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Bounce Back: Effectiveness of an Elementary School-Based Intervention for Multicultural Children Exposed to Traumatic Events

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Bounce Back: Effectiveness of an Elementary School-Based Intervention for Multicultural Children Exposed to Traumatic Events

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Langley, A. K., Gonzalez, A., Sugar, C. A., Solis, D., & Jaycox, L. H. (2015). Bounce Back: Effectiveness of an elementary school‑based intervention for multicultural children exposed to traumatic events. Journal of Consulting and Clinical Psychology, 83(5), 853–865. https://doi.org/10.1037/ccp0000051

file:///C:/Users/tcjin/Downloads/EBSCO-FullText-07_04_2025.pdf

In this Quantitative study, the researchers conducted a randomized controlled trial to determine the effectiveness of Bounce Back, a school-based intervention designed to reduce symptoms of posttraumatic stress, depression, and anxiety in elementary-aged children. This study included 74 children from grades 1-5. Participants were randomly assigned to either the intervention group or the waitlist control group. Results indicated significant improvements in posttraumatic stress and anxiety symptoms among children in the intervention group, demonstrating Bounce Back's potential as an effective tool for supporting multicultural youth exposed to trauma.

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Predictive Factors of School Counselor and School Counseling Intern Use of Creative Intervention with Culturally and Linguistically Diverse Students: A Multiple Regression Analysis

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Predictive Factors of School Counselor and School Counseling Intern Use of Creative Intervention with Culturally and Linguistically Diverse Students: A Multiple Regression Analysis

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González‑Rosario, L. M., & Gibbons, M. M. (2024). Predictive factors of school counselor and school counseling intern use of creative intervention with culturally and linguistically diverse students: A multiple regression analysis. Journal of Creativity in Mental Health, 20(1), 1–15. https://doi.org/10.1080/15401383.2024.2369085

file:///C:/Users/tcjin/Downloads/EBSCO-FullText-07_03_2025.pdf

This article aimed to examine factors that will predict the likelihood that school counselors and counselor interns will use creative interventions such as music, art, or play-based activities when working with culturally and linguistically diverse students. There were 202 participants including school counselors and school counseling interns across the United States. Using multiple regression analysis, the study investigated the influence of variables such as multicultural training, attitudes toward creativity, and years of experience. Results showed that multicultural training and positive attitudes toward creative interventions were significant predictors of their use, highlighting the importance of targeted education and professional development to support effective counseling practices when working with culturally and linguistically diverse students.

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A Descriptive Study of School Counselors’ Play Therapy Experiences With the Culturally Diverse

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A Descriptive Study of School Counselors’ Play Therapy Experiences With the Culturally Diverse

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Shen, Y.–J. (2016). A descriptive study of school counselors’ play therapy experiences with the culturally diverse. International Journal of Play Therapy, 25(2), 54–63. https://doi.org/10.1037/pla0000017

file:///C:/Users/tcjin/Downloads/EBSCO-FullText-07_03_2025%20(2).pdf

In this article, Shen conducted an Empirical Study and gathered Quantitative and Qualitative data. In this study, she explored how school counselors in Texas engage in play therapy with culturally diverse students to see if there was a positive relationship. In this study, 86 practicing school counselors participated by assessing their personal experiences and observations of play therapy effectiveness across various cultural, gender, and ability groups. The participants compared talk therapy to play therapy and the data revealed a positive correlation between multicultural exposure and the effectiveness of play therapy. Findings also showed that counselors adapted the play techniques and materials to align with cultural contexts and special needs of students, thus showing the importance of culturally responsive counseling.

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Equitable Practices in School Mental Health

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Equitable Practices in School Mental Health

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DeBoer, J. L., Allouche, S. F., Vasquez, J. I., & Rhodes, J. (2022). Equitable practices in school mental health. Psychology in the Schools, 59(6), 1222–1238. https://doi.org/10.1002/pits.22678

file:///C:/Users/tcjin/Downloads/EBSCO-FullText-07_03_2025%20(3).pdf

This article is a non-empirical study as it is more a synthesized discussion of the need for universal mental health practices that counter racism and promote inclusion at the school, district, and state levels. They outlined strategies such as culturally responsive screening, community collaboration, and advocacy to reshape policies and practices. While there were no actual participants in a study, this article did discuss the importance of promoting inclusion of culturally diverse students in education and mental health practices.

