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A Phenomenological Investigation of Universal Mental Health Screening: Making Meaning for School Counseling

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A Phenomenological Investigation of Universal Mental Health Screening: Making Meaning for School Counseling

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The study, "A Phenomenological Investigation of Universal Mental Health Screening: Making Meaning for School Counseling," aimed to explore how school counselors and their multidisciplinary teams experience and interpret the implementation of Universal Mental Health Screening (UMHS) in K–12 schools. Using a qualitative, phenomenological research method, the researchers conducted seven focus groups with a total of 34 participants, including school counselors and UMHS team members. The study revealed that UMHS contributed to a more supportive school environment by promoting early mental health intervention, enhancing collaboration among staff, and elevating the role of school counselors. However, participants also reported challenges such as legal concerns, limitations of screening tools, resistance from stakeholders, and time constraints. Despite these difficulties, the findings highlight the importance of UMHS as part of a comprehensive support system and encourage school counselors to take an active role in planning, implementing, and using data from screenings to advocate for students' mental health needs.

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A Phenomenological Investigation of Universal Mental Health Screening: Making Meaning for School Counseling - Emily Goodman-Scott, Peg Donohue, Jennifer Betters-Bubon, 2023

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In the United States, K–12 schools have been going through a double pandemic: the COVID-19 pandemic and ongoing systemic racial injustices. Multitiered systems…

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This article discusses the growing shortage of school counselors across the United States and explores the reasons behind it, such as low pay, high administrative burdens, safety concerns, and the lingering effects of the COVID-19 pandemic. The study draws on data from sources like the U.S. Department of Education, ASCA, and the Bureau of Labor Statistics, highlighting that 40% of public schools report difficulty filling mental health positions. Participants included state school counseling coordinators and district directors, who shared concerns about insufficient staffing and the challenges of attracting and retaining qualified counselors. The researchers used a mixed-methods approach, analyzing survey data and commentary to gain insight into current trends and barriers. The article also outlines strategies to address the shortage, such as making graduate programs more accessible and affordable, offering paid internships, clarifying counselor roles, and increasing compensation. Overall, the study emphasizes the urgent need for systemic changes to ensure schools are fully staffed with mental health professionals who can support student well-being.

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Creating Safe Spaces as a School Counselor

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Creating Safe Spaces as a School Counselor

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The article Creating Safe Spaces as a School Counselor explores how school counselors can lead efforts to establish safe, inclusive, and supportive environments in schools to promote students’ mental and emotional well-being. The purpose of the article is to emphasize the importance of “safe spaces” — both physical and metaphorical — where students feel protected, respected, and able to express themselves. While not based on a formal study with participants, the article draws from educational practices and professional expertise, highlighting various methods school counselors can use to support students, such as setting classroom ground rules, fostering inclusivity, facilitating open discussions, and hosting workshops for faculty. The overall goal is to empower counselors to be leaders in creating environments that help all students thrive.

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School-Counselor.org | School Counselor / Guidance Counselor Career Information

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Creating Safe Spaces as a School Counselor

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School Counselor / Guidance Counselor Career Information

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Advancing Mental Health Screening in Schools

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Advancing Mental Health Screening in Schools

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This study aimed to explore how schools can successfully implement universal mental health screening to better identify and support students with emerging mental health needs. Six school district teams, selected through a competitive process, participated in a 15-month national learning collaborative (LC) focused on improving school mental health systems. These teams, representing a range of school sizes and locations across six states, had not previously engaged in universal screening. Researchers used both qualitative and quantitative methods to analyze the impact of small-scale changes tested through Plan-Do-Study-Act (PDSA) cycles. Teams tested specific strategies, such as building foundational knowledge and figuring out logistics, to develop locally tailored screening processes. Findings showed a significant increase in the number of students screened—from 0% to 22% on average—demonstrating the feasibility of using practical, incremental improvements to scale up mental health screening in schools.

