Counseling Curriculum Research Articles

Effects of the Girl Squad Curriculum on Grade 5 Females' Transition to Middle School

The study measured the impact of a gender-specific school counseling curriculum, Girl Squad (GS), on Grade 5 females' (n = 151) perceptions of relational aggressive, prosocial behaviors, and connectedness. Results from an analysis of covariance revealed participants in the treatment group (n = 85) who received the GS curriculum perceived less relational aggression after participation when compared to the comparison group (n = 66) who did not receive the intervention. Recommendations for future research are discussed.

A Survey of Military Counseling Content and Curriculum Among Council on Rehabilitation Education- and Council for Accreditation of Counseling and Related Educational Programs-Accredited Programs

Purpose:To determine the amount, frequency, and type of course content related to military counseling issues in Council on Rehabilitation Education (CORE)- and Council for Accreditation of Counseling and Related Educational Programs (CACREP)-accredited master’s-level counselor education programs.Methods:A questionnaire was sent to all CORE- and CACREP-accredited program directors/coordinators (N= 383) via Microsoft Outlook e-mail system. The authors used the 6-item questionnaire to ask participants to report data in the following areas: (a) if their program offered a certificate program, specialty track, concentration, or degree program in military counseling; (b) if not, do they intend to add a stand-alone military counseling course, certificate program, specialty track, or degree program in military counseling; (c) if they currently have plans, how do they intend to deliver such topics within the structure of their curriculum or counselor education program; (d) if coursework already exists, how is it currently structured within their curriculum and counselor education program; and (e) 3 open-end questions requesting course titles; semester hours related to course content, curriculum, and/or concentration, and comments regarding student assignments and/or projects that are military related.Results:Overall, out of 362 programs surveyed, 85 (23.4%) responded. All 85 of survey respondents indicated that they did not have a (a) certificate program, (b) specialty track, or (c) degree program that related to military counseling. Of the 85 programs, 34 schools (4.7%) had developed stand-alone courses that offered military counseling content. More than two-thirds of the 85 programs reported covering military counseling content in various courses across the curriculum.Conclusion:None of the program directors/coordinators in this study indicated they had a specialty track, concentration, or certificate program. Some of the participants indicated they were considering adding additional seminars, courses, and other student experiences that would integrate assessment, diagnosis, and treatment for persons that are active-duty personnel and veterans. Overall, the data suggest that there is greater attention and a willingness among counselor educators to infuse military counseling–related coursework. This is promising because it is critical that preprofessionals and professionals alike be introduced to the emerging population of providing rehabilitation counseling services to military personnel, veterans, and their family members.

The Impact of Student Success Skills on Students’ Metacognitive Functioning in a Naturalistic School Setting

