School Counselors Research Articles

Bowling Alone?: Asian American Multilingual Learners’ Access to Four-Year Colleges

ABSTRACT Scholars are increasingly concerned that substantial barriers encountered by Asian American multilingual learners (AAMLs), the second-largest racial/ethnic multilingual learner group in the U.S., are being overlooked in the K-12 and postsecondary pipeline. This qualitative study focuses on the four-year college access experiences of AAMLs in a diverse, urban school district in the southeastern U.S. Data were collected through year-long mentoring sessions with two AAMLs, interviews with an Asian American high school counselor, academic records, classroom observations, and school documents. Using a Bourdieusian theory of practice perspective, findings from this study demonstrate that college-going AAMLs encounter multifaceted linguistic, social, and academic challenges that are often minimized or overlooked. Because they were assumed to be successful and demonstrated individual resilience and persistence, their challenges often went unrecognized, leading to mixed college-going outcomes with unfulfilled goals. The study contributes to the literature in educational equity and provides implications for educators working with AAMLs and other underrepresented students.

Psychological resilience and its relationship to positive confrontation among educational counselors

The aim of the research is to identify psychological resilience and positive coping among educational counselors, the significance of the differences in psychological resilience and positive coping among educational counselors according to the gender variable (male/female), and the relationship between psychological resilience and positive coping among educational counselors. To achieve the research objectives, two tools were built, the first to measure psychological resilience, and the second to measure positive confrontation. Both tools were applied to the research sample of (200) Mentor and mentor. After statistical treatments based on the statistical package (SPSS) to analyze the research data, the results indicated the following: *- Educational counselors have a good level of psychological resilience and enjoy positive confrontation. *- There are no statistically significant differences according to the variable (gender) in psychological resilience and positive confrontation. *- There is a positive correlation between psychological resilience and positive confrontation. In the context of these results, the researcher came up with a number of recommendations and proposals.

Psychological well-being and its relationship to counseling competence among educational counselors

The current research aims to identify the psychological well-being and counseling competence of educational counselors, and the nature of the correlation between these two variables. To achieve the research objectives, the researcher adopted Carol Ryff’s psychological well-being scale (Ryff, 1989), and built a counseling competency scale. These standards were applied to a sample of (200) male and female counselors, and using appropriate statistical methods, the results showed the following: 1- Educational counselors enjoy psychological well-being. 2- Educational counselors have guidance competence. 3- There are no statistically significant differences in psychological well-being and counseling competence due to the gender variable (males - females). 4- There is a positive, direct correlation between psychological well-being and counseling competence among educational counselors.

학교상담자의 윤리적 갈등과 대처 경험에 대한 질적 메타분석

The purpose of this study is to examine what school counselors experienced both inside and outside of psychology while encountering ethical conflicts and coping experiences. To this end, a qualitative meta-analysis was conducted on seven qualitative studies addressing the ethical conflicts and coping experiences of school counselors. Qualitative meta-analysis is a research method that synthesizes the results and discussions of individual qualitative studies to derive overarching themes and extended interpretations that permeate the individual studies. The ethical conflict and coping experiences of school counselors were described through the process of data coding and preparation of key statements from the analyzed papers, cross-comparative analysis of individual studies, derivation of central concepts and descriptive topics, and derivation and visualization of comprehensive topics and results. As a result of the analysis, 18 descriptive topics, 3 comprehensive topics, and 1 core topic were derived. School counselors, inevitably experiencing ethical conflicts on the “challenging path that school counselors must take,” were aiming for ethical growth by “seeking ways to coexist” and insisted on preparing institutional measures by “calling for structural changes.” The core topic was derived as “fully residing in the universal uncertainty and ambiguity that must be shouldered.” Based on these results, the meaning of the findings was discussed, along with the significance, implications and limitations of the study for school counseling, and suggestions for follow-up research were presented. It is hoped that the results of this study will contribute to providing meaningful interpretations of school counselors' ethical conflicts and coping experiences and foundational data for the establishment of school counseling legislation.

