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Many early childhood education degree programs explore how trauma can damage a child's ability to learn and have successful relationships.

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Hi, my name is Joey Davis and I live in Roanoke, Texas. Roanoke is in the NW part of the DFW metroplex. I am a full-time preacher and have lived/worked in Roanoke for nine years. I am married (32 years) and we have two daughters.

I am currently in the Guidance and Counseling program and I lack three classes being completed. My hope is to use what I am learning in my current profession. So far... so good! I expect this class to be especially helpful. I interact with people on a daily basis who are experiencing some sort of trauma. I am hopeful that this class will enhance my ability to be a helper.

The picture below is of me (in the glasses) and my dad. He passed away on January 4th of this year from COVID-19 complications.

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Reference Guide for Mental Health Disorders

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Reference Guide for Mental Health Disorders

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Helpful reference information for various mental health disorders

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Reference Guide for Mental Health Disorders

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Series of four blog posts related to research into the documentary "Paper Tigers"

I recall going into this assignment with a skepticism about the ACE studies. In particular, I was leery of accepting a theory that predicted outcomes based on the number or frequency of traumatic experiences.

This documentary was very insightful and helped me to see the degree to which seemingly unrelated traumatic experiences affect a child's educational experience.

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Blog Post 2
I selected this film hoping that it would fill in some gaps in my knowledge of ACEs. I got what I called for with this documentary. After viewing I felt like I had a better grasp on the effects of trauma on children, in particular.

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Blog Post 3
The great thing about this film is that it does not just posit a theory and then attempt to justify and support it with biased opinion. The research gathered in the course of the period documented actually demonstrates success of the methods employed for helping traumatized students to deal with those experiences in a positive way to the betterment of their academic performance, as well as there general happiness.

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Blog Post 4 - In this blog post I was to identify the traumas that I observed in the documentary and how those traumas affected the lives of the students. Based on this I then to describe how I would develop a plan to help in my counseling role.

This was a profitable exercise that guided me through the practical application of what I have learned in this course. Perhaps the most important takeaway for me was the value of an all-hands-on-deck approach.

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ASCA Ethical Standards  for School Counselors

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ASCA Ethical Standards  for School Counselors

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The following link pertains to the standards that establish the ethical responsibilities for all professional school counselors.

Helping people is such an important choice. However, the counselor must be guided by a framework that protects him/her as well as the one receiving the help. These standards help to establish that framework.

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Much of my work will involve collaboration with other agencies and stakeholders. Understanding the dynamics of multi-agency partnerships is crucial. I found several excerpts from this book helpful.

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'[This] is an invaluable resource for any person working towards improving the Every Child Matters agenda; whether in education, health, social care or the voluntary sector' - Support for Learning

'[This book] provides a useful plethora of practical activities, realistic advice and useful guidance on the promotion of multiagency approaches within education establishments in England and will be of great interest to professionals and trainers who are responsible for progressing work in real settings' - European Journal of Teacher Education

'This is a fabulous resource, with helpful and practical hints, tips and downloadable electronic resources....A truly invaluable resource for leaders and managers in any early years setting, or for those who are responsible for training members of the children's workforce' - Early Years Educator

'For those of us who work in educational settings the book provides a useful window into the working of the other agencies with whom we may be co-operating in extended schools' - Matters Arising

'This is a detailed and comprehensive account of multi-agency work which will be a 'must read' for those involved in implementing the Every Child Matters agenda. Both the text and the layout are easy to access and understand. The introduction outlines a high expectation, which is achieved. Each chapter begins by setting out its intended audience and ends with a short clear summary, questions to provoke further deliberation and a list of resources and information. Rita Cheminais has successfully combined essential information, theoretical background and practical applications in this thorough study of multi-agency work. She achieves the intention of her title, and shows you how to put multi-agency work into practice' - Jean Salt, Past President of NASEN

'This book delivers what it intended in terms of practical resources and is a must for all leaders, managers, practitioners and lecturers in the field of children and young people's services. It provides a useful tool for implementing policy, especially ECM' - Nasen's Special

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'[This] is an invaluable resource for any person working towards improving the Every Child Matters agenda; whether in education, health, social care or the voluntary sector' - Support for Learning '[This book] provides a useful plethora of practical activities, realistic advice and useful guidance on the promotion of multiagency approaches

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The ABC model for crisis intervention is one theoretical method of working with victims of trauma to help find strategies for coping

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For some students, school is not just a place of learning and growth but also a refuge from abuse.

