School Counselling

In this article I discuss the counselling work I did as a palagi school counsellor with a young Pasifika woman who had recently lost her father. The counselling involved remembering practices and poetry writing. After briefly presenting the client's story, I reflect critically on three dimensions of the counselling process: how I worked with her spirituality; how I chose to use poetry in counselling, and how I made sense of power and privilege in the room. The purpose of this article is to contribute to discussion about how best to support clients' spiritual experiences when they are disclosed in counselling, particularly around the afterlife, and about how to gauge the ways in which power and privilege are operating in a session, particularly when there are cross-cultural dimensions. Stories of loss I saw Casey 1 for a total of six counselling sessions over the course of a year. In the first session, I explained the limits and boundaries of counselling and invited her to set the agenda for our talk. Casey disclosed that her father had recently died and she had been having dreams about him. In the dreams, her father was asking her to help look after her mother, and not to give up on school or church. Casey described how her father had recently appeared to her family: one family member had seen Dad walking around the community; her brother spoke of how their father had visited him in hospital, and other family members came home after a night out and saw the house lights flicker on and off, even though there was no-one home.

This chapter expands knowledge of national secondary datasets with the aim of increasing policy relevant research related to school-based counseling. A brief review of benefits and challenges of national and international secondary datasets is provided.  A six-step research process (i.e., gaining access to the data, becoming familiar with and evaluating the data, preparing the data for analysis, conducting appropriate analyses, interpreting results and examining policy implications, and describing the limitations of the study/data) is presented as a step-by-step guide to conducting research studies with these national and international secondary datasets. Potential policy relevant research questions pertinent to school-based counseling are discussed.

Education in the broadest sense is aimed at helping individuals become more productive members of the society. At the heart of the whole pedagogy is Guidance and Counselling, which has been positively correlated with effective learning outcomes. Primarily, School Guidance and Counselling services are geared towards helping students know themselves, the world around them and make optimal decisions for enhanced future for all. This paper presents guidance and counselling services provided in the school system. It contends that since counselling services are expedient for everyone, all through life, the Counsellor, who is the service provider, needs to be always on top of his/her job.

This study tested a parent empowerment framework using a national sample of 9,982 parents from the Parent and Family Involvement Survey (National Center for Education Statistics, 2007) to investigate relationships between parent empowerment and children’s academic performance. A multinomial logistic regression demonstrated significant relationships between parents’ competence, self-determination, community belonging, community participation, and academic performance, which differentiate among parents based on racial/ethnic, language, and socioeconomic backgrounds. Findings highlight the importance of parent empowerment interventions that consider structural barriers in schools.

إن غاية الصوم فى المفهوم المسيحى هو الإتحاد بالرب ، وتكوين وتعميق شركة الإنسان مع الله . ولأن المسيحى يلبس جسداً ، فهو يُحارَب بالكثير من الشهوات التى تصيب النفس . يقول معلمنا بولس الرسول فى رسالته إلى أهل كورنثوس " بَلْ أَقْمَعُ جَسَدِي وَأَسْتَعْبِدُهُ، حَتَّى بَعْدَ مَا كَرَزْتُ لِلآخَرِينَ لاَ أَصِيرُ أَنَا نَفْسِي مَرْفُوضًا " ( 1 كورنثوس 9 : 27 )  . فصار لازماً لتحقيق غايته ، الإتحاد بالرب ، أن يحارب شهواته ويتصدى لها بكل قوته ، فيتخذ من الصوم الأداة التى تساعده على إطفاء ضراوة الشهوات ، وإخضاع الجسد والنفس لتشارك الروح فى عبادتها وإلتصاقها بالرب . وفى هذه الورقة البحثية سنناقش فلسفة الصوم وعلاقته بالجهاد الروحى وبالأبدية .

