Experiences Of School Counselors Research Articles

“God Did Not Create Us This Way”: An Investigation into the Experiences of School Counselors Working with Arab-Muslim LGBTQ Youth

ABSTRACT Schools play a key role in supporting, protecting, and advocating for LGBTQ students. However, educational programs worldwide tend to exclude and marginalize LGBTQ issues, especially when it comes to ethnic and racial minorities. In the current study, we examined Arab school counselors’ experiences of working with Arab-Muslim LGBTQ youth. After 100 counselors declined to participate, the study included semi-structured interviews with 60 female counselors in Arab-Muslim schools in Israel. Data were analyzed using interpretive phenomenological analysis. Four main themes emerged: religious considerations, causal explanations of LGBTQ orientation, working practices, and supportive resources. Our findings point to the unique challenges facing Arab school counselors who are torn between their professional values and traditional norms. Among the strategies counselors used for managing this tension were separating LGBTQ orientation from LGBTQ adolescents, passive listening while avoiding proactive inquiry, and referring to LBGTQ orientation as a transient phase. Our findings emphasize the need to develop culturally relevant programs that address LGBTQ orientation for students, teachers, and families.

School counselors' experiences of promoting elementary school students' health literacy during and after the COVID‐19 pandemic

AbstractThis study aims to document the emotional experiences of school counselors in promoting elementary school students' health literacy during and after the coronavirus disease 2019 (COVID‐19) pandemic. Six school counselors were voluntarily recruited as participants and invited to be interviewed. Interview data were analyzed using Andy Hargreave's (2001) emotional geography. Findings show that school counselors felt dissatisfied, forced, and lonely when they promoted elementary school students' health literacy remotely using synchronous and asynchronous modes during the pandemic. School counselor skills should be capable of promoting elementary school students' health literacy after the COVID‐19 pandemic and beyond.

A Phenomenological Study on the Counselor Experiences of School Counselors with Attachment Trauma

A Phenomenological Study on the Counselor Experiences of School Counselors with Attachment Trauma

The experiences of school psychological counselors on reporting sexual abuse cases: A thematic analysis

AbstractThe purpose of the present study was to analyze and understand the experiences of school counselors regarding the reporting of sexual abuse cases and to offer solutions. This study, which was based on a qualitative design, was also based on a phenomenological approach. The study group was determined with the purposeful sampling method and consisted of 15 school counselors who had previously reported sexual abuse cases in 15 different cities. The five main themes that emerged as a result of the thematic analysis of the qualitative interviews with the participants were as follows; “Security Problem of School Counselors,” “Chain of Ethical Violations,” “Judicial Process,” “Competence,” “Reputation Issue” and finally “School Counselor's Disclosure Dilemma.” The victim's family and environment, the accused and the environment, and the school administration are exposed to pressures in the process of reporting sexual abuse cases, as a result of these pressures, they give up the legal obligation to run the judicial reporting process, the chain of ethical violations and difficulties in the investigation and prosecution process, and the spiral of not seeing themselves as professionally competent are at the center of the experiences of school counselors who report sexual abuse cases.

Supporting Immigrant Students in Schools: A Qualitative Investigation

ABSTRACT Immigrant students experience multiple challenges, and school counselors are at the forefront of professionals who can support them. School counselors are vital in ensuring that students are included and feel safe in the school community. This study explored school counselors’ perceptions of their work and involvement in advocacy with immigrant students. The guiding research question was: What are the perceptions and experiences of school counselors supporting and advocating for immigrant students? Themes included multiple priorities for students, best practice recommendations, and enhancing competence. Implications for school counselors are discussed.

Elementary School Counselors’ Experiences Working With Children Affected by Parental Substance Use

Despite widespread effects of parental substance use on children, little is known about the experiences of school counselors working with this student population. We examine the experiences of elementary school counselors working with school-aged children affected by parental substance use. Eight school counselors participated in semistructured interviews, which we analyzed using consensual qualitative research. Participants described significant contact with the population in question. Findings suggest that elementary school counselors utilize multitiered interventions but need additional training and job support to meet the prevalent needs of this student population. We provide implications for school counseling practice, research, and counselor training.

Universal Mental Health Screening: Steps for School Counselors Through Multidisciplinary Teaming

School counselors collaborate with multidisciplinary teams to implement universal mental health screening (UMHS) in schools and this work is especially pertinent in light of the U.S. K–12 mental health crisis. Because the school counseling UMHS literature is still emerging, expanding this literature is necessary, particularly to meet students’ mental health concerns. The present study examined the qualitative experiences of school counselors and other multidisciplinary UMHS team members implementing screening. We coded data through a phenomenological lens and used deductive coding from the National Center for School Mental Health’s (2018) eight steps to UMHS. We discuss not only the results but applications and implications, geared toward school counselors at the building and district level to assist with their practice.