Data suggest that, on average, every classroom has at least one student affected by trauma. According to the National Child Traumatic Stress Network, close to 40 percent of students in the U.S. have been exposed to some form of traumatic stressor in their lives, with sexual assault, physical assault, and witnessing domestic violence being the three most prevalent.

These types of stressors, known as complex trauma, have the added wound of being perpetrated by a person with whom the child or teen has an ongoing relationship. The very people who are supposed to support and protect are those who wound and abuse. This leads to continuing states of grief, loss, abandonment, and neglect as well as persistent anxiety, fear, and depression-all at a time when the brain is in crucial stages of development.

For some young people, school is the only place in their lives where they know they are safe and can form trusted, enduring relationships. It is, therefore, a cruel irony that many students who are affected by trauma also have trouble engaging at school. They may attend school with the best of intentions, hoping to form friendships, feel connected to their teachers, and succeed at the day's tasks. Yet they can find themselves defiant, demanding, and disengaged -unable to learn and confused about why they can't relate and bond with others.

What do the latest scientific findings from the fields of traumatology, neuroscience, and positive education tell us about how to best help students who are affected by trauma? Below, we highlight some of the new practices that teachers can use to not only help students heal but also help them grow.

Healing and repair

The new field of "trauma-informed learning" has made great strides in helping teachers to better understand the developmental, emotional, and social challenges that students who are impacted by trauma face at school. While teachers are not mental health professionals, trauma-informed learning trains teachers in therapeutic approaches that can be woven into the classroom to redress the delayed development, underdeveloped neural pathways, and over-regulated nervous systems that students experience as a result of trauma.

For example, teachers can directly teach students about their body's own stress activation response and help them find techniques to regulate their heart rate, body temperature, and blood pressure. Teaching through rhythm-for example, learning about math to the beat of a drum, reading an English text while riding an exercise bike, or having a disciplinary conversation while walking around the school yard together-is now an accepted classroom technique that assists trauma-affected students to regulate their nervous system through rhythmic movement.

Feeling calmer in class has the knock-on effects of helping students get along better with others, think more clearly, and stay on task. These approaches nurture students' stamina and persistence, allowing them to better deal with frustration, which benefits their social behavior in class and their capacity to take on greater academic challenges. This is indeed a hopeful approach.

Growth and strength

Trauma-informed education has helped teachers to evolve from the question of "What is wrong with this student?" to "What has this student been through?" In the field of positive psychology, we add a further question: "What does this student need to reach their potential?" This allows teachers to extend the focus from what is wrong, to what is needed, to what is possible. Building the mental health and academic capacities of students affected by trauma requires more than repairing psychological disorder and developmental delays-it requires the dual mantra of healing and growth. Of repairing and rising up.

Research by Corey Keyes shows us that healing and growth can be simultaneous processes. We don't always need to wait until something is fixed before we work on building our strengths. Indeed, growing the psychological strengths of a student affected by trauma can be a core part of healing their psychological struggles.

Working with students who are affected by trauma requires schools to assist in providing individual counseling services, safety and crisis planning, behavior plans, self-care plans to address triggers, and case management. Most of these services are not provided by the classroom teacher, yet the teacher is the person who spends the most time with trauma-affected students. A key way in which positive psychology adds to the trauma-informed strategies above is by empowering teachers in the classroom to help their students on a daily basis.

Here are five teaching techniques that you can use in your class, knowing that these approaches also assist your mainstream students.

1. Positive relationships. Trauma-affected students have more relationship challenges to navigate than most. These students can be dealing with harmful relationships at home and then come to school to manage relationships not only with their teachers but also with social workers, police officers, and clinicians-all while living out their daily lives.

It is critical that we help these students feel safe and trusting where possible, so they learn to develop social intelligence and seek out positive bonds with others. Teachers may be the only people who help these students learn what a healthy, supportive relationship feels like. Building relational trust involves simple teaching practices such as smiling, sharing parts of your life with your students, getting to know your students as individuals, and using yourself as a role model of a reliable and regulated adult.

