Addressing the Needs of Students Experiencing Homelessness: School Counselor Preparation

School counselors’ job roles and preferences reportedly vary by educational level (i.e., elementary, middle and high school); however, several organizations, such as the American School Counselor Association, conceptualize and recommend school counseling practice and preparation through a K–12 lens. Little is known about how or if school counseling faculty members vary their preparation for specific educational levels. In this article, we discuss a national, mixed methods study of school counseling faculty (N = 132) experiences and perceptions regarding school counselor preparation for the elementary level. We focused on elementary school counselors due to their unique roles. Findings included faculty’s varied experiences and perceptions of differentiation, prioritizing a K–12 preparation focus, and several external factors driving their preparation such as state licensure and mandates, school counseling job opportunities, and student enrollment, motivation and interest in elementary school counseling.

There has been much professional attention paid to the importance of the school counselor's role in the career development of students. Gysbers (1987) emphasized the 1984 American School Counselor Association (ASCA) position statement on career guidance which described counselors' work in career guidance as one of the most important contributions counselors make to students' lifelong development. The 1994 ASCA position statement (ASCA, 1994) on the emerging role of the school counselor focused almost exclusively on the expanded competencies that school counselors must possess in order to assist students at all levels (elementary, secondary, and special education students) with their career development needs. This position statement recommended that the substantive reforms being proposed for educational systems include the emerging emphasis on the role of the school counselor in career development. The Council for Accreditation of Counseling and Related Educational Programs (CACREP, 1993), as well as many state departments of education, have required the study of career development for counseling students preparing for certification as elementary school counselors. The National Career Development Guidelines (National Occupational Information Coordinating Committee, 1989), as well as nationally recognized state models for developmental guidance (e.g., Alaska Department of Education, 1989; Missouri Department of Education, 1986; Wisconsin Department of Public Instruction, 1991) have included career development competencies for elementary students K-5.

Journal of Research in ReadingVolume 6, Issue 2 p. 129-153 The Alleviation of Psycholinguistic Deficits and Some Effects on the Reading Attainments of Poor Readers: a Sequel J.G. Naylor, Corresponding Author J.G. Naylor J.G. Naylor is a Specialist Teacher working under the aegis of the City of Leeds Schools Psychological and Child Guidance Services. He is a graduate member of the British Psychological Society. After experience as a qualified teacher in both primary and secondary schools, he completed a course leading to a Certificate in the Education of Backward Children. He then joined the City of Leeds Child Guidance Centre as a Remedial Teacher. Further study led to his gaining a Diploma in Educational Guidance and thcn an MEd degree of the University of Manchester. Mr Naylor can be contacted at the Leeds Child Guidance Service, East Leeds Area Base, c/o Dorset Primary School, Thorn Walk, Leeds LS8 3LW, UK. J.G. NAYLOR Leeds Child Guidance Service, East Leeds Area Base, c/o Dorset Primary School, Thorn Walk, Leeds LS8 3LW, UK. P.D. PUMFREY Division of Educational Guidance, Department of Education, University of Manchester, Manchester M139PL, UK.Search for more papers by this authorP.D. Pumfrey, Corresponding Author P.D. Pumfrey Peter Pumfrey is a Senior Lecturer in Education in the Division of Educational Guidance of the Department of Education at the University of Manchester. After qualifying as a teacher and later taking a Diploma in Child Psychology, he worked for several ycars in the Manchester Schools Psychological Servicc as a specialist in the remedial teaching of reading. He is currently responsible for running an advanced course of training for qualified and experienced teachers in Guidance and Counselling in Education. His major research interests are in the measurement of reading abilities, the alleviation of reading difficulties and in guidance and counselling in schools. Mr Pumfrey may be contacted at the Division of Educational Guidance, Department ofEducation, University of Manchester, Manchester M139PL, UK. J.G. NAYLOR Leeds Child Guidance Service, East Leeds Area Base, c/o Dorset Primary School, Thorn Walk, Leeds LS8 3LW, UK. P.D. PUMFREY Division of Educational Guidance, Department of Education, University of Manchester, Manchester M139PL, UK.Search for more papers by this author J.G. Naylor, Corresponding Author J.G. Naylor J.G. Naylor is a Specialist Teacher working under the aegis of the City of Leeds Schools Psychological and Child Guidance Services. He is a graduate member of the British Psychological Society. After experience as a qualified teacher in both primary and secondary schools, he completed a course leading to a Certificate in the Education of Backward Children. He then joined the City of Leeds Child Guidance Centre as a Remedial Teacher. Further study led to his gaining a Diploma in Educational Guidance and thcn an MEd degree of the University of Manchester. Mr Naylor can be contacted at the Leeds Child Guidance Service, East Leeds Area Base, c/o Dorset Primary School, Thorn Walk, Leeds LS8 3LW, UK. J.G. NAYLOR Leeds Child Guidance Service, East Leeds Area Base, c/o Dorset Primary School, Thorn Walk, Leeds LS8 3LW, UK. P.D. PUMFREY Division of Educational Guidance, Department of Education, University of Manchester, Manchester M139PL, UK.Search for more papers by this authorP.D. Pumfrey, Corresponding Author P.D. Pumfrey Peter Pumfrey is a Senior Lecturer in Education in the Division of Educational Guidance of the Department of Education at the University of Manchester. After qualifying as a teacher and later taking a Diploma in Child Psychology, he worked for several ycars in the Manchester Schools Psychological Servicc as a specialist in the remedial teaching of reading. He is currently responsible for running an advanced course of training for qualified and experienced teachers in Guidance and Counselling in Education. His major research interests are in the measurement of reading abilities, the alleviation of reading difficulties and in guidance and counselling in schools. Mr Pumfrey may be contacted at the Division of Educational Guidance, Department ofEducation, University of Manchester, Manchester M139PL, UK. J.G. NAYLOR Leeds Child Guidance Service, East Leeds Area Base, c/o Dorset Primary School, Thorn Walk, Leeds LS8 3LW, UK. P.D. PUMFREY Division of Educational Guidance, Department of Education, University of Manchester, Manchester M139PL, UK.Search for more papers by this author First published: September 1983 https://doi.org/10.1111/j.1467-9817.1983.tb00247.xCitations: 4Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat Citing Literature Volume6, Issue2September 1983Pages 129-153 RelatedInformation