The purpose of this study was to evaluate the impact of the Student Success Skills (SSS) school counseling curriculum (Brigman, Campbell, & Webb, 2004; Brigman & Webb, 2012) delivered in a naturalistic setting on students' metacognitive functioning. In this case, the authors use the term naturalistic setting to describe a typical school environment, one which lacks the additional supports (e.g., hiring national trainers) that would be present in a more controlled research study. SSS is an evidence-based, school counselor-delivered, social-emotional learning intervention that is designed to support students by teaching them three integral skill sets: (a) cognitive and metacognitive skills (e.g., goal setting, progress monitoring and memory skills); (b) social skills (e.g., interpersonal skills, social problem solving, listening and teamwork skills); and (c) self-regulation skills (e.g., managing attention, motivation and anger). Research has identified this curriculum as important in promoting students' academic achievement and success in school (Collaborative for Academic, Social, and Emotional Learning, 2015; Webb & Brigman, 2006).SSS was designed based on reviews of educational psychology research literature that identified critical skills such as information processing, emotional self-management, and positive social skills needed for student success (Bransford, Brown, & Cocking, 1999; Durlak, Weissberg, Dymnicki, Taylor, & Schellinger, 2011; Greenberg et al., 2003; Hattie, Biggs, & Purdie, 1996; Marzano, Pickering, & Pollock, 2001; Masten & Coatsworth, 1998; Wang, Haertel, & Walberg, 1994; Zins, Weissberg, Wang, & Walberg, 2004). The curriculum (Brigman & Webb, 2012) can be delivered in two formats: (1) the SSS classroom program and (2) the SSS small group program (Brigman et al., 2004), both of which are intended for use with students in grades 4 through 12. SSS is a highly structured, manualized program that consists of weekly 45-minute lessons. The classroom format includes five lessons, while the small group program includes eight lessons. Both sets of weekly lessons are intended to be delivered in chronological order over the corresponding number of consecutive weeks. A 45-minute booster session is delivered once a month for 3 months in the spring.Developers of SSS designed the curriculum to follow a scripted, manualized format; implementers are encouraged to follow the sequencing, format and language provided in order to ensure fidelity of treatment. If practitioners go off-script or change the recommended delivery of the lessons, it may result in less favorable outcomes that might not meet the same levels as have been found in past research. That being said, the SSS program comes with detailed manuals that include recommended verbiage, descriptive diagrams and supplemental handouts (Brigman & Webb, 2012). During each lesson, students learn and practice strategies in five distinct areas: (a) goal setting, progress monitoring and success sharing; (b) creating a caring, supportive and encouraging classroom environment; (c) cognitive and memory skills; (d) calming skills; and (e) building healthy optimism. Specific strategies are taught and practiced each week and are reviewed and reinforced during subsequent lessons. Between lessons, students are encouraged to apply the new strategies that were taught and to work on the academic and personal goals that they set for themselves during the SSS session. Teachers also are expected to cue students to use the strategies during regular classroom lesson time.Research has established the effectiveness of SSS in several quasi-experimental and experimental studies. SSS implementation has resulted in enhanced academic achievement as measured by standardized achievement tests (Brigman & Campbell, 2003; Brigman, Webb, & Campbell, 2007; C. Campbell & Brigman, 2005; Webb, Brigman, & Campbell, 2005) and district math and reading achievement measures (Lemberger, Selig, Bowers, & Rogers, 2015). …

A Study for Improvement of Family Counseling Curriculum Based on the Healthy Family Specialist

A Study for Improvement of Family Counseling Curriculum Based on the Healthy Family Specialist

Literacy, Personal Development, and Social Development Among Latina Youth: Exploring the Use of Latino Literature and Dance

A culturally responsive group counseling intervention was conducted that merged literacy acquisition with personal and social development. Employing an embedded mixed methods design, 20 fifth-grade Latina students were randomly assigned to engage in an 18-week group counseling curriculum consisting of culturally meaningful readings, discussions, and physical activities involving Latino literature and dance (n = 10) or to attend character enrichment, serving as the active control (n = 10). A two-group quasi-experimental analysis using non-parametric tests indicated a significant improvement in literacy grades but limited change in personal and social development among intervention participants. No significant differences in literacy grades were found between intervention and active control groups. Feasibility and service outcomes were examined through completion of group leader checklists, student and educator surveys, and semi-structured interviews with parents. Findings warrant further examination of employing cultural sensitivity with Latina youth in counseling group work.

Evaluation of Personal Development Components in Counselor Education Programs in India

The demand for professionally trained counselors in India is increasing. As there are no uniform standards for training or a licensing body for counselors in India, it is imperative to review the curricula of counselor education programs. It is necessary to ensure the personal and professional development of counselor trainees and to provide an ethical service to clients. This study critically evaluated one of those factors: the personal development components in master’s degree counselor education programs in India. Three counselor educators and 26 trainees from three colleges in South India that were running postgraduate counseling programs were interviewed, and components of the courses that contributed to trainees’ personal development were identified. Some of these components included personal therapy, group therapy, small group process, journal writing, certain taught courses and supervised practicum. Intentional inclusion of these components in counseling curricula is necessary to ensure the quality of programs and counselor development.

Assessment of readiness of dental faculty and students in Kuwait to implement a smoking cessation counseling curriculum.

Aims and Objectives:The goal of this study was to assess the readiness of both dental faculty and dental students in Kuwait to implement a smoking cessation counseling curriculum.Materials and Methods:The study population included all faculty and students in their clinical training years at the Faculty of Dentistry, Kuwait University. The survey instrument was a 42-item questionnaire. Data analysis involved employing various methods of descriptive statistics.Results:Students and faculty reported that their general knowledge of what to include in a cessation message was excellent. Students reported and anticipated more clinical barriers than did the faculty. Both students and faculty agreed strongly that they were willing to refer patients for cessation in their clinical practice, faculty were much less willing to prescribe medications for cessation as compared to students. The majority of students and faculty disagreed with the statement that performing cessation was easy. Responses showed that the use of the 5 A's has not penetrated well into clinical practice for either the students or the faculty.Conclusions:Clinical students and faculty members believe smoking cessation counseling to be effective; however, their activity was mostly limited to asking patients if they smoked and both reported their knowledge of cessation counseling to be only fair.