2. Positive physical space. The physical layout and look of your classroom can be used to build positive emotions. Putting up positive visuals and quotes can inspire creative thinking and teamwork in your students. Increased natural light or soft lighting can enhance an open, warm, and relaxing environment.

Consider how the furniture and seating is arranged in your class. Is it helping students to feel safe and connected? You could also bring plants into the room or create a mindfulness corner, a dedicated space that students can visit when they need to regulate their stress response. The corner can include a bean bag, mindful coloring books, squeeze toys, noise-cancelling headphones, and more.

3. Positive priming. Following the research of Barbara Frederickson, you can use simple priming techniques to foster positive emotions such as contentment, pride, awe, and wonder in class.

Brain breaks are one helpful technique. The teachers who work with us have found that brain breaks are most effective when students reflect on the type of energy they need at that moment for learning: Escalating brain breaks build positive energy and emotions such as joy, happiness, and wonder (e.g., clapping games, thumb wars, laughter yoga, racing around the desk), while de-escalating brain breaks build calm emotions such as contentment and serenity, which help a student to feel safe and focused (e.g., silently tracing the movements of a partner, triangle breathing, playing music or repeating mantras, and body movements such as shoulder shrugging or pumping your toes inside your shoes).

You can also use positive primers to boost positive emotion when students first enter the classroom (such as by greeting them with the healthy touch of a handshake or a high five), during transitions (by turning transition routines into a silent game such as "follow the leader"), or during independent work breaks (by having students deliberately savor their accomplishment and share with a peer).

According to Fredrickson's theory, helping your students build up their bank account of positive emotions over time changes their brain to help them learn more effectively, form better relationships, and become more resilient. Next time you are planning a lesson, think about how you can use positive primers throughout the learning experience.

4. Using character strengths. Teaching strengths in schools has been shown to increase achievement and well-being. All students, especially trauma-affected students, need opportunities to identify, recognize, practice, and use their character strengths, which include qualities like kindness, humor, creativity, and bravery.

Ways to help students learn about their own strengths and the strengths of others include strengths surveys (if their literacy skills allow), strengths cards, and strengths spotting exercises-like identifying strengths in their heroes or playing a secret agent game where they are invited to "spy" on a fellow student to identify the strengths of that student. To teach about particular strengths, you could focus on stories in English and Humanities curriculums where characters or historical figures displayed those strengths. Strengths can also be developed through performing arts, sports, and other co-curricula.

5. Building resilience. Sadly, you cannot always impact the life of a student outside of school, but you can teach resilience strategies that help a student affected by trauma to gain a better understanding of their situation and to counteract the negative messages of shame they often internalize.

Students can practice resilience skills through role plays that help them to act out skills such as setting boundaries and verbalizing their feelings, all while in the safety of a classroom. Literature, poetry, and song lyrics can help students identify examples of resilient thinking-for example, Ariana Grande's song "No Tears Left to Cry" following the London terrorist attack at her concert. Analyzing the ways in which media figures, sports heroes, and other high-profile people explain their successes and failures showcases the difference between optimism and pessimism.

Teachers can also use moments in the learning process when students feel frustration or self-doubt to coach them on how to dispute their pessimism and automatic negative thinking ( "I can't do this"; "I'm dumb") to make room for optimism and constructive thinking ( "Maybe I'm tired and I need a break"; "I solved the problem last week and I can do it again"; "It takes me a little longer than others, but I've come a long way"). Learning resilience skills can provide an internal psychological buffer for students when they are outside of school, as well as providing empowering experiences at school.

Every teacher wants to positively impact the lives of their students. For students who are affected by trauma, the teacher plays an even more vital role. The introduction of positive psychology into the classroom has huge potential to change the trajectories of the lives of many of these young people by moving beyond repair to also inspire growth.

Greater Good wants to know: Do you think this article will influence your opinions or behavior?

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Five Ways to Support Students Affected by Trauma

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Teachers can help students recognize their strengths and build resilience.

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This is a short self-assessment to determine the likelihood of Alcohol Addiction.