Professional school counselors have been called to action. They understand the urgency of using data to reduce barriers to student achievement, to evaluate the effectiveness of their programs and curricula, and, ultimately, to demonstrate their effectiveness as a school counselor (House & Martin, 1998; Isaacs, 2003; Rowell, 2005; Sexton, Schofield, & Whiston, 1997). This special issue of Professional School Counseling is dedicated to practitioner research--practicing school counselors using data to reduce barriers to student achievement and increase their use of evidence-based practices. The role of the school counseling profession has changed dramatically in the past 10 years and the call for using data has transformed school counseling programs and practices (American School Counselor Association [ASCA], 2005; House & Martin, 1998). The transformation of school counselors has been driven by the recognition that the achievement gap, identified as the impetus for education reform, has not been reduced and that school counselors play a critical role in reducing barriers to student success (Education Trust, 1997; Haycock, 2001; Holcomb-McCoy, 2007; House & Martin, 1998). The ASCA National Model[R] (2005) has provided the framework that guides current practices and program development and calls for increased school counselor accountability. One of the key factors in the transformation of school counseling movement is the recognition that school counselors are key members of the school counseling leadership team and can be central to the school's mission to identify and reduce barriers to achievement. In order for school counselors to effectively play this role, they need to understand why there is an urgency to collect and use data (Dahir & Stone, 2009; Holcomb-McCoy, 2007) and they need to know how to collect and use data. Counseling leadership--counselor educators and researchers--has responded by creating useful frameworks for understanding the purposes of collecting data, and how to make sense of the data one collects (Brigman, 2006; Carey & Dimmitt, 2006; Dimmitt, Carey, & Hatch, 2007; Gilchrist, 2007; Holcomb-McCoy, 2007; Kaffenberger & Young, 2007; Poynton & Carey, 2006; Rowell, 2005, 2006; Stone & Dahir, 2007). School counselor education programs have responded by incorporating the use of data and accountability strategies into current training, however, not all practicing school counselors have had access to this training or access to available resources (Paisley & Hayes, 2003; Rowell, 2005). While Professional School Counseling is the flagship publication showcasing school counselor research and best practices, the reality is that most of the contributions to the journal have come from university-based researchers and counselor educators who are helping to craft what it means to be a transformed school counselor delivering a comprehensive evidence-based school counseling program that uses data to drive decision making and program development. At the same time, there has been a call for more rigorous research that clearly demonstrates school counselors' contribution to closing the achievement gap and increasing student achievement (Brigman, Webb, & Campbell, 2007; Dahir, 2009; Dahir & Stone, 2009; Dimmitt, Carey, & Hatch, 2007; Poynton & Carey, 2006; Rowell, 2006). Another reality is that until recently, school counselors have not been trained to use accountability strategies and have not taken the time to collect data that will help them understand how students are being served by their programs and what role they can play in reducing the achievement gap. Given the requirements of No Child Left Behind (U.S. Department of Education, 2002), it is no longer a choice--school counselors must demonstrate that they not only know how to collect data but are regularly using data to make decisions about best practices and connecting their programs to student achievement (Dahir & Stone, 2009; Dollarhide & Lemberger, 2006). …