Infusing Qualitative Research Experiences into Core Counseling Curriculum Courses

Many calls to action for promoting research with counselors-in-training and producing research-practitioners have been published over the past few decades (Balkin 2013; Granello and Granello 1998; Heppner and Anderson 1985), yet the research-practice gap remains. This article explores how qualitative research may help bridge that gap and offers suggestions for incorporating qualitative research activities into Council for Accreditation of Counseling and Related Educational Programs’ (CACREP) core curriculum areas.

Current State of Guidance and Counseling in Secondary Schools in Zimbabwe

Key players in the education system such as District Education Officers, head teachers and teachers need to improve their performance in order to effectively implement the guidance and counseling curriculum in Zimbabwe. All key players should work hard in fulfilling their job descriptions. The aim of this desktop study was to review literature in order to ascertain the current state of guidance and counseling in schools. Thus the findings from the study will help in restructuring the Zimbabwe secondary schools guidance and counseling services. From the various literature reviewed, it emerged that qualifications and teaching experience had nothing to do with the implementing of Guidance and Counseling. Some of the teachers who are given the responsibility of implementing Guidance and Counseling do not have its general understanding. It is recommended that, if possible, Guidance and Counseling be made an integral part of co-curricular activities and given a place on the school timetable.

The School Counselor and Special Education: Aligning Training With Practice

The intent of this article is to discuss the importance of training school counselors in providing adequate services to students with special needs, as mandated by special education law and supported by school counseling standards created by the American School Counselor Association (ASCA). In addition, the lack of adequate and unified training for school counselors in this area will be explored. This article suggests implementing a more consistent school counselor education program across institutions that would include coursework and experiences in special education that are in alignment with the standards of ASCA, legal obligations, and daily counselor roles. Examples of ways to incorporate such experiences and assignments into courses across counselor training programs are provided.Keywords: counselor education, school counselor, special education, counselor training, American School Counselor AssociationThe enactment of special education laws and mandates such as the Education for All Handicapped Children Act of 1975 (PL 94-142) and the Individuals with Disabilities Education Act (IDEA), which require schools to provide free appropriate public education to all students within the regular education setting, have immensely impacted the school counseling profession (Bowen & Glenn, 1998; Dunn & Baker, 2002; Milsom, 2002; Owens, Thomas, & Strong, 2011). The number of students identified as appropriate to receive special education services is growing (Dunn & Baker, 2002; McEachem, 2003; Owens et ah, 2011). Therefore, school counselors are now required to provide equal services to more students with special needs within the regular education setting. Similarly, school counselors are required to take a more active role in the Individual Education Program (IEP) process, from identification to implementation, than what was previously expected in the past (Dunn & Baker, 2002; Milsom, Goodnough, & Akos, 2007; Owens et ah, 2011). School counselors' involvement in special education is not only required by specific legislation, but also poses ethical considerations regarding to direct and indirect services for students with special needs. In response to legislation, the American School Counselor Association (ASCA) has advocated for school counselor involvement in special education and published guidelines for servicing students with special needs (Isaacs, Greene & Valesky, 1998; Myers, 2005; Studer & Quigney, 2005).Despite a study conducted by Studer and Quigney (2003) which showed that school counselors are becoming more involved with special education by serving on teams that assist with disability identification and implementation of services, counselor education programs are not adequately training future school counselors to deal with changing roles and responsibilities included in servicing students with special needs (McEachem, 2003; Milsom & Akos, 2003; Romano, Paradise, & Green, 2009; Studer & Quigney, 2005). Additionally, there is a dearth of recent research in the literature addressing concerns that special education is not being adequately addressed in school counselor preparation programs. Although there is an increasing trend in school counselor training programs to include some instruction about special education (Studer & Quigney, 2005), no specific suggestions for implementing such content into the curriculum have been published to date. In response, this article provides ideas and recommendations for infusing special education content throughout the school counseling curriculum required by the Council for Accreditation of Counseling and Related Educational Programs (CACREP). Counselor education programs must recognize the importance of the school counselor in the lives of students with disabilities, and adequate training should become a priority.Students with Special Needs, the School Counselor and the LawSince the enactment of special education laws and mandates such as the Education for All Handicapped Children Act of 1975 (PL 94-142) and IDEA, the role of the school counselor has continued to evolve (Bowen & Glenn, 1998; Dunn & Baker, 2002; Milsom, 2002; Owens et al. …

