School Counseling Interventions Research Articles

Two Counseling Interventions to Reduce Teacher-Child Relationship Stress

This article discusses a study investigating the impact of two school counseling interventions, child-centered play therapy (CCPT) and teacher consultation, on teacher-child relationship stress. CCPT and teacher consultation were conducted with 93 (pre-kindergarten to fifth grade) elementary school students across three elementary schools deemed to be at risk and ethnically diverse. Students were divided into three treatment groups: CCPT only, teacher consultation only, and a combined CCPT and teacher consultation group. Results demonstrated significant differences between pretesting and posttesting on the Index of Teaching Stress. All treatment groups were found to have statistically significant reduction in teacher and student problem characteristics with large effect sizes for total stress.

Using Comparison Groups in School Counseling Research: A Primer

This article describes comparison group research designs and discusses how such designs can be used in school counseling research to demonstrate the effectiveness of school counselors and school counseling interventions. The article includes a review of internal and external validity constructs as they relate to this approach to research. Examples of relevant research using this design are presented.

Foreword: Developmentally Responsive Middle School Counseling

Middle school students go through a variety of changes as they transition from childhood to adolescence. Early adolescence is a period of tremendous variability among youngsters of the same gender and chronological age, according to the National Middle School Association (NMSA, 2003, p. 3). The changes and variability have implications for middle school counselors seeking to foster the growth, development, and of early adolescents. While school counseling has roots in developmental practice, middle school counseling programs and counselors in particular must be developmentally responsive. Even though there is currently some debate about the efficacy of the middle school concept (Swaim, 2004), the unique characteristics of early adolescents must be considered in developing school counseling programs designed to meet the needs of early adolescents, regardless of the school configuration in which one works (e.g., K-8, 7-8, 6-8). The primary goal for school counseling programs is to and enhance student learning (Campbell & Dahir, 1997, p. 11). responsive middle school counseling programs, activities, and interventions address the heterogeneity and academic, personal/social, and career development of students. For example, middle school counselors facilitate early adolescents' educational and career decision making and goal setting with an increase in choices available (e.g., academic tracks, extracurricular opportunities). Further, middle school counselors' expertise can be used to promote student engagement in and parental involvement in their children's education. These types of activities often are designed to facilitate the key transitions from one educational level to the next (e.g., elementary to middle to high school). The ASCA National Model[R] (American School Counselor Association, 2003) and the counseling approach of Developmental Advocacy (Galassi & Akos, 2004) provide an overarching framework for middle school counselors striving to foster and strengthen the academic, personal/social, and career development of middle school students. Developmental advocacy can be used to enhance a comprehensive middle school counseling program designed to address the needs of early adolescents. According to NMSA (2003), Developmentally responsive middle level schools promote abundant opportunities for students to develop and maintain healthy minds and bodies and to understand their personal growth (p. 31). Developmental advocacy emphasizes proactive approaches to help students build skills and to enhance the asset-building capacity of the school (NMSA, p. 155). NMSA (2003) recommended multifaceted guidance and support services (p. 7) and noted that counselors, as specialists in the schools, use their expertise to collaborate with teachers and administrators to promote student development and progress. Collaborating with various stakeholders (e.g., teachers, parents) to create an environment conducive to development and is critical for students. Such an environment is characterized by safety and support, high expectations, active learning, an adult advocate for each student, and partnerships with families and communities (NMSA). While the middle school concept is relatively new, there is limited research or scholarship about school counseling with early adolescents. One goal of this special issue was to present relevant articles that will facilitate the understanding and implementation of developmentally responsive middle school counseling programs. Another goal was to address issues relevant to the development of early adolescents and to present implications for middle school counseling programs. …

Identifying a School Counseling Research Agenda: A Delphi Study

The authors conducted a Delphi study to identify important research questions regarding school counseling. During 3 consecutive rounds of e-mail queries, an expert panel of 21 school counseling educators and practitioners were asked to identify the goals of school counseling research, develop specific research questions, and rate the importance of the questions. The highest rated research questions concerned school counseling interventions that have an impact on academic achievement and the effects of school counseling programs on student outcomes. The panel's final list of 42 research questions can help counselor educators, graduate students, and practitioners develop research projects that most effectively meet the needs of the field.

Current and future direction of school counseling and preventive interventions: Implications for comprehensive and preventive programs in Japanese schools

Current and future direction of school counseling and preventive interventions: Implications for comprehensive and preventive programs in Japanese schools