Introduction to the Special Issue on School Counselors Addressing Education, Health, Wellness, and Trauma Disparities.

This special issue is on school counselors addressing education, health, wellness, and trauma disparities. The focus is on current and former school counselors’ collective experiences to contextualize the impact of the pandemic(s) on the lives and work of school counselors and the disruption to the lives of the students and families served. The collection of nine articles provides a window into the experiences of school counselors during the COVID-19 pandemic.

Experiences of School Counselors Working with High School Students with Conduct Problems

Davranım sorunları gösteren öğrencilere okul ortamında müdahale edilmesinde sorumluluk alan kişilerin başında okul psikolojik danışmanları gelmektedir. Bu öğrenciler, okul psikolojik danışma ve rehberlik servisine en fazla gelen/yönlendirilen grupların başında gelmektedir. Saldırganlık, madde kullanımı, istismar, zorbalık, kendine zarar verme eğilimleri olan öğrencilerin bireysel sorunları akran ilişkileri, akademik başarı, suça sürüklenme gibi farklı alanlarda çeşitli sorunlara da neden olmaktadır. Olumsuz, hayati ya da adli sorunlar yaşanmadan bu öğrencilere erken müdahalede bulunulması gerekmektedir. Bu çalışmanın amacı okul psikolojik danışmanlarının davranım sorunları gösteren öğrencilerle çalışma deneyimlerini çok yönlü incelemektir. Bu araştırma nitel araştırma yaklaşımına göre tasarlanmıştır. Uşak ilindeki liselerde çalışan okul psikolojik danışmanlarından maksimum çeşitlilik örnekleme yöntemiyle ulaşılan 15 okul psikolojik danışmanı ile nitel görüşmeler yapılmıştır. Nitel verilerin analizi sonucunda yaygın davranım sorunları, davranım sorunlarının nedenleri, kullanılan yaklaşım ve teknikler, iş birliği ve ihtiyaçlar ortaya çıkmıştır.

An Exploration of School Counselor Small Group Work Experiences Leading Diversity Dinner Dialogues

ABSTRACT Given persistent evidence of discrimination toward students of color in K-12 schools, group dialogue about multiculturalism can help individuals understand and advocate for equity and inclusion. In this article, we introduce a new model for a multicultural dialogue intervention: Diversity Dinner Dialogues (DDDs). DDDs are a small group intervention that school counselors can implement to engage students and faculty/staff in dialogues about diversity. We also provide findings from a qualitative case study exploring the experiences of school counselors leading group work in DDDs. Five themes emerged suggesting that DDDs are valuable interventions and school counselors are well-positioned to lead them.

What Factors Influence Perceptions About Animal-Assisted Therapy?

ABSTRACT Animal-assisted therapy (AAT) has gained popularity within K-12 schools for the emotional-social support, academic support, and sense of belongingness animals provide, however, concerns still arise despite documented potential benefits. This exploratory cross-sectional, quantitative study examined the knowledge, attitudes, and experiences of school counselors and school nurses with AAT to determine potential risks and benefits of AAT in schools. The REHAB Basel Questionnaire was utilized with 426 participants in the survey; school nurses (N = 228, 54%) and school counselors (N = 198, 47%). Results indicated canine ownership, role within schools, and region affected participants’ responses. Future research may seek to focus on establishing guidelines for the implementation of AAT in K-12 schools.

Experiences of practitioners implementing comprehensive student support in high-poverty schools

This US-based study examined the experiences of school counselors and social workers implementing a systems-oriented, programmatic student support practice model, City Connects, within high-need urban contexts. The City Connects model represents current best practices in student support, positioning school counselors and social workers primarily in the role of identifying students’ needs and strengths and making connections between students, families, teachers, and service providers. This stands in contrast to older models in which these professionals functioned primarily in a direct care role. The goal of the study was to understand practitioners’ experiences of efficacy, satisfaction, and engagement as well as the barriers to each of these within this best practice model. Acknowledging the documented challenges of working in high-need urban schools in the United States and the potential strains of systems-oriented practice, the study aimed to understand which aspects of their work enable practitioners to thrive, as well as which aspects do not. Qualitative analysis was used to examine written reflection data on the experiences of 35 practitioners implementing the model. Our analysis revealed six themes: (1) connecting/cultivating relationships (2) seeing impact, (3) having confidence in the effectiveness of the practice model, (4) having high levels of satisfaction with the practice, (5) managing role clarity, and (6) experiencing systemic barriers. Implications for practitioners, supervisors, clinician educators, and program designers are discussed.