Kertas kerja ini membincangkan tentang terjemahan Career
Thoughts Inventory (CTI) di dalam Bahasa Inggeris kepada Bahasa Melayu dan melihat keesahan dan kebolehpercayaa
nnya. Inventori Pemikiran Kerjaya (CTI; Sampson. et al, 1996a) terdiri daripada 48 item yang direka untuk secara tidak
langsung mengukur pemikiran kerjaya disfungsi. CTI menyediakan jumlah skor serta perincian untuk tiga skala iaitu Kekeliruan Membuat Keputusan (DMC), Kebimbangan Komitmen  (CA), dan Konflik Luaran (EC).CTI menggunakan skala likert dengan jawapan dari ;sangat tidak setuju: (0)Sangat setuju(3) dan jumlah skor pelbagai 0-144, dengan skor yang lebih tinggi menunjukkan pemikiran yang lebih tidak berfungsi. CTI boleh ditadbir pada 7-15 minit dan boleh mengetahui keputusan dalam tempoh 5 hingga 10 minit. Proses terjemahan ke Bahasa Melayu menggunakan kaedah back translation
yang dicadangkan oleh Brislin, Lonner dan Thondike (1973). Item di dalam CTI diterjemahkan mengikut budaya dan nilai tempatan oleh seorang panel di Institut Terjemahan Negara, seorang pensyarah Bahasa dan 2 orang guru Bahasa Inggeris dan seorang guru Bahasa Melayu serta dua orang kaunselor
sekolah. Untuk Keesahan Muka dan Kandungan soal selidik 10
orang pensyarah dalam bidang dan 6 orang kaunselor sekolah
terlibat. Nilai keesahan muka dan kandungan yang diperolehi daripada panel pakar adalah sebnayak 0.837 dan kesemua
nilai minimum dan maksimunnya memperoleh lebih daripada
0.60. Nilai CTI mengikut konstruk adalah sebanyak .927
untuk konstruk kekeliruan membuat keputusan kerjaya, .788
untuk konstruk kebimbangan komitmen dan
.803 untuk konstruk konflik luaran. Setelah soal selidik diubahsuai berdasarkan saranan pakar, kajian rintis soal selidik dijalankan kepada 40 orang pelajar di sekolah menengah. Kebolehpercayaan soal selidik CTI yang diperolehi ialah bagi sub skala kekeliruan membuat keputusan sebanyak
.875, sub skala kebimbangan komitmen sebanayak .801 dan sub skala konflik luaran sebanyak .758.Secara keseluruhan
kebolehpercayaan CTI yang diperoleh ialah sebanyak .903
Ini membuktikan kajian ini telah berjaya menterjemahkan CTI ke dalam Bahasa Melayu dengan memperoleh keesahan dan
kebolehpercayaan yang tinggi.

Kata Kunci: Terjemahan, kesahan, kebolehpercayaan, Inventori
Career Thoughts, pelajar

We describe a parent empowerment model focused on how school counselors facilitate empowerment of parents, especially marginalized parents, to support and advocate for their children. Based on Young and Bryan's school counselor leadership framework, the parent empowerment model was designed to guide school counselors in developing programs that help mar-ginalized parents become actively involved in their children's education. We present school counselor leadership practices that foster empowerment for marginalized parents with an example case vignette and discuss implications for school counseling practices. Keywords parent empowerment model, school counselor leadership framework, marginalized parents

This study tested the conceptual framework of school counseling college-going culture (SCCGC) using a national sample of 15,857 high school students from the High School Longitudinal Study 2009. We examined the relationship of SCCGC (i.e., counselor expectations and priorities, student-counselor contact for collegecareer counseling prior to 12th grade, college and career readiness activities, and constraints) to high school seniors' college decisions (i.e., student-counselor contact for college admissions counseling in 12th grade, student-counselor contact for financial aid counseling in 12th grade, number of college applications, and enrollment in college). Multinomial and ordinal logistic regression analyses revealed that counselors' expectations and priorities, student-counselor contact for college-career counseling prior to 12th grade, college application and financial aid help, and college information and Free Application for Federal Student Aid meetings were positively related while caseload was negatively related to students' college decisions (after controlling for parent involvement, academic performance and aspirations, and student demographics).

