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Adolescents confront a plethora of physical and emotional changes, especially those alterations surrounding puberty. Body image disturbances have become commonplace with high school students, and school personnel seem to have had little success in fighting this problem. Teenagers with body dissatisfaction may also be at risk for mental health problems, such as depression and eating disorders. Gifted adolescents may be particularly susceptible to mental health issues due to a number of specialized issues including overexcitability and social coping ability (Gatto-Walden, 1999). The purpose of this study was to examine the relationship among body dissatisfaction, gender, type of student (gifted or typical), overall overexcitability, social coping, and an interaction between gender and type of student. A diverse group of 489 participants from six Illinois school districts participated in the study, including 268 females (54.8%), 216 males (44.2%), 4 students identifying as "other" regarding gender (0.8%); one student did not respond to that question (0.2%), and they ranged in age from 14 to 20 (M = 16.6, SD = 1.2). The overall regression model was statistically significant, F(5, 469) = 9.31, p < .001, R2 = .09. The adjusted R2 was .081, which indicated that 8.1% of the variance in body dissatisfaction was explained by the model. This effect was medium in magnitude and consistent with previous research with body dissatisfaction. The results support the idea that gender, overall overexcitability, and social coping significantly explained body dissatisfaction, but being gifted (i.e., type of student) did not significantly contribute to the regression model. In addition, the results did not support a gender by type of student interaction. These findings are interesting in that previous research has linked giftedness and overexcitability, but these variables were not strongly correlated in the current study. However, this information has yielded some important implications for school counselors, clinical mental health counselors, and counselor educators. The author also discussed some areas for further research.

Syftet med detta examensarbete är att undersöka hur skolkuratorer kan kategorisera och beskriva de insatser som kan erbjudas till grundskoleelever med neuropsykiatriska funktionsvariationer. Det finns flera lagstiftningar som pekar på barns rättigheter till skolgång samt att alla barn har rätt till anpassningar utifrån deras individuella behov för att forma deras vardag och göra den likvärdig andra barns skolgång. Tidigare forskning indikerar att det finns flera olika typer av insatser till barn med neuropsykiatriska funktionsvariationer som används världen över. De olika typerna av insatser kategoriserar på olika sätt, antingen utifrån diagnos eller problemområde så som akademiska eller beteende-insatser.    För att besvara våra frågeställningar har fyra semistrukturerade intervjuer genomförts med skolkuratorer som arbetar på grundskolor runtom i Sverige. Insamlad data har analyserats utifrån tematisk analysmetod för att förstå hur informanterna kategoriserar de aktuella insatserna. Vidare har data också analyserats utifrån stigmateorin, framställd av Goffman (1963), och stämplingsteorin, framställd av Goldberg (1980), för att skapa förståelse för hur insatserna kan beskrivas och tolkas ur såväl ett samhällsperspektiv som individperspektiv.    Slutsatserna i denna studie visar på att informanterna kategoriserade insatserna utifrån främst två kategorier: individuella insatser och generella insatser. Informanterna valde att försöka anpassa insatserna utifrån de specifika svårigheter som följde diagnoserna så som koncentrationssvårigheter eller anpassningar kring det mänskliga mötet, i stället för att anpassa insatserna utifrån de specifika diagnoserna. Olika typer av insatser manade till en inkluderande miljö och normalisering av extra anpassningar, medan vissa insatser exkluderade och särskilde elever från den gemensamma klassrumsmiljön. Ytterligare slutsatser är att insatserna kan påverka klassrumsmiljön, samt att informanterna i studien genom sitt arbete försökte normalisera behovet av extra anpassningar och därmed motverka stigmatiseringen av neuropsykiatriska funktionsvariationer.

While the importance of dual enrollment programs has been clearly demonstrated, the potential impact of completing college level courses during high school has on the emotional and mental well-being of adolescents has not been explored. School counselors are in a unique position to foster an academic environment that also enhances their emotional and mental wellness. Discovering factors that contribute to internalized behaviors, peer relationships, and academic performance, may provide school counselors a better understanding of personal, social, and academic development of adolescents The present study used a nonexperimental, comparative, research design to explore whether or not participation in dual-enrollment courses has any influence on internalized behaviors (locus of control, self-esteem, self-reliance, and sense of inadequacy) and peer relationships (social stress and interpersonal relationships) of 12th grade students. Data were collected through a demographic survey and the Self-Report of Personality, Adolescent version (SRP-A) of the Behavior Assessment System for Children, 2nd edition (BASC-2) instruments. Two multivariate analyses of variance found no statistically significant results for the overall models. However, individually, the variable of self- esteem was statistically significant between dual enrolled and non-dual enrolled students. Based on the results of this research, school counselors can be better prepared to address and promote academic, career, and social competencies as it specifically relates to measures of self-esteem.

The purpose of this dissertation study was to examine the impact of childhood obesity on levels of self-esteem, anxiety, social stress, interpersonal relationship satisfaction, and academic achievement on students in Grades 5, 6, and 7. Professional school counselors need to be aware of how childhood obesity impacts students and how they can help their students personally, socially, and academically. The present research study uses a comparative research design to determine the levels of self-esteem, anxiety, social stress, interpersonal relationship satisfaction, and academic performance among students in Grades in 5, 6, and 7 between two groups: (a) obese children and (b) non-obese children. Height and weight were obtained from each student and entered into a Body Mass Index (BMI) calculator. Students completed the Behavior Assessment System for Children, Second Edition and a demographic survey. Scores from the Mississippi Curriculum Test, Second Edition were obtained as well. Students were coded as obese or non-obese and scores from the two assessments were entered into SPSS. A multivariate analysis of variance found no statistically significant results for the overall model. However, self-esteem and interpersonal relationship satisfaction were statistically significant individually. Though there were no statistically significant differences between groups, the researcher found that the mean scores of dependent variables reflected differences between obese and non-obese groups. School counselors can use this information to utilize the American School Counselor National Model to build a program for these children. Responsive services such as individual counseling, group counseling, classroom guidance, and parent education workshops can all be applied throughout the schools. Research in the future should continue to focus on the mental health implications of childhood obesity. This study provided a new perspective for research on childhood obesity not only for school counselors, but all mental health professionals. By being aware of the possible risks associated with childhood obesity, school counselors can use early intervention and prevention strategies to make a difference not only with an obese child but also within the entire school.

The Western Boone County Community School Corporation, Thorntown, Indiana, in opening a new high school is concerned with instituting a guidance and counseling service to meet the needs of its students effectively. In instituting these services, it seems imperative to survey the people served in the guidance and counseling program, namely, the students, parents, teachers, administrators, and Board of Education, to discover the relative importance these publics ascribe to the various activities a counselor should be involved with in the school. Its usefulness will depend upon the extent to which the program will use the survey's results in conjunction with the expertise of the school counselor. The writer is certain that the guidance and counseling administrator will find the study an excellent device for finding the concerns of the different people involved as a step in the final construction of the comprehensive guidance and counseling program for the new high school.

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