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AUDIT Addiction Self-Test

(Alcohol Use Disorders Identification Test) is a 10-item questionnaire that screens for hazardous or harmful alcohol consumption. The alcohol Self Test questionnaire helps you determine how much you drink. Developed in 1982 by the World Health Organization (WHO), the test correctly classifies 95% of people into either alcoholics or non-alcoholics. The AUDIT is particularly suitable for use in primary care settings and has been used with a variety of populations and cultural groups. It should be administered by a health professional or paraprofessional to screen and identify people at risk of alcohol problems.

The Alcohol Use Disorders Test (AUDIT)

The Alcohol Use Disorders Identification Test: The AUDIT Test for Alcohol Addiction (Alcoholism)

To correctly answer some of these questions you need to know the definition of a drink. For this test one drink is:
One can of beer (12 oz or approx 330 ml of 5% alcohol), or
One glass of wine (5 oz or approx 140 ml of 12% alcohol), or
One shot of liquor (1.5 oz or approx 40 ml of 40% alcohol).

1. How often do you have a drink containing alcohol?

2. How many alcoholic drinks do you have on a typical day when you are drinking?

3. How often do you have 6 or more drinks on one occasion?

4. How often during the past year have you found that you drank more or for a longer time than you intended?

5. How often during the past year have you failed to do what was normally expected of you because of your drinking?

6. How often during the past year have you had a drink in the morning to get yourself going after a heavy drinking session?

7. How often during the past year have you felt guilty or remorseful after drinking?

8. How often during the past year have you been unable to remember what happened the night before because of your drinking?

9. Have you or anyone else been injured as a result of your drinking?

No (0)
Yes, but not in the past year (2)
Yes, during the past year (4)

10. Has a relative, friend, doctor, or health care worker been concerned about your drinking, or suggested that you cut down?

No (0)
Yes, but not in the past year (2)
Yes, during the past year (4)

Add up the points associated with the answers. A total score of 8 or more indicates harmful drinking behavior. If you scored 8-10 or more, you are probably addicted to alcohol.

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Am I An Alcoholic Quiz | Self-Tests For Alcohol Addiction

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AUDIT Addiction Self-Test (Alcohol Use Disorders Identification Test) is a 10-item questionnaire that screens for hazardous or harmful alcohol consumption. The alcohol Self Test questionnaire helps you determine how much you drink. Developed in 1982 by the World Health Organization (WHO), the test correctly classifies 95% of people into either alcoholics or non-alcoholics.

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Senate Bill 11 and Threat Assessment Teams

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Senate Bill 11 and Threat Assessment Teams

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Much of what is to be done in schools to address assessment and prevention of crisis falls into the realm of legal requirement. Senate Bill 11 provides helpful guidance along these lines.

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U.S. Department of Health and Human Services - Substance Use Prevention

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SAMHSA's substance use prevention campaign helps parents and caregivers start talking to their children early about the dangers of alcohol and other drugs.

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Crisis Prevention and Threat Assessment Presentation

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Crisis Prevention and Threat Assessment Presentation

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This was a group assignment. Having a plan in place already when crisis occurs will prove invaluable to an affective response.
I really learned a lot in this assignment. For one, the ability to collaborate with others to formulate a cohesive plan was a growth opportunity for me. Also, that we actually developed a plan that could be a model for future endeavors is encouraging.

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The biggest take away for me had to do with the ratio of individuals who are experiencing mental health concerns, but who are not receiving adequate assistance in dealing with those concerns. From what I gathered, across the board, less than 50% of the concerned population receives treatment. Interestingly, approximately 50% of all mental illnesses begin before the age of fourteen, and approximately 75% begin by age twenty-four. It seems that most incidents begin when the individuals are in their youth. This is noteworthy because the number of "youth" that do not receive treatment jumps to 60% percent. Obviously, this is new information for me, but it seems that we are not getting a good jump on mental health concerns when concern is most critical.

I took all of the quizzes, but I will focus on the Deconstructing Stigma – Mental Health Quiz. I overshot the number of Americans who die by suicide annually question. It's good that the actual number is lower than my guess. It is not good that 41,000 Americans die this way. I observed in my analysis of the material that, generally speaking, suicide is the 10th leading cause of death; however, once again, our youth appear to be a very critical population. Statistically, suicide is the 2nd leading cause of death for that group. I also missed the question about the leading cause of disability worldwide. I answered "anxiety," but the correct answer is "depression." These terms are often used very closely together, I look to further define their distinction in this course and related research.