THIS IS YOUR CUE: TIME TO TAKE ACTION
Call upon the community or general public, parents and youths, mental health professionals, physicians and nurses, educators, Facebook and other internet social media, religious groups, athletes, celebrities, secular and SBNR, school administrators, news media, Hollywood, academia, scientists, employers and employees, business owners and managers, private individuals and public officials, to join their talents, opportunities, and influence to support student mental health and end school shootings. Sharing this article is one way you can help https://www.academia.edu/35809557

Kertas kerja ini membincangkan tentang terjemahan Career
Thoughts Inventory (CTI) di dalam Bahasa Inggeris kepada Bahasa Melayu dan melihat keesahan dan kebolehpercayaannya. Inventori Pemikiran Kerjaya (CTI; Sampson. et al, 1996a) terdiri daripada 48 item yang direka untuk secara tidak langsung mengukur pemikiran kerjaya disfungsi. CTI menyediakan jumlah skor serta perincian untuk tiga skala iaitu Kekeliruan Membuat Keputusan (DMC), Kebimbangan Komitmen (CA), dan Konflik Luaran (EC).CTI menggunakan skala likert dengan jawapan dari ;sangat tidak setuju: (0)Sangat setuju (3) dan jumlah skor pelbagai 0
-144, dengan skor yang lebih tinggi menunjukkan pemikiran yang lebih tidak berfungsi. CTI boleh ditadbir pada 7-15 minit
dan boleh mengetahui keputusan dalam tempoh 5 hingga 10 minit. Proses terjemahan ke Bahasa Melayu menggunakan kaedah back translation yang dicadangkan oleh Brislin, Lonner dan Thondike (1973). Item di dalam CTI diterjemahkan mengikut budaya dan nilai tempatan oleh seorang panel di
Institut Terjemahan Negara, seorang pensyarah Bahasa dan
2 orang guru Bahasa Inggeris dan seorang guru
Bahasa Melayu serta dua orang kaunselor
sekolah. Untuk Keesahan Muka dan Kandungan soal selidik 10
orang pensyarah dalam bidang dan 6 orang kaunselor sekolah
terlibat. Nilai keesahan muka dan kandungan yang diperolehi daripada panel pakar adalah sebnayak 0.837 dan kesemua nilai
minimum dan maksimunnya memperoleh lebih daripada 0.60.
Nilai CTI mengikut konstruk adalah sebanyak .927 untuk konstruk kekeliruan membuat keputusan kerjaya, .788 untuk konstruk kebimbangan komitmen dan .803 untuk konstruk
konflik luaran. Setelah soal selidik diubahsuai berdasarkan saranan pakar, kajian rintis soal selidik dijalankan kepada
40 orang pelajar di sekolah menengah. Kebolehpercayaan soal selidik CTI yang diperolehi ialah bagi sub skala kekeliruan membuat keputusan sebanyak .875, sub skala kebimbangan komitmen sebanayak .801 dan sub skala konflik luaran sebanyak .758.Secara keseluruhan kebolehpercayaan CTI
yang diperoleh  ialah sebanyak .903 Ini membuktikan kajian ini telah berjaya menterjemahkan CTI ke dalam Bahasa Melayu dengan memperoleh keesahan dan kebolehpercayaan yang tinggi.

Kata Kunci:
Terjemahan, kesahan, kebolehpercayaan, Inventori Career Thoughts, pelajar.

Abstrak

Kertas  kerja ini membincangkan tentang pembinaan, kesahan dan kebolehpercayaan  modul kerjaya  yang dibina berasaskan  pendekatan  Teori Cognitive Information Processing (CIP).  Teori CIP  menyediakan suatu rangka kerja untuk individu  agar berkeupayaan dalam  menyelesaikan masalah kerjaya dan seterusnya membolehkan ia membuat keputusan kerjaya, Sampson, Peterson, Reardon, & Lenz, (2000);. Sampson et al (2004).Menurut  Bertoch (2014), matlamat utama CIP adalah untuk membantu individu dalam membuat keputusan kerjaya, memperoleh kemahiran dalam membuat keputusan kerjaya iaitu dengan memperbaiki masalah kerjaya dan  seterusnya  membuat keputusan kerjaya. Kajian fasa pertama melibatkan pembinaan draf modul menerusi kajian kepustakaan  dan temu bual di kalangan peajar dan guru bimbingan dan kaunseling. Fasa kajian kedua pula pengkaji  telah melakukan kesahan muka dan kesahan kandungan modul. Manakala fasa ketiga adalah mendapatkan kebolehpercayaan modul melalui kajian rintis yang dijalankan. Fasa pertama menghasilkan 8 sesi  dan 23 aktiviti  di dalam modul. Manakala  dapatan fasa kedua menunjukkan semua pakar bersetuju dan memberikan beberapa cadangan penambahbaikan terhadap modul PPK-CIP. Manakala fasa ketiga memperoleh nilai  kebolehpercayaan modul yang baik. Implikasinya terhadap kaunselor dalam memudahkan kaunseling dan bimbingan kelompok kerjaya di sekolah dalam membantu mengurangkan  pemikiran kerjaya disfungsi  pelajar. Kajian ini boleh dilanjutkan dengan membuat kajian keberkesanan modul PPK-CIP terhadap pelajar yang menghadapi pemikiran kerjaya disfungsi.

