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Article 1: School Counselor Perceptions of a Comprehensive School Counseling Model and Implications for Practice

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Article 1: School Counselor Perceptions of a Comprehensive School Counseling Model and Implications for Practice

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This qualitative study explored 4 school counselor perceptions of the ASCA Comprehensive School Counseling Program and their effectiveness. The study used a phenomenological approach through face-to-face interviews to gain each counselor’s perspective. This study focused on middle school students’ academic achievement through grades and test scores. The interview questions also gained insight on the counselor’s view of their roles and responsibilities and how they implement an effective CSCP.

Reference:

Brewington, M., & Kushner, J. (2020). School Counselor Perceptions of a Comprehensive School Counseling Model and Implications for Practice. Administrative Issues Journal: Education, Practice & Research, 10(2), 33–45. https://doi.org/10.5929/2020.10.2.3

Link:

https://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,sso&db=a9h&AN=148613421&site=ehost-live

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Article 1: Collaborating With Families to Address Cyberbullying: Exploring School Counselors’ Lived Experiences

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Article 1: Collaborating With Families to Address Cyberbullying: Exploring School Counselors’ Lived Experiences

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This study investigates the perceptions of school counselor’s and their experiences regarding collaboration with families over cyberbullying. The study conducted was a qualitative study that interviewed a total 17 school counselors. Four themes were identified through the research: connections with parents and families, digital citizenship, blurred boundaries, and family/counselor support. This study investigated these themes and suggested strategies school counselors could implement to enhance family cooperation. The articles also discussed the emphasis for effective policies and communication regarding cyberbullying prevention.

Reference:

Su, Y.-W., Doty, J., Polley, B. R., Cakmakci, H., Swank, J., & Sickels, A. (2021). Collaborating With Families to Address Cyberbullying: Exploring School Counselors’ Lived Experiences. Professional School Counseling, 25(1), 1–10. https://doi.org/10.1177/2156759X211053825

Link:

https://journals-sagepub-com.easydb.angelo.edu/doi/pdf/10.1177/2156759x211053825

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Article 2: School Psychological Counselors' Opinions about Causes & Consequences of Cyberbullying & Preventive Policies at Schools

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Article 2: School Psychological Counselors' Opinions about Causes & Consequences of Cyberbullying & Preventive Policies at Schools

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This study focuses on the increasing prevalence of cyberbullying and the link to excessive technology use. Generation Z students, in particular, are at risk for issues with their psychological well-being, their relationships, and their academic performance. This qualitative study interviewed 15 school psychologist/counselors in Turkey to determine their perspectives and their view on the consequences of cyberbullying. Certain themes were found including psychological issues, deficits in social skills, and a lack of parental awareness. There is a need for school psychologist/counselors to develop and implement preventative strategies such as raising awareness, enhancing social skills, and fostering a supportive environment within the counseling setting, as well as providing psychological counseling to aid in this growing issue among students.

Reference:

Akar, F. (2017). School Psychological Counselors’ Opinions about Causes & Consequences of Cyber bullying&Preventive Policies at Schools. Proceedings of the Multidisciplinary Academic Conference, 445–459.

Link:

https://web.p.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=4&sid=49ad9459-1424-43c3-89e9-55779c35ba9e%40redis

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Article 3: Cyberbullying Prevention and Intervention Programs - Are They Enough to Reduce the Number of the Acts of Online Aggression?

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Article 3: Cyberbullying Prevention and Intervention Programs - Are They Enough to Reduce the Number of the Acts of Online Aggression?

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This study investigates how effective preventative measures and intervention strategies are in aiding the reduction of cyberbullying. Cyberbullying is deemed a significant global issue impacting teens everywhere. This is leading to several mental health issues and a decline in academics. This study involved 108 Romanian psychologists and their testimonies regarding the effectiveness of cyberbullying preventative and interventive strategies. This qualitative study found that while these programs are crucial and essential in the reduction of cyberbullying, there also needs to be personalized interventions online to aid in greater effectiveness.

Reference:

Zǎvoianu, E.-A., & Pȃnișoarǎ, I.-O. (2020). Cyberbullying Prevention and Intervention Programs - Are They Enough to Reduce the Number of the Acts of Online Aggression? Journal of Education, Culture & Society, 11(1), 126–135. https://doi.org/10.15503/jecs2020.1.126.135

Link:

https://web.p.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=1&sid=17b53b2d-d9a0-45a2-a331-13b5fe316a7a%40redis

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Article 1: Reducing Student Anxiety Using Neurofeedback‐Assisted Mindfulness: A Quasi‐Experimental Single‐Case Design.

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Article 1: Reducing Student Anxiety Using Neurofeedback‐Assisted Mindfulness: A Quasi‐Experimental Single‐Case Design.

