Comprehensive Counseling Program Research Articles

Forgotten Victims of War: A Rapid Review of Counseling Needs and a Proposed Intervention Model for Civilian Survivors

The counseling needs of civilian war victims, particularly those not classified as refugees, have been largely neglected in academic counseling research. This study addresses this gap by conducting a rapid literature review to evaluate the current state of counseling services available to these individuals. Using Google Scholar and Web of Science, we identified and reviewed studies on counseling services for war veterans, refugees, and civilians in conflict zones. This review revealed a significant lack of structured counseling support for non-refugee civilian war victims, despite their high vulnerability. Findings indicate that while substantial efforts have been made to support refugees and veterans, the mental health needs of civilians who remain in conflict areas are often unmet, with existing services being sparse and inadequately documented. To address this issue, we propose a preliminary model that includes culturally sensitive counseling programs, training for local counselors, and international collaboration to provide sustainable support. This study highlights the urgent need for focused research and practical interventions to develop comprehensive counseling programs for these overlooked victims of war, and encourages researchers to address this critical gap in mental health services.

Developing Effective Counseling Strategies for Visually Impaired Students: Personal, Social, Career, and Academic Perspectives

This study examines the guidance and counseling needs of visually impaired students, emphasizing the importance of tailored programs to address their unique challenges. Using a qualitative approach complemented by quantitative data collection, the research surveyed visually impaired students at SLB – A Karya Murni Medan. The findings reveal that personal needs, such as independent daily living activities, are the highest priority, followed by career needs, including career guidance and decision-making skills. Social needs, involving communication and social interaction, and academic needs, covering fundamental educational skills, were also significant. The analysis underscores the necessity of a comprehensive counseling program designed to support visually impaired students in achieving personal independence, career readiness, social skills development, and academic success. This program should incorporate a thorough understanding of students' needs, clear objectives, and robust implementation strategies to ensure their overall well-being and development.

Effectiveness of The Seven Challenges® for adults: It’s not just because of self-disclosure

ABSTRACT This study examined the longer-term effectiveness of The Seven Challenges® Program, a comprehensive counseling program that incorporates work on drug and co-occurring problems. This study also examined the role of self-disclosure in achieving positive outcomes for adult drug court clients. Results indicated that The Seven Challenges Program elicited more self-disclosure and was more effective than standard cognitive-behavioral treatment in sustained reduction of alcohol use, mental distress, emotional problems, and behavioral issues to 6 months post-intake. Additionally, The Seven Challenges Program was effective at reducing criminal activity. Greater self-disclosure among The Seven Challenges clients accounted for their greater perceived impact of treatment, but not for the effectiveness of The Seven Challenges relative to standard cognitive-behavioral treatment. These findings strengthen the existing evidence base of the effectiveness of The Seven Challenges.

Antiracist Andragogy in School Counselor Education and Training

Black students continue to experience trauma in response to racial, social, political, and cultural discrimination. Therefore, there is a need for antiracist work to push beyond awareness and to seek action for systemic change on their behalf. School counselors are uniquely positioned to encourage spaces of equity and justice however, counseling students have reported feeling unprepared to work with unfamiliar groups of people (Littleford et al., 2010). School counselor training programs are expected to prepare counselors to address racism through comprehensive counseling programs that emphasize advocacy and social justice. Drawing from Critical Race Theory, this article examines the context of the impact of discrimination and racial injustices against Black students. This article further outlines culturally responsive andragogy designed to prepare future practitioners to engage in anti-racist work on behalf of Black students.

Konsep dan Aplikasi Layanan Dukungan Sistem sebagai Komponen Program Konseling Komprehensif: A Literature Review

The aim of this study is to explore the concept and application of system support services as a component of a comprehensive counseling program. This research method uses literature review by collecting and analyzing journal texts and reference books, both those found from printed sources and electronic sources in the form of ebooks and ejournals that are accessed online. The data analysis technique used is content analysis and the data is classified based on research issues and problems. The results of the study show that system support services are management activities, network development, collaboration between BK teachers/counselors and various parties including collaboration with subject teachers, administrative staff, parents, other relevant experts and continuous professional development strengthened by policy. head of the education unit to achieve the goals of guidance and counseling services. The purpose of the system support service is to facilitate the development of students with various comprehensive strategies from all school personnel without relying solely on the skills of BK teachers/counselors through counseling services. Although system support services are indirect services to students, these services have an impact on three other direct services, namely; basic services, responsive services, and individual planning services. Guidance and counseling service programs in schools are not only determined by the expertise and skills of BK teachers, but are also largely determined by the commitment and skills of all school personnel, especially the skills of principals, subject teachers, administrative staff, and other personnel.