Kingdon의 정책흐름 모형을 적용한 학교 상담 정책의 변동 분석

This study analyzed the process of policy change regarding school counseling using Kingdon's policy flow model. In order to analyze the overall school counseling policy, we collected government reports, press releases, and research reports published by professional educational institutions with public trust, as well as academic papers and press releases, and conducted a literature analysis to draw the following conclusions. The implementation system for implementing school counseling and the flow of policy for the placement of professional counselors are established in Article 12 of the 「School Violence Prevention and Countermeasures Act」 in 2004, which specifies the placement of professional counselors and the composition of a dedicated organization and provides for full-fledged school counseling. The policy has been activated. However, as individual policies are implemented without legal basis, there has been confusion in the performance of roles and duties due to changes in government or replacement of the minister in charge. The results of this study are expected to provide an opportunity to correct the direction of school counseling policy by understanding changes in the flow of goals and attributes during the implementation process of school counseling policy and exploring the process of policy emergence. Through this study, we aim to provide evidence to support the establishment of legislation for school counseling policies.

중학생의 사이버불링에 대한 학교상담사의 대처 경험과 성장에 관한 연구

The purpose of this study is to deeply explore the coping experiences of school counselors regarding cyberbullying among middle school students and their subsequent growth. To achieve this research objective, in-depth interviews were conducted with 20 school counselors who have experience in dealing with cyberbullying. The raw data was conceptualized and categorized using a continuous comparison method. In this study, data were analyzed using the method of grounded theory. As a result of open coding, 79 concepts, 21 subcategories, and 9 categories were derived and arranged in a paradigm model. The central phenomenon experienced by school counselors regarding cyberbullying among middle school students is ‘facing crisis situations,’ which includes ‘recognizing the limitations of the school counselor's role and the unfamiliarity of cyberspace.’ The analysis went through four stages, and the relationships between the categories were confirmed to classify participants into ‘complete rebirth growth type,’ ‘experiential growth type,’ ‘infrastructure-building rebirth type,’ and ‘incomplete rebirth growth type.’ This study is significant in that it provides educational and counseling implications for coping with cyberbullying by deeply exploring and concretizing the practical characteristics and actual appearances of school counselors' coping experiences with cyberbullying among middle school students.

남성 전문상담교사가 학교현장에서 경험하는 어려움에 대한 현상학적 질적연구

Purpose: The purpose of this study was to examine the lived experience of male school counselors‘ difficulties in the field of school counseling. Methods: Eight male school counselors who had level 1 or level 2 school counselor certification with school counseling experiences within 3 years were recruited. Semi-structured interviews were conducted and data were analyzed using Giorgi’s phenomenological inquiry. Results: A total of five categories and twelve subcategories were found as results. Five categories were 'Discomfort due to prejudice as a male counselor', 'Embarrassment in counseling with female students', 'Bitterness of encountering misconceptions about counselors', 'Confusion over the multiple roles assigned to male counselors', 'Feeling of shame from the reality of school counseling'. Conclusion: Based on these findings, the unique difficulties of male professional counselors were identified and ways to deal with these difficulties were discussed.

Prevalence and Consequences of Substance Abuse among Undergraduates in Ilorin Metropolis

This study investigated the prevalence and consequences of substance abuse among undergraduates in Kwara State. The study examines whether or not moderating variables such as age, gender and family type would influence the respondents’ view on the prevalence and consequences of substance abuse among Undergraduates in Kwara State. The descriptive survey research design was adopted for the study. A simple random sampling technique was used to select 60 respondents from each of the three selected institutions. Thus, a total of 180 respondents participated in the study. A researcher-developed questionnaire titled "Prevalence and Consequences of Substance Abuse Questionnaire (PCSAQ)" was used to collect data for the study, using a t-test and Analysis of Variance (ANOVA) at 0.05 level of significance. The findings of the study revealed that the prevalent substances among undergraduates in Kwara State are cigarettes, alcohol, and tobacco among others. The findings also revealed that the consequences of substance abuse among undergraduates in Kwara State are low self-esteem, dropping out of school, and social isolation (i.e. Poor relationships with others) among others. The findings of this study also revealed that there was no significant difference in the prevalence and consequences of substance abuse among undergraduates based on age and family type. However, a significant difference was found in the prevalence and consequences of substance abuse based on gender. Based on the findings, it was recommended 1) that undergraduate students should be properly oriented by the counsellors on the dangers associated with substance abuse at the beginning of their academic year, 2) seminars and workshops should be provided by counsellors so that students would be informed about the consequences of substance abuse, 3) education should be properly structured and provided to students by school counsellor and parents at the early stage of development and 4) counsellors should organize seminars on the prevalence and consequences of substance abuse on the health of individual.