Kata Kunci : Pembinaan, kesahan, kebolehpercayaan, pemikiran kerjaya disfungsi, modul, cognitive information processing, Modul Penyesuaian Pemikiran Kerjaya, pelajar

Using the School Counselor Leadership Survey and the School Counselor Involvement in Partnerships Survey, this study of 546 school counselors explored which of the 5 school counselor leadership dimensions were associated with involvement in school– family–community partnerships. A hierarchical multiple linear regression analysis revealed that the leadership dimension that predicted counselor partnership involvement was systemic collaboration along with self-efficacy and role perceptions about partnerships, collaborative climate, and principal expectations. The authors discuss practice and training implications for school counselors.

Researchers examined data from a national sample of 776 school counselors to further determine the factor structure of the School Counselor Leadership Survey. Confirmatory factor analyses supported use of a modified 5-factor model. Survey scores demonstrated good internal consistency and convergent validity. Differences between supervisors and school counselors are discussed.

Teachers increasingly face many challenges in a wide range of areas, mainly in those related to their students’ behavioural problems and
psychological well-being. Evidence shows that teachers can effectively assist students at risk or with difficulties when they are adequately
guided and supported by well-trained school counsellors. Hence, the need for more holistic and systemic school-based interventions for
children at risk and their families, as well as specialized assistance for teachers is advocated by many authors. Focusing on the role of teachers
in promoting the social-emotional health of pupils at risk, the authors present the key components of an innovative counselling intervention
within school context that focuses on enabling teachers being more resilient and more confident in order to better deal with cases of “difficult”
students. The model integrates elements of systemic, psychodynamic and resilience-based thinking with a strong emphasis on “inclusive
education” issues. The authors describe the key theoretical background and the various aspects of this model, discussing the challenges of
its implementation. They finally propose that in order to be effective, such models should emphasize the collaborative, dialectical, and systemic
aspects of the counselling process with teachers. The final conclusion is that school counsellors have a critical role to play in supporting
teachers helping their “difficult” pupils avoid school exclusion and develop further mental health problems

This article focuses on counselling conversations with adolescents about identity issues. It is based on work done by the author as a counsellor in schools in Auckland. Sarah Penwarden argues that young people often come to counselling with negative identity descriptions about themselves, and that these can be unpacked and space made for more uplifting identity stories which take into account their desire to do things differently.

There has been a push recently for counsellors to play advocacy roles for welfare of their clients, society and for their profession. Counsellors can be effective advocates as they have knowledge of dynamics of human behaviour and development. For counsellors to play effective advocacy roles, it is imperative to have knowledge and skills related to advocacy.  However, current scenario in India is not very encouraging as counselling as a profession is still in nascent stage. Training programmes in counselling in Indian universities and colleges have ignored or paid a lip service to multiculturalism and advocacy aspects of this profession. There is an immediate need to include these into curriculum and more emphasis should be given on imparting practical exposure to students.

Bullying is the most common form of violence in schools. The current study examined the relationship between school climate and bullying behaviour among secondary school students in Yagba West, Kogi State, Nigeria. The research design employed for this study was a descriptive research method of the correlational survey type. The target population consisted of all SSS II secondary school students in Yagba West of Kogi State. Simple random sampling technique was used to select 300 students as sample for the study. Questionnaire was used to collect relevant data. Frequency counts and percentage were used to describe the demographic characteristics of the respondents. Also, summated mean rating was used to answer the research questions, while the Pearson Product Moment Correlation (PPMC) and the t-test statistical tools were used to test the formulated hypotheses. Finding revealed that there was a significant relationship between school climate and bullying behaviour among secondary school students in Yagba West of Kogi State. Another, finding revealed that there was no significant difference in the bullying behaviour of secondary schools students in Yagba West of Kogi State based on gender. Hence, it was recommended that School management should create a conducive environment for students to feel safe and victims of bullying should be encouraged to report and not to stereotyped. Cases of bullying should also be referred to the school counsellors

