An Interactive Approach for Developing Interprofessional Collaboration: Preparing School Counselors

School counselors are expected to be prepared to work cooperatively with school administrators, teachers, special education teachers, and other school personnel so that they can better serve students. Currently, the various professionals in schools, including school counselors, are trained separately and have few opportunities to learn about each other's roles, responsibilities, and perspectives. The authors discuss an interactive CD‐ROM that is designed to prepare school counselors and other school professionals (e.g., teachers, school administrators) to solve problems collaboratively.     

Role Behavior Profiles of Israeli School Counselors

This study of 681 school counselors in Israel examines how counselors allocate their time between counseling tasks and whether their role behavior can be characterized according to distinctive profiles. Three distinctive profiles of role behavior were identified: The traditional profile (40% of the sample), in which individual counseling to students was prominent; the prevention profile (20% of the sample), in which a guidance curriculum with an emphasis on prevention programs was preva1ent; and the balanced profile (40% of the sample), in which the time devoted to the main counseling responsibilities is allocated in relatively equal proportions. Three variables were found to affect the profiles: the school setting (i.e., level), the principals expectations from the counselor and the counselors personal preferences. The findings of this study can contribute to the effort of defining and clarifying the role and function of school counseling in Israel and other countries.     

Culturally Responsive Consultation Among Practicing School Psychologists

ABSTRACT

School-based consultation has garnered increasing attention relevant to culturally responsive practice in school psychology. Although prior research has investigated school psychologists’ experiences with supporting culturally diverse youth through school-based consultation, few studies have utilized an established framework to understand school psychologists’ experiences. We utilized specific components of Ingraham’s Multicultural School Consultation framework to examine fifteen school psychologists’ experiences with providing culturally responsive consultation. Constant comparative analysis revealed the various strategies used by practitioners to support culturally diverse students throughout the consultation process (e.g., involving multiple people in decision-making, using non-confrontational approaches to educate school personnel about cultural dynamics, providing messages of support and encouragement to diverse students and families) and the socio-contextual barriers to their practice (e.g., cultural minimization, lack of administrative support). Implications for research, training, and school-based practice are discussed.     

The Impact of Race,Gender, and Socioeconomic Status on School Counselors’ Alternative Learning Program Placement Decisions: An Experimental Study

As a form of exclusionary discipline, student placement into an alternative learning program (ALP) may lead to negative outcomes for students (e.g., lower academic achievement, attrition, involvement in the juvenile justice system; Anderson and Ritter in Educ Policy Anal Arch 25(49):1–33, 2017). School counselors are called to address inequitable policies, procedures, and conditions that may limit students’ personal/social and academic development, college access, and career readiness (ASCA, The ASCA national model: a framework for school counseling programs, 3rd edn. American School Counselor Association, Alexandria, VA, 2012). Additionally, school counselors should be unbiased in their decision-making (ASCA, Ethical standards for school counselors. American School Counselor Association, Alexandria, VA, 2016). The researchers utilized a true experimental design to examine the impact of student race (African American or White), gender (male or female), and socioeconomic status (SES; economically advantaged or disadvantaged) on practicing school counselors’ (N?=?334) decisions to place students in ALPs for disciplinary reasons. A factorial analysis of variance revealed no statistically significant differences in school counselors’ likelihood of placing students in ALPs for disciplinary reasons based these student demographic factors. The study also revealed a statistically significant positive relationship between school counselors’ belief in a just world, as measured by the Global Belief in a Just World Scale (GBJWS; Lipkus in Personal Individ Differ, 12(11): 1171–1178. https://doi.org/10.1016/0191-8869(91)90081-L, 1991), and likelihood of referring students to ALPs for disciplinary reasons. Implications for school counselors and educational stakeholders are discussed.

     

Developing special needs provision in an international school

Abstract

Although all multicultural, multilingual, and multinational students in international schools can have special needs, the International School of Brussels wanted to increase support for particular ‘at risk’ students. This population seemed to include: students who passed standardized English as a Foreign Language tests but were not literate enough for regular classes, students with learning problems not identified in previous language or culture, and students who experienced temporary learning disabilities because of a discrepancy between what they brought to the school programme and what the school programme asked of them. The existing secondary school options included English as a Foreign Language and English as a Second Language (EFL/ESL) to prepare students for entry into regular classes, and also small group or individualized instruction to support students with special needs in regular classes. Adapting Curriculum‐Based Assessment (CBA) in an international school caused staff to review: curriculum offerings, examinations and activities, enabling objectives and minimum competency skills, and multinational approaches to special needs. The CBA philosophy supported an emphasis on local needs and the development of a school‐appropriate standard of performance for students despite culture, language, or nationality.     

