School Counseling and the Student Athlete

Zagelbaum, Adam

doi:10.4324/9780203111758

Cited by 2 publications

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“…Disability -or rather, the disabilities of student-athletes -in fact, at first appearing to be an obstacle to learning and playing the sport, later invites tutors and counselors to put themselves entirely at stake, formulating specific intervention strategies. Disability at school and university activates a series of cognitive and intervention strategies that can be seen as actual permanent problem-solving actions that continuously improve overall teaching quality (Zagelbaum, 2014).…”

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The Educational Counseling For Disabled Student-Athletes And The Rogerian Perspective

Isidori¹

2022

European Proceedings of Educational Sciences

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The helping relationship represents the main scenario in which the educational counselor and tutor act to manage and successfully develop the dialogue with the disabled student-athlete in the university and the school. The dialogue occurring in this relation becomes a "helping interview." One of the prominent scholars who studied the helping interview in the framework of the helping relationship was the father of humanistic psychology, Carl Rogers. The helping interview is challenging to accomplish because it needs a specific preparatory exercise. The helping interview is always influenced by the type of subjects it is aimed at and its context. Currently, there are few studies on the topic of educational counseling for disabled college student-athletes. The purpose of our study is to review the existing scientific literature on counseling for disabled student-athletes in universities and to explore the issues involved. To better understand these issues, we conducted a case study with some disabled student-athletes we interviewed. We transcribed the interviews, analysed the qualitative data collected, and processed them using qualitative analysis software. The analysis allowed us to identify, through the drawing of a conceptual map, the needs of student-athletes. Moreover, it has allowed us to draw up a list of specific questions that, in light of the Rogerian dialogic approach to helping relationships, can be used by a counselor for the educational counseling of student-athletes both in the university and school.

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The Educational Counseling For Disabled Student-Athletes And The Rogerian Perspective

Isidori¹

2022

European Proceedings of Educational Sciences

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“We Got to Do Better”: Interactions Between School Counselors and Black Male Student-Athletes

Harris

Seward

Mayes

et al. 2021

Professional School Counseling

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This qualitative study explores the perspectives and experiences of Black male student-athletes with particular focus on their interactions with school counselors. It draws on nine participants selected through purposive and snowball sampling techniques. The Black male participants were current or former student-athletes at the high school and Division I levels. We developed and analyzed the semistructured interview questions through the lens of critical race theory. Using deductive data analysis techniques, we identified key factors that appear to shape interactions between Black male student-athletes and school counselors, including the perception of the school counselor role, a village of support, and prior experiences with school counselors. The results of this study have implications for school counselor practice, policy, and research.

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School Counseling and the Student Athlete

Cited by 2 publications

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The Educational Counseling For Disabled Student-Athletes And The Rogerian Perspective

The Educational Counseling For Disabled Student-Athletes And The Rogerian Perspective

“We Got to Do Better”: Interactions Between School Counselors and Black Male Student-Athletes

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