Key stakeholders in schools must be educated about the importance of increasing access to mental health services in schools. School-based mental health services are designed to increase children's competence and help them meet the societal expectations of school success. The present study examined types of mental health services provided to students in school districts throughout Florida; the extent to which those services were provided to children and families; the beliefs of student services directors and supervisors regarding qualifications of school mental health service providers to provide mental health services; and their beliefs about the impact of mental health services on student academic and behavioral outcomes. Participants in this study included 90 student support services administrators (student services directors, supervisors of psychology, social work, and counseling). Descriptive analyses revealed that the three most commonly provided mental health services were consultation, normative assessment, and authentic assessment. Interestingly, no mental health service providers (school psychologists, school counselors, school social workers) were considered by student services directors and supervisors as qualified to highly qualified to provide intervention services with minimal to no supervision. Results of this study suggest that student services directors and supervisors have significantly different perceptions about the level of qualifications of mental health providers to provide mental health services. Specifically, the type of credential (teaching only vs. student support) which the director or supervisor held impacted their beliefs about the school psychologists level of qualification to provide mental health services. Finally, directors and supervisors, combined, had significantly different ratings about the types of mental health services which impacted academic and behavioral outcomes. Directors and supervisors ratings of impact of mental health services on academic and behavioral outcomes were moderated by the type of credential held. Implications of such results may be that mental health providers are only encouraged to provide those services which they are perceived to be qualified to provide; training programs may need to develop models which promote collaboration and partnership amongst mental health professionals to increase shared skills; and administrators may place an emphasis or de-emphasis on mental health services based on credential and training background.

This study examined the perceptions of Council for Accreditation of Counseling & Related Educational Programs (CACREP) master's-level school counseling program coordinators and faculty members about the importance and relevance of family systems theory and techniques coursework in their program curriculum. Family-systems theory coursework is lacking in two-thirds of those accredited programs, although mandated by their major accrediting body, CACREP. CACREP issued curriculum standards and guidelines to ensure proper training of school-counseling students and the American School Counselor Association--the foundation that expands the image and influence of professional school counselors through advocacy, leadership, collaboration, and systemic change--has issued guidelines for the training and practice of school counselors in family systems. The ASCA goal is to ensure school-counseling professionals are adequately and appropriately trained to work with children and adolescents in the school setting. Participants were 45 chairs, coordinators, or faculty members of master's-level school counseling programs from across the United States who consented to participate. Five factors influenced perceptions of the relevancy of family-systems theory for school-counseling-program respondents: the status of a family-systems course in the school-counseling program (stand-alone or not stand-alone), respondent's role as a coordinator or faculty member, single or double accreditation, formal training in family-systems theory, and attitude about family-systems theory as an enhancement to professional development. Results from other analyses included internal influences, external influences, past and future influences, demographic distinctions, limitations, suggestions for future research, and implications for the field.

A concern following school counselors participation in professional training is whether or not they are able to implement information learned. One such professional training that school counselors attend is Adventure Based Counseling (ABC). ABC groups are effective for addressing a myriad of concerns with young people. ABC groups address problem-solving skills, self-esteem, responsibility, goal setting, cooperation, and interpersonal skills. Although many school counselors have participated in ABC training, there is a lack of research that supports whether they are actually utilizing these techniques with their students. Additionally, current research does not provide information as to how training programs and school dynamics may be improved to allow for increased utilization of ABC with students; therefore, the purpose of this study is to understand the barriers that inhibit and the factors that support school counselors' ability to implement information learned from Professional Trainings, with a focus on ABC training. This qualitative study took a phenomenological approach, with a constructivist philosophical stance. Data sources included interviews with school counselors, which provided descriptions of their Professional and ABC training experiences and reasons for either using or not using Professional and ABC activities. The themes included What Professional and ABC training sessions school counselors attended and What they are implementing that they learned from these sessions. In addition, school counselors' various reactions to Professional and ABC training, such as Choice, Type of Delivery, Presenter Qualities, Time and Applicability were delineated. Results also included information pertaining to the Impact and Logistics of using information learned at Professional and ABC trainings. The results of this study may have important implications for school counselors, counselor educators, and administrators related to the implementation of skills learned from Professional and ABC training experiences. Implications for future research and limitations of this study are discussed.

No description available.

