Counselor Education Students’ Exposure to Trauma Cases

In the past two decades there has been an increase in the number of studies that have examined the psychological effects on counselors who provide counseling to clients with trauma experiences. However, little is known about the experiences of counselor trainees who provide counseling to their clients seeking counseling because of trauma. This qualitative study explored the experience of eight doctoral students in a counseling program who completed their master’s-level training in the United States. Three themes emerged from the inductive data analysis process, namely: (1) immediate reactions, (2) information processing, and (3) post-exposure development. Implications for counselors, counselor educators, and clinical supervisors are examined and recommendations to enhance counseling and supervision services are offered.     

Moral Development,HIV/AIDS Knowledge,and Attitude toward HIV/AIDS among Counseling Students in the United States

People living with HIV/AIDS will likely require services from mental health professionals to address the complex psychosocial effects of the illness. In the United States, counseling students are not likely to be well prepared to serve clients affected by HIV/AIDS, and little is known about their HIV-related knowledge and attitudes. The present study assessed the moral development, HIV/AIDS knowledge, and attitudes toward HIV/AIDS among a national sample of counseling students in the United States. Results indicated that students held biases toward people living with HIV/AIDS and that their attitudes toward HIV/AIDS were inversely related to their level of moral development.     

Preparing preservice English teachers and school counselor interns for future collaboration

The authors believe that by working together, teachers and school counselors can better support students and more effectively work for their success. In this article, we present our efforts in creating a collaborative class for preservice English teachers and school counselor interns. While offering an overview of English teachers and school counselors in their daily interactions with adolescents, we focus on the university preparation of both groups, specifically the preparation at our university, a large research institution in the Midwestern United States. We provide a look at the collaborative class created for the preservice English teachers and school counselor interns, offering examples of their interaction and feedback from the students. Lastly, we close with a consideration of the meaning of such collaboration at the university level for both English teachers and school counselors.     

The role of counselors serving deaf or hard of hearing students in public schools

Since enactment of Public Law 94-142, residential schools for d/Deaf or hard of hearing (d/Dhh) students have lost enrollment to public schools. Public school counselors now must meet d/Dhh students' counseling needs. There is little literature on if and how counselors are doing this. The present study used a survey to evaluate the job satisfaction and expectations of 22 counselors working with d/Dhh students in programs across the United States. Follow-up interviews were conducted with 6 participants functioning as counselors for d/Dhh students. Results indicated that the counselors were generally pleased with their role, which, however, diverged markedly from the American School Counselor Association (2003) national model. The interviews revealed 5 themes that may be unique to counselors serving d/Dhh students in public schools: Authority Based on Experience, Director     

Experiences of HIV/AIDS Counselors in Zimbabwe and Their Perceptions on the State of HIV/AIDS Counseling in Zimbabwe

This study investigated Zimbabwean counselors' experiences of providing HIV/AIDS counseling and their perceptions about the state of HIV/AIDS counseling in Zimbabwe. The participants were a diverse group of counselors, 30 through 59 years of age, who provided counseling services to HIV/AIDS clients. Participants thought HIV/AIDS counselors in Zimbabwe received minimal support and supervision and were undertrained. They identified that the first sessions with clients were the most difficult. They also found it problematic to work with couples who were serodiscordant (one partner who is HIV positive and the other HIV negative) and couples wanting children. The later stages of the counseling process were also found to be challenging. Though the participants acknowledged they had negative psychological experiences when counseling HIV/AIDS clients, they also expressed feelings of satisfaction and fulfillment in their work.     

Supporting International Students: Enhancing College Counselors’ Multicultural Counseling Competence

International students experience significant difficulties as they adjust to the dominant culture in the United States. However, there is a substantial gap between the reported academic and sociological distress these students experience and their help‐seeking behaviors. This article reviews international students’ distinctive challenges in seeking professional help and proposes guidelines to effectively support these students by enhancing college counselors’ multicultural counseling competence.     