Regarding specific experience, I like many have had a number of traumatic experiences. Probably, the most notable was the death of our newborn son in 2009. He, Jadon, was born with a heart defect that required surgery, but the prognosis was good. However, the thirty days of his life was a rollercoaster for my family. I cannot envision a traumatic experience like the medical rollercoaster ride required by loved one's has they hope, pray, experience highs and lows, and eventually have to say goodbye after expending all of that energy, hopeful for a good outcome. It is truly devastating. Really, there is no specific protocol of treatment for people who have such experiences. You just sort of deal with it. This might be a good area for me to give more attention in my work.

My goal for this course is to learn more "about" trauma and mental illness. What I know, I know mostly experientially. In my present and future role as one who ministers to people, I want to marry the experiences of trauma in my life with the knowledge that I glean here. This seems like a very functional combination that will allow me to help people frame their traumatic experiences in a way that will allow them to deal with and process it. I need to know more about directing people to appropriate sources of help when I am in over my head in trying to help them.

One resource that I think is very helpful for situations such as I have described above is actually a book entitled, When there are no words. I like this book because it provides very practical guidance for those who are trying to find their way through the trauma of grief and loss. Following is the link on GoodReads:

https://www.goodreads.com/book/show/1208844.When_There_Are_No_Words

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Crisis can strike any time, day or night. When feelings of hopelessness, isolation, shame, and anxiety lead people to think that suicide is their only option, they can't wait for help. They need to talk to someone at our suicide and crisis hotline...now.

2020 Fashion Stars for a Cause (FSFAC) Event Postponed

Thank you for joining Suicide and Crisis Center (SCCenter) in our very important mission to help so many in our communities through suicide prevention and crisis intervention. We feel in the current environment with COVID-19 that the responsible thing for SCCenter to do is postpone the Fashion Stars for a Cause (FSFAC) event until a more appropriate time.

This was not an easy decision as this event raises much needed funds for our programs (Teens Can Survive and Survivors of Suicide) as well as our 24/7 Crisis line which receives 2,000 calls a month. We believe this is a correct and responsible decision. Our primary concern in postponing the event is the health, safety and welfare of our generous donors, sponsors and participants.

Our 2020 Fashion Stars for the Cause join us in thanking you for your understanding. We pray for the safety of all during this time. We will be back with more information on rescheduling the FSFAC event.

24/7 Suicide & Crisis Hotline

If you are in crisis or have suicidal thoughts, please call our suicide crisis hotline at 214-828-1000. You can also text "CONNECT" to 741741 anytime to reach trained, caring volunteers at the National Crisis Text Line.

Guidelines for Media Reporting of Suicide

Suicide is a public health issue that should be handled with care and sensitivity when it comes to reporting by various news and media outlets. This is especially true in regard to headlines that may sensationalize or glamorize death, whether it be intentional or not. While such headlines may capture the reader's attention, an unintentional effect can be a higher risk of additional suicides. If you are a member of the media or press reporting on a suicide, please click the View Guidelines button to download best practices for reporting on this tragic public health issue.

Stay In Touch

Stay in-the-know by signing up for email updates on upcoming events and important information and statistics. You will also have access to newsletters that contain stories and articles about suicide, tips on surviving (for survivors of suicide), and information about current and/or past events. You can sign up for updates by clicking on the button below or text "HOPELINE" to 22828 (message and data rates may apply).

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Suicide and Crisis Center of North Texas

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Crisis can strike any time, day or night. When feelings of hopelessness, isolation, shame, and anxiety lead people to think that suicide is their only option, they can't wait for help. They need to talk to someone at our suicide and crisis hotline...now.

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Denton County Public Health | Denton County, TX

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We are here to help our Denton County friends and neighbors on your journey to health and wellness, and we start with helping you find the information you need.