Objective To examine a statewide sample of school counsellors' reporting behaviour of suspected cases of child sexual abuse, and their need for further education in this area. Design A questionnaire using four hypothetical vignettes on child sexual abuse requested information on the degree of suspicion, reporting behaviour and familiarity with the reporting procedures for child sexual abuse in state schools in particular, and the state in general. Setting Although school counsellors in Queensland, Australia have been delegated with responsibilities regarding child sexual abuse, little is known about whether or not they have the appropriate reporting behaviours to fulfil these roles, and their training needs. Metliod Some 283 questionnaires were mailed to all school counsellors employed by the Department of Education across Queensland. The final sample of 122 counsellors consisted of 52 males (43 per cent) and 70 females (57 per cent); a ratio comparable to the membership of the state Counselling Association. Results There was a tendency for school counsellors to under-report their suspicions of child sexual abuse. School counsellors were more likely to suspect abuse than report cases to the appropriate authorities. A considerable proportion of school counsellors in Queensland also believe they have little knowledge of the symptoms that identify cases of child sexual abuse, lack counselling skills and procedures to work with sexually abused children, and do not have the necessary training and knowledge to act as resource persons. All school counsellors expressed interest in attending in-service education programmes addressing knowledge, detection, intervention, prevention and treatment of child sexual abuse and other forms of child abuse. Conclusion School counsellors are in a unique position to aid in the battle against child sexual abuse. However, the results of the present study suggest that they lack confidence in their ability to identify and work with children who have been sexually abused. Consequently, the develop ment and implementation of training programmes to increase school counsellors'skills and knowledge of child sexual abuse seem to be crucial in fighting this crime against children. Because of the significant deficits found here in counsellors' professional responses to child sexual abuse, it seems necessary, then, for future research to address the type, nature and duration of support school counsellors need in this area, including emotional factors, which may well intervene in the process. Research could also address the range of policies that could identify quality of relationships and inter-professional partnerships with other helping professionals and government organisations such as the Department of Families, Department of Health, Children's Commission, police, social workers, private counsellors, and, of course, school teachers, in order to promote whole school approaches to enhancing the welfare of all children.