In this scenario I am a school counsellor who has received the referral of a 15 year old pupil. She has admitted that she is around 8 weeks pregnant, wants a termination and does not want her family to know. The father is also 15, and she doesn’t want to tell him either. The key dilemma is that the schools Child Protection Policy states that I must inform the Head of Year, who may take it to the Head Teacher, which could result in the pupil’s parents being informed.

In this work I aim to assess my own reaction to this kind of ethical scenario and how I would work with it - within the legal and ethical frameworks available to me.

Abstrak
Setiap individu yang ingin memasuki bidang pengajian atau pekerjaan  perlu melalui proses membuat keputusan dalam pemilihan pengajian atau pekerjaan. Namun sering kali didapati  berlaku ketidakpastian dalam membuat pemilihan tersebut.  Pemikiran kerjaya  disfungsi adalah suatu aspek yang menganggu semasa proses  membuat keputusan dalam pemilihan kerjaya. Oleh itu kertas kerja ini akan  menerangkan tentang apakah maksud pemikiran kerjaya disfungsi. Disamping itu kepentingan kajian mengetahui  mengenai pemikiran kerjaya disfungsi telah dibuktikan oleh kajian-kajian lepas di seluruh dunia namun di Malaysia masih agak kurang. Justeru pengkaji akan  mengkaji tentang kesan pendekatan Teori Cognitive Information Processing (CIP)  terhadap pemikiran kerjaya disfungsi. Juga melihat sejauh manakah bimbingan yang menggunakan pendekatan CIP memberi kesan kepada pemikiran kerjaya individu dari aspek kekeliruan membuat keputusan, kebimbangan komitmen dan konflik luaran. Di samping itu juga pengkaji juga  ingin melihat sejauh manakah penggunaan soal selidik Career Thoughts Inventory (CTI) yang dibina berasaskan Teori CIP dijalankan dan apakah dapatan yang diperolehi mengenai  pemikiran kerjaya disfungsi  di kalangan individu di pelbagai setting. Justeru kajian ini memberi beberapa cadangan untuk tindakan lanjutan seterusnya.

Kata kunci:  Pemikiran kerjaya disfungsi, Teori Cognitive Information Processing, kekeliruan membuat keputusan, kebimbangan komitmen dan konflik luaran.


Abstract

Each individual wishing to enter the field or job  have to go through the decision making process in the selection of study or work. But too often found  uncertainty in making these elections. Dysfunctional career thinking is an aspect that disturbed during the decision making process in choosing a career. Therefore, this paper will explain what is meant by thinking about careers dysfunction. In addition, the importance of research to find out about career thinking dysfunction has been demonstrated by previous studies around the world, but in Malaysia is still relatively low. Thus researchers will study the effects of Cognitive Information Processing Theory (CIP) for career thinking dysfunction. Also see the extent of guidance that uses CIP approach affects individual careers thinking of making decision aspect confusion, anxiety, commitment and external conflict. In addition, the researcher also want to see to what extent the use of questionnaires which were constructed based CTI conducted and whether the CIP Theory the findings are thinking about a career dysfunction among individuals in a variety of settings. Thus this study provides some suggestions for further follow-up actions. 

Keywords: Career Thought dysfunction, Theory of Cognitive Information Processing, Decision Making Confusion, Anxiety commitment and External Conflict

Those with ethnocentric viewpoints tend to view their own culture as the standard to which to measure all other cultures. This can be extremely damaging, especially to children of color, whose ethnic and cultural values and customs are often incongruent with mainstream America.  To help facilitate positive school experiences and promote student academic achievement for American students, we present steps that school counselors can take to eradicate ethnocentrism in the school.  We open with a discussion of African American experiences in American society, followed by an overview of the disproportionality that occurs in the schools.  We then describe three culture conflicts that occur in the school that lead to negative school experiences for African American students.  Finally, we present steps school counselors can take to address these conflicts, which in turn, can help eradicate ethnocentrism.

