School Counseling Programs Research Articles

School Counselors’ Emotional Intelligence and Comprehensive School Counseling Program Implementation: The Mediating Role of Transformational Leadership

The authors examined whether school counselors’ emotional intelligence predicted their comprehensive school counseling program (CSCP) implementation and whether engagement in transformational leadership practices mediated the relationship between emotional intelligence and CSCP implementation. The sample for the study consisted of 792 school counselors nationwide. The findings demonstrated the significant mediating role of transformational leadership on the relationship between emotional intelligence and CSCP implementation. Implications for the counseling profession are discussed.

The effectiveness of study group guidance to improve learning motivation of elementary school students

Guidance and counseling in elementary schools are intended to help students develop various potentials within themselves so that they are able to have good adjustments to assignments and learning activities, so as to achieve high academic achievement. Tutoring for school students one of which is oriented to develop student learning motivation. High learning motivation encourages students to achieve optimal learning achievement. This study aims to analyze the effectiveness of the use of group guidance to increase student motivation in elementary schools. This study uses pre-experimental study with one-group pre-test-posttest design. The research subjects were elementary school students with a sample of 40 students. The research data was collected through a learning motivation questionnaire. Data analysis was carried out descriptively and hypothesis testing through paired sample t-test. The results of descriptive data analysis showed that students learning motivation increased from before participating in group guidance learning which was in the medium category to high after participating in group guidance learning. These results are also supported by the results of the t-test analysis which shows that there are significant differences in learning motivation between before and after following group guidance. This shows that tutoring with group guidance techniques is effective in increasing the learning motivation of elementary school students. The implication of this results research to elementary school guidance and counseling program were discussed.

Introduction to the Special Issue: Creating Social Capital through School Counselor-Principal Collaboration

Intentional collaboration among school principals and school counselors can improve the student experience by better meeting students’ social/emotional, academic, and career and college readiness needs. In this special issue, we seek to share the many ways school counselors and school administrators (e.g., principals, assistant principals) can effectively work together to ensure that school counseling programs throughout pre-K–12 schools are comprehensive, support equitable opportunities, and empower all students to experience success. This special issue includes 11 articles representing conceptual, qualitative, quantitative, mixed-methods, and best practices methodologies with a commitment to equity and access while simultaneously bridging social capital to create networks of resources within the school and the community to support all students.

Leveraging State Policy to Promote School Counselor–Principal Collaboration

Over the past two decades, state policy pertaining to school counselors has grown to the point that most states now require the delivery of counseling services. Some states mandate the presence of a school counselor in each school, and several specify required student-to-school counselor ratios. In 2019, New York State instituted regulations requiring the delivery of a comprehensive school counseling program. The purpose of this study was to measure the impact of this mandate on the perceptions of principals, assistant principals, school counselors, and counseling supervisors. This study includes a comparison of these professionals’ understanding of the school counselor’s role and responsibilities, and school building and district expectations and priorities. Results suggest that a mandate requiring comprehensive school counseling programs fostered more agreement between school counselors and principals than found in previous studies. Implications for practice include state policy as a tool to increase collaboration and opportunities for social capital between school counselors and principals.

A Blueprint for Collaborative Action to Build a Trauma-Informed School: A Case Study

Analysis of multiple forms of data from a high-need K–8 charter school led to the hypothesis that increasing disciplinary disruptions and poor student academic achievement were the results of endemic student trauma. The principal, the lead school counselor, and an advisory council created a plan to explore and address behavioral and social/emotional issues, and wrote grants to sustain programming changes. The school achieved success in multiple areas, including: improving its comprehensive school counseling program using the ASCA National Model framework; benchmarking its practice with the ASCA School Counselor Professional Standards & Competencies; reducing noncounseling duties for school counselors and providing 80% direct and indirect services to students; reducing the school counselor-to-student ratio; restructuring student discipline policies through the implementation of school-wide trauma-informed care practices; and utilizing social/emotional learning and trauma-informed lessons in the classroom. This case study outlines how one school created multidisciplinary internal and community-based teams to support trauma-informed practices for students, teachers, staff, and families, while emphasizing school counselor–principal leadership to build social capital. The discussion includes a review of progress toward systemic change goals.