PURPOSE OF THE STUDYFew cities have encountered the scale and magnitude of poverty and homelessness observed in our nation's capital, the District of Columbia (Washington, DC, the District, or DC; Metropolitan Washington Council of Governments, MWCOG, 2011; National Alliance to End Homelessness, 2013). The transition from living at home to becoming homeless while overwhelming for adults, it is most difficult and psychologically traumatic for young people (Durham, 2003; Tobin & Murphy, 2013; Whitbeck et al., 2007). The state of homelessness compromises the physical, mental, and emotional status of young people (American Psychological Association, APA, 2014; Center on the Developing Child, 2014; Goodman, Saxe & Harvey, 1991). Homeless youth require wide-ranging services to temper their harsh conditions.In the meantime, federal law protects homeless youth's right and access to education. The McKinney-Vento Program (1987, 2002) provides funding to school education agencies (SEA's) and local education agencies (LEA's) to ensure homeless youth's school enrollment, attendance, academic support, and inclusion in extra curricula activities are met, and requires schools to facilitate their access to medical, dental, and other health and social services (Congressional Research Services, CRS, 2013; McCallion, 2012; McKinney-Vento, 2002). Federal law protects homeless youth's school access and coverage including within school districts that do not receive McKinney-Vento federal funding (Ableidinger, 2003; Georgia Department of Education, 2011).Moreover, the No Child Left Behind Act (NCLB) ushered accountability measures to improve the educational outcomes for all students including homeless youth (NCLB, 2001). NCLB included specific provisions to address the unique conditions and needs of homeless youth (National Center for Homeless Education, NCHE, 2007, 2011, 2013, 2014). In addition, Congress provides federal funding across several agencies administered by the Department of Education (ED), U.S. Department of Housing and Urban Development (HUD), and the Department of Health and Human Services (HHS) to support homeless youth (CRS, 2015).Like other homeless youth, District of Columbia homeless youth represent every color, ethnic group, and religious affinity. Nevertheless, Blacks comprise 51% of District of Columbia's population (District of Columbia Department of Health, 2013. More than half (52%) of DC's Black residents are at or below the national poverty rate (U.S. Census Bureau, 2014). Meanwhile, Black students represent 74.8 % of DCPS, and more than half of District of Columbia's public student population is low income (U.S. Department of Education, 2015; see Figure 1).This study is focused on DC's Black homeless youth. This is consistent with most homeless youth research, which is by and large situational specific (Braciszewski, Toro & JozefowiczSimbeni, 2011; Cauce et al., 2000). Also recognizing that the District of Columbia's Black community is characterized by its exceptional cultural history, this study expressly considers the unique conditions and nature of the Black homeless youth experience within the District's sociohistorical dynamics. Research suggests that culture has a pronounced impact on shaping the adaptive development of youth (Boyd, Richerson, & Henrich, 2011; Garcia Coll et al., 1996).Homeless youth depend on the institutional competencies of the public school system to effectively respond to their educational needs, and provide them the support systems they are legally entitled to receive. Accordingly, the availability or absence of responsive schools and wellarticulated supportive programs are of critical importance to homeless youth.Regardless, the conspicuously large number of homeless students attending the District of Columbia Public Schools (DCPS) requires deliberate action and resolve. District legislators need to evaluate and address the factors that contribute to the rise in the number of the city's homeless youth population. …

This study examines the convergent validity and divergent validity of the Student Engagement in School Success Skills (SESSS) survey. The SESSS is easy to administer (it takes fewer than 15 minutes to complete) and is used in schools to provide educators with useful information about students' use of skills and strategies related to school success. A total of 4,342 fifth graders completed the SESSS; the Motivated Strategies for Learning Questionnaire (MSLQ) Cognitive Strategy Use, Self-Regulation, Self-Efficacy and Test Anxiety subscales; and the Self-Efficacy for Self-Regulated Learning (SESRL). The three subscales of the SESSS (Self-Direction of Learning, Support of Classmates' Learning and Self-Regulation of Arousal) correlated highly with the MSLQ Cognitive Strategy Use and Self-Regulation subscales, moderately correlated with the Self-Efficacy subscale and the SESRL, and did not correlate with the MSLQ Test Anxiety subscale. Future research is needed to use the SESSS subscales as discriminable dimensions.Keywords: school success, convergent validity, divergent validity, Student Engagement in School Success Skills survey, educatorsFor more than a decade, researchers have placed increased emphasis on evidence-based practice and a programmatic approach to school counseling (Carey, 2004; Green & Keys, 2001; Gysbers, 2004; Lapan, 2005; Myrick, 2003; Paisley & Hayes, 2003; Whiston, 2002, 2011). This emphasis from the school counseling profession reflects national initiatives. In 2001, the Institute of Education Sciences, the research arm of the U.S. Department of Education, was established to determine, through rigorous and relevant research, what interventions are effective and ineffective for improving student achievement and education outcomes. The What Works Clearinghouse (WWC), an initiative of the Institute of Education Sciences, was created in 2002 to identify studies that provide credible and reliable evidence of the effectiveness of education interventions. The purpose of WWC is to inform researchers, educators and policymakers of interventions designed to improve student outcomes.The American School Counselor Association's (ASCA, 2005) response to emerging national policy and initiatives included a call for school counselor-led interventions that contribute to increased student achievement as part of a comprehensive school counseling program. The need for more research to identify evidence-based interventions tying school counselors to improved student academic performance also surfaced in a school counseling Delphi study, which identified the most pressing research questions in the profession (Dimmitt, Carey, McGannon, & Henningson, 2005). The top priority cited by this Delphi study was the need to determine which school counseling interventions resulted in the greatest student achievement gains. In addition, five major reviews of school counseling research all discussed the need for more research to strengthen the link between school counselor interventions and student achievement (Brown & Trusty, 2005; Dimmitt, Carey, & Hatch, 2007; Whiston & Quinby, 2009; Whiston & Sexton, 1998; Whiston, Tai, Rahardja, & Eder, 2011). However, researchers continue to report limitations in the school counseling outcome research. Among the limitations are conclusions drawn from studies based on nonstandardized outcome assessments. For instance, in a review of school counseling studies, Brown and Trusty (2005) concluded that school counseling research has been limited by the lack of valid and reliable instruments that measure the skills, strategies and personal attributes associated with academic and social/relationship success. More recently, Whiston et al. (2011) completed a meta-analytic examination of school counseling interventions and also determined the dominance of nonstandardized outcome assessments in school counseling research as a significant limitation. These limitations continue to be a hindrance for the school counseling profession, given the goal of establishing evidence-based practices that link school counselor interventions to improved student outcomes. …