Ratings by Counselors Without Teaching Experience And Their Principals Regarding Performance of Guidance Functions

This study compared principal and self ratings of performance of guidance functions for practicing counselors who did not have teaching experience. The sample consisted of 43 counselors and their principals from throughout the United States. The ratings indicate better-than-average initial counselor acceptance by administrators, teachers, students, and parents with the degree of acceptance being greater after they had counseled for a while. Principal and self ratings differed significantly on initial acceptance by students and present acceptance by other counselors. Ratings of acceptance by both school psychologists and social workers were below average. There was no significant difference in counselor and principal ratings of counselor understanding of various school procedures and policies or of their ability to perform basic guidance activities. A majority of the principals who had worked with the counselors with non-teaching backgrounds indicated they would recommend the hiring of such a person to their school board.     

Teaching self-instruction to high school students

In an attempt to demonstrate the effectiveness of instructional programming in counseling, an experimental evaluation of a ten-week program aimed at teaching skills and strategies of self-instruction to high school students was conducted. Thirty-two grade ten students were assigned randomly to an experimental self-instruction group and a control group. Dependent variables included Rotter's (1966) Control of Reinforcement Questionnaire, Rosenbaum's (1980) Self-control Schedule, a curriculum-specific test of self-instruction concepts, and a transfer test. Results revealed that students in the experimental, self-instruction program outperformed students in the control group on all dependent variables except for the Self-control Schedule. Content analysis of student responses to the transfer test showed a distinct pattern of skill development in the experimental group from pretest to posttest. Implications for the development and offering of instructional counseling programs are drawn.Many students of counseling have argued that counseling is essentially a kind of teaching (Carkhuff and Berenson, 1976; Ellis, 1977; Katz and Ivey, 1977; Krumboltz and Thoresen, 1976; Sorenson, 1967). More recently, Martin and his colleagues have developed an approach to counseling that employs models of instruction as a basis for the development and implementation of a broad range of counseling interventions and programs (Hiebert et al., 1981; Martin and Hiebert, 1982; Martin et al., 1981; Martin et al., 1980). Martin (1983) also has suggested that counselors in schools and elsewhere can make use of systematic teaching programs to help clients/students acquire functional skills in a variety of areas such as anxiety management, decision making, interpersonal skills, and so forth. In the development and offering of such programs, counselors act as curriculum developers and instructors. Initial evidence for the viability of this type of instructional counseling in schools was provided by Haynes et al. (1983), and Leal, Baxter, Martin, and Marx (1981) who developed programs based on cognitive and behavioral counseling methods that were successful in alleviating the test anxieties experienced by high school students. The experiment reported here extends the work of Martin and others in instructional counseling by evaluating an instructional program designed to teach a series of integrated skills of self-instruction to high school students. [Note that the term self-instruction is used here to refer to the activities of people engaged in systematic self-change, and is not intended to connote the system of self-instruction training developed by Donald Meichenbaum (1977).]Nearly all teachers and curriculum specialists share at least one goal: to help students acquire the capacity to engage in self-directed learning. Most often, it is assumed that school students will acquire skills in areas such as self-instruction and critical thinking (skills often seen as necessary requisites to self-directed learning) as a result of stimulating interactions with traditional school curricula. A frequently voiced alternative is to attempt to teach such skills directly (cf. Beyers, 1984a, 1984b), more or less as a curriculum in their own right. Many attempts have been made to do this, but few have received detailed empirical, experimental analysis. In a recent meta-analysis of primary prevention studies conducted in schools, Baker, Swisher, Nadenichek, and Popowicz (1984) found 40 such studies that had been conducted since 1970. Most of the experimental programs in the studies reviewed were targeted at improving students' communication skills, decision making and problem solving skills, and self-awareness. None of the studies reviewed by Baker et al. included instructional interventions that attempted to teach a broad range of skills and strategies that would permit students to plan, implement, and evaluate programs of personal change and development. Teaching school pupils to engage in systematic self-instruction for purposes of personal change simply has not been attempted, to date, in the context of an experimentally controlled