Adolescents’ Perceptions of Their School Counselors’ Impact

Teachers' Perceptions and Experiences Consulting with School Counselors: A Qualitative Study

“…The majority of the interviews averaged approximately 20 minutes, in which participants were given the opportunity to exhaust their description of school counselorteacher consultation. With regard to interview length, thematic analysis is a flexible approach (Braun & Clarke, 2006) that has been used in a range of school counseling-related studies, including with brief interviews of 10-20 minutes in length (Davis, Pereira, & Dixon, 2015), for open-ended survey questions (Berger, 2013), and for high school seniors' essays (Ohrt, Limberg, Bordonada, Griffith, & Sherrell, 2016). Similarly, according to Kvale (2007), qualitative interview length depends on the topic and purpose of the interview, and there is no appropriate or ideal interview form: "if one knows what to ask for, why one is asking, and how to ask, one can conduct short interviews that are rich in meaning" (p. 79).…”

Development of Perceived School Counselor Support Scale: Based on the ASCA Mindsets and Behaviors

“…In the validation process, these authors found that the frequency and helpfulness of meeting with counselors were correlated with achievement in high school. Although most of the aforementioned studies focused on counselors' support for college and career readiness, there were noteworthy studies focusing on school counselor support in other areas, such as LGBT youth concerns (Roe, 2013), positive adult role models (Blum, McNeely, & Nonnemaker, 2002), and life skills and individual attention (Ohrt et al, 2016). Roe (2013) used a phenomenological inquiry approach to examine the support gay and bisexual adolescents received from their school counselors.…”

“…Puberty is a period in which adolescents need to deal with different issues as a result of psychological and physiological changes. Although most students enter puberty during middle school years, adolescents experience significant issues and make important decisions that can affect their academic, social/emotional, and career development during high school years (Balkin & Schmit, 2016;Ohrt, Limberg, Bordonada, Griffith, & Sherrell, 2016). Hence, a nonfamilial adult who cares about a student's development as a whole can serve as a protective factor (Karaman, Cavazos Vela, & Lu, 2018;Roe, 2013;Yılmaz & Demir, 2016).…”

Experiences of Elementary School Counselors and Students in Using Reality Art Therapy to Address Chronic Conditions

“…Although up to 97% of school counselors have reported working with students with chronic conditions, many often also report feeling unprepared to work with this population due to a lack of adequate training and appropriate interventions (Hamlet, Gergar, & Schaefer, 2011;Kaffenberger, 2006). Further, school counselors must be prepared to work with elementary students in ways that are developmentally and culturally appropriate (Kohn-Wood & Hooper, 2014;Ohrt, Limberg, Bordonada, Griffith, & Sherrill, 2016). Considering that the American School Counselor Association (ASCA, 2012) National Model states that a key aspect of responsive services is that school counselors are "prepared to recognize and respond to student mental health crises and needs and to address these barriers to student success by offering education, prevention, and crisis and short-term intervention" (p. 86), school counselors' preparation to use relevant and effective interventions in school settings with children with chronic conditions is paramount.…”

“…Considering that the American School Counselor Association (ASCA, 2012) National Model states that a key aspect of responsive services is that school counselors are “prepared to recognize and respond to student mental health crises and needs and to address these barriers to student success by offering education, prevention, and crisis and short-term intervention” (p. 86), school counselors’ preparation to use relevant and effective interventions in school settings with children with chronic conditions is paramount. School counselors provide developmentally and culturally appropriate complementary services that are individualized, creative, and student centered and that fit within established educational services provided under individualized educational plans (IEPs) and 504 plans for students with disabilities (ASCA, 2016b; Kohn-Wood & Hooper, 2014; Ohrt et al, 2016). Both reality therapy and art therapy show promise as innovative interventions for school counselors who work with elementary school students with chronic conditions and address the school-related problems that can result (e.g., attendance, academics, and social interactions).…”