Cyberthreats Facing High School Students and Methods of Addressing them

In this work, we provide an overview of the most common risks and threats related to information technology faced by high school students in Saudi Arabia. In this context, this work starts from the concept that using information technology is the basis of contemporary life once it has penetrated and become part of our daily activities, which also makes us challenged by the threats and risks that result from these technologies. Thus, we have written and applied a questionnaire to groups of high school students in all provinces of Saudi Arabia. The study sample of high school students who participated and completed the questionnaire was 2,312, divided into 1,128 male and 1,184 female students. In addition, these students were randomly selected from all 13 administrative regions in KSA. Specifically, we have examined the risks and threats of secondary school students using information technology, along with methods for securing their use of it in terms of awareness, envisioning, and response. Our results indicate a necessity to raise the awareness level regarding information security and the risks that come along with the use of technology through school guidance and counseling programs. Finally, we suggest that holding informational meetings and strengthening the partnership between the school and the family can be an effective way of mitigating the risks directly caused by the unsupervised use of information technology.

The Effect of Parent School Counseling Programs on Anxiety, Depression and Quality of Life

Parental anxiety and depression are factors that significantly affect the practice of parental role and have an impact on the upbringing of children and their quality of life. The purpose of this study is to investigate whether the counseling intervention that parents received during their participation in parent school programs reduced stress and depressive symptoms and improved their quality of life. A sample of 160 parents was collected from two independent groups: the experimental group consisting of 80 parents who participated in the program and the control group consisting of parents who after being informed about the implementation of the programs in their schools decided not to participate. The psychometric tools have been used are: The Spielberger Stress Trait Anxiety Inventory (STAI), the Beck depression Inventory (BDI), and the Health and well-being Questionnaire (The RAND 36-Item Healthy Survey, SF-36, Version 1.0). The results of the research confirmed the research hypothesis according to which the effect of the counseling intervention on the parents who participated in the parent schools affected the reduction of the stress index, state anxiety (Ζ=-2,882, p=0,004) and trait anxiety (Ζ=-3,776, p<0,001), the reduction of the depression index (Ζ=-6,876, p<0,001) and the improvement of their quality of life(Ζ=-5,364, p<0,001) ) especially of physical health (Ζ=-4,529, p<0,001) and emotional health (Ζ=-4,529, p<0,001).

Tiered Supports for the Class of 2021 in Unprecedented Times: A High School Counseling Department's Journey.

The impact of COVID-19 and the racial awakening of the United States intensified the inequities already present in many K–12 schools. Authors report a practitioner-focused case study of a high school counseling department integrating multitiered systems of support (MTSS) into their comprehensive school counseling program during the 2020–2021 school year, in response to both a global pandemic and the racial justice movement. Authors describe school counselors’ passionate commitment to supporting the school and department goal of increased graduation rate for the graduating class of 2021 in the midst of navigating virtual learning, racial and ethnic disparities, and lack of resources.

An Investigation of How School Counselors Adapted Their Delivery Due to COVID-Induced Disparities

We utilized a mixed-methods design to understand how a national sample of 589 school counselors adapted their approach to address K–12 students’ academic, social/emotional, and career development during the COVID-19 pandemic. More specifically, we examined how COVID-19–induced disparities influenced school counselors’ delivery of services. We identified six themes using thematic analysis and conducted a t test to further understand what services and strategies counselors were actively using 6 months after the onset of COVID-19. Our findings suggest that school counselors continued to adjust their comprehensive school counseling programs to address pandemic-induced disparities.