The Achievement Gap among Educational Counselors

The Achievement Gap among Educational Counselors

Problems Encountered in the Counseling Process in the Context of Cultural Sensitivity and Coping Methods: Opinions of School Counselors

This study, it is aimed to examine the problems that arise in the context of cultural sensitivity in the counseling process and the methods of coping with these problems based on the views of school counselors. For the data obtained using the interview technique, which is one of the qualitative research methods. The study included a total of 35 participants, with 25 women and 10 men, who had a minimum of three years of professional experience in private and public schools during the 2021-2022 academic year. Interviews were conducted digitally on the Zoom platform using a semi-structured form developed by the researcher. All interviews were subjected to content analysis. According to the results of the data analysis conducted with the Maxqda 2020 program, the participant's perspective on the concept of cultural sensitivity consists of self-awareness, respect, and acceptance of different cultures. The most important cultural challenges reported by the participants were gender and sex, different value judgments, socioeconomic status, and language. Feelings of inadequacy and desperation were reported as the most intensely felt emotions in the face of these challenges. Participants reported using various methods to overcome cultural challenges, such as consulting colleagues gaining knowledge, and making various suggestions to overcome cultural inadequacies. It is thought that the findings obtained in this study will create an important awareness as it is a first in the literature, and it is hoped that it will contribute to policymakers, counselor educators, counselor candidates, and all counseling professionals in this field.

뉴욕주의 진로교육 담당 교사 양성과정 탐색: 고교학점제 시행 맥락에서 한국의 진로전담교사 양성과정에 주는 시사점을 중심으로

[Purpose] This study aims to explore career education teacher training programs in the US, one of the leading countries in career education, to draw implications for Korea. [Methods] New York State was chosen due to its long history of using school counselors for career education and the ease of accessing data. The analysis includes state-level standards and specific training programs. [Results] The analysis revealed that New York State's career education teacher training programs were not limited to in-service teachers. Additionally, the programs place a significant emphasis on understanding ‘ALL students,’ including minority students, and require substantial internship and practicum hours for pre-service teachers. [Conclusion] Based on the findings, the study suggests that Korea should reconsider the selection criteria for career counselors, increase emphasis on understanding diverse learners, and establish credit and practicum regulations.

The Impact of the Educational Counselor in Promoting Student Achievement Level in Government Schools at Irbid Governorate from School Principal Perspective

One of the purposes and objectives of this research is to identify and assess the impact of the effectiveness of a school counselor on the academic success of students-an effectiveness that is manifested through the provision of academic, psychosocial, and vocational support to students, as well as through the facilitation of the interactions among students, teachers, and parents. In order to accomplish this study, the opinions of 180 public school principals were sought, and they were selected randomly to allow unbiased and generalizable interpretations of the principals in the governorate of Irbid to be the research population. A survey method was employed for data collection, and it consisted of a survey specifically designed for this research study, which contained several paragraphs related to the primary areas of the school counselor's role, as listed above. The responses collected were analyzed by establishing the means and the standard deviations. This research aimed to understand better the significant contribution that school counselors can offer in enhancing the educational process and academic progress within public schools in Irbid. It also confirmed that the multi-faceted support that they provide is essential. Results. In the study evaluating the role of the educational counselor within the scope of the public schools of Irbid, the results of which have been collected from school principals, the work provides a positive evaluation of the perceived influence of the counselors in terms of students' academic achievement across four primary dimensions: academic support that had a mean of 4.2 and a standard deviation of 0.8; psychological support with a mean of 4.0 and standard deviation of 0.9; vocational guidance with a mean of 3.8 and a standard deviation of 0.7; and interaction with parents and teachers with a mean of 4.1 and a standard deviation of 0.6. Such results reveal a high appreciation of the importance of the role of the educational counselor in improving the educational environment and the comprehensive support for the student as the role of the counselor has been exposed as a practical element in supporting the student academically and psychologically, guiding the student professionally, and in addition promoting effective communication between the school and the family.