This study focused on school counselor accountability practices. The role of the school counselor is changing and the need to be more accountable is now here. This study attempted to answer several critical questions regarding school counselor accountability. It examined the degree to which school counselors use accountability measures, to what extent they believed certain accountability practices were deemed helpful to their school counseling program, and what they believed their barriers were. Accountability is a “hot” topic in present school counseling literature; but little research has been done up to this point investigating these issues related to school counselor accountability nor school counselors’ perceptions and beliefs about them. This study attempted to delve into those perceptions and beliefs. Participants were members of state school counseling associations from across the United States. Three hundred seventy-five school counselors participated. Of those, 70.2% were currently using accountability practices. A total of 47.4% of the participants report presently being required to implement accountability practices. The most frequently reported barrier to accountability practices was that it was “too time consuming.” The most frequently reported type of assistance desired from professional organizations or university programs was training. Support was reported most frequently as the type of assistance desired from school systems. Results from other analyses are also included. Limitations, implications, and suggestions for further research are provided.

The dominant discourse regarding Black males in America is that they are less academically successful than European American males and Black females. Similarly, Black males in the Bahamas are described as less successful than Black Bahamian females. School Counselors are in a unique position to alter the trajectory of success for Black males if they are knowledgeable of factors contributing to Black male academic success; have an awareness of the potential impact their unique roles can have; and develop and execute comprehensive, culturally responsive school counseling programs. While there is little research on the Achievement Gap in the Bahamas, much of the research in America has been conducted from a deficit perspective. This study uses a strength based perspective to identify and compare factors contributing to academic success in Black male high school students in the Bahamas and the United States and suggest a framework for responsive school counseling programs. Study results indicated that school counselors in the Bahamas and the United States were ineffective in meeting the needs of Black male students. These needs included supportive teachers, friends, parents and community mentors; a socially responsive school environment; being liked, accepted and appreciated; high teacher expectations; self-reliance (resilience), perseverance; a sense of hope and a purpose; and spirituality. Study results were analyzed from an ecological perspective and a comprehensive, culturally relevant framework was

<p> The purpose of this study was to engage in ethnographic research involving Jack E. Singley High School (JESA), which was part of the Irving Independent School District in Irving, Texas and recognized throughout the state as one of its most successful high schools. Singley High School had a population of 1600, with 88% minority students, who continued to exhibit academic achievement. The researcher evidenced specific interest in the performance of African-American male students at Singley, since this academic performance consistently received national recognition. This sub-population had been described as experiencing an &lsquo;achievement gap&rsquo;. However at Singley, African-American males were succeeding. The researcher explored how this high school was effective in preparing its African American male students for academic success through interviews of individual students who demonstrated the ability to succeed in the academic arena under challenging personal and cultural circumstances. </p><p> The results of the study highlighted the importance of collaborative learning in self-efficacy and illustrated the power of student &lsquo;buy in&rsquo;, when the students could directly relate their academic work to tangible career goals. Increasing, the relevancy of academics and preparing students for life beyond high school afforded clear-cut goals and added value to education, increasing student motivation and student academic success. One of the most surprising insights from this research, for the researcher, had nothing to do with academics, though its positive connection to success was clear. The insight was the gratitude that students vocalized for being accepted as a part of a professional institution and learning the tenets of professionalism, which allowed them to view themselves in a more positive way.</p>

The purpose of this study was to gain a fuller understanding of the sort of assistance, support, or education parents feel they need from school counselors in parenting adolescents. The research question examined was: What sort of assistance, support, or education do independent school parents feel they need from school counselors in raising adolescent children? The participants for this study were parents of middle school children attending an independent school located in an urban southern city. All parents of children attending the independent school were asked to respond to an online “needs assessment” survey asking parents to select parent education topics that are of interest to them. Parents participating in this phase of the study had an opportunity to volunteer for the next phase of the study, an online card sort activity. Parents who volunteered for the online card sort activity were sent a link to the online card sort activity where they took a list of parent education topics and arranged them into groups as they saw fit. Analysis of the results revealed nine themes, or categories of topics that are of interest to parents of middle school children: Parenting Skills, Adolescent Self-Management, Self-Awareness and Esteem, Academic Opportunities and Career Choices, Peer Relationships and Skills, Emotional Wellness, Physical Health and Wellness, Parent-Teacher/Staff Communication, and Technology Safety and Use. An informal concept map was created to visually represent the categories of parent education topics that emerged from the study. The results of this study can assist professional school counselors in designing parent education and consultation curriculum and interventions, and help ensure that school counselors better meet parents’ needs.

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Acts of school violence exist on a continuum of severity, ranging from less severe to anarchy, occur in various locations throughout schools, and affect various stakeholders. School counselors play an integral role in responding to school violence. The purpose of this study was to assess school counselors' perceptions of the occurrence of school violence and their preparedness to respond to violent events. This study provides valuable information about school counselors' perceptions of their personal safety, current programs and services provided to target reducing the impact of school violence, and training needs of professional counselors. A survey was completed by 103 school counselors serving schools in the St. Louis metro area. Results from the survey indicate community setting and years of experience influence school counselors' perceptions of school violence and their preparedness to respond. Implications for school counselor training, school-based violence preparation and school counselors' response to violence conclude the manuscript.