School Counselor Perspectives on Implementing a Modular Treatment for Youth

ABSTRACT Despite great advancements in the development of evidence-based treatments (EBTs) for youth mental health problems, few EBTs have been adopted by or successfully implemented in schools. This is of concern, as schools are the most common entry point for youth mental health services. Modular psychotherapies may be a particularly good fit for the school context given their flexible nature. This study examined the experiences of school counselors implementing of a modular therapy. School counselors (n = 20) were recruited from a larger randomized controlled effectiveness trial in five school districts. Counselors participated in semi-structured interviews, and content analysis was used to elucidate barriers and facilitators to successful implementation of the protocol. Barriers and facilitators fell into four broad categories, consistent with the Consolidated Framework for Implementation Research: (1) intervention components, (2) school setting, (3) school counselors, and (4) study-specific processes. School counselors generally found the flexible nature of the protocol to be a good fit for their students and emphasized the benefits of training and ongoing consultation. Counselors highlighted many logistical barriers specific to the school counseling setting (e.g., lack of time, space, and competing job demands). Findings underscore the need for the development, testing, and implementation of brief and flexible mental health treatments that are tailored through school stakeholder engagement.

Suicide Prevention Experiences, Knowledge, and Training among School-based Counselors and Nurses in King County, Washington - 2016.

Few studies have assessed the suicide-specific perceptions and awareness of school-based nurses and counselors. This project assessed the self-reported training, beliefs, and professional experiences of school counselors and nurses towards suicide prevention, and identified areas for enhancing efforts to respond to student suicidality. A self-report needs assessment survey was conducted with school-based nurses and counselors in King County, Washington. Group comparisons and descriptive statistics were calculated to characterize providers' perceptions and experiences. Most training experiences reported by counselors and nurses corresponded with greater perceptions of comfort in applying suicide prevention knowledge and skills. Fewer respondents endorsed means safety and safety planning as regularly implemented interventions for at-risk students compared to other interventions. Means safety and safety planning appeared to be areas for enhancing existing suicide prevention efforts.

School Counselors’ Experiences and Responses During the South Carolina “1,000-Year Flood”

The purpose of our study was to explore the experiences of school counselors during the 2015 South Carolina “1,000-year flood.” We used consensual qualitative research methodology and identified seven domains that described the participants’ personal and professional experiences during and after the flood. We also identified the actions they took within their school system to respond to the aftermath of the flood. We discuss findings and implications for school counselors and school counselor educators.

School Counselors Using Motivational Interviewing

ABSTRACTCounselors have successfully used motivational interviewing with adolescents who struggle with a variety of issues. However, there is little data that has explored the use of motivational interviewing to address academic concerns in schools. This qualitative study explored the experiences of school counselors who have used motivational interviewing to improve student academic performance. The results revealed several themes including defining motivational interviewing in schools and explaining specific techniques. The themes that emerged from this study strengthen existing research and provide current and future school counselors with insight into the potential of using motivational interviewing to improve student academic performance.

The Experiences of School Counselors as Antibullying Specialists: A Phenomenological Study

To learn about school counselors’ experiences in being assigned as their school’s antibullying specialist (ABS), per state legislation, we interviewed six school counselors and analyzed their responses using interpretative phenomenological design. The participants’ responses reflected three overarching themes describing their ABS experience: negotiating different bullying definitions, the “dumping ground” position, and inherent with role conflicts. We present implications for school counseling practice and recommendations for school counseling research.

School Counselor Experiences of Response to Intervention With English Learners

Although school counselors participate in response to intervention (RTI), little research describes the unique opportunities and challenges encountered in RTI with English learners (ELs). This phenomenological study explored the experiences of school counselors engaging in RTI for ELs. The researchers identified three themes: (a) key stakeholders impacting RTI for ELs, (b) school counselors advocating for ELs in RTI, and (c) challenges distinguishing language from learning. We include implications for school counseling practice and research.

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.

Experiences of school counselors working in district boarding schools

ABSTRACTThe objective of this qualitative study is to discover the experiences of district boarding school counselors while conducting psychological counseling and guidance services. Within this framework, data were collected through phone interviews that were conducted with 12 school counselors who were employed in district boarding schools in Eastern and Southeastern Anatolia regions in Turkey. Study data were collected with a semistructured interview form designed to identify the professional experiences of district boarding school counselors. Overall findings indicated that the workload of school counselors was affected by the level of homesickness and risky behavior exhibited by the students. Furthermore, being a school counselor in district boarding schools was described as a process of performing counseling services (despite occasional experiences of occupational role conflicts), of not being able to receive sufficient parent support, and of experiencing the critical significance of cooperation with teachers and school administration.