European nations and the United States. Applying standard meta-analysis techniques to obtain averaged effect size estimates across similar outcomes, the authors found that the intervention studies produced meaningful and clinically important positive effects for about one-third of the variables. The majority of outcomes evidenced no meaningful change, positive or negative. The authors conclude that school bullying interventions may produce modest positive outcomes, that they are more likely to influence knowledge, attitudes, and self-perceptions rather than actual bullying behaviors; and that the majority of outcome variables in intervention studies are not meaningfully impacted.

https://osbha.org/files/How%20Effective%20are%20School%20Bullying%20Intervention%20Programs,%20Merrell%20et%20all,%202008.pdf

How effective are school bullying intervention programs? A meta-analysis of intervention research.

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Occupational Outlook Handbook

Guidelines for psychological practice with lesbian, gay, and bisexual clients

This study extends leader-member exchange (LMX) research by meta-analyzing the role of national culture in moderating relationships between LMX and its correlates. Results based on 282 independent samples (N = 68,587) from 23 countries and controlling for extreme response style differences indicate that (a) relationships of LMX with organizational citizenship behavior, justice perceptions, job satisfaction, turnover intentions, and leader trust are stronger in horizontal-individualistic (e.g., Western) contexts than in vertical-collectivistic (e.g., Asian) contexts; and (b) national culture does not affect relationships of LMX with task performance, organizational commitment, and transformational leadership. These findings highlight that although members are universally sensitive to how their leaders treat them, members' responses in Asian contexts may also be influenced by collective interests and role-based obligations.

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Leader-member exchange (LMX) and culture: a meta-analysis of correlates of LMX across 23 countries.

That's So Gay!: Microaggressions and the Lesbian, Gay, Bisexual, and Transgender Community

Principals have considerable influence on shaping the role of school counselors with whom they work (Amatea & Clark, 2005; Dollarhide, Smith, & Lemberger, 2007; Ponec & Brock, 2000). Researchers used leader-member exchange theory (Graen & Uhl-Bien, 1995) to examine the relevance of principal-school counselor relationships to school counselors' role definition, job satisfaction, and turnover intentions. A path analysis model explained 15% of the variance in how school counselors' roles are defined at the building level, 49% of the variance in school counselors' job satisfaction, and 20% of the variance in school counselors' turnover intentions. Implications for school counseling practice and leadership are provided.

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Using Leader-Member Exchange Theory to Examine Principal–School Counselor Relationships, School Counselors’ Roles, Job Satisfaction, and Turnover Intentions:

Legislation has greatly impacted educational opportunities for students with disabilities. Prior to the implementation of Public Law 94-142 (the Education for All Handicapped Children Act [EAHCA] of 1975), many students with disabilities received either no services or inappropriate services in public schools (Smith & Colon, 1998; Zaccaria, 1969). For more than 25 years, however, disability legislation has mandated that public schools provide appropriate educational services to all students with disabilities. As a result, 95% of students with disabilities received services in 1996 (U.S. Department of Education, 1996). In addition to impacting educational opportunities for students, legislation has increased the involvement of school counselors with students with disabilities. The passage of EAHCA resulted not only in greater numbers of students receiving special services in schools (Parker & Stodden, 1981; Tucker, Shepard, & Hurst, 1986), but also increased involvement of school counselors with students who have disabilities (Korinek & Prillaman, 1992; Sweeney, Navin, & Myers, 1984). More recent legislation, Public Law 101-476 (the Individuals with Disabilities Education Act [IDEA] of 1990), a reauthorization of EAHCA, and Public Law 105-17 (the 1997 Amendments to IDEA) discussed the involvement of individual school personnel with students with disabilities. Williams and Katsiyannis (1998) stated, "A primary implication of the 1997 Amendments to the Individuals with Disabilities Education Act is the need for all educators to share in the responsibility for services provided for all students including those with disabilities" (p. 17). Although legislation encourages greater school counselor involvement with students with disabilities, little research has been conducted to examine the actual roles that school counselors perform for those students. Helms and Katsiyannis (1992) found that the elementary school counselors they surveyed in Virginia provided individual, group, and classroom counseling for students with disabilities. The most common counseling issues involved self-concept, social skills, behavior, study skills, and career awareness. In 1980, the American School Counselor Association (ASCA) developed a position statement concerning school counselor roles with students with disabilities. That statement was revised in 1986 and again in 1993 (Baumberger & Harper, 1999). ASCA adopted two more focused position statements that discuss school counselor roles in relation to working with students with attention deficit/hyperactivity disorder (ASCA, 2000) and with students with special needs (ASCA, 1999). In those statements, ASCA suggested that school counselors advocate for students with disabilities in the school and/or community, assist students with disabilities in planning for transitions to careers or to post-secondary institutions, assist with the establishment and implementation of behavior modification plans for students with disabilities, counsel parents and families of students with disabilities, and make referrals to other appropriate specialists for students with disabilities. ASCA also suggested that school counselors provide activities for students with disabilities to improve their self-esteem, provide feedback on the social and academic performance of students with disabilities to the multidisciplinary team, provide individual and group counseling to students with disabilities, provide social-skills training to students with disabilities, serve as consultants to parents and staff on the characteristics and special needs of students with disabilities, and serve on the multidisciplinary team to identify and provide services to students with disabilities. Given the variety of activities that school counselors might perform for students with disabilities, it is important to ensure that school counselors feel prepared to provide services to those students. …