Assessing Infusion of Social Justice in Rehabilitation Counselor Education Curriculum

Purpose:To examine the extent to which rehabilitation counselor educators understand and are committed to infusing social justice in the rehabilitation counseling curricula.Method:The authors used a quantitative descriptive research design to examine the level and extent of integrating social justice into rehabilitation counseling curricular. The participants were 59 rehabilitation counselor educators recruited during the eighth Annual Rehabilitation Educators Conference hosted by the National Council on Rehabilitation Education.Results:The study found that most participants perceived it important to integrate social justice into rehabilitation counseling curricula. The level and extent of integration varied by academic rank and years of teaching.Conclusion:To ensure future rehabilitation counselors gain social justice competency, it is of great significance that rehabilitation counseling educators infuse the concepts of social justice into the curricula through knowledge and fieldwork domains.

“Adopt-a-Patient” Approach in Nutrition Assessment and Counseling Curriculum

“Adopt-a-Patient” Approach in Nutrition Assessment and Counseling Curriculum

Small Changes Counseling

Abstract Introduction The Small Changes Counseling (SCC) curriculum is an educational module designed to enhance the health coaching ability of first- and second-year medical students. This module ...

Adapting Genetic Counseling Training to the Genomic Era: More an Evolution than a Revolution

Genetic counselors, like other healthcare professionals, are continually challenged to keep abreast of up-todate, evidence-based information regarding their practice. In particular, we are tasked with trying to keep pace with technological advancements in genomics. Without a doubt, the content covered in our graduate and continuing education curriculum with regard to genetic screening and testing has significantly changed over time. In 20 years, we have seen maternal serum screening for aneuploidy transition from a single analyte second trimester blood test to a multi-analyte first and/or second trimester test that can include a nuchal translucency measurement to DNA-based non-invasive prenatal screening. We have seen cytogenetic analysis move beyond the identification of aneuploidies and large structural defects to comprehensive chromosomal microarray analyses. Testing for relatively common single gene disorders like Fragile X syndrome, Huntington disease, and cystic fibrosis has changed dramatically. Furthermore, gone are the days of having to wait months for the results of the Sanger sequence analysis of a single gene. Now, next-generation panel tests can provide a plethora of information in just a few short weeks. The introduction of each of these technological advances required adjustments to our genetic counseling curriculum and continuing education programs. But one of the strengths of our profession is that we are trained in fundamental core genetic counseling competencies that can be applied across diverse practice settings and readily adapted to changes in practice brought forth by new technologies. As a result, even in the face of these rather significant changes, the four domains that define the competencies of genetic counselors: genetics expertise and analysis; interpersonal, psychosocial, and counseling skills; education; and professional development and practice (Accreditation Council of Genetic Counseling 2013a, b) have remained largely the same. As new technology is adopted, it is critically important for program directors and practicing professionals to evaluate whether fundamental changes in genetic counselors’ knowledge, skills, and attitudes, and ultimately genetic counseling practice, are required. In this issue Hooker et al. (2013) discuss the significant challenges of integrating genomics into the training of genetic counseling students and practicing professionals. We agree with many of the points made by the authors, however, we assert that these are no more significant than the other challenges we have faced with incorporating new content in the program curriculum. In addition, Hooker et al. discuss that large-scale, clinical genomic sequencing results in a paradigm shift in the practice of medical genetics. We struggle with the term “paradigm shift” given that the definition of a paradigm shift is “a radical change in underlying beliefs or theories,” (Collins English Dictionary 2014). The scale of information provided by genomic sequencing definitely poses challenges in areas such as pre-test informed consent as well as interpretation and disclosure of test results. But do these challenges truly constitute a paradigm shift or are these just the same issues we have faced in the past but on a much larger scale and in a slightly different context? We believe that it is the latter. Anytime new technology is implemented in clinical care, new content must be added to the existing training curriculum and continuing education programs. It may be important to expand specific topics, change the emphasis, and/or present information from a different frame of reference, but the foundation to do so should already be in place. For instance with C. Wicklund (*) Center for Genetic Medicine, Feinberg School of Medicine, Northwestern University, 676 N. St. Clair, Suite 1280, Chicago, IL 60611, USA e-mail: c-wicklund@northwestern.edu

