Professional school counseling 

About: Professional school counseling is an academic journal published by SAGE Publishing. The journal publishes majorly in the area(s): Counselor education & Academic achievement. It has an ISSN identifier of 1096-2409. Over the lifetime, 1224 publications have been published receiving 38227 citations.

Fostering Educational Resilience and Achievement in Urban Schools through School-Family-Community Partnerships.

Abstract: In this era of education reform, school counselors are among educators being held accountable for the academic achievement of minority and poor children. School counselors in urban schools serve a disproportionate number of minority and poor children at risk for school failure. Urban school counselors can play critical roles in engaging their school's stakeholders in implementing partnership programs that foster student achievement and resilience. This article discusses team facilitator, collaborator, and advocacy roles and strategies for urban school counselors and specific types of partnership programs they need to promote to foster academic achievement and resilience in minority and poor students. ********** In this current era of school reform, educators are being held accountable for the academic achievement of minority and poor students. This is of particular concern to urban educators because urban schools serve a disproportionate number of minority and poor students, who invariably are at risk for school failure (Wang, Haertel, & Walberg, 1998). Of the 7 million students served by the Great City Schools--which consists of 61 of the largest urban school districts in the country including Baltimore, Cleveland, and Philadelphia--over 75 percent of the students are minority students (Council of the Great City Schools, 2003). School counselors are being urged to take leadership roles in education reform aimed at reducing the barriers to academic achievement for such students (American School Counselor Association [ASCA], 2003; Bemak, 2000; Butler, 2003; Taylor & Adelman, 2000). Many urban minority and poor students tend to have multiple precipitating factors and stressors that put them at risk for school failure (Atkinson & Juntunen, 1994; Walsh, Howard, & Buckley, 1999). Urban school counselors have the challenge of helping students who daily face risk factors, such as poverty; homelessness; neighborhoods characterized by crime, violence, and drugs; and sociocultural factors such as discrimination and racial and language barriers (Atkinson & Juntunen; Holcomb-McCoy, 1998, Schorr, 1997). Racial and ethnic minority students in many urban schools often feel powerless in a majority-dominated school culture where language, class, and culture differences are seen as deficits (Cummins, 1986; Noguera, 1996, 2001). These children are over-represented in special education programs and underrepresented in gifted and talented programs (Ferguson, Kozleski, & Smith, 2001). Not only are the lives of a disproportionate number of racial and ethnic minority children characterized by oppression and a lack of privilege, but too often, they are "neglected, labeled, and left to wither in the lowest tracks in our schools" (Lewis & Arnold, 1998, p. 60). Efforts by schools to reduce the minority achievement gap often focus on blaming minority students for what are perceived as individual and cultural deficits residing in them, their families, and their communities (Herbert, 1999). Oftentimes, parents are regarded by school officials as adversaries instead of supporters of their children's education (Huang & Gibbs, 1992; Noguera, 1996, 2003). School officials blame differences in cultural values and family structure for poor academic achievement while parents in turn blame discrimination and insensitivity by school personnel (Atkinson & Juntunen, 1994). For many educators, the minority achievement gap, especially in urban areas, has come to be accepted as normative and they perceive little hope for transformation in these schools. Little attention is paid to the manner in which school culture and organizational practices unconsciously act to maintain the racial inequities in academic achievement or to the effect of the assumptions, fears, and stereotypes of school personnel on their interactions with urban minority children and families (Noguera, 1996, 2001, 2003). The socio-cultural-political stressors and forces that minority students in urban schools face interact to present very complex, subtle, and seemingly insurmountable barriers to both student achievement and partnerships among schools, families, and community members. …

Middle and High School Transitions as Viewed by Students, Parents, and Teachers.

