Research has found that parents may feel isolated from their children's schools due to their own problematic educational experiences or their lack of understanding their children's school experiences. Current literature explores stakeholders' perceptions of school counselors but lacks specific context from a parental perspective. Validating parents' perceptions of and experiences with school counselors enhances students' academic success by providing insight about what motivates parents to invest in their children's schools and how school counselors influence parental involvement. Utilizing key concepts related to the importance of parental involvement for student success, this qualitative study focused on the experiences and perceptions of parents regarding their children's high school counselors. Criterion and snowball sampling was used to recruit 8 parents from 5 different high schools across the Midwestern United States. Interview data were analyzed through clustering and horizontalization processes, revealing 4 specific themes: student benefits, in which school counselors directly supported students; parents feeling empowered, in which school counselors validated concerns and empowered parents; school counselor providing interpersonal environment, where students believed school counselors cared about them as individuals and strove for their success; and informed school counselor, where school counselors capitalized on their expertise and professional experience for the direct benefit of students. These emerging themes strengthen existing research and provide current and future school counselors with insight into building and maintaining collaborative relationships with parents, including advocacy efforts to increase student success.

Abstract The need for increased training in the area of trauma and crisis intervention has been the subject of discussion in the literature (Mathai, 2002) and in the creation of new training standards (Council for Accreditation of Counseling and Related Educational Programs [CACREP], 2009). With an increasing number of challenges facing children today, school mental health professionals are positioned to be among the first to intervene on their behalf (Campbell & Dahir, 1997; Paisley & McMahon, 2002). In order for interventions to be successful, school mental health professionals must be able to recognize the signs of trauma (Canada, Heath, Money, Annadale, Fischer & Young, 2007), educate the important adults in children’s lives (Capuzzi & Gross, 2004) , and act in a holistic manner to accommodate the mental health needs of their students (Pederson & Carey, 2003). When Hurricane Katrina struck the Gulf Coast of the United States, approximately 200,000 students were forced to enroll in schools in other states (Department of Homeland Security, 2008). This study examined 12 school mental health professionals’ experiences with these evacuated students. Using Creswell’s (2007) phenomenological framework for understanding the school mental health professionals’ lived experiences, this study sought to illuminate issues related to training and supporting school mental health professionals so that they are equipped to support students in crisis. The results of this study fall under six themes: Systemic Factors in Perception of Job Efficacy, Culture and Community, Retelling of Story and Sequence, Role of the School Mental Health Professional in their work with Evacuated Students, Training and Preparation, and Lessons Learned. Implications for these themes are discussed.

No description available.

<p> This study examined peer victimization, specifically indirect peer victimization and cyber victimization, in a sample of 311 college fraternity and sorority students at a large, public university in the southwestern United States. Of specific focus was the relationship between peer victimization&mdash;both within fraternity and sorority groups and between fraternity and sorority groups and outside members&mdash;and co-occurring psychological stress (i.e., anxiety, depression, stress). The potential mediating roles of group identity and campus connectedness were also examined. This study utilized the social psychological theory of Social Identity Theory to predict the relationships between the aforementioned variables. Results indicated that a majority of college fraternity and sorority students (58%) have experienced at least one instance of indirect peer victimization since being initiated into their respective organization. Collectively, the majority of respondents reported low levels of peer victimization and high levels of group identity and campus connectedness. As hypothesized, peer victimization was significantly and positively correlated with stress. In addition, higher ratings of within-group peer victimization were related to lower ratings of group identity. However, ratings of between-group peer victimization were not significantly related to ratings of group identity, which did not support the hypothesis that there would be a significant and positive correlation between the two. </p><p> It was also found that campus connectedness mediated the relationship between peer victimization and Stress. Specifically, campus connectedness served as a protective factor from stress. Alternately, group identity did not protect against stress. Lastly, a specific subgroup of participants was identified as experiencing significantly high levels of peer victimization. Participants designated as "Victims" were significantly more likely to report ethnic minority status, be male, and be a fifth-year college student. Moreover, these students reported significantly higher levels of stress, and lower levels of group identity and campus connectedness. The implications of these findings for university and educational settings are discussed.</p>

This literature review addresses the increasingly popular charter school movement and its effectiveness in academic achievement and multicultural diversity. It examines the literature starting with the foundations of the charter school movement to the present state of American charter schools. Implications for charter school counselors are discussed. Although charter schools are gaining support in some public arenas, and with policymakers, more evidence is needed before charter schools can embody public official’s claims as the new solution in public education. / text

<p> Developmental education continues to be an area of concern for higher education institutions. Understanding and developing programs to provide support and increase retention, completion, and success rates for developmental education students is vital to increasing degree attainment in the United States. This study explored one developmental education program at a Midwest community college implemented in 2011. A mixed-methods approach was executed to compare completion and success rates two years prior to implementation and two years following implementation, as well as to obtain qualitative information regarding perceptions of the program. Quantitative data analysis revealed increases in developmental education rates for qualifying Connection Program students when viewed holistically; however, varying degrees of program effectiveness were seen in discipline-level results. Qualitative data analysis revealed four emerging themes: 1) Flawed Placement, 2) Positive Intentions, 3) Flawed Execution, and 4) Student Ambiguity. These findings coincided with research in the developmental education field as areas of importance in regard to increasing degree attainment for these students.</p>