Facilitators and barriers to African American high school students' self-determination skill expression

We conducted four focus group interviews with 24 high school youth to examine facilitators and barriers to African American high school students' expression of various self-determination skills (e.g., choice/decision making, self-advocacy, goal setting, and attainment etc.). The majority of our research participants were African American, with one student identifying as multiracial (African American and White). Key findings revealed that personal (e.g., desire to graduate from school) and contextual factors (e.g., school counselor and teacher support) influenced the participants' expression of multiple self-determination skills. We also found that some of the participants' motives for utilizing or not utilizing specific skills were influenced by what they perceived as racist, punitive, and restrictive school practices (e.g., teachers holding negative perceptions about African American students and school counselors restricting their access to advanced courses). Findings from this study support ongoing calls for educators to consider students' cultural backgrounds and lived experiences when promoting their expression of self-determination skills.     

Addressing the Challenges and Needs of English-Speaking Caribbean Immigrant Students: Guidelines for School Counselors

Caribbean students are among the distinct immigrant groups in U.S. public schools with particular needs to be addressed by school counselors. This article discusses the challenges Caribbean immigrant students face that create obstacles to their academic and personal/social success. Guidelines for school counselors are outlined, which can be used to meet the needs of Caribbean immigrant students and promote their healthy adjustment.     

The Induction of School Counselors: Meeting Personal and Professional Needs

The purpose of this study was to ascertain participants’ perceptions of elements of the induction process that met novice school counselors’ personal and professional needs. Interviews of seven novice counselors and their principals over one school year were the primary data sources. Employing an abductive analysis process based on a developed typology of induction elements from the teacher induction literature, the researchers’ analysis of the data indicated that although various induction elements were discussed by participants (i.e. informal mentors, orientation, professional development, collaboration, reduced workloads, and interaction with principals), few were planned specifically for the novice counselor. Most supports for the novices were viewed with mixed results in meeting their personal and professional needs.     

Research Priorities for Mental Health Counseling With Youth: Implications for Counselor Preparation,Professional Development,and Research

Counselors encounter the needs of youth (3–17 years) in a variety of settings; however, outside of school counseling, the profession faces a lack of preparation, professional development, and research focused on mental health practice with youth. Using the Delphi method, 12 counselor educators and 15 practicing counselors were polled regarding research priorities for mental health counseling with youth. Research that considers how varying developmental stages and systems (e.g., families, schools, communities) affect the mental health of youth was identified as a priority. Implications for counselor preparation, professional development, and research are offered on the basis of these results.     

Mapping participation in situated language learning

Research on the international student experience in Australia has highlighted the challenges that international students face when obtaining tertiary qualifications in an Australian university [AEI. (2012). Student voices: Enhancing the experience of international students in Australia. Canberra, Australia: Australian Education International]. Specifically, international students are reported to have difficulties achieving their stated goals of making connections, forming friendships and improving their oral English language skills during their sojourn [AEI. (2013). International student survey 2012 overview report. Canberra, Australia: Australian Education International; Yates, L., & Wahid, R. (2013). Challenges to Brand Australia: International students and the problem with speaking. Higher Education Research & Development, 32(6), 1037–1050]. This paper investigates the interactions of five male Saudi Arabian international students in the local English-speaking community and considers how they participate in it. Diary records and interview conversations are used to examine the nature and extent of participation, drawing on the linguistic concept of register or analysis of situation. The findings indicate that quality interactions for the purpose of language learning are derived from casual conversations and those without pre-defined social roles which afford opportunities for identity negotiation and interactional benefits.     

Aspirations and tensions in developing international mindedness: case study of two students in an IB school in an Indian Ocean Island Nation

International mindedness is considered by many educational researchers and organizations as a determining feature in international education. This article used data as part of a PhD case study inquiry to explore how international mindedness is developed by two students in an IB school in an Indian Ocean Island Nation. Through a qualitative approach within an interpretivist paradigm, it provides insights into the complexities of the students' development of international mindedness through the following questions: Why do the students aspire to develop international mindedness? What are the tensions they experience in developing it through the theory of knowledge programme in the International Baccalaureate Diploma Programme (IBDP)? Using socio-cultural frameworks, the article discusses theories on knowledge development, identity and post-colonialism. Data were collected through a survey, journal entries and interviews. The analysis was conducted using theoretical sampling, categorization and coding. The findings revealed that students' cultural backgrounds and identities are critical factors determining their sense of engagement with the development of international mindedness in the IBDP. They indicated also that the Diploma Programme (DP) knowledge content needs to be carefully addressed by the International Baccalaureate (IB) host school, which also must consider the socio-cultural and historical factors of the country in which it is found, in negotiating a locally meaningful implementation of the IB's international mindedness.     