Abstract: Respondents to a questionnaire about the elementary-middle and middle-high school transition experience respectively were 173 sixth grade students, 83 parents, and 12 teachers, and 320 ninth grade students, 61 parents and 17 teachers. Results revealed that school transitions posed both challenges and opportunities for students. Parents and teachers appeared to have a reasonably good appreciation of how these developmental experiences were perceived by students. Results from this study and from previous research suggest that distinct types of transition programming and a different temporal sequence may be needed in order to facilitate successful adjustment to three components--academic, procedural, and social--of a school transition. Suggestions about effective transition programming for each of the components are provided. ********** School transitions have been a frequent topic in both the research and practice literature in recent years (e.g., Alspangh, 1998; Chung, Elias, & Schneider, 1998; Eccles et al., 1993; Felner et al., 1993; Mizelle & Irvin, 2000; Perkins, & Gelfer, 1995; Weldy, 1991). For a number of students, these transitions apparently are difficult to negotiate. For example, the elementary to middle/junior high school transition has been found to be associated with a variety of negative effects on adolescents including declines in achievement (Alspaugh), decreased motivation (Anderman, Maehr, & Midgley, 1999), lowered self-esteem (Eccles et al.; Wigfield, Eccles, Mac Iver, Reuman, & Midgley, 1991), and increased psychological distress (Chung et al.; Crockett, Peterson, Graber, Schulenberg, & Ebata, 1989). Similarly, the transition to high school has also been accompanied by negative consequences for some students including achievement loss (Alspaugh) and dropping out shortly after they enter high school or falling behind and failing to graduate on time (Mizelle & Irvin). In fact, British researchers (Youngman, 1986), estimate that 10% of students suffered serious problems after the transfer to secondary school. It is surprising, however, that, in most of the transition research, the voices of those who are most directly involved--the students along with their parents and teachers--have been heard only infrequently. How do students view school transitions? What aspects of these transitions do they worry about or find difficult? Are there aspects of school transitions to which they look forward? What and whom do they find helpful in these transitions? What additional assistance might they have liked to have had during the transition? How do teacher and parent perceptions of school transitions compare to student perceptions? These teacher and parent perceptions may be especially revealing as research has demonstrated that parents and teachers can be a significant source of help during the transition (Akos, 2002), yet a child's view is not always perceived accurately by people in the child's environment (Lazarus & Folkman, 1984). STUDENT TRANSITION PERCEPTIONS Research about student perceptions of transitions has been most prevalent in the literature and has demonstrated both low (Mitman & Packer, 1982) and high intensity concern about the transition (Arowosafe & Irvin, 1998) as well as diverse perspectives about which transition issues are most important. For example, academic concerns (Mitman & Packer) and social concerns (Diemert, 1992) have both been identified as the primary concern in transition studies. Getting lost, older students and bullies, too much homework, school rules, making friends, and lockers have all been commonly cited student concerns in the transition to middle school (Akos, 2002; Arth, 1990; Diemert; Mitman & Packer; Odegaard & Heath, 1992). In addition to concerns, two studies (Akos, 2002; Odegaard & Heath, 1992) found that there are aspects of the middle/junior high school transition that are attractive to students. …

Positive Psychology and Character Strengths: Application to Strengths-Based School Counseling.

Abstract: The basic premise of positive psychology is that the happiness and fulfillment of children and youth entail more than the identification and treatment of their problems. This article provides an overview of positive psychology and the Values in Action (VIA) project that classifies and measures 24 widely recognized character strengths. Good character is multidimensional, made up of a family of positive traits manifest in an individual's thoughts, emotions, and behaviors. Recent research findings are presented concerning the correlates and the consequences of the VIA character strengths for positive youth development. Character strengths are related to achievement, life satisfaction, and well-being of children and youth. Further, the implications and specific techniques informed by positive psychology are discussed for school counselors in the context of a strengths-based approach.

Helping Seventh Graders Be Safe and Successful: A Statewide Study of the Impact of Comprehensive Guidance and Counseling Programs.