Grit and Growth Mindset Contribution to School Counseling Services

School counselors are essential staff in an education setting, contributing to student success by delivering critical services when implementing a comprehensive school counseling program. The study examined the predictive relationships of school counselors’ level of grit and mindset with their activities performed in programmatic service delivery. This novel study contributed to the expansion of grit and mindset predictive relationship with school counselor’s activities performed in a comprehensive counseling program. Practical implications were discussed, and further research is warranted to identify other factors that are predictive of counselor’s job activities in a comprehensive school counseling program.

Impact of neurological diseases on family planning: A single-center experience.

This cross-sectional study aimed to assess the impact of epilepsy, myasthenia gravis (MG), and multiple sclerosis (MS) on pregnancy and family planning decision-making in a cohort of Saudi women. Women with epilepsy, MG, and MS were recruited consecutively at the time of their follow-up visits at a neurology clinic. Data were collected using 3 standardized questionnaires, and presented using descriptive statistics. A logistic regression was performed to determine variables associated with decisions regarding abstaining from pregnancy and encouraging other women to conceive. A total of 272 (83 epilepsy, 69 MG, and 120 MS) women with a mean age of 29.9 ± 8.0 years participated. The proportion of women who abstained from or postponed pregnancy was 41.2% and 31.4%, respectively. The concerns mentioned most often were disease worsening during pregnancy, peripartum and postpartum, side effects of medications on the unborn child, and inability to care for the child. Older age was independently associated with the decision to abstain from pregnancy (odds ratio [OR] 1.14, 95% confidence interval [CI] 1.04 - 1.25). Higher knowledge levels were independently associated with encouraging other women to have children (OR 1.3, 95% CI 1.11-1.53). Over 50% of women reported that they were not counseled on issues related to pregnancy and childbirth. In conclusion, we identified a major influence of epilepsy, MG, and MS on pregnancy and family planning. Comprehensive counseling programs are needed to help women with these neurological diseases make informed family-planning decisions.

EFFECTIVENESS OF SCHOOL COUNSELING PROGRAMS ON ACADEMIC ACHIEVEMENT OF SECONDARY SCHOOL STUDENTS IN KIAMBU COUNTY, KENYA

The school counseling program is meant to assist students to deal with psycho-social and behavioral challenges, which normally affect their academic performance. In order to achieve this goal, the Kenyan government has previously committed resources towards establishing counseling programs in schools. The aim of this study was to establish how effective these counseling programs are in assisting secondary school learners in Kiambu County to achieve academically. Primary data was derived from 80 high school adolescents, 8 counselors, and 8 academic Dean of Students who were purposively sampled from 8 schools that were randomly selected. The study was qualitatively done, and self-determination theory was used to guide the study. Data were analyzed for the identification of counseling program characteristics and student improvement indices. These were presented in tables, charts, frequencies, and percentages based on the responses from the respondents. Further, a correlation between the two variables of the study was examined. Findings depicted that 65.7% of the students sampled said that counseling services offered at school satisfied their needs, 74.3% reported an improvement in their academic performance as a result of those counseling services and 87% felt more positive about school life after receiving counseling services. The study concluded that comprehensive counseling programs improved academic performance among high school students. The study intended to inform education planners, principals, and administrators on the role counseling would play in enhancing academic achievement among secondary school students.

Examining the Effectiveness of the Seven Challenges® Comprehensive Counseling Program With Adolescents

This study examined the effectiveness of The Seven Challenges® comprehensive counseling program. Results, based on data from 392 adolescent clients enrolled in 7 different agencies providing The Seven Challenges, showed decreases in number of crimes committed; in frequency of substance use; and in severity of substance problems, substance issues, substance use disorders, and internalizing and externalizing disorder symptomatology. Finally, results evidenced improved involvement in self-help activities. These findings strengthen the existing evidence base of The Seven Challenges suggesting its effectiveness as a comprehensive counseling program and its effectiveness across multiple types of health-related outcomes and multiple treatment provider agencies.

The Seven Challenges® Comprehensive Counseling Program: Effectiveness for Adults with Substance Use Problems

This study examined the acceptability and effectiveness of The Seven Challenges®, a comprehensive substance use counseling program focused on decision making, compared with commonly provided, or “standard,” cognitive-behavioral substance use treatment implemented with a focus on abstinence. Results, based on data from 71 adult drug court clients, indicated higher acceptability of The Seven Challenges than standard cognitive-behavioral treatment as reflected in treatment satisfaction, honesty, and disclosure, as well as perceived impact of treatment. Results also showed that The Seven Challenges was as effective as standard cognitive-behavioral treatment at improving vocational engagement and was more effective at reducing substance use, related problems, and internal mental distress. The Seven Challenges was also effective at reducing criminal activity, whereas clients of the standard cognitive-behavioral treatment appeared to increase criminal activity. These findings strengthen the existing evidence base of The Seven Challenges as a comprehensive counseling program addressing substance use, mental health problems, and criminality.