Group Counseling for At-Risk African American Youth: A Collaboration Between Therapists and Artists

This article includes a description of a culturally sensitive group counseling model and curriculum for African American children (ages 7–12 years old) of families with drug and alcohol addiction. Therapists-in-training, artists of color, and community agency staff collaborated to deliver expressive art activities that facilitate self-expression, self-confidence, emotion regulation, and coping and communication skills, and that enhance personal resilience and a sense of connection with one’s community. This model aims at creativity not only in the service of the children’s development as individuals, but also in the service of community building. The collaboration between partners at the levels of program planning and implementation ensures cultural relevance for the participants as it promotes diversity and growth-fostering relationships.

"Raising the Bar" for Educational Science.

"Raising the Bar" for Educational Science.

Can information and counseling help students from poor rural areas go to high school? Evidence from China

Recent studies have shown that only about two-thirds of the students from poor, rural areas in China finish junior high school and enter high school. One factor that may be behind the low rates of high school attendance is that students may be misinformed about the returns to schooling or lack career planning skills. We therefore conduct a cluster-randomized controlled trial (RCT) using a sample of 131 junior high schools and more than 12,000 students to test the effects of providing information on returns or career planning skills on student dropout, academic achievement and plans to go to high school. Contrary to previous studies, we find that information does not have significant effects on student outcomes. Unlike information, counseling does have an effect. However, the effect is somewhat surprising. Our findings suggest that counseling increases dropouts and seems to lower academic achievement. In our analysis of the causal chain, we conclude that financial constraints and the poor quality of education in junior high schools in poor, rural areas (the venue of the study) may be contributing to the absence of positive impacts on student outcomes from information and counseling. The negative effects of counseling on dropout may also be due to the high and growing wages for unskilled labor (high opportunity costs) in China’s transitioning economy. It is possible that when our counseling curriculum informed the students about the reality of how difficult were the requirements for entering academic high school, it may have induced them to revise their benefit-cost calculations and come to the realization that they are better off dropping out and/or working less hard in school.

Preparing Counselors-in-Training for Private Practice: A Course in Clinical Entrepreneurship

To date, few scholars in counselor education have attended to the processes and impacts of introducing business-related concepts within counseling curricula. The authors describe the development, implementation and evaluation of a graduate-level course titled Entrepreneurship in Clinical Settings wherein students were tasked with producing a business plan for their ideal clinical practice. Implications and recommendations are explored.

An Updated Social Context for Therapy with Elder Lesbian Couples

Elder lesbian couples are a population group requiring knowledge that often is not gained through standard marriage and family counseling curriculum, as this is a population that has long been hidden, along with their history and societal views. There is a plethora of new research surrounding this group, although much more needs to be learned since without even knowing it, many therapists are undoubtedly already treating lesbians in their caseloads every day. Thus, through this article the authors provide information therapists will find useful in counseling this group and will help them be better prepared when older lesbians seek their services.

Developing an evidence-based, multimedia group counseling curriculum toolkit

Training community-based addiction counselors in empirically supported treatments (ESTs) far exceeds the ever-decreasing resources of publicly funded treatment agencies. This feasibility study describes the development and pilot testing of a group counseling toolkit (an approach adapted from the education field) focused on relapse prevention (RP). When counselors (N = 17) used the RP toolkit after 3 hours of training, their content adherence scores on “coping with craving” and “drug refusal skills” showed significant improvement, as indicated by very large effect sizes (Cohen's d = 1.49 and 1.34, respectively). Counselor skillfulness, in the “adequate-to-average” range at baseline, did not change. Although this feasibility study indicates some benefit to counselor EST acquisition, it is important to note that the impact of the curriculum on client outcomes is unknown. Because a majority of addiction treatment is delivered in group format, a multimedia curriculum approach may assist counselors in applying ESTs in the context of actual service delivery.