Historically, biases, a lack of cultural diversity in teacher and administrative staff and misunderstanding about methods for teaching low socioeconomic students have related to the underperformance of African-American students when compared with their European American peers. Therefore, this quantitative, cross-sectional study was conducted to explore the impact of teachers' ethnicity, years of experience, and motives of hope and fear on the academic success of African-American students in reading and math. Data were collected from 55 7th- and 8th-grade teachers from a charter school system (25 reading teachers and 30 math teachers) using a survey and the Multi Motive Grid. Forward regression analysis was used to test predictive values of independent variables to the academic success of African-American students in reading and math. Results indicated that teacher fear was a significant predictor for reading scores and teacher ethnicity was significant for math scores. This study can lead to social change by improving school programs, increasing student success with better teacher selection, and increasing teacher and student relationships through personality trait training by school counselors to teachers and administrators. By defining characteristics of effective teachers, school counselors and administrative staff can hire, evaluate, and train teachers who can further address academic gaps, particularly among middle school African-American students.

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Syftet med studien var att undersöka synen på kroppsideal i relation till ätstörningsproblematik hos mellanstadieelever utifrån en skolkurators perspektiv. Intervjuer genomfördes med sex skolkuratorer i Gävleborgs län och analyserades sedan utifrån tematisk analys, genom ett salutogent perspektiv och empowerment. Resultatet visade att sociala medier pekades ut som en betydande påverkansfaktor i elevernas syn på kroppsideal och utseende. Kopplingen mellan utvecklandet av ätstörningsproblematik och elevernas syn på kroppsideal var inte tydlig utan andra faktorer pekades ut, kroppsideal kunde dock ses som bidragande faktor. Erfarenheterna av att möta ätstörningsproblematik bland eleverna skilde sig åt mellan skolkuratorerna. Hälsofrämjande arbete i skolan visade sig vara en väsentlig del i skolkuratorernas arbete och något som ansågs bidra till främjandet av god självkänsla samt acceptans av sig själv och andra hos eleverna.

This study elaborated on the development of school counselor's feelings of self-efficacy in working with students with special needs and how self-efficacy affects school counselor's roles with students with special needs. More specifically, this study addressed a number of topics in researching the impact of pre-service training, experience and in-service training for Professional School Counselors (PSCs) on their feelings of self-efficacy in working with students with special needs. This study will present a historical review of the development of Professional School Counselor roles. In addition, an analysis of the development of comprehensive developmental guidance programs in schools and suggested frameworks was conducted including students with special needs. Also, conducted were reviews of studies conducted with Professional School Counselors (PSCs) regarding their roles with students with special needs, their feelings of preparedness, and their training; and reviews of several studies of counselor education programs in the area of special needs training and experiential opportunities offered. Lastly, the pragmatic and theory base for self-efficacy found in the literature was explored. The purpose of this study was to investigate the relationship between experience with special needs, pre-service education and in-service training regarding students with special needs and counselor's self-efficacy and roles they perform with students with special needs. The research for this study was conducted by survey at the Georgia School Counselor Association's fall conference in Atlanta, Georgia; the South Carolina School Counselor Association's fall conference in Columbia, South Carolina; the North Carolina School Counselor Association's fall conference in Greensboro, North Carolina; and Florida School Counselors on Survey Monkey. The participating states counselors also had access to the survey via the internet based survey service Survey Monkey. 410 PSCs from Georgia, South Carolina, North Carolina, and Florida completed the survey. 372 of the surveys met completion criteria and were included in the survey results (N = 372). Results of a factor analysis, a descriptive statistical analysis and a multi-step regression indicated the relationship between the five of the ratings and their combinations of self-efficacy and time spent in performing roles with students with special needs had a statistically significant relationship as measured on the survey. The two types of experience and in-service quality had a statistically significant relationship with the combination rating of self-efficacy as measured on the survey. The research question is: Does pre-service training, in-service training and experience have an impact on professional school counselor's self-efficacy and whether or not they perform a role with children and adolescents with special needs. The following statements are the hypotheses for this research: There is a relationship between the two types of experience as measured by rating on the survey, pre-service training and in-service training as measured by quality and quantity on the survey, their self-efficacy in working with students with special needs as measured on the survey, and the roles that PSCs perform as measured by the frequency that they perform roles on the survey.

Bakgrund: Studier visar att unga män har svårt för att sätta ord på sina känslor och att socialt konstruerade normer hindrar dem från att söka hjälp. Samtidigt påvisar studier att skolkuratorer har för många elever vilket begränsar hanterbarheten och handlingsutrymmet att arbeta förebyggande och främjande. Syfte: Syftet med denna studie är att undersöka de utmaningar och möjligheter som kuratorer på gymnasiet identifierar för att fånga upp killar som de bedömer vara i riskzon för psykisk ohälsa, med fokus på riskfaktorer, utmaningar och handlingsutrymme. Metod: Studien har utgått från en kvalitativ ansats. Fem semistrukturerade intervjuer genomfördes med skolkuratorer på gymnasiet. Intervjuerna transkriberades och analyserades med tematisk analys. Resultat- & analysdelen framställdes utifrån insamlad empiri och presenterades sedan i relation till de teoretiska utgångspunkterna hegemonisk maskulinitetsteori och gräsrotsbyråkrati & handlingsutrymme samt tidigare forskning. Resultat: Studiens resultat visade att den psykiska ohälsan ökar och att frånvaro ses som den mest centrala riskfaktorn för psykisk ohälsa, men även underkända betyg och språkbarriärer. Studiens resultat påvisade även att fungerande rutiner är viktigt för att identifiera unga män i riskzon, samtidigt som upplevelsen att rutinerna ofta brister och att övrig skolpersonal behöver kompetenshöjas kring att se riskfaktorer. Upplevelsen var också att man som skolkurator inte räckte till.