Addressing the Social and Emotional Needs of Refugee Adolescents in Schools: Learning From the Experiences of School Counselors

The United States continues to be one of the top resettlement countries in the world, and refugee children are entering U.S. schools at unprecedented rates. School counselors strive to develop and implement comprehensive counseling programs that address the academic, career, and personal/social needs of all students. This includes addressing the needs of refugee students; however, research remains limited with regard to this population. This article describes a qualitative examination of middle school counselors’ experiences and perceptions of the social and emotional needs of refugee students. Nine professional school counselors were interviewed, and five themes pertaining to identifying and addressing the social and emotional needs of refugee students emerged from the interviews: (1) school counselor’s role, (2) resilience, (3) perceived student trauma, (4) barriers, and (5) supportive factors. Participants perceived their professional role to be both a factor of support and a barrier to providing support. Awareness of trauma and other barriers are discussed, along with the perception of resilience among refugee students and factors that help support school counselors in addressing the social and emotional needs of this population. The authors present implications for practicing school counselors and ideas for future research.

Health-Related Counseling Needs in Adolescent Girls: A Qualitative Study

Background: Puberty is one of the most critical periods in human beings’ development, which is accompanied by psychological and social changes. These changes create new needs and meeting them enables adolescents to adapt better and faster. Objectives: The aim of this study was to identify the health-related counseling needs of adolescent girls to assist them in this period of development. Materials and Methods: Forty teenage (13 - 19-year-old) girls, who had at least experienced 3 menstrual cycles, participated in this qualitative study. In-depth semi-structured interviews were used to collect the data. The content analysis method was used to analyze the data. Results: Adolescent girls’ counseling needs were categorized into 33 codes, 10 groups and 3 main clusters: physical, psychological, and social. The most important physical counseling needs were issues related to menstruation, hygiene, coping with dysmenorrhea, and issues related to menstrual irregularities and genital infections. With respect to the psychological counseling needs, withdrawal, sensitivity toward criticism, restlessness, instability, irritability, and mood swings were among the important issues mentioned by the participants. Regarding the social counseling needs, most girls stated that they liked to socialize with their peers and dress and act like their friends. Conclusions: Adolescents girls need a comprehensive counseling program to improve their health status.

Comprehensive counseling program for dementia patients and caregivers

Comprehensive counseling program for dementia patients and caregivers

PRE-EXPOSURE PROPHYLAXIS (PREP) AS HIV PREVENTION STRATEGY AND PUBLIC HEALTH IMPLICATIONS

As the rate of AIDS - related mortality continues to decrease due to advanced combination antiretroviral therapies available, many recent efforts h ave been made to stop n ew infections. While there are still ongoing research efforts on HIV vaccine development, Truvada ® for pre - exposure prophylaxis (PrEP) is available to general public as an HIV prevention strategy. PrEP specifically targets populations at - risk including gay men, men - who - have - sex - with - men(MSM), and heterosexual serodiscordant couples. A recent study of PrEP utilization reported an extraordinary slow uptake o f PrEP; it suggests a need to evaluate current PrEP roll - out. This review explores potential causes of the current slow uptake phenomena. These include common concerns among PrEP providers and populations at - risk; long - term side effects, PrEP adherence, fear of drug - resistance, and potential rise of risky sexual behaviors. Previous PrEP randomized clinical trials (RCTs) showed its effectiveness but did not recognize its potential barriers outside clinical settings. Implementation of PrEP in a population - level should therefore include comprehensive counseling programs to support medication - adherence, and futu re research must carefully monitor current PrEP users and address potential pitfalls to maximize its protective benefits.

Measuring Evaluation Competency Among School Counselors

School counselors must possess requisite evaluation competency to promote quality and accountability in their comprehensive counseling programs. Despite advances, the field lacks appropriate methods to measure evaluation competency. This article describes the development of a survey designed to measure evaluation competency among school counselors in Missouri and its use in the initial evaluation of a state mentoring program. Findings include initial support for the psychometric properties and four-factor structure of this survey as well as a preliminary assessment of evaluation competencies among participating school counselors. Implications focus on efforts to define, build, and measure evaluation competency in school counseling.