Abstract: This article is reprinted with permission from: Journal of Counseling & Development, Summer 2001, Volume 79, published by the American Counseling Association. Schools and school counselors in the United States today face a daunting array of challenges generated from profound social, cultural, and economic changes that occurred in the last half of the twentieth century and that will continue into the twenty-first century. The unprecedented number of violent acts in public schools helped motivate the Congress of the United States to consider legislation that would provide schools with money to hire more elementary school counselors. Keeping students safe has become a primary focus for everyone involved in America's schools. School counselors have an important role in promoting and maintaining student safety. At a point in American history when schools are searching for effective ways to respond to issues of violence, drugs, dropouts, teenage pregnancy, adolescent suicide and depression, the quality of life (QOL) available to students in schools has become a critical educational issue. In the rehabilitation counseling literature, enhanced QOL has been linked to expanded opportunities individuals have to promote personal growth, fulfillment, and self-esteem (Kosciulek, 1999; Pain, Dunn, Anderson, Darrah, & Kratochvil, 1998). QOL has been defined as an overall assessment, based on both a subjective and objective evaluation, of one's emotional, physical, social, and material well-being (Felce & Perry, 1996). The subjective evaluation of students' QOL centers on their perceived personal satisfaction with the quality of education available in their schools. The objective evaluation of students' QOL focuses on their personal assessment of the physical and the interpersonal contexts that shape learning opportunities and social interactions within their schools. To help students satisfy their individual needs, increase the likelihood that they will experience some control over their school environments, be successful academically, and have real opportunities to make choices in their current and future learning, schools and school counselors must find ways to improve the QOL available to students. In addition, public schools are charged with the task of promoting the development of future generations of citizens who can constructively participate in a democratic society that is competing in a constantly changing, increasingly technologically sophisticated global marketplace. Federal legislation (e.g., the School-to-Work Opportunities Act of 1994) and reports (e.g., Secretary's Commission on Achieving Necessary Skills, 1991) have reflected widespread concern regarding the preparation needed today by young people to attain real economic opportunity. Full and equitable membership in such an economic future requires sophisticated and advanced academic preparation, particularly in areas of mathematics, science, and technology. The stakes are high, both for individuals and the nation as a whole. Finding sustainable and systematic ways to motivate students to achieve academic success continues to be a major task facing school practitioners, educational researchers, and policy makers. In the educational psychology literature, research is accumulating that highlights the important role of the relationships between teachers and students in motivating academic achievement and social competencies for elementary and middle school students (Wentzel, 1999). Teacher-students relationships that are characterized by warmth, an absence of conflict, and open communication promote better school adjustments. Students benefiting from such relationships with teachers display a stronger sense of community in the school, more competent social behaviors, and improved academic performance (Schaps, Battistich, & Solomon, 1997). In the counseling literature, academic gains have been found when curriculum activities forge relevant, interesting connections to possible educational and career futures for students (e. …

Development of a professional school counselor identity: A grounded theory.

Abstract: Professional identity formation and development have been studied in numerous professions including teaching (Kuzmic,1994), psychoanalysis (Rosenbloom, 1992), and psychology (Watts, 1987). What appears to be salient across these studies is a process of continual interplay between structural and attitudinal changes that result in a self-conceptualization as a type of professional. This self-conceptualization, which has been termed one's professional identity, serves as a frame of reference from which one carries out a professional role, makes significant professional decisions, and develops as a professional. The literature on professional counselor development has identified similar processes involved in identity formation and development of counselors (Bruss & Kopala, 1993; Hogan, 1964; Loganbill, Hardy, & Delworth,1982; Reising & Daniels,1983; Skovholt & Ronnestad, 1992). The focus of previous research has been on counselors-in-training, with little attention paid to identity development during the working years beyond graduate school. Further, whether counselor identity development is identical for professionals in the various specialities of counseling such as school counseling has not been determined. The counseling literature is saturated with studies and articles that examine the role and functions of school counselors (e.g., Carroll, 1993; Helms & Ibrahim, 1983, 1985; Shertzer & Stone,1963; Stanciak, 1995; Wrenn,1957). In spite of the best efforts of professional associations, accrediting bodies, and training programs to define the profession of school counseling, studies cited in the literature indicate that the actual functions of counselors in the schools do not always reflect what have been identified as the best practices in school counseling (Hutchinson, Barrick, & Groves,1986; Partin, 1993; Peer, 1985; Tennyson, Miller, Skovholt, & Williams, 1989). A major theme that is repeated throughout the literature related to the professionalization of school counseling relates to this dissonance or conflict between school counselor preparation and the realities of the work environment. How decisions are made in this context reflects one's self-conceptualization as a professional-one's professional identity. The development of a professional school counselor identity thus serves as a frame of reference for carrying out work roles, making significant decisions, and developing as a professional. Unfortunately, there is a lack of available information on how this professional identity develops. By understanding the meaning-making framework in professional identity development, school counselors may be in a better position to determine their roles and functions for serving students and the school community. Further, counselor educators will be better able to provide training to students aspiring to become professional school counselors. Because professional identity development is a process rather than an outcome-which begins in training and continues throughout one's career-it is best studied with emerging research paradigms (e.g., qualitative methods). One such research paradigm is grounded theory (Glaser & Strauss, 1967; Strauss & Corbin, 1990). A grounded theory orientation allows theoretical categories to emerge from the data that explain how individuals continually process and respond to a problem. Data are gathered primarily through interviews and are analyzed inductively. The resulting theory is thus grounded in real-world patterns. A judgment can then be made about the adequacy of the research and the credibility of the newly developed theory. A qualitative study was undertaken to propose a grounded theory that will contribute to an understanding of school counselors' professional identity development. Based on a review of the literature, the salient theme related to the professionalization of school counseling seemed to be one of conflict or, more specifically, conflict decisions. …