Recent school counseling literature and initiatives by the Education Trust and American School Counselor Association (ASCA) to transform school counseling have promoted an integral role for school counselors in school-family-community partnerships. The study drew on the school-family-community partnership research to identify factors that explain the gap between current and prescribed involvement for school counselors in school-family-community partnerships. The School Counselor Involvement in Partnerships Survey (SCIPS) was designed to measure involvement and the identified school counselor and school-related factors. Participants were 235 school counselors randomly selected from ASCA's membership. It was hypothesized that (1the school counselor and school-related factors would discriminate significantly among school counselors who report low, average, and high involvement, (2school-counselor factors would contribute to explaining school counselor involvement in school-family-community partnership roles above and beyond school-related factors after controlling for school level, and (3) there would be significant differences in involvement and role perceptions among elementary, middle, and high school counselors. The factor analyses revealed that the survey consisted of sub-scales measuring a number of distinct factors: the dependent variable, involvement in partnerships; one school-related factor, school norms of collaboration; and six school counselor factors: role perceptions, confidence in ability to build partnerships, commitment to advocacy, perceived barriers, attitudes about partnerships, and attitudes about families and communities. The factors were used in a discriminant analysis, multiple regression, and multivariate analysis of variance to examine their effects on school counselor involvement in school-family-community partnerships. Results indicated that group differences among school counselors with low, average, and high levels of involvement in school-family-community partnerships are explained by school norms, role perceptions, confidence in ability, commitment to advocacy, and attitudes about partnerships. Results also found that role perceptions, confidence in ability to build partnerships, and attitudes about partnerships, influence school counselor involvement in school-family-community partnerships above and beyond school norms. Furthermore, elementary, middle, and high school counselors did not differ significantly in their level of involvement or role perceptions. This study has training, policy, and practice implications for school counselors. It provides a model for explaining and assessing school counselors' and possibly other school professionals' involvement in school-family-community partnerships.

Perfectionism has been shown to predict individual differences in achievement goal orientations in university students, but research on perfectionism and goal orientations in school students is still very limited. Investigating 584 adolescent school students in a cross-sectional correlational design, the present study examined how self-oriented and socially prescribed perfectionism predicted students’ goal orientations. Multiple regression analyses showed that, when the overlap between the different goal orientations was controlled for, self-oriented perfectionism positively predicted mastery-approach and mastery-avoidance goal orientations whereas socially prescribed perfectionism positively predicted performance-approach orientation. The present findings indicate that perfectionism predicts individual differences in adolescent school students’ achievement goal orientations, but different forms of perfectionism are associated with different patterns of goal orientations.

A multidimensional study examines both the dimensions
of school counselors’ involvement in school-family-
community partnerships and the factors related to
their involvement in partnerships. The School Counselor
Involvement in Partnerships Survey was revised
and its factor structure examined. Principal factor
analyses revealed three dimensions of partnership
involvement. A national sample of 217 school counselors
was drawn from the Common Core of Data,
and hierarchical regression analyses indicated that
collaborative school climate, school principal expectations,
school counselor self-efficacy about partnerships,
role perceptions, time constraints, and hours of
partnership-related training were associated with
school counselor overall involvement in partnerships.
Implications for school counselor practice, training,
and research are discussed.

The aim of this study was to investigate multiprofessional collaboration as well as collaboration between professionals and challenging students and their parents in which the focus for these collaborations was on handling the challenging students’ academic and social behavior. A grounded theory study of collaboration between a prereferral resource team and teachers, principals, challenging students, and their parents was conducted. Qualitative interview and focus group methods were used. The findings presented a grounded theory of collaborative synchronizing in relation to challenging students around two ideal types, human resource synchronizing and human resource desynchronizing.

Teachers increasingly face many challenges in a wide range of areas, mainly in those related to their students’ behavioural problems and psychological well-being. Evidence shows that teachers can effectively assist students at risk or with difficulties, when they are adequately guided and supported by well-trained school counsellors. Hence, the need for more holistic and systemic school-based interventions for children at risk and their families, as well as specialized assistance for teachers is advocated by many authors. Focusing on the role of teachers in promoting the social-emotional health of pupils at risk, the authors present the key components of an innovative counselling intervention within school context that focuses on enabling teachers being more resilient and more confident in order to better deal with cases of “difficult” students. The model integrates elements of systemic, psychodynamic and resilience based thinking with a strong emphasis on “inclusive education” issu...