investigation. Given an increasing number of pleas for exactly this kind of broad-based school programming (Martin, 1983; Sprinthall, 1984), the need for controlled experimental studies in this area is acute.Self-introduction or learning to learn has been the subject of considerable theorizing by both cognitive and instructional psychologists (Gagné, 1977; Bransford, 1979). Experimental work by Ann Brown and her colleagues (Brown, 1978; Brown et al., 1979) has highlighted the difficulty of teaching various metacognitive strategies that would seem basic to the capacity to self-instruct so as to ensure the transfer of such strategies to tasks other than those employed during strategy acquisition. At the same time, Brown's research also shows that the teaching of generalizable metacognitive strategies such as self-testing is possible, even with educable retarded children (Brown, et al., 1979). Other research concerned with differences between expert and novice knowledge has highlighted the importance of the ability to access declarative knowledge stores and the availability of relevant procedural knowledge in attempting to explain these differences (Chi et al., 1982; Leinhardt, 1983). [See Anderson, (1980) for formal definitions and discussions of declarative and procedural knowledge.] The greater ability of experts to function as independent learners or self-instructors in their areas of expertise likely is related to such differences. While it sometimes is unclear as to whether self-instructional competence resides in procedural knowledge stores or cognitive and/or metacognitive strategies, it seems clear that learning to learn involves more than simply acquiring necessary declarative knowledge in relevant substantive areas (Glaser, 1984). Thus, explicit, direct instruction in skills and strategies of self-instruction probably is necessary if students in schools are to learn to direct their own learning and development.The experiment reported here was conducted to supply initial experimental data about the possible effectiveness of a program designed to teach skills and strategies of self-instruction to high school students. It is a study of a ten-week instructional counseling program developed to teach self-instruction skills in areas such as decision making, gathering information, self-assessment, framing objectives, planning, and self-evaluation. As such, it is a more comprehensive program than other programs of primary prevention in schools that have been studied experimentally. While a variety of school and extracurricular situations were employed as illustrative contexts for presenting information about these skills to the students, the goal of the experimental program was to teach the self-instruction skills as detached skills that could be applied to a variety of situations and life circumstances. This approach was viewed as contrasting with traditional approaches in which such skills are thought to be acquired indirectly as a result of working through a series of tasks in defined substantive areas such as mathematics, history, or physics. In this latter method, it is likely that such skills, if they are acquired, become embedded in specific substantive contexts and are therefore less likely to generalize to situations or contexts other than those in which they were acquired (see Rigney, 1978 for the distinction between detached and embedded strategies). Dependent variables employed in the study were selected to test for the acquisition and transfer of targeted skills as well as for the acquisition of underlying beliefs about one's ability to control or influence external and internal events. The latter type of learning is thought by many counselors to be of great importance, particularly if attitudes and beliefs are learned that affect clients' attributional styles and/or tendencies (Strong and Claiborn, 1982).The overall purpose of the experiment was to determine whether instructional counseling curricula could be developed that would succeed in teaching detached strategies/skills of self-instruction to high school students. Should such instruction be possible, additional support would be provided for the notions of instructional counseling and counselors as curriculum developers and instructors. After all, a major part of counseling typically is associated with assisting clients to make decisions, gather information, frame goals and objectives, assess their situations and capabilities, plan actions, and evaluate the effects of their actions—all components of the self-instruction program taught to the experimental students in this study.The specific hypotheses investigated were that participation in the experimental instructional counseling program would increase: 1) students' knowledge of self-instruction skills (acquisition learning), 2) students' abilities to apply this knowledge to everyday events (transfer learning), and 3) students' attitudes consistent with higher levels of self-control and internal attributional processes (general attitudinal learning).The research reported here was supported by a grant from the Chairpersons' Research Fund, Simon Fraser University.The authors gratefully acknowledge the assistance of Bruce Dallin, Louise Bourassa, Olwyn Irving, David Langton and the Abbotsford School District (British Columbia, Canada) in completing this work.     