TheAmerican School Counselor Association(ASCA)School Counselor Professional Standards & Competenciescan provide the foundation for guiding and evaluating school counselors’ practices and programs (ASCA, 2019). When appropriate measures are used to evaluate PK‐12 school counselors, teachers, principals, and student support specialists, practice in schools may improve. The purpose of this study was to analyze the content and tools state‐level departments of education in the United States have developed to evaluate school counselors throughout PK‐12 schools. Data were collected and analyzed based on a rubric of three respected evaluation frameworks. Results of the study revealed that about three‐fourths of 51 state agencies indicated that they have developed a specialized and specific evaluation tool for school counselors, while one‐fourth of state agencies do not have a specific evaluation tool for school counselors. As an implication, some important assessment areas are missing on many of the evaluation tools that do exist. Our findings from the analysis of the school counselor evaluation tools provide insights into how pre‐service and in‐service principals and school counselors, higher education faculty, and policymakers can work together and consider how best to evaluate school counselors based on their specific roles and responsibilities to address students’ social‐emotional; academic; and career, college, and life readiness needs.

With the advent of a multi-tiered system of supports (MTSS) in schools, counselor preparation programs are once again challenged to further extend the education and training of pre-service and in-service school counselors. To introduce and contextualize this special issue, an MTSS's intent and foci, as well as its theoretical and research underpinnings, are elucidated. Next, this article aligns MTSS with current professional school counselor standards of the American School Counselor Association's (ASCA) School Counselor Competencies, the 2016 Council for Accreditation of Counseling and Related Educational Programs (CACREP) Standards for School Counselors and the ASCA National Model. Using Positive Behavioral Interventions and Supports (PBIS) and Response to Intervention (RTI) models as exemplars, recommendations for integrating MTSS into school counselor preparation curriculum and pedagogy are discussed.

