A Reaction to Counseling Psychology and School Counseling

Sabella, Russell A.

doi:10.1177/0011000003261356

Cited by 7 publications

(7 citation statements)

References 6 publications

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“…Yet the interest and resolve of counseling psychologists in helping K-12 youth within the school environment have been questioned (Lichtenberg & Goodyear, 2004;Pope, 2004). Those who advocate for a more active role for counseling psychologists in schools specifically suggest more collaboration with school professionals (Forrest, 2004) and more help to show evidence for which interventions in schools are efficacious (Gysbers, 2004;Romano & Kachgal, 2004;Sabella, 2004;Whiston, 2004). Currently, resources for multiculturally competent counseling and psychotherapy (herein referred to as counseling) to comprehensively address the mental health needs of K-12 youth in schools are critically under funded (Coleman, 2004).…”

mentioning

confidence: 99%

Efficacy of Counseling and Psychotherapy in Schools: A Meta-Analytic Review of Treatment Outcome Studies 1Ψ7

Baskin

Slaten

Crosby

et al. 2010

The Counseling Psychologist

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This study investigated the efficacy of counseling and psychotherapy interventions for youth in schools. Data were examined for 107 studies that included 132 treatment interventions. Overall efficacy was d = 0.45 and was significantly different from zero. Interventions for adolescents outperformed those of children, treatment groups that were predominately female or male did better than mixed-gender groups, and licensed professional therapists outperformed paraprofessionals, who outperformed graduate students. Implications for supporting the mental health needs of youth in schools are discussed.

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mentioning

confidence: 99%

Efficacy of Counseling and Psychotherapy in Schools: A Meta-Analytic Review of Treatment Outcome Studies 1Ψ7

Baskin

Slaten

Crosby

et al. 2010

The Counseling Psychologist

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“…[ 27 34 35 ] Some studies indicated the effectiveness of counseling services for the students. [ 36 37 ]…”

Section: Discussionmentioning

confidence: 99%

Effectiveness of school-based mental health programs on mental health among adolescents

Shahraki-Sanavi

Ansari‐Moghaddam

Mohammadi

et al. 2020

J Edu Health Promot

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AIM: This study aimed to investigate the effect of school-based interventions on mental health among adolescents in the southeast of Iran. METHODS: This interventional quasi-experimental study included a total of 420 adolescent girls studying 10 th grade in the public schools of Zahedan, Iran. Data were collected using general health questionnaire-28 questionnaire. After pretest, multidimensional interventions (individual education, group education, individual consultations, modern education, and parents' educational packages) were given to the intervention group from October 2015 to June 2016. After a 3-month interval, the posttest was conducted in October 2016. Data were analyzed by covariance analysis. RESULTS: There was a significant statistical difference between the changes in the mental health scores after the intervention among the two study groups ( P < 0.05). Furthermore, after the intervention, moderate-to-severe mental health problems decreased considerably among the students in the intervention group compared to controls. The greatest impact was on individual psychological counseling. CONCLUSIONS: The results of the study showed that by applying group training and individual counseling in the schools improves mental health. Therefore, identifying student problems and parent–teacher cooperation as well as consulting with specialist counselors can be effective in providing practical and effective solutions in this regard. Therefore, findings suggest that prioritizing mental health and taking action on the field are of utmost importance.

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“…Providing direct service (e.g., facilitating specialized mental health groups), designing programs (e.g., teacher-teacher mentor program) and program evaluation (e.g., investigating effects of anti-bullying program) have been suggested as areas counseling psychologists could use their expertise to help K-12 schools (Gysbers, 2004;. Other scholars suggest counseling psychologists might supervise school counselors and conduct research on counseling outcomes in schools (Romano & Kachgal, 2004;Sabella, 2004). Recognizing counseling psychology's leadership regarding multicultural issues, Whiston (2004) believes, "Counseling psychologists could have a significant impact on youth from various backgrounds by providing training, resources, and materials on multiculturalism to school counselors" (p. 273).…”

Section: Moving Forwardmentioning

confidence: 99%

Pedagogical approaches to multicultural education within teacher preparation programs

Barajas¹

2014

PsycEXTRA Dataset

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Despite national standards established in 1979, U.S. teacher preparation programs have struggled to incorporate comprehensive, multicultural teacher education into existing curriculum (Sleeter, 2008). The weakness of multicultural training in most teacher preparation programs is theorized as a major contributor to the persistent achievement gap between students of color and White students (Ferguson, 2003). Furthermore, literature indicates White teachers frequently hold lower expectations for racial and ethnic minority students compared to White students and these lowered expectations often manifest as lower academic achievement (McKown & Weinstein, 2007). This study provides empirical data regarding multicultural education within teacher preparation programs. Individual course sections of pre-service teachers completing a field-based teaching experience were randomly assigned to one of two treatment groups or a no-treatment control group. Quantitative measures within a pretestintervention-posttest research design were used to assess the effectiveness of variation in pedagogical approach of multicultural teacher education. Multiple analysis of covariance allowed for the examination of the extent to which variation of pedagogical approach of multicultural teacher education affected pre-service teachers' cultural competence. Additionally, this study examined the extent to which differences in field placement sites affected pre-service teachers' cultural competence. Finally, this study examined the unique interaction effects of variation of pedagogical approach of multicultural teacher education combined with differences in field placement site. Results from the sample (n = 86; female = 57) indicated treatment group participants experienced significant (p = .001) and meaningful ( 2 = .303) change in attitudes and beliefs regarding multiculturalism and diversity. Results further indicated site diversity had no significant effect (p = .077) on intervention efficacy. Similarly, no significant interaction effects (p = .293) were found for pedagogical approach combined with site diversity. Finally, treatment group participants described their preparation to teach in a multiculturally competent manner as more useful (p = .041) and more systematic (p = .011) compared to control participants. Findings highlight the importance of intentionally designed curriculum and differences between lecture and group approaches to multicultural teacher education. Literature from counseling psychology, teacher education, and curriculum studies is used to interpret findings, draw conclusions, discuss limitations, and suggest future research opportunities.

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A Reaction to Counseling Psychology and School Counseling

Cited by 7 publications

References 6 publications

Efficacy of Counseling and Psychotherapy in Schools: A Meta-Analytic Review of Treatment Outcome Studies 1Ψ7

Efficacy of Counseling and Psychotherapy in Schools: A Meta-Analytic Review of Treatment Outcome Studies 1Ψ7

Effectiveness of school-based mental health programs on mental health among adolescents

Pedagogical approaches to multicultural education within teacher preparation programs

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