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Trauma-Informed Practices for Test-Taking Anxiety at the Elementary Grade Level

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Trauma-Informed Practices for Test-Taking Anxiety at the Elementary Grade Level

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Campbell, K., & Mathew, S. (2022). Trauma-informed practices for test-taking anxiety at the elementary grade level. Journal of Research Initiatives, 6(3), Article 1. https://digitalcommons.uncfsu.edu/jri/vol6/iss3/1

https://files.eric.ed.gov/fulltext/EJ1471923.pdf

While this article does not involve empirical research, this article does provide support for how students with test-anxiety can be treated through trauma-informed practices. Drawing on existing research and theory, the authors reviewed strategies like mindfulness, body awareness, and meditation to support students exposed to adverse experiences. Practical classroom and counseling interventions aimed at supporting test taking anxiety are introduced. School staff could perform an action research cycle to see if these interventions are helpful with students who suffer from test taking anxiety.

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The Relational Change Mechanisms of Child-Centered Play Therapy with Children Exposed to Adverse Childhood Experiences

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The Relational Change Mechanisms of Child-Centered Play Therapy with Children Exposed to Adverse Childhood Experiences

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Frawley, C. M., & Dillman Taylor, D. (2024). The relational change mechanisms of child-centered play therapy with children exposed to adverse childhood experiences. Journal of Counseling & Development. Advance online publication. https://doi.org/10.1002/jcad.12500

file:///C:/Users/tcjin/Downloads/EBSCO-FullText-07_04_2025%20(1).pdf

In this article, the authors explored how child-based play therapy facilitates relational and co-regulatory change in young children who have experienced ACE's. The study involved elementary children ages 5-8 who participated in 10-14 play centered sessions that were delivered in the school setting. The research showed that the heart rates of the counselor and the student were in sync during the sessions. These results suggest that physiological attunement may be a key mechanism underlying the therapeutic relationship in CCPT for children affected by trauma, highlighting important implications for school-based mental health practitioners working with this population.

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Challenge and Support: Group Supervision for School Counselors

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Challenge and Support: Group Supervision for School Counselors

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Crutchfield, L. B., Price, C. B., & McGarity, D.(1997). Challenge and support: Group supervision for school counselors. Professional School Counseling, 1(1), 43–46.

file:///C:/Users/tcjin/Downloads/EBSCO-FullText-07_05_2025.html

The authors of the article wanted to create a study where school counselors could participate in a group supervision model as a means for professional growth, emotional support and skill development. Many school counselors feel the growing pressure of other duties that are impacting their duties as a school counselor and through implementing this supervision model school counselors were able to find support. Key findings emphasized that group supervision provided a sense of professional community, reduced isolation, and enhanced counselors’ reflective practice, offering a practical model for counselor support and accountability within school systems.

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A Qualitative Exploration of the Factors Contributing to Elementary School Counselor Job Stress and Job Satisfaction

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A Qualitative Exploration of the Factors Contributing to Elementary School Counselor Job Stress and Job Satisfaction

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Rhames, A., Lee, J., Haberski, J., & Slaten, C. D. (2025). A qualitative exploration of the factors contributing to elementary school counselor job stress and job satisfaction. Professional School Counseling, 29(1). Advance online publication. https://doi.org/10.1177/2156759X251320911

https://journals.sagepub.com/doi/abs/10.1177/2156759X251320911

The authors conducted a qualitative study to investigate both the challenges and rewards experienced by elementary school counselors. Through interviews with 13 school counselors they explored themes of barriers like role ambiguity, emotional exhaustion, and overwhelming time demands and contributors to stress such as administrative and collegial support, stakeholder buy-in, preventive work opportunities, and the emotional fulfillment stemming from student connections. Their findings emphasize the critical role of clear role definition and systemic support in enhancing job satisfaction and reducing stress, offering practical insight for school leaders and policymakers aiming to improve working conditions and retention for elementary school counselors.

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Reported Levels of Satisfaction and Frustration by Arizona School Counselors: A Desire for Greater Connections with Students in a Data-Driven Era

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Reported Levels of Satisfaction and Frustration by Arizona School Counselors: A Desire for Greater Connections with Students in a Data-Driven Era

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Kolodinsky, P., Draves, P., Schroder, V., Lindsey, C., & Zlatev, M. (2009). Reported levels of satisfaction and frustration by Arizona school counselors: A desire for greater connections with students in a data-driven era. Professional School Counseling, 12(3), 193–199. https://doi.org/10.5330/PSC.n.2010-12.193

file:///C:/Users/tcjin/Downloads/EBSCO-FullText-07_05_2025.pdf

In this article, the authors conducted a quantitative survey based study to assess job satisfaction and frustration among school counselors within a data-driven educational environment. Through a five-page survey to 155 school counselors they gathered data on factors such as job roles, administrative interactions, and time spent on non-counseling duties. The findings showed overall job satisfaction, however, they were the most frustrated by excessive administrative demands, crisis response duties, and non-guidance tasks. These factors lead to burnout by school counselors and it is important to address these factors to retain school counselors.