Evaluating the Impact of School Counseling Programs on Student Well-being and Academic Performance in the Educational Environment

This research evaluation investigates the influence of guidance and counseling programs in school settings, focusing on their effects on student well-being, academic performance, and the overall school environment. A mixed-methods approach was employed, encompassing quantitative data analysis and qualitative insights. The quantitative analysis yielded significant results, demonstrating a marked improvement in academic performance among students who actively engaged with counseling programs. Furthermore, these students exhibited a noteworthy rise in attendance rates, attending school 10% more regularly than their peers who did not participate in counseling. The qualitative analysis offered deeper insights, revealing personal growth as a recurrent theme among students. Participants cited the development of problem-solving skills, increased self-esteem, and enhanced self-confidence as critical outcomes. Additionally, improved interpersonal relationships and a harmonious school environment were reported, indicating a broader impact on the school community. The commitment to inclusivity and equity underscored the need to ensure that all students, regardless of their background or circumstances, have equal access to counseling services. This inclusivity promotes a more equitable educational environment. These findings carry implications for the field of guidance and counseling in schools. They underscore the pivotal role of counselors in fostering student success, both academically and emotionally. The results call for a holistic approach to student development, emphasizing the importance of early intervention, inclusivity, and creating positive school cultures. This research offers a pathway to strengthening guidance and counseling programs, ultimately enhancing the educational experience for students. It serves as a catalyst for the field, driving the evolution of guidance and counseling to create a nurturing and inclusive educational environment where every student can thrive academically and emotionally.

“She Went Above and Beyond”: How Comprehensive School Counseling Programs Benefit First-Generation College Students through Personalized Support

This qualitative research study contains a focus on first-generation students’ perceptions of their school’s comprehensive school counseling program and their school counselor. Through a social capital theory lens, three themes emerged, (a) received school counselors’ emotional, motivational, and tailored support, (b) increased social capital through accessing school counselors’ knowledge & skills, and (c) benefited from varied modalities of structured support. Implications for school counselors and counselor educators to improve first- generation student outcomes are included.

Working with Immigrant Children in Schools: Applying a Multi-Tiered Approach

ABSTRACT Immigrant children in the U.S. may face unique barriers that impede their success in school. School counselors are particularly well-positioned to implement interventions and advocate for immigrant students. A multi-tiered system of support is one way to organize a school counseling program that differentiates support for all students, creating a more equitable and inclusive school environment. This manuscript provides a conceptual tiered approach to support immigrant children to address a gap in the literature and inform school counseling practices.

An Antiracist Framework for Evidence-Informed School Counseling Practice

School counselors are charged with creating comprehensive school counseling programs that recognize and affirm the wholeness and humanness of students, families, and their communities (Holcomb-McCoy, C., Mayes, R. D., Cheatham, C., Sharp, S., and Savitz-Romer, M. (2020). Antiracist school counseling: A call to action [webinar]. Center for Postsecondary Readiness and Success, American University. https://www.youtube.com/watch?v=JEjNaB2L3Vc ). However, despite our best efforts, many school environments operate in ways that harm BIPOC students (Love, B. L. (2019). We want to do more than survive: Abolitionist teaching and the pursuit of educational freedom. Beacon Press). School counselors are uniquely positioned to be leaders in antiracist efforts and can influence a shift in school culture by using evidence-based practices across academic, career, and social/emotional domains. This conceptual article has four primary goals: (a) provide a working definition of antiracist school counseling; (b) outline key components of developing a critical consciousness as a foundation to antiracist school counseling practice; (c) describe a framework for engaging in evidence-informed, antiracist practice as a part of MTSS to support strategies that interrupt and dismantle harmful school policies/practices across all domains of service; and (d) provide recommendations for school counselors and school counselor educators who are committing to antiracist practice.

School Counselor Perceptions and Knowledge of Trauma-Informed Practices

This study explored school counselors’ perceptions and knowledge of trauma-informed practices, self-efficacy in promoting these practices, and the extent to which school counseling programs provided relevant training. A majority of participants believed they were not sufficiently prepared in their school counseling programs. The culturally responsive, trauma-informed educator identity framework outlines knowledge and skills needed to promote trauma-informed practices, such as the need for ongoing self-reflection. I discuss implications for school counselors and school counseling programs.