论辅导员量化考核中的信度与效度问题

对辅导员实施考核是对一定时期内的学生思想政治教育和管理工作做出评价的过程,也是对辅导员工作成绩与不足的系统描述。科学的考核方法既可以使学校和辅导员了解工作效果,为改进工作提供依据,又可以为学校对辅导员实施奖惩、辅导员的职业发展趋向提供依据。但实践中,仍然存在量化考核指标的设计不尽科学合理、作为评价主体之一的学生难以做到客观、全面和负责任的评价、学生工作主管部门缺乏对辅导员工作全面了解等不足和问题。从观念和技术上改进测评方法,提高辅导员量化考核工作的信度和效度,对做好辅导员考核工作意义重大。     

Applying Cultura in the Community College Counseling Practice

Latino students represent the fastest-growing population in the state of California, the United States, and the California Community College (CCC) system. Unfortunately, compared to other ethnic groups, Latino community college students continue to lag academically. Given the importance of counseling services and the scarce research related to community college students and community college counseling services, this study explored how 26 first-generation, low-income, Latino community college students perceived, negotiated, and developed a relationship with their community college counselor. Using a qualitative grounded theory research design, participants’ counseling experiences were captured through face-to-face semistructured in-depth interviews, and a theoretical model was developed. This study extended the literature on the importance of community college counseling services in assisting and motivating students to reach transfer and graduation and emphasized students’ positive and negative counseling experiences. The research findings suggest a need to improve community college counseling services. Thus, based on the research findings and other published research, this study proposes a set of the following: (a) guidelines for applying cultura (culture) to community college counseling that can assist relationship building between students and counselors; (b) questions that can be included in students’ evaluation of counselors; (c) counselor interview questions that may elicit behavioral response and assess cultural competence; and (d) community college students’ preferred counselor characteristics that may be used by hiring committees.     

Bumps in the Road: Exploring Teachers' Perceptions of Student Stress and Coping

Among the most visible advocates for children is the elementary school teacher, who plays a crucial role in helping students identify and cope adaptively with stress. For teachers to perform this role successfully, there must be greater understanding of their perceptions of student stress, coping, and teacher-guided approaches for support. Using a social constructivist paradigm, this study explored the perspectives of eight teachers (grades 3-5) from two schools in the southwestern United States. By integrating phenomenology (qualitative) with a modified Q-sort design (quantitative), results show the influences of high-stakes testing and peer conflict as widely discussed in the eyes of teachers. Although experienced teachers appeared confident in their abilities to communicate with children about stress and to generate recommendations for improved day-to-day classroom practice, they also appeared frustrated by the systemic pressures which they perceived as negatively affecting young people. The identified stressors, methods of coping, and recommendations can be used by teachers and other educational practitioners (such as school psychologists and counselors) to facilitate dialogue around children's wellbeing for their school and community.     

PERSONAL COUNSELING AS A FUNCTION OF THE COMMUNITY COLLEGE COUNSELING EXPERIENCE

The roles and responsibilities of community college counselors have altered over the last 40 years as a result of profound social, cultural, economic, and political changes. A compounding factor is the dramatic demographic shifts that have occurred across the United States. Although academic and career-related issues traditionally have been the cornerstones of the work of community college counselors, this too is changing. Reports of the escalating frequency and severity of mental health concerns of community college students have prompted counselors to increasingly emphasize personal counseling. This article summarizes some personal issues that counselors are now likely to encounter with community college students. Recommendations for community college counselors working with students experiencing personal difficulties are also included.     

Tending School: A Forum on the Experiences of Refugee and Immigrant Students in the United States System

This article contributes to the investigation of refugee and immigrant education. As one part of a comprehensive qualitative study, it showcases the school experiences of three students: Quincy, a refugee from Afghanistan who came to the United States at age thirteen; Emily, an immigrant from Poland who arrived at age six; and Maung, a political refugee from Burma who arrived at age eighteen. The school experiences of these students mirror those of many children who come from countries and communities outside the dominant culture of the United States.The framework of investigation is based on the notion that school life for minority children, in this case, refugee and immigrant students, can be examined from a critical and political perspective; that is, contextualized socially, economically, and politically (Apple, 1990). Students who are not grounded in the mainstream culture struggle to get along in school settings that are institutionalized according to the moral, social, and cultural dimensions of society. Critical theorists contend that student voice can become an organizing force to negotiate and construct multiple interpretations of school life within the reality of institutionalized ways of being in school. In this study, a focus on finding and developing student voice offers the possibility of passages between private and public (Miller, 1990) to permit the sharing and envisioning of multiple interpretations of school life for students and for those with whom they interact with in school settings.     