Game “Three Disabled People’s Journey” Through Information Services at Junior High School 6 Palangka Raya

Background: Teachers are important in the activities and efficiency of information services in schools. Teachers can also act as mentors for their students. To help the education process and the quality of human resources, one of the government's policies is to raise guidance and counseling in schools by the Minister's Decree on January 15, 1975 No. 008d / 1975 and 008e / 1975, the following is emphasized again by Decree No. 84/1993 and No. 118/1996, and finally contained in the Merdeka curriculum is interest and talent. Aim: The purpose of this study is" to know the participation of teachers in implementing the use of the game "trip of three disabled people" through information services at Junior High School 6 Palangka Raya ", the sample amounted to 57 teachers at the school. Method: This research uses a quantitative descriptive method to make planning in a systematic, factual, and accurate manner Regarding the facts, and characteristics of the population so that the results of this research will draw conclusions that only apply specifically to the research object, namely the teachers of Junior High School 6 Palangka Raya.The main data collection tool uses the Check List technique, namely: a way to obtain data by making a list of questions addressed to all teachers at Junior High School 6 Palangka Raya. Result and Discussion: The results of the study showed that almost all components of the objectives in the study were implemented with a fairly high percentage of 100% by teachers in schools. This means that teachers are very involved and support information services at Junior High School 6 Palangka Raya.

The complexity of the student counselor system in China’s higher education: A case study on restrictions and possible flexibility in ideological education

Student counselors in Chinese higher education serve as conduits for providing political guidance and indoctrinating students with socialist values. Their primary role is to administer citizenship education as a means of political socialization, encompassing both ideological and organizational aspects. This article examines this phenomenon within the context of a specific university’s historical trajectory, drawing upon qualitative data to present a nuanced understanding of its complexities. Through this case study, the article sheds light on various approaches to citizenship education and offers valuable insights into the landscape of Chinese higher education amidst globalization. It reveals the coexistence of constraints and flexibility in ideological education within this context, shaped by the intricate interactions between student counselors and students. These dynamics are driven by the imperative of stability maintenance mandated by both the state and the university. The pragmatic approaches adopted by student counselors in their daily work serve as means to facilitate its implementation.

Evaluating the Effectiveness of Cognitive-Behavioral Play Therapy on Reducing Separation Anxiety in Boys in the First Grade of Primary School

Background: Separation anxiety disorder (SAD) is one of the most common disorders among children's behavioral problems, which leads to disruption in academic performance, social adjustment, family life, and peer relationships. Cognitive-behavioral play therapy (CBPT) is one of the appropriate treatment methods for correcting children's behavioral problems. It is designed for children aged three to eight. Objectives: Considering the importance of controlling separation anxiety in primary school children, the main aim of this research was to assess the effectiveness of CBPT in reducing SAD in boys in the first grade of primary education. Methods: A total of 30 primary school students with SAD were selected and then divided into the experimental group (15 students) and the control group (15 students) to conduct the present study. For the control group, no intervention was performed, but CBPT was done in ten sessions for the experimental group. The level of SAD was evaluated in both groups and then compared with each other before and after the intervention. In addition, the level of SAD in both groups was compared between the pre- and post-study stages to assess the effect of CBPT. The statistical analysis of the results was performed using SPSS software version 24 and using relevant tests at the significance level (α = 0.05). Results: The results showed that the average SAD score before the intervention was equal to 78.84 ± 1.26 for the control group and 78.66 ± 1.28 for the CBPT group. The statistical analysis revealed no significant distinction across these average levels (P = 0.975). After the intervention, the average SAD for the control and experimental groups was 77.50 ± 1.65 and 47.75±0.76, respectively, showing a significant difference between the two values (P < 0.001). Conclusions: Based on the findings, CBPT can reduce SAD in primary school children. Therefore, psychologists and educational counselors of elementary school students can recommend using CBPT to treat some behavioral problems of elementary students.