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2-1-1 Texas | 2-1-1 Texas - Connecting People and Services

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2-1-1 Texas | Texas Health And Human Services Commission

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Find Help A search term is required to find resources for food, health, housing, and more Enter Search Term enter search term 211 Administrative Entities 211 Lead Agencies 311 Services 3D Printing 911 Services AARP Tax Aide Program Sites Abandoned Building Inspection Abandoned Shopping Cart Removal Abandoned Vehicle Reporting/Removal Abortion Services Absentee Ballots Abused

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Counselors will often find themselves in situations for which they have not been prepared. It is important to know when to refer a person to another source of assistance.

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While counselors should view all students as having equal value and worth, the situations and circumstances surround the needs of each student are not equal. Counselors must be grounded in an awareness of the powerful and pervasive influence of culture.

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(Adopted 1988; revised 1993, 1999, 2004, 2009, 2015, 2021)

ASCA Position

School counselors have a professional and ethical responsibility to expand personal multicultural and social justice advocacy, awareness, knowledge and skills to be an effective, culturally competent school counselor. School counselors work toward cultural competence and cultural humility to provide culturally sustaining school counseling. School counselors demonstrate responsiveness by collaborating with students and stakeholders in support of a school and community climate that embraces cultural diversity and helps to promote all students' academic, career and social/emotional development.

The Rationale

Diversity is a "range of cultures and subcultures that represent attitudes, beliefs, values, rituals, symbols, norms and conventions, customs, behaviors and ideologies" (Stone & Dahir, 2016, p. 294). Culture is a powerful and pervasive influence on the attitudes and behaviors of students, stakeholders and school counselors. In response to cultural diversification in schools and communities, school counselors must be more globally responsive and culturally sustaining in the educational and social environment than ever before.

As a part of this charge, school counselors need to continue to enhance knowledge and awareness of prejudice, power and various forms of oppression and utilize culturally responsive skills to support ever-changing student needs (ASCA Ethical Standards, 2022). In support of students, school counselors implement "equitable academic, career and social/emotional developmental opportunities for all students" (ASCA Ethical Standards, 2022). It is an "expectation, not the exception" for school counselors to integrate multiculturalism and social justice perspectives into their work as advocates and leaders (Ratts and Greenleaf, 2017, p.8).

The School Counselor's Role

The ASCA Ethical Standards for School Counselors (2022) and a "host of voices in school counseling literature point to school counselor advocacy as a key factor in making progress toward this vision of equitable schools and communities. Our vision for equitable, inclusive and culturally sustaining schools can inform our advocacy goals as people and as professionals" (Grothaus, et al., 2020, p. 26).

School counselors can provide culturally responsive counseling by:

exploring their personal knowledge, attitudes and beliefs about working with diverse student populations

ensuring each student has access to a school counseling program that advocates for all students in diverse cultural groups

addressing the impact poverty and social class have on student achievement

identifying the impact of family culture upon student performance

delivering culturally sensitive instruction, appraisal and advisement, and counseling

ensuring all students' rights are respected and all students' needs are met

consulting and collaborating with stakeholders to create a school climate that welcomes and appreciates the strengths and gifts of culturally diverse students

using data to measure access to programs and to close disproportionate gaps in opportunity, information and resources that affect achievement among diverse student populations (Henfield et al., 2014)

enhancing their own cultural competence and facilitating the cultural awareness, knowledge and skills of all school personnel (Ratts & Greenleaf, 2017; Ratts, et al., 2015)

A culturally sustaining school counseling program includes a school counseling program advisory council that incorporates diverse perspectives and has representation reflecting the school's cultural census. Advisory councils can support the school counseling program in the development of goals, culturally relevant curriculum and pedagogy. and strategic planning, as well as community bridging, awareness and advocacy (Grothaus, et al., 2020).

Summary

School counselors implement a culturally sustaining school counseling program that creates systematic change through growth, self-awareness, humility, knowledge of worldviews and cultural identities (Grothaus, et al., 2020). School counselors collaborate with all stakeholders to provide relevant interventions and strategies that advocate for and promote social justice for all students (Ratts, 2015, as cited in Grothaus, et al., 2020). Through their school counseling programs, school counselors are positioned to actively become a part of the solution where cultural diversity is fully embraced in schools (ASCA, 2020).

References

American School Counselor Association. (2022). ASCA ethical standards for school counselors. Alexandria, VA: Author.

American School Counselor Association. (2020) Standards in practice: Eliminating racism and bias in schools: The school counselor's role. Alexandria, VA: Author.