Collaborative, proactive anti-bullying interventions and policies that strive to create and sustain a safe environment for all adolescents.IntroductionSchool bullying reaches across all ages and grades, and is associated with serious mental health issues such as suicide, homicide, and other acts of violence. According to the U.S. Department of Education and Justice (2011), 37% of middle school students reported being victims of bullying. Bullying is a subtype of aggression, but is different from other types of altercations in that it is characterized as an unequal relationship between the bully and the victim (Olweus, 1993); consists of a series of repetitive behaviors as opposed to a specific, isolated incident (MacNeil 8c Newel, 2004); and is intentional. For instance, the bully's intention is to hurt another by repetitively engaging in harmful behaviors based on a perceived imbalance of power (Kowalski, Limber, & Agatston, 2008).There are several different types of bullying that are classified as physical, verbal, relational, and cyber bullying. Physical bullying may involve hitting, punching, threatening acts, and kicking. Verbal bullying includes such actions as name-calling or teasing. Relational bullying (also known as social aggression) involves spreading rumors or excluding someone from others or events (Espelage 8c Swearer, 2003), ignoring others, spreading nasty rumors, leaving hurtful messages on desks, making prank phone calls, and/or giving death stares. Finally, cyber bullying is using technology to harass, exclude, or degrade another through such means as instant messaging, e-mail, chat rooms, and videos using cell phones, social networking sites, etc. (Espelage, 2004).Although similarities exist between each of these types of bullying, there are subtle distinctions, such as gender differences. Males tend to engage in more physical types of aggression, whereas females use more relational types of aggression (Carbone-Lopez, Esbensen, 8c Brick, 2010). Males who bully are often taller and/or stronger than their victims (McMaster, Connolly, Pepler, 8c Craig, 2002), and tend to choose victims that are physically weaker and shorter or based on friend choice or another's clothing. Females tend to choose victims based on looks, affect, weight, or good grades (Harris, 2004). Furthermore, females are more likely than males to be victims of sexual bullying such as sexual innuendos and unwanted sexual attention. This type of aggression usually begins during the middle-school years, and bridges the gap between bullying and dating violence with the potential to worsen into other forms of abuse (Fredland, 2008) throughout adulthood.Bullying behaviors are most often experienced between sixth and eighth grades, with a decline in upper grade levels (U.S. Department of Education and Justice, 2011). Yet, it is speculated that this decline is not necessarily due to a decrease in bullying, but rather due to a reduction in reporting of incidents, and/or a transformation into more adult forms of aggression such as sexual harassment (Fredland, 2008). Peers usually view these more adult forms of bullying as more socially acceptable.Aggressive behaviors can be seen along a continuum with the bully at one end of the scale, the victim at the other end, with bully-victims and spectators somewhere in between (Espelage, 2004). Despite the role one plays in a bullying incident-whether it is the victim, bully, bullyvictim, or bystander-all are impacted by this aggressive act.Both school counselors and teachers share the goal of nurturing student development, yet each professional strives to reach this goal through different paradigms. Studies reveal a positive association amongst classroom guidance, academic achievement, and personal/social growth, yet collaboration is rare (Stringer, Reynolds, 8c Simpson, 2003) despite school counselors' unique education to integrate school counseling goals with those of the school curriculum. …

Journal of Research in ReadingVolume 1, Issue 2 p. 87-107 The alleviation of psycholinguistic deficits and some effects on the reading attainments of poor readers P. D. Pumfrey, P. D. Pumfrey Peter Pumfrey is a Senior Lecturer in Education in the Division of Educational Guidance of the Department of Education at the University of Manchester. After qualifying as a teacher and later taking a Diploma in Child Psychology he worked for several years in the Manchester Schools Psychological Service as a specialist in the remedial teaching of reading. Following completion of an M.Ed. degree a further course of professional training, he worked as an Educational Psychologist. He is now responsible for running an advanced course of training in Guidance and Counselling in Education. Additionally he teaches courses on the diagnosis and treatment of reading dificulties to various Masters Degree courses including the training course for Educational Psychologists. His major research interests are in the measurement of reading abilities, the alleviation of reading difficulties and in various aspects of guidance and counselling in schools. Mr. Pumfrey may be contacted at the Division of Educational Guidance, Department of Education, University of Manchester, Manchester, MI3 9PL, England.Search for more papers by this authorJ. G. Naylor, J. G. Naylor J. G. Naylor is a Specialist Teacher working under the aegis of the City of Leeds Child Guidance Service. He is a graduate member of the British Psychological Society. After experience as a qualified teacher in both secondary and primary schools, he completed a course leading to a Certificate in the Education of Backward Children and joined the City of Leeds Child Guidance Centre as a Remedial Teacher. Further study led to a Diploma in Educational Guidance and an M.Ed. degree ofthtr University of Manchester. Mr. Naylor's research interests are in the fields of language and reading development with particular emphasis on the remedial teaching of reading. Currently he is studying for a Ph.D. degree of the Open University. Mr. Naylor can be contacted at the Leeds Child Guidance Service, East Leeds Area Base, c/o Dorset Primary School, Thorn Walk, Leeds, LS8 3LW, England.Search for more papers by this author P. D. Pumfrey, P. D. Pumfrey Peter Pumfrey is a Senior Lecturer in Education in the Division of Educational Guidance of the Department of Education at the University of Manchester. After qualifying as a teacher and later taking a Diploma in Child Psychology he worked for several years in the Manchester Schools Psychological Service as a specialist in the remedial teaching of reading. Following completion of an M.Ed. degree a further course of professional training, he worked as an Educational Psychologist. He is now responsible for running an advanced course of training in Guidance and Counselling in Education. Additionally he teaches courses on the diagnosis and treatment of reading dificulties to various Masters Degree courses including the training course for Educational Psychologists. His major research interests are in the measurement of reading abilities, the alleviation of reading difficulties and in various aspects of guidance and counselling in schools. Mr. Pumfrey may be contacted at the Division of Educational Guidance, Department of Education, University of Manchester, Manchester, MI3 9PL, England.Search for more papers by this authorJ. G. Naylor, J. G. Naylor J. G. Naylor is a Specialist Teacher working under the aegis of the City of Leeds Child Guidance Service. He is a graduate member of the British Psychological Society. After experience as a qualified teacher in both secondary and primary schools, he completed a course leading to a Certificate in the Education of Backward Children and joined the City of Leeds Child Guidance Centre as a Remedial Teacher. Further study led to a Diploma in Educational Guidance and an M.Ed. degree ofthtr University of Manchester. Mr. Naylor's research interests are in the fields of language and reading development with particular emphasis on the remedial teaching of reading. Currently he is studying for a Ph.D. degree of the Open University. Mr. Naylor can be contacted at the Leeds Child Guidance Service, East Leeds Area Base, c/o Dorset Primary School, Thorn Walk, Leeds, LS8 3LW, England.Search for more papers by this author First published: September 1978 https://doi.org/10.1111/j.1467-9817.1978.tb00178.xCitations: 5Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat Citing Literature Volume1, Issue2September 1978Pages 87-107 RelatedInformation