Background: Students with school attendance problems, not only run the risk of failing school, but they also run an increased risk of psychosocial problems in adulthood. Therefore, it is important to pay attention to what can be done early, before the more extensive problems have developed. Through the school social work, it is possible to analyse the entire context around school attendance and school attendance problems. Objectives: To present what has emerged in previous research regarding school counselors’ health promotion and prevention work to increase school attendance and prevent school attendance problems among students in elementary school. Method: Scoping review Eligibility criteria: Publications were selected according to PRISMA ScR guidelines. Sources of evidence: Peer-reviewed articles Charting methods: A qualitative content analysis based on a systems theory approach is presented in both tables and text. The analysis was based on the results and conclusion of the included articles and was described through a categorization against the objectives and different system levels. Results: The school counselors work to strengthen relationships and cooperation between students, parents, school staff and other actors, as well as by offering various types of targeted interventions or prevention programs. Conclusions: School counselors’ work consists largely of remedial actions. It is unfortunate since health promotion and prevention work at different levels in the system is important to reduce school attendance problems. The cooperative role of school counselors and their system-oriented thinking contributes to relationship building, and a holistic view of school attendance and school attendance problems.

Higher education literature, has several contributions that pertain to mentoring styles in academia, female faculty, gender and leadership, and recruitment and retention of women and minorities in academia. However, specific references that lend voice to the experiences of female counselor educators in the context of their career paths and patterns are scant(Hill, Leinbaugh, Bradley,& Hazler, 2005). This qualitative investigation explored the socialization process of 8 female leaders in counselor education from throughout the United States utilizing grounded theory methods. The primary theme of socialization was organized into three main categories, (a) childhood socialization, (b) anticipatory socialization (Van Mannen, 1976), and (c) organizational socialization (Van Mannen, 1976). Leaders' socialization experiences highlighted sub-themes of balancing work and family, satisfaction level of professional obligations and inequalities. The inequalities highlighted participants' experiences of exclusion in departments with counselor education and counseling psychology programs, as well as gender and race discrimination around issues such as salary, tenure and promotion. The results from this investigation provided a theoretical framework of the interrelated influences of their socialization process from childhood across the span of their careers to full professor and department chairs. Implications and recommendations for female doctoral students, counselor educators, professional development in higher education, mentoring relationships, supervision and leadership development are included.

Although school counselors strive to address the needs of all students, children with learning disabilities are often overlooked (Bergin & Bergin, 2005; Dahir, 2004). Under federal requirements, all federally funded schools are required to provide services to students with disabilities. Further, the American School Counselor Association's (ASCA) model for school counseling programs stipulates that school counselors should ensure appropriate services are provided to all students (Milsom, 2002). Research has been completed regarding teachers' attitudes toward complying with the federal mandates (Bateman & Bateman, 2002; Rea & Davis-Dorsey, 2004). There is, however, considerably less information regarding school counselors' roles, and only minimal information on their attitudes and background experience regarding learning disabilities (Frye, 2005; Greene & Valesky, 1998; Milsom, 2002). School counselors from ASCA's southern region were asked to respond to the Attitudes Toward Learning Disabilities Instrument online survey. The findings of this study demonstrated that although school counselors overwhelmingly support ASCA's guidelines, few have the full credentials outlined by the ASCA model. A majority of the counselors in this study had little or no educational training and reported feeling unprepared to address educationally-based tasks such as developing classroom accommodations, or acting as a consultant to the school staff on learning disability issues. In contrast, one third of the participants in this study were certified teachers who reported feeling prepared and confident about all areas of academic and disability services. These results support the conclusions of previous research which indicated that counselor preparation and years of experience were found to be related to more positive attitudes toward inclusion (Greene & Valesky, 1998; Greer & Greer, 1995; Milsom, 2002; Milsom & Akos, 2003) Availability Unrestricted: Release the

Much research has been dedicated to the difficulties LGBTQ individuals face. Further, school counselors have been challenged to assist LGBTQ individuals in the school setting. Being aware of the specific issues and being educated about specific ways to assist these individuals enable school counselors to be more effective clinicians (DePaul, Walsh, & Dam, 2009). This article will address three components of counselor preparation and affirmative school counseling interventions: counselor self-awareness, LGBTQ sexual identity development, and LGBTQ-affirmative school climate. For each component, an activity is presented to assist professional school counselors become more LGBTQ-affirmative.