Grothaus, T., Johnson, K. F., & Edirmanasinghe, N. (2020). Culturally sustaining school counseling. Alexandria: VA: American School Counseling Association.

​*Note this position statement includes minor updates to reflect the revisions to the 2022 ASCA Ethical Standards for School Counselors.

Henfield, M. S., Washington, A. R., & Byrd, J. A. (2014). Addressing academic and opportunity gaps impacting gifted Black males: Implications for school counselors. Gifted Child Today, 37(3), 147-154. https://doi.org/https://doi.org/10.1177/1076217514530118

Lekas, H. M., Pahl, K., & Fuller Lewis, C. (2020). Rethinking cultural competence: Shifting to cultural humility. Health Services Insights, 13, 1178632920970580. https://doi.org/10.1177/1178632920970580

Ratts, M. J., & Greenleaf, A. T. (2017). Multicultural and social justice counseling competencies: A leadership framework for professional school counselors. Professional School Counseling. https://doi.org/10.1177/2156759X18773582

Ratts, M., Singh, A., Nassar-McMillian, S., Butler, S. & McCullough, J. (2016). Multicultural and social justice counseling competencies: Guidelines for the counseling profession. Journal of Multicultural Counseling and Development. 44. 28-48. 10.1002/jmcd.12035.

Stone, C.B., & Dahir, C.A. (2016). The transformed school counselor (3 rd ed.). Cengage Learning.

Resources

American School Counselor Association (2019). ASCA national model: A framework for school counseling programs. Alexandria, VA.

American School Counselor Association (2019). ASCA Standards for School Counselor Preparation Programs. Alexandria, VA.

Atkins, R., & Oglesby, A. (2019). Interrupting racism: Equity and social justice in school counseling. Routledge.

Chu-Lien Chao, R. (2013). Race/ethnicity and multicultural competence among school counselors: Multicultural training, racial/ethnic identity, and color-blind racial attitudes. Journal of Counseling and Development, 91, 140-151.

Council for Accreditation of Counseling & Related Educational Programs (CACREP; 2016). Social and cultural diversity professional counseling identity. Alexandria, VA: Author.

Frances, D. (2020). Multicultural counseling: Understanding bias and practicing humility [Webinar]. American School Counseling Association. https://videos.schoolcounselor.org/cross-cultural-counseling-understand-bias-and-practice-humility.

Guzman, M. R., Calfa, N. A., Kerne, V., McCarthy, C. (2013). Examination of multicultural counseling competencies in school counselors. Journal of School Counseling, 11(7), 1-27.

Howard, T. (2020). Why race and culture matter in schools: Closing the achievement gap in America's classrooms. New York: Teachers College Press.

Merlin, C. (2016). Build multiculturally aware students [Webinar]. American School Counseling Association. https://videos.schoolcounselor.org/build-multiculturally-aware-students.

Merlin-Knoblich, C., Moss, L., Cholewa, B., & Sringer, S. I. (2019). A consensual qualitative research exploration of school counselor multicultural education behaviors. Professional School Counseling. https://doi.org/10.1177/2156759X20940637

Nieto, S & Bode, P. (2018). Affirming diversity: The sociopolitical context of multicultural education. Pearson.

Owens, D., Bodenhorn, N., Bryant, R. M. (2010). Self-efficacy and multicultural competence of school counselors. Journal of School Counseling, 8(17), 1-20.

Studer, J. R. (2015). The essential school counselor in a changing society. Thousand Oaks, CA: SAGE Publications.

Shure, L., West-Oltunji, C., & Cholewa, B. (2019). Investigating the relationship between school counselor recommendations and student cultural behavioral styles. Journal of Negro Education, 88(4), 454-466.

​*Note this position statement includes minor updates to reflect the revisions to the 2022 ASCA Ethical Standards for School Counselors.

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The School Counselor and Cultural Diversity

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(Adopted 1988; revised 1993, 1999, 2004, 2009, 2015, 2021) School counselors have a professional and ethical responsibility to expand personal multicultural and social justice advocacy, awareness, knowledge and skills to be an effective, culturally competent school counselor. School counselors work toward cultural competence and cultural humility to provide culturally sustaining school counseling.