Selection of School Counselor Candidates: Future Directions at Two Universities

A new vision of school counseling asserts that counselors must address all children and must orient counseling services toward the primary mission of schools: to educate young people and to support their healthy development. Two universities that are working to prepare new vision school counselors have changed their recruitment and selection procedures to attract increased numbers of candidates who can be optimally trained to fulfill the requirements of this vision. The authors describe criteria and procedures used to select graduate students who have the greatest promise of becoming leaders, advocates, and change agents in schools to promote student learning and achievement.     

Attention deficit disorders: characteristics,assessment, and interventions

ABSTRACT

In the United States, there is an increasing prevalence of children who are diagnosed with an attention deficit disorder (ADD). The essential features of ADD are developmentally inappropriate degrees of inattention, impulsivity, and motor hyperactivity. The rate of prevalence could differ in other countries depending on the definition of the condition. This article will review related research in the United States about ADD which will include the following topics: differential diagnosis and assessment, treatment, interventions, and parent training. The overlap of ADD with other handicaps will be described as well as assessment techniques such as interviews, rating scales, and observations. Studies of the efficacy of medication, educational interventions, cognitive‐behavioral strategies, and parent training are reviewed. In the conclusion, suggestions for further research are outlined which may further assist youngsters with ADD to adjust at school, in the home, and in the community.     

Review of school counseling outcome research

This article is somewhat unique in this special issue as it focuses on the effectiveness of an array of school counseling interventions and not solely on individual and group counseling. In summarizing the school counseling outcome literature, the authors found that students who participated in school counseling interventions tended to score on various outcome measures about a third of a standard deviation above those who did not receive the interventions. School counseling interventions produced quite large effect sizes in the areas of discipline, problem solving, and increasing career knowledge. The effect sizes were smaller, but significant, related to school counseling interventions' impact on academic achievement. Surprisingly little school counseling research was found related to individual counseling. Concerning guidance curriculum, small groups were more effective than interventions that involved entire classrooms. Furthermore, outcome research reflects that group counseling can be effective with students who are experiencing problems and difficulties. © 2009 Wiley Periodicals, Inc.     

The impact of English language learner status on screening for emotional and behavioral disorders: A differential item functioning (DIF) study

There have been significant changes in the racial/ethnic and linguistic background of students attending public schools in the United States. The number of public‐school students who are English language learners (ELLs) participating in programs of language assistance has more than doubled over the past two decades. In 1993–1994, 5.1% of public‐school students in the United States were ELLs, or an estimated 2.1 million students. As of 2014–2015, 9.4% of students were ELLs, or an estimated 4.6 million students. It is estimated that by 2030, upward of 40% of school children will speak English as a second language. Meeting the needs of students who are not proficient in English is challenging for school professionals and even more so if they are identified for special services. Researchers have found that ELL students live in situations with numerous high‐risk factors, including poverty, inadequate schools, poor and violent neighborhoods, and limited access to adequate health care, mental health services, and schools. As a group, these students are more likely to underperform academically, have a lower grade point average, and drop out of school compared to non‐ELL Latino students.     

Building community bonds,bridges, and linkages to promote the career readiness of high school students in the United States

The career readiness of high school students has been a longstanding issue that has received renewed attention in recent years. To document an approach to promoting career readiness in the United States, we conducted an exploratory case study of a distinguished information technology career academy. Using the premises of capital building as a frame of reference, we found a community who viewed career readiness as a form of investment in human capital development. As such, a network of business partners collaborated with academy staff in providing school- and work-based learning opportunities for academy students. This approach was complemented by an emphasis on the development of social capital with social bonds, bridges, and linkages in place to sustain the network identity and development.     

A theoretical framework for training monolingual school psychologists to work with multilingual/multicultural children: An exploration of the major competencies

With the continued increase of children from diverse backgrounds entering the United States school systems, it is imperative that school psychologists gain a working knowledge of how to best serve these children. This article suggests the major competencies for training school psychologists in working with culturally and linguistically diverse students. The suggestions offered were gathered from both practitioners in the field, published data, literature reviews, and personal observations. © 1997 John Wiley & Sons, Inc.