Applying for RAMP Using a Cohort Model: Results of a Multilevel Case Study

School counselors across the United States are implementing comprehensive school counseling programs, such as those following the American School Counselor Association (ASCA) National Model. ASCA awards a designation honoring exemplary school counseling programs: Recognized ASCA Model Program (RAMP). Although a growing number of studies have examined RAMP status through survey methods and student outcomes, the need remains to understand RAMP through the lens of each school’s unique context and experience. We present a multilevel, qualitative, participatory, descriptive case study to examine a school counseling cohort preparing over a 2-year period to apply for RAMP, utilizing a district–university partnership. Given the expansive data gleaned from the present study, the results are reported in two articles; this is the first of a two-part study. Results highlight this RAMP cohort process, including the following themes: (a) the push and pull of deciding to participate, (b) collaborative supports, (c) facilitators’ integral and complex role, and (d) next steps.

School Counselors’ Lived Experiences of Support Received During the RAMP Designation Process: An Interpretative Phenomenological Analysis

The American School Counselor Association’s Recognized ASCA Model Program (RAMP) designation identifies exemplary comprehensive school counseling programs. Leadership stakeholders often support school counselors in RAMP achievement. This qualitative, interpretative phenomenological analysis explored the lived experiences of seven school counselors regarding support received during the RAMP-seeking process. The findings from this research reveal four emergent themes regarding school counselors’ lived support experiences. This article indicates implications for leadership stakeholders and recommendations for future research.

Applying for RAMP Using a Cohort Model: Overcoming Challenges

Although comprehensive school counseling programs are implemented widely across the country, school counselors face myriad barriers to implementation. As such, we conducted a multilevel, descriptive case study to examine a school counseling cohort preparing to apply for the American School Counselor Association’s Recognized ASCA Model Program (RAMP) over a 2-year period. Due to the significant amount of data collected during the research process, this is the second article of a two-part study. Results of this study highlight the process of school counselors overcoming barriers to comprehensive program implementation via prolonged professional development and include the following themes: (a) overcoming a lack of training and knowledge on comprehensive school counseling programs and (b) advocating to overcome systemic barriers. We address considerations for counselor educators, school counseling professionals, and counseling organizations/associations.

An investigation of the relationship between school counselor trainees’ broaching behavior and their racial identity attitudes

AbstractThis study examined the relationship between the racial identity attitudes and broaching behavior in a sample of 198 trainees matriculating in school counseling programs. Respondents completed the Broaching Attitudes and Behavior Survey, the Cross Ethnic‐Racial Identity Scale‐Adult, Marlowe–Crowne Social Desirability Scale, and a demographic survey. Findings demonstrated that trainees with lower levels of racial identity functioning (RIF) endorsed Avoidant broaching attitudes and behaviors, and trainees with higher levels of RIF endorsed more Infusing broaching attitudes and behaviors.

Creating a System of Care for Early Adolescents Grieving a Death-Related Loss

ABSTRACT It is nearly inevitable that an early adolescent (ages 10–14) will experience a death-related loss of an individual significant to them. Given the significant amount of time early adolescents spend within the school system, a multi-tiered system of care (MTSC) is a systematic school counseling program focus that reflects the needs of early adolescents grieving a death-related loss. The Dual Process Model (DPM) provides school counselors with a contemporary, holistic lens that considers cultural, environmental, and familial perspectives, appropriate for recognizing and addressing early adolescents’ grief in an effective manner. The authors provide a practical, developmentally appropriate MTSC model that addresses early adolescents’ experiences of loss- and restoration-orientations of stress and coping with grief.

Implementing Large-Group Consultation in Comprehensive School Counseling Programs

ABSTRACT Large-group consultation (LGC) is a tool in which professional school counselors deliver key expertise to faculty and staff in their schools while using their group work skills to facilitate meaningful learning. As part of a comprehensive school counseling program, LGC is an efficient, systemic strategy for school counselors to impact students’ academic, career, and social/emotional success. In this article, we present best practices when designing and implementing LGC. We also highlight two school counseling case studies to demonstrate the usefulness of LGC.