Death is inevitable and universal, and the coronavirus disease has only further intensified a world of uncertainties as a result of frequent accidents, HIV/AIDS, cancer and natural disasters. Bereavement after any death is a potentially disruptive life event with consequences for physical and mental health, relationships and social functioning. Death is a rather odd, thought-provoking and challenging experience, particularly in the lives of children and adolescents. The death of parent/s, sibling, relative/s, teacher, classmate or friend is a relatively new and challenging phenomenon. Persons working with pupils and students, including teachers, counsellors, school chaplains and social workers, need to be prepared to offer help to those who experience bereavement. Death is unpredictable and may occur naturally, suddenly, or traumatically. In several instances, help is sometimes required in advance of bereavement in that the death may be anticipated such as instances of prolonged illness or following a fatal accident. In all cases, the role of the teacher and counsellor in the school is pivotal in supporting pupils and students who have been bereaved. This paper highlights the need to impart post-traumatic growth in bereft pupils and students in schools in order to cope with bereavement.

Death is inevitable and universal, and the corona virus disease has only further intensified a world of uncertainties as a result of frequent accidents, HIV/AIDS, cancer and natural disasters. Bereavement after any death is a potentially disruptive life event with consequences in physical and mental health, relationships and social functioning. Death is a rather odd, thought-provoking and challenging experience, particularly in the lives of children and adolescents. Death of parent/s, sibling, relative/s, teacher, classmate or friend is a relatively new and challenging phenomenon. Persons working with pupils and students, including teachers, counsellors, school chaplain and social workers, need to be prepared to offer help to those who experience bereavement. Death is unpredictable and may occur naturally, suddenly, or traumatically. In several instances, help is sometimes required in advance of bereavement in that the death may be anticipated such as instances of prolonged illness or following a fatal accident. In all cases, the role of the teacher and counsellor in the school is pivotal in supporting pupils and students who have been bereaved. This paper highlights the need to impart post-traumatic growth in bereft pupils and students in schools in order to cope with bereavement.

This phenomenological qualitative study examined a national sample of high-achieving, low-income middle school students' (N = 24) perspectives of protective factors and processes that contribute to their academic success in school. Four main themes and 12 subthemes were identified. The main themes are peer social capital, teachers who care, family and community assets, and multiple streams of motivation. Implications for counselors who serve students living in poverty are discussed. Este estudio cualitativo fenomenológico examinó las perspectivas de facto-res de protección y procesos que contribuyen al éxito académico escolar de una muestra nacional de alumnos de escuela media con altos logros y bajos ingresos (N = 24). Se identificaron cuatro temas principales y doce subtemas. Los temas principales son capital social entre pares, maestros que muestran interés, recursos familiares y comunitarios, y múltiples fuentes de motivación. Se discuten las implicaciones para consejeros que sirven a estudiantes que viven en la pobreza.

There are many research studies clearly indicating a positive correlation between effective parenting and a child’s overall development. However, parents particularly from lower SES (Socio Economic Status) do not have knowledge and awareness of the effective parenting practices. The challenge before us is how we can deliver this knowledge to them so that they help their children learn, grow and contribute to the society. Another issue is the lack of involvement of parents in their child’s school activities. There is an immediate requirement of sensitising parents about children’s developmental challenges and about their roles in helping children meeting these challenges. Schools, colleges and other government agencies can play a vital role in delivering this knowledge on effective parenting. Effective parenting practices can be easily imparted to parents if it is made a part of admission process in schools. Also, as a society, efforts need be made to include it as part of marriage rituals.

To Register, email [email protected] and provide your full name to be printed on the course Certificate and your full regular mailing address where your Certificate should be sent. Please provide your tuition through secure paypal at this link. All personal information is known only to the instructor and is never shared with other parties. Regretfully, only the first ten Registrations can be accepted per start date.

School counselors play critical roles in partnerships with faith-based organizations that provide valuable programs for students with economic challenges. This study evaluated the effects of a counselor-led, faith-based, school–family–community partnership on student reading achievement in a high-poverty elementary school. Results indicated significantly higher reading gains for 3rd-through 5th-grade students when compared with a control school without the partnership. Students in adopted classrooms experienced higher reading gains than did comparison samples. Gaps in reading achievement were closed between mentored and nonmentored students.