This article will discuss the findings from a collaborative self-study involving two school counseling faculty, one graduate student, and an alumna of the school counseling program who is now a first-year school counselor. Given the dearth of research exploring EducatorCounselor identity development, the researchers sought to understand how faculty prepare pre-service school counselors to engage in antiracist practices through institutional and andragogical practices and how students experience these practices in developing their EducatorCounselor identity. The findings will provide a framework for antiracist foundations in school counselor preparation and illustrate the practices needed for school counselor educators to actualize antiracist work.

Intervention adaptation is a promising approach for extending the reach of evidence-based interventions to underserved families. One highly relevant population in need of services are homeless families. In particular, homeless families with children constitute more than one third of the total homeless population in the United States and face several unique challenges to parenting. The purpose of this study was to adapt and pilot test a parenting intervention for homeless families in transitional housing. An established adaptation model was used to guide this process. The systematic adaptation efforts included: (a) examining the theory of change in the original intervention, (b) identifying population differences relevant to homeless families in transitional housing, (c) adapting the content of the intervention, and (d) adapting the evaluation strategy. Next, a pilot test of the adapted intervention was conducted to examine implementation feasibility and acceptability. Feasibility data indicate an intervention spanning several weeks may be difficult to implement in the context of transitional housing. Yet, acceptability of the adapted intervention among participants was consistently high. The findings of this pilot work suggest several implications for informing continued parenting intervention research and practice with homeless families in transitional housing.

The last decade has seen a transformation in the role of the professional school counselor. National educational reform initiatives have influenced the nature of the theory and practice of school counseling (Trust, 2000). Like other educational professionals, school counselors are being called upon to contribute to a movement ensuring that all students achieve high academic standards, as measured by ever-increasing assessment initiatives. In an era of “No Child Left Behind” (U.S. Department of Education, 2001) and “Race to the Top” (U.S. Department of Education, 2009), educators are being held ever more accountable for student academic achievement. As the field of education grapples with this call for accountability, the nature of educator preparation is coming under greater scrutiny.

The most recent school reform agenda directed the development of national standards across the academic content areas to improve educational practice and pedagogy. U.S. Department of Education's (1994) Goals 2000: The Educate America Act and its subsequent nationwide implementation largely ignored the involvement of school counseling in school reform efforts. Counselors in schools face the challenge of preparing students to meet the expectations of these higher academic standards and to become well‐educated and contributing members of an ever changing and complex society. The development of the National Standards for School Counseling Programs (American School Counselor Association, 2003) positioned school counseling to play an increasingly important role in contemporary school improvement and in support of the recent educational legislative agenda the No Child Left Behind Act (U.S. Department of Education, 2001).