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This study explored the relationship between school counselors' self-efficacy and their perceived multicultural competence. A sample of 157 school counselors participated, and findings indicated that higher self-efficacy was a significant predictor of multicultural competence across various dimensions. The research employed quantitative methods, including regression analysis, to assess these relationships.​

Owens, D., Bodenhorn, N., & Bryant, R. M. (2010). Self-efficacy and multicultural competence of school counselors. Journal of School Counseling, 8(17).
https://files.eric.ed.gov/fulltext/EJ885220.pdf

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This study examined the impact of cross-age peer mentoring on high school students' self-esteem and academic connectedness. Forty-six teen mentors and 45 comparison classmates were assessed from fall to spring. Results showed that mentors experienced significant improvements in self-esteem and school connectedness. The research utilized a pretest-posttest design to evaluate changes over time.​

Karcher, M. (2009). Increases in academic connectedness and self-esteem among high school students who serve as cross-age peer mentors. Professional School Counseling, 12(4), 292–299. https://www.researchgate.net/publication/269832968_Increases_in_Academic_Connectedness_and_Self-Esteem_Among_High_School_Students_Who_Serve_as_Cross-Age_Peer_Mentors

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This randomized controlled trial investigated the effectiveness of a self-esteem development program on secondary school students. Sixty-six students were divided into intervention and control groups. The intervention group participated in eight weekly sessions aimed at enhancing self-esteem. Findings revealed significant increases in self-esteem and reductions in peer bullying victimization among participants.

Karakus, M., & Inal, S. (2024). The effect of self-esteem development programme applied to secondary school students on self-esteem and peer bullying victimization: A randomized controlled trial. Archives of Psychiatric Nursing, 43, 1–6. https://pubmed.ncbi.nlm.nih.gov/38704329/

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This national study assessed how communication factors influence the relationship quality between principals and school counselors. Data from school counselors indicated that frequent meetings and structured communication positively impacted relationship quality. The study employed regression analysis to determine the predictive value of various communication factors.​

Duslak, M., & Geier, B. (2017). Communication factors as predictors of relationship quality: A national study of principals and school counselors. Professional School Counseling, 20(1), 115–126. https://journals.sagepub.com/doi/10.5330/1096-2409-20.1.115

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This survey-based study explored school counselors' perceptions of their roles in school-community partnerships. Participants from a Midwestern state provided insights into their involvement and training related to collaborative efforts. The research highlighted the importance of interpersonal skills in fostering effective partnerships.​

Moyer, M. S., & Yu, K. (2012). Factors influencing school counselors' perceived effectiveness. Journal of School Counseling, 10(6). https://files.eric.ed.gov/fulltext/EJ978862.pdf

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This study examined variables affecting school counselors' perceptions of their effectiveness. Over 300 counselors participated, providing data on their experiences and self-assessed competencies. Results indicated that prior counseling experience and collective self-esteem were significant predictors of perceived effectiveness. The study utilized survey methodology and statistical analysis to interpret findings.

Moyer, M. S., & Yu, K. (2012). Factors influencing school counselors' perceived effectiveness. Journal of School Counseling, 10(6). https://files.eric.ed.gov/fulltext/EJ978862.pdf

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This article discusses the critical role school counselors play in developing students' soft skills, including communication, empathy, and teamwork, to enhance career readiness. Through a review of existing literature, the study emphasizes the need for counselors to integrate soft skill development into their programs, ensuring students are equipped with essential interpersonal abilities for post-secondary success.​

Paolini, A. C. (2015). School counselor’s role in facilitating the development of students’ soft skills: Intrapersonal and interpersonal attributes to promote career readiness. Global Journal of Human-Social Science: G Linguistics & Education, 15(1), 1–8. https://globaljournals.org/GJHSS_Volume15/1-School-Counselors-Role.pdf

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This paper explores various counseling skills that counselors can use in schools. It emphasizes the importance of communication skills such as active listening, empathy, nonverbal communication, reflection, questioning techniques, summarization, feedback, rapport building, and goal setting. The study utilizes secondary data collected from both print and online publications to highlight the counseling skills available for professional counselors in schools.​

Adanna, C. M., & Olumide, O. (2023). Counselling skills for effective counselling in schools. Journal of Innovation in Educational and Social Research, 1(3), 208–215.file:///Users/bethanyking/Downloads/208-215CounsellingSkillsforEffectiveCounsellinginSchools1.pdf

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This literature review analyzed 15 selected articles to explore the impact of communication apprehension on prospective counselor students during individual counseling sessions. The study found that high levels of apprehension hinder effective interaction with clients, affecting the quality of counseling. It also highlighted the importance of training programs and interventions in improving communication skills and reducing apprehension among counseling students.​

Violin, A. F. T., & Basuki, A. (2024). Communication skills and apprehension in individual counseling practices. Konselor: Journal of Counseling and Education, 13(1), 45–52. https://www.researchgate.net/publication/383504464_Communication_Skills_and_Apprehension_in_Individual_Counseling_Practices