Κουρκούτας, Η., Γιοβαζολιάς, Θ.,  Πλεξουσάκης, Σ. & Stavrou, P.-D. (2013). Συμβουλευτική υποστήριξη μαθητών με ή χωρίς ειδικές εκπαιδευτικές ανάγκες που έχουν πέσει θύματα εκφοβισμού στο σχολείο: Ενδεικτικά στοιχεία, σχόλια και προτάσεις. Στο Η. Κουρκούτας & Θ. Θάνος (Επιστ. Επιμ.). Σχολική Βία και Παραβατικότητα: Ψυχολογικές, Κοινωνιολογικές Παιδαγωγικές διαστάσεις. Ενταξιακές παρεμβάσεις (σ. 337-368). Αθήνα: Τόπος

The aim of this study, conducted in Sweden, was to investigate the cultural barriers between school personnel (teachers and principals) and nonschool personnel (a resource team), who were external to the school system, regarding consultation about challenging or difficult-to-teach students. Focus groups with teachers, principals, and the resource team as well as interviews with students and parents were conducted. The qualitative analysis resulted in a grounded theory of change resistance in the context of school consultation. Differences in professional assumptions led to conflicting professional main concerns. An intergroup conflict was inevitable in many cases and the professional cultural barriers that remained produced and reinforced professional ethnocentricity. This contributed to a lack of integration between external consultants and school personnel. Lack of integration contributed to the legitimacy loss and the maintenance of professional ethnocentricity. The basic social process of change resistance was centered in the interaction between professional ethnocentricity and lack of integration.

Those with ethnocentric viewpoints tend to view their own culture as the standard to which to measure all other cultures. This can be extremely damaging, especially to children of color, whose ethnic and cultural values and customs are often incongruent with mainstream America. To help facilitate positive school experiences and promote student academic achievement for American students, we present steps that school counselors can take to eradicate ethnocentrism in the school. We open with a discussion of African American experiences in American society, followed by an overview of the disproportionality that occurs in the schools. We then describe three culture conflicts that occur in the school that lead to negative school experiences for African American students. Finally, we present steps school counselors can take to address these conflicts, which in turn, can help eradicate ethnocentrism.

Recent school counseling literature and initiatives by the Education Trust and American School Counselor Association (ASCA) to transform school counseling have promoted an integral role for school counselors in school-family-community partnerships. The study drew on the school-family-community partnership research to identify factors that explain the gap between current and prescribed involvement for school counselors in school-family-community partnerships. The School Counselor Involvement in Partnerships Survey (SCIPS) was designed to measure involvement and the identified school counselor and school-related factors. Participants were 235 school counselors randomly selected from ASCA's membership. It was hypothesized that (1) the school counselor and school-related factors would discriminate significantly among school counselors who report low, average, and high involvement, (2) school-counselor factors would contribute to explaining school counselor involvement in school-family-community partnership roles above and beyond school-related factors after controlling for school level, and (3) there would be significant differences in involvement and role perceptions among elementary, middle, and high school counselors. The factor analyses revealed that the survey consisted of sub-scales measuring a number of distinct factors: the dependent variable, involvement in partnerships; one school-related factor, school norms of collaboration; and six school counselor factors: role perceptions, confidence in ability to build partnerships, commitment to advocacy, perceived barriers, attitudes about partnerships, and attitudes about families and communities. The factors were used in a discriminant analysis, multiple regression, and multivariate analysis of variance to examine their effects on school counselor involvement in school-family-community partnerships. Results indicated that group differences among school counselors with low, average, and high levels of involvement in school-family-community partnerships are explained by school norms, role perceptions, confidence in ability, commitment to advocacy, and attitudes about partnerships. Results also found that role perceptions, confidence in ability to build partnerships, and attitudes about partnerships, influence school counselor involvement in school-family-community partnerships above and beyond school norms. Furthermore, elementary, middle, and high school counselors did not differ significantly in their level of involvement or role perceptions. This study has training, policy, and practice implications for school counselors. It provides a model for explaining and assessing school counselors' and possibly other school professionals' involvement in school-family-community partnerships.