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This article used a quasi-experimental single-case research design to investigate a neurofeedback-assisted mindfulness-based intervention that was aimed to reduce the anxiety among 5 high school students. These 5 students were high achieving students from different socio-economic and ethnic backgrounds. The three students from minority backgrounds showed a reduction in anxiety symptoms while the 2 other (white) participants did not show an improvement. The study’s findings suggest that this intervention can be effective for students from underrepresented backgrounds, but further discussion and findings need to be discussed on it’s practicality.

Reference:

Christian, D. D., Brown, C. L., Smarinsky, E. C., Popejoy, E. K., & Boykin, A. A. (2024). Reducing student anxiety using neurofeedback‐assisted mindfulness: A quasi‐experimental single‐case design. Journal of Counseling & Development (John Wiley & Sons, Inc.), 102(3), 318–333. https://doi.org/10.1002/jcad.12516

Link:

https://web.p.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=9&sid=6d38f293-873d-4afd-a4c4-60045dda48be%40redis

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Article 2: "She Went Above and Beyond": How Comprehensive School Counseling Programs Benefit First-Generation College Students through Personalized Support.

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Article 2: "She Went Above and Beyond": How Comprehensive School Counseling Programs Benefit First-Generation College Students through Personalized Support.

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This qualitative study examines first-generation students’ experiences with their school counselor and the support of the comprehensive school counseling program. The study was conducted to gain the perspective of 5 participants that were 18 years of age. Through this study, three themes emerged: each student received tailored support through their school counselor, increased social capital through counselor meetings, and diverse structured support formats. First-generation students have unique needs and these college readiness strategies have been found effective through personalized support in the CSCP.

Reference:

Brookover, D. L., Boulden, R., Hanley, E. M., & Johnson, K. F. (2022). “She Went Above and Beyond”: How Comprehensive School Counseling Programs Benefit First-Generation College Students through Personalized Support. Clearing House, 95(4), 166–177. https://doi.org/10.1080/00098655.2022.2080632

Link:

https://web.p.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=2&sid=cffc2a2d-d189-475d-af4e-12a29de5c9f2%40redis

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Article 3: School Counseling Programs Identifying Academic Development Needs 

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Article 3: School Counseling Programs Identifying Academic Development Needs 

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In this quantitative study, a survey was conducted involving 1,032 participants from four different schools to access perceptions of academic and social development and the effectiveness of the CSCP. The participants included students, parents, and faculty members. Through statistical analysis, differences among stakeholders were identified most specifically the need for academic development. Further research is suggested as well as obtaining qualitative information to yield further information.

Reference:

Parzych, J. L., Generali, M., & Yavuz, O. (2023). School Counseling Programs Identifying Academic Development Needs. Journal of Education, 203(1), 118–128. https://doi.org/10.1177/00220574211016433

Link: https://journals.sagepub.com/doi/10.1177/00220574211016433

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Article 2: Emotion‐Focused Therapy for Symptoms of Generalized Anxiety in a Student Population: An Exploratory Study.

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Article 2: Emotion‐Focused Therapy for Symptoms of Generalized Anxiety in a Student Population: An Exploratory Study.

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GAD, generalized anxiety disorder, is common among students who seek help from the school counselor or counseling services in general. Emotion-focused therapy has been found to be effective and yield positive results for those experiencing anxiety. In an exploratory study, 15 college students experiencing GAD went through EFT. Quantitative pre and post data were collected through evaluations and showed significant improvements in anxiety levels. Overall, the study reveals that brief EFT could be a promising intervention for students experiencing GAD.

Reference:

O’Connell Kent, J. A., Jackson, A., Robinson, M., Rashleigh, C., & Timulak, L. (2021). Emotion‐focused therapy for symptoms of generalised anxiety in a student population: An exploratory study. Counselling & Psychotherapy Research, 21(2), 260–268. https://doi.org/10.1002/capr.12346

Link:

https://web.p.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=1&sid=a9507b03-c635-40fb-a727-fa2bad77a7f5%40redis

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Article 3: The Feasibility and Effectiveness of Compassionate Mind Training as a Test Anxiety Intervention for Adolescents: A Preliminary Investigation

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Article 3: The Feasibility and Effectiveness of Compassionate Mind Training as a Test Anxiety Intervention for Adolescents: A Preliminary Investigation

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This article explores the effectiveness of (CMT), compassionate mind training, as an intervention for test related anxiety in teens. The study involved 47 UK participants between the ages of 16 and 17. Text anxiety, general anxiety, and self-compassion were tested before and after the 8-session intervention. The results revealed that CMT reduces anxiety symptoms while also improving self-esteem and self-compassion deeming this therapy as valuable for counselors to implement with students experiencing test related anxiety.

Reference:

O’Driscoll, D., & McAleese, M. (2022). The feasibility and effectiveness of compassionate mind training as a test anxiety intervention for adolescents: A preliminary investigation. Counselling & Psychotherapy Research, 22(2), 301–310. https://doi.org/10.1002/capr.12447

Link:

https://web.p.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=1&sid=ace4c2a4-3845-439b-8758-147673741ef7%40redis