Help-Seeking Attitude of Nigerian Undergraduates Toward Mental Health Issues

This study investigated the help-seeking attitude of undergraduates at the University of Ilorin Nigeria toward mental health issues. The study employed a descriptive survey design. A multistage sampling method was used in selecting a total of 400 participants. The demographic data and research questions were examined using percentage distribution. The hypotheses were tested using t-tests and Analysis of Variance (ANOVA) statistical methods at a significance level of 0. 05. The help-seeking attitude of respondents towards mental health difficulties did not vary significantly based on gender. However, there were substantial differences depending on age, degree of study, and students' place of residence. The vast majority of undergraduates rather talk to friends and family about their mental health problems than seek psychotherapy or medical help. School counsellors need to educate students on the significance of seeking help from trained mental health professionals.

Improving Manggarai's Vocational School Counseling Services with Problem-Solving Learning under Merdeka Curriculum

Improving Manggarai's Vocational School Counseling Services with Problem-Solving Learning under Merdeka Curriculum

Implementing Effective School-Based Mental Health Services: A Guide for School Counselors

Across the United States, the number of children with mental health conditions has continued to rise. However, access and utilization of mental health services vary greatly. School-based mental health complements comprehensive school counseling and provides an opportunity for K–12 students to receive needed treatment they may not otherwise have access to. School counselors are well positioned to support the development, implementation, and sustainability of effective school-based mental health programming. We provide an overview of implementation science and case examples that detail the school counselor’s role in this work.

School Counselors’ Reflections on Supporting LGBTQ+ Students

Background: Suicide attempts and suicide completion are on the rise for children and adolescents and even more so for LGBTQ+ youth. Despite some social progress, LGBTQ+ individuals still face oppression socially and legally. With much of the restrictive LGBTQ+ legislation occurring within educational settings, school counselors have an important role supporting the mental health of LGBTQ+ youth; however, many school counselors do not feel equipped to do so. Objectives: School counselors often exit their graduate programs and enter the profession with little to no knowledge of or experience working with LGBTQ+ students. The current study sought to better understand school counselors’ experiences supporting LGBTQ+ youth in their school by discussing results of two focus groups with school counselors working with LGBTQ+ students in a southeastern school district. Research Question: What are the experiences of elementary, middle, and high school counselors supporting LGBTQ+ students in a southeastern school district? Methods: Using thematic analysis of two focus group interviews, we gained greater insight into school counselors’ experiences of supporting LGBTQ+ students in their schools. Results: Through the thematic analysis, five themes and two subthemes emerged in the data. Conclusions: Although school counselors often lack time or resources to work with LGBTQ+ youth ( Gonzalez, 2016 ), the current study’s findings reveal additional barriers given less attention in the literature: navigating tension and pressure from legal policies and nonaffirming parents.

Internal structure validity of the Self Description Questionnaire II and latent academic self-concept profiles of 9th grade students

The study was designed in two parts. First, we assessed the internal structure validity, measurement invariance across gender, and reliability of scores on the Slovenian version of the Self Description Questionnaire II (SDQ-II) in a sample of 9th grade students from Slovenian primary schools (N = 370). The modified nested Marsh/Shavelson model fit the data best, while measurement invariance across gender was not supported. In the second part, we used latent profile analysis to investigate different profiles of students' academic self-concept. We identified five distinct and interpretable profiles that differed by profile level (high, medium, and low academic self-concept) and profile shape (high academic self-concept in one domain vs. low academic self-concept in another). Subsequent covariate analysis revealed meaningful differences between latent profiles by gender and in overall and three subject-specific school grades (math, Slovenian, geography). The psychometric properties of the SDQ-II and individual differences in academic self-concept are discussed. Educational relevance and implications statementThis study has important educational implications for researchers, teachers and school counsellors. The Slovenian version of the SDQ-II questionnaire was validated, providing a reliable tool for understanding the adolescents' academic self-concept (ASC). The identification of ASC profiles supports personalized teaching strategies and emphasizes the link between ASC and academic achievement, highlighting the importance of fostering students' self-concept. It also expands the understanding of ASC profiles in students by uncovering qualitative, i.e. different patterns of profiles for domain-specific self-concepts, and quantitative differences, i.e. different profile levels from low to high self-concepts.