Supportive Learning Communities and the Transformative Role of Professional School Counselors

This article considers some of the key processes and methods needed to reenvision and transform comprehensive counseling programs (CSCPs) as strengths-based, prevention-focused learning communities. Specifically, following a discussion of evidence-based school as community models found in the literature and how they relate, in part, to the American School Counselor Association's (2005) CSCP framework, professional counselors are provided with effective techniques to assess student resiliency characteristics and enhance multicultural competency to support and maintain their CSCPs as caring communities of learning.

Management of menopause.

Clinical practice guidelines (CPG) hold great potential for providing a summary of large volumes of clinical evidence and a related set of practical recommendations. This article is part of an ongoing series presenting individual CPGs, with a summary and brief critique. The topic addressed by the two CPGs reviewed this month is the management of perimenopause and menopause. Combined, they provide guidance on the initial assessment, ongoing assessment, and pharmacologic management of menopause, as well as a comprehensive counseling program to facilitate informed decision making by women as they experience menopause.

Middle School Programs That Work

To carry out their mission of being responsive to the needs of young adolescents, middle schools must offer a wide range of guidance services to their students. Ms. McElroy describes the multifaceted program that has been developed to ease the way for students at Crabapple Middle School. YOUNG adolescents face a wide range of choices. What is more, every day they bring events from their out-of-school lives to school with them. Thus middle-level schools that are developmentally responsive to their students must have on staff teachers and specialized professionals who are readily available to offer the broad range of help that many students need.1 An essential component of an effective middle school is a comprehensive counseling program that includes individual and group counseling, classroom guidance, test interpretation, skills-building instruction, parent education, and assistance with parent and teacher conferences. The guidance program at Crabapple Middle School, where I am an assistant principal, emphasizes communications, conflict resolution, and organizational skills. During the 1990s, we implemented a number of special guidance activities at Crabapple. These included programs to facilitate transitions from elementary to middle school and from middle school to high school, strategies to improve academic skills, a conflict management program to improve discipline, and an incentive program to recognize student accomplishments. In this article, I will describe the programs that have worked for us. Transition from Elementary to Middle School The transition from elementary to middle school can be a difficult and stressful experience for students. At Crabapple, the sixth-grade counselor coordinates the elementary-to-middle-school transition program. Input from other counselors and from fifth-grade teachers at feeder schools is used in the effort. This program was developed to provide rising sixth-graders with information about the procedures and programs at Crabapple. The program consists of three components: the Bridges program, visits to Crabapple by elementary students, and night. The Bridges program. Sixth-graders at Crabapple are an integral part of the Bridges program, which seeks to smooth the transition from fifth grade to middle school. Crabapple sixth-graders, selected by their teachers, work with the sixth-grade counselor to provide an overview of Crabapple Middle School for rising fifth-graders. The sixth-grade Bridges participants visit classrooms at feeder elementary schools and discuss ways for fifth-graders to be successful at Crabapple. Elementary school visits. Elementary school students also visit and tour Crabapple for a morning. Student members of the Bridges program present aspects of middle school life to the visiting fifth-graders. At the end of the presentation, sixth-grade Bridges participants take the fifth-graders on a tour of Crabapple classrooms. Locker night. In August each year, prior to the first day of school, incoming sixth-graders are invited to a locker night at Crabapple Middle School. Learning to use lockers is a particularly stressful experience for elementary students who are moving to middle school, so Crabapple gives these new students an opportunity to come to school with their parents, obtain a number and combination from the homeroom teacher, and have time to practice opening the with their parents. This practice alleviates many anxious moments on the first day of middle school. Transition from Middle to High School The transition from middle school to high school is another stressful time in the lives of young adolescents. A smooth transition requires good communication between the staffs of both schools. A strong working relationship exists between the staffs of Crabapple Middle School and Roswell High School and has proved essential in developing a successful transition program. …

An Intervention That Delays Institutionalization of Alzheimer's Disease Patients: Treatment of Spouse-Caregivers

Spouse-caregivers of Alzheimer's disease patients were randomly assigned to either a treatment group (individual and family counseling, support group participation, and ad hoc consultation) or a control group (only routine support). In the first year after intake, the treatment group had less than half as many nursing home placements as the control group. This suggests that a comprehensive counseling program can reduce the socioeconomic impact of Alzheimer's disease. Nursing home placement also was affected by the patient's need for assistance with activities of daily living, patient income, and the age of the patients and caregivers.

Educational Excellence for All Students: Assessing the Adequacy of Your Counseling Program

An effective, comprehensive counseling program emphasizes success, identifies and meets each student's needs, and focuses on student competencies rather than staff activities, contends this author. She describes methods for evaluating whether or not programs meet these criteria.