<p> LGBT-headed families are experiencing a changing social environment and public school environments cannot be assumed to change in synchronicity with educational policies and laws. Schools are heteronormative spaces that create an identity conflict for gay fathers because their very existence conflicts the norm that&rsquo;s prevalent in that space. Two school stakeholder groups (school counselors and gay fathers) were investigated through a qualitative complementary case study. Intersectionality and social movement theory are theoretical lenses that can help identify the overlaps of salient roles and responsibilities that each group utilize to uncover understanding of identity and advocacy stances through a family, school and community partnership context. </p>

<p> There is ongoing debate in the current teacher preparation landscape about what type of training best prepares teachers for the classroom. As the larger field seeks to improve issues of recruitment and retention, many teacher preparation programs are trying to figure out the best ways to support new teachers, particularly those teaching in urban areas where both academic results and teacher attrition rates have struggled. Fewer scholars have examined how to support graduate students of color studying to become teachers most effectively. In addition to building human capital through teacher training programs, social capital could influence the experience of new teachers. Positive, trusting relationships with a faculty advisor could influence the experience and success of graduate students. </p><p> This qualitative methods study, at an alternative certification program in New York City, seeks to understand better the graduate student / new teacher experience in an advisement model designed to support teachers pursuing their master&rsquo;s degree in education while teaching in a classroom full time. More specifically, through surveys and interviews of recent program alumni, this study seeks to understand better the experience of graduate students of color in their relationships with their academic advisors, and how relational trust is built.</p><p>

<p> Deemed the &ldquo;broad safety net approach,&rdquo; reformation of statutory law Pennsylvania Act 126 of 2012, increased the education and training requirements for mandated reporters with the intentions to increase the number of children identified as abused and neglected. The purpose of this quantitative correlation study is to examine data from the Pennsylvania Department of Human Services to determine if Act 126 of 2012 improved child safety outcomes. Child cognitive development theory, normative social conformity theory, and public outrage and public policy reform theory were used as the theoretical foundation of study. Participants included Pennsylvania Educators and Rereported Child Abuse referrals from years 2009 to 2016. Eight reporting years made up the sample size and was divided into two groups. All five research questions were answered by the results of the study. First, via two independent t-Test analysis, the researcher determined neither total PEG referrals nor substantiated PEG referrals were affected. Next, there was a significant main effect of Act 126 of 2012 on unsubstantiated PRAR referrals with an inverse correlation between educator-generated referrals and substantiation rates. Finally, a statistically significant main effect existed between Child age which projected Child Protective Services outcomes. In short, Pennsylvania educators reported more school-aged children than their younger and older counterparts which were correlated with educator-generated referral rates. However, the relationship was negative. Hence, Act 126 of 2012 was not sufficient and did not achieve the expected results. Educators produced high quantity low-quality referrals. These results are significant since both Children and Youth Services, and Pennsylvania lawmakers rely on educators as the front line of defense in child safety. The changes to Act 126 of 2012 were not sufficient to improve Child Protective Services outcomes for children. The implications of the study are severe due to a school-to-child protective services pipeline increasing child and family contact with Pennsylvania&rsquo;s Children and Youth Services without improved outcomes. Recommendations for future research include repeating the study using disaggregated data from the National Child Abuse use and Neglect Data Systems&rsquo; (NCANDS) Child-File level data held at the national archives, Cornell University, New York.</p><p>

<p> As overt acts of racism are becoming increasingly visible and publicized on college campuses, institutions may be tasked with addressing issues around hate speech or racist marches. Meanwhile, white supremacy covertly impacts institutions through biased policies and practices. In this context, student affairs professionals can either perpetuate or combat racism. This study examined how 10 white women working as mid-level student affairs professionals in highly diverse institutions in Southern California made meaning and engaged in anti-racist allyship. The findings were organized along four themes: perceptions of campus climate at diverse institutions, developing white racial consciousness, efforts toward anti-racist allyship, and complexities of white allyship. Participants noticed the impact of historical and geographical contexts, and they identified aspects of climate specific to their institutions. They described the process of developing racial consciousness in a cyclical way, and they understood anti-racist allyship as advocacy. The complexities of white allyship included role confusion, difficulty identifying racism, white privilege, and the consequences of allyship. Emerging from this theme, a conceptual model of white anti-racist identity development is proposed. Recommendations for policy and practice include revision of the ACPA and NASPA (2015) social justice and inclusion competency, increased professional development opportunities around racial justice, and the inclusion of research on racial identity development and disrupting white supremacy in graduate degree programs. Recommendations for future research are also provided.</p><p>