Career Placement Concerns of International Graduate Students: A Qualitative Study

This qualitative study investigates the career placement concerns of international graduate students returning to their home countries, heading to other countries, or remaining in the United States after their education. Using a phenomenological framework, structured interviews were conducted with 24 participants (i.e., 18 international students, 1 naturalized status student, 3 faculty members, and 2 career counselors). Assertions that emerged suggested that the students possess diverse career plans influenced by numerous unique factors. Major, gender, and geography were not salient factors affecting the students' career placement needs. Students used contacts in their academic fields far more than they used campus career services, due to negative perceptions of or limited services that the center could provide. Based on these findings, more outreach to the international student community and collaboration between the career counseling and placement center and other campus departments are recommended.     

师范生职业情感再认

师范生作为未来的人民教师,应该培养他们具有敬业、爱生、责任、自尊、乐业的教师职业情感,以促进他们的身心发展,构建和谐师生关系,提高教育质量。但现实是师范生职业认同感淡薄、职业情感教育缺乏,因此,需要通过课堂教学、教育实践与课外教育活动,强化师范生职业意识、培养职业情趣、加强情感素养、提高情感能力,以培育师范生良好的职业情感。     

Young girls in science: Academic ability,perceptions and future participation in science

Given the lack of information in either the school counseling or the gifted education fields on how school counselors and educators of the gifted work together, research into how individuals from both professions collaborate to serve gifted students and their families becomes important. The purpose of this phenomenological qualitative study was to examine gifted teachers' and coordinators' experiences working with school counselors. Fourteen participants, serving in a variety of K–12 settings, engaged in interviews regarding their different experiences working with their school counselors. Five primary themes resulted from these participants' reported experiences, including educators'/counselors' training and preparation, meeting gifted students' needs through service delivery, school counselors' perceptions and beliefs, systemic barriers and facilitators of collaboration, and teacher and counselor collaborative efforts. These findings are discussed with regard to current literature on gifted education, school counseling, and professional collaboration.     

Developing academic talent as a practicing school psychologist: From potential to expertise

In this article, we explore how school psychologists who adopt a talent development perspective can play a larger role in cultivating the talent of academically gifted students. Utilizing the talent development megamodel and Ackerman's model of expertise, we outline how school psychologists can consult with school administrators, teachers, and parents to meet the general and domain-specific academic needs of academically gifted students at home and in school. In addition, we discuss how school psychologists can leverage systems of assessment (e.g., universal screening, continued assessment) to identify academically gifted students across academic talent trajectories as well as provide students with multiple opportunities to exhibit their academic talents. We conclude by highlighting some diversity and multi-cultural considerations that school psychologists should keep in mind while developing academic talent, as well as a policy implication of school psychologists adopting a talent development approach to their work.     

A Parent-Implemented,Technology-Mediated Approach to Increasing Self-Management Homework Skills in Middle School Students with Autism

Students with Autism Spectrum Disorder (ASD) in secondary school settings (i.e., grades 6-12) typically struggle with multiple academic challenges. Critics have noted that secondary schools traditionally have not been particularly effective in helping students with ASD develop self-determination (e.g., self-management) skills, which are considered pre-requisites to success in academics. Thus, there is a significant need for increased parent-professional collaboration in secondary schools. This study examined the effectiveness of coaching parents to implement a technology-mediated (e.g., iPad) approach to increasing the homework-related self-management skills for mathematics of five middle school students with ASD. Results indicate that these five students significantly increased their math homework self-management skills as a consequence of effectively using iPad applications when coached by their parents.     

美国中小学辅导教师制度

美国的辅导教师是美国K-12教育系统的重要组成部分,是学校任课教师之外的专职人员,他们的职责就是帮助每一位K-12学生在学业、职业规划,个人和社会发展上获得最大的成功,但是辅导教师数量的严重不足,师生匹配率过高而导致学生得不到他们想要的帮助,是造成美国目前辅导教师职业评价不高的原因之一。     

Ethnic Diversity and Inclusive School Environments

Inclusive school contexts can promote psychological and social adjustment and enhance learning among students. Changing demographics and 21st-century workplace needs suggest that ethnic diversity is one important dimension of inclusion to consider. This article presents 4 suggestions for how schools can facilitate inclusivity for ethnic diversity that are recommended to be employed in conjunction with one another: (a) school and classroom ethnic composition (i.e., increased ethnic diversity), (b) positive ethnic identity for ethnic minority students, (c) multicultural/diversity training and cooperative learning, and (d) the promotion of social competence and prosocial behaviors. Developmental considerations are discussed and a case is made that improving individual students’ functioning can ultimately promote inclusivity for all students. Assisting students to be ready and able to form friendships with peers from ethnically diverse backgrounds provides them with valuable experience and skills that they can carry forward to new educational, community, and workplace settings.