Students with Disabilities: School Counselor Involvement and Preparation

Students with learning disabilities can benefit from developing specific knowledge and skills that may increase their chances of successfully completing postsecondary degrees. School counselors can play important roles as advocates, collaborators, and direct service providers. This article is a review of critical student knowledge and skill areas as well as school counselor roles in the implementation of postsecondary transition planning services for students with learning disabilities. ********** Learning disability is an umbrella term providing a common language for a wide range of professionals, including teachers and counselors (Thomas & Woods, 2003). Neurologically based learning disabilities manifest themselves in different ways (Brinckerhoff, 1994). According to the Individuals with Disabilities Education Act (IDEA) of 1990, students with learning disabilities may have weaknesses in one or more areas including reading, writing, spelling, listening, speaking, thinking, and mathematics. All students are unique in terms of which of these characteristics they possess. Since the passage of the Americans with Disabilities Act (ADA) of 1990, more and more colleges and universities have implemented support services for students with disabilities. The 173% increase in the number of students with learning disabilities attending postsecondary institutions from 1989 to 1998 (Henderson, 1999) is attributed in part to that legislation (Flexer, Simmons, Luft, & Baer, 2005). It has been suggested, however, that many students with learning disabilities are encouraged to pursue vocational education rather than to attend 4-year colleges (Janiga & Costenbader, 2002). Data indicate that "only 13% of students with learning disabilities (compared to 53% of students in general population) have attended a 4-year post-secondary school program within two years of leaving high school" (National Longitudinal Transition Study, 1994, as cited in National Center for Learning Disabilities, 2004, p. 1). Although disability legislation has helped to make postsecondary education a more realistic option for students with disabilities, the National Joint Committee on Learning Disabilities (NJCLD) suggested "... that many students with learning disabilities do not consider postsecondary education options (2- and 4-year colleges and vocational schools) because they are not encouraged, assisted, or prepared to do so" (1994, p. 1). Hitchings et al. (2001) interviewed 97 college students with learning disabilities and found 20 reported being discouraged from pursuing college by teachers and/or school counselors. Many students with learning disabilities do pursue postsecondary education, but they often do not complete their programs of study. The U.S. Department of Education (as cited in Janiga & Costenbader, 2002) reported that since 1989, only 53% of students with disabilities either had completed their postsecondary degree or were still enrolled, as compared to 64% of students without disabilities. Dickinson and Verbeek (2002) suggested that individuals with learning disabilities might be more successful in life if they were able to complete higher levels of education. They also indicated, however, that many students with learning disabilities end up working in low-paying jobs with few benefits and little job security. Successful transition to college opens the door for future economic success, social power, and personal well-being. SCHOOL COUNSELOR INVOLVEMENT IN TRANSITION PLANNING School personnel are directed to help students with learning disabilities prepare for life after high school. In 1990, IDEA mandated the inclusion of transition services in students' Individualized Education Programs (IEPs) by age 16; that age was lowered to 14 with the IDEA Amendments of 1997. Special education professionals primarily coordinate IEPs; however, IDEA mandates the participation of related services professionals when relevant. …

Assisting Students with Learning Disabilities Transitioning to College: What School Counselors Should Know.

The flipped classroom is proposed as an effective instructional approach in counselor education. An overview of the flipped-classroom approach, including advantages and disadvantages, is provided. A case example illustrates how the flipped classroom can be applied in counselor education. Recommendations for implementing or researching flipped classrooms are shared.

The Flipped Classroom in Counselor Education.

(2006). Bullying in Middle Schools: Prevention and Intervention. Middle School Journal: Vol. 37, This We Believe in Action, pp. 12-19.

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Amy Milsom

Papers

Using Leader-Member Exchange Theory to Examine Principal–School Counselor Relationships, School Counselors’ Roles, Job Satisfaction, and Turnover Intentions:

Students with Disabilities: School Counselor Involvement and Preparation

Assisting Students with Learning Disabilities Transitioning to College: What School Counselors Should Know.

The Flipped Classroom in Counselor Education.

Bullying in Middle Schools: Prevention and Intervention