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Universal Emotional Health Screening at Middle School Transition

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Universal Emotional Health Screening at Middle School Transition

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This study explored the effectiveness and feasibility of a universal mental health screening program (DPSP) in identifying emotional distress among sixth-grade students in urban public schools. A total of 131 students who screened positive on the MFQ and/or YSR were followed up by trained child mental health professionals (ChMHPs). The researchers used standardized screening tools (MFQ, SMFQ, and YSR) to identify symptoms of depression and behavioral concerns, then conducted one-on-one evaluations to determine actual emotional needs. Results showed that 71% of those screened positive were truly experiencing emotional distress, and 59% needed support services that they weren’t already receiving. Follow-up referrals were made to school counselors, academic support, community mental health agencies, and other programs. The study also analyzed the impact of different cutoff scores, racial disparities in screening outcomes, and the challenges of balancing accurate identification with resource limitations. Screening was completed efficiently during class time, and efforts were made to protect students' privacy. Overall, the study found that school-based emotional health screenings are not only achievable but also effective in connecting at-risk students with the help they need early on.

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Universal Emotional Health Screening at the Middle School Transition - Ann Vander Stoep, Elizabeth Mccauley, Kelly A. Thompson, Jerald R. Herting, Elena S. Kuo, David G. Stewart, Cheryl A. Anderson, Siri Kushner, 2005

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This article describes the implementation of the Developmental Pathways Screening Program (DPSP) and an evaluation of program feasibility, acceptability, and yi…

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School Counselor Shortages: A Statewide Collaboration Effort in Counselor Education

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School Counselor Shortages: A Statewide Collaboration Effort in Counselor Education

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This article focused on the growing shortage of qualified school counselors in Michigan, highlighting a major gap between the number of open counseling positions and the number of newly endorsed professionals. Data from the 1990s showed a worsening student-to-counselor ratio, far exceeding national recommendations. The study involved collaboration among professionals from counselor education programs, the Michigan School Counselor Association, and the Michigan Department of Education, who came together to analyze the causes of the shortage—such as increased training requirements, an aging workforce nearing retirement, and fewer graduates. Using a collaborative group process and task force approach, they debated potential solutions and ultimately developed a proposal for a two-tier credentialing system. This system would allow counselors to begin working after completing a portion of their training, providing a "preliminary authorization for employment" while they complete full endorsement requirements. The proposal was approved in 1999, and nine of ten Michigan institutions participated. While the long-term effects of the program remain to be seen, the initiative was seen as a proactive and professionally led response to a pressing educational workforce issue.

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Burnout among Rural Public-School Counselors

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Burnout among Rural Public-School Counselors

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This study explored the potential for burnout among school counselors in West Virginia by building on VanSickle’s (2018) earlier qualitative research, which identified feelings of isolation, lack of support, and being overwhelmed among five school counselors in Pennsylvania. Unlike VanSickle's phenomenological approach, this study used a quantitative, predictive research design to examine whether those same experiences existed on a larger scale. It surveyed 113 full-time school counselors in West Virginia using three instruments: a demographic questionnaire, the Professional Quality of Life Scale (ProQOL-5), and the Self-Care Assessment for Psychologists (SCAP). The study investigated the impact of seven variables—supervision quality, self-care, educational level, caseload, case intensity, peer support, and years of experience—on the risk of burnout. The results showed that high caseloads, poor or infrequent clinical supervision, and more years of experience significantly increased the risk for burnout, while factors like education level, peer support from outside the building, and case intensity had little to no predictive impact. Despite valuing self-care, most participants reported low engagement, further contributing to burnout risks.

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Creating Safe Spaces: The Impact of Counseling on School Culture

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Creating Safe Spaces: The Impact of Counseling on School Culture

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This article highlights the critical role school counselors play in supporting students’ academic, social, and emotional well-being, especially during their formative school years. Drawing from various studies and national data, the purpose of the article is to demonstrate the effectiveness of school counseling in improving students' mental health, behavior, and academic success. It reviews past research—such as a 2010 study on behavior improvements and a 2020 empirical study on mental health benefits—to back these claims. While it does not conduct its own original research with participants, the article uses current statistics and findings from trusted organizations like the American School Counselor Association and the National Library of Medicine to support its points. Additionally, it sheds light on the growing national shortage of school counselors and mental health professionals, calling for systemic changes like smaller caseloads, better pay, and increased societal and political support for educational and mental health staff

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Children often face a hard time at school. In younger years, school will be their first foray into the social world. They will experience all the joys and sadness of building friendships, making enemies, and withholding personal struggles at home to get through a day of work and social pressure. Kids learn how to survive in this system while attending school, and for several years, interactions with their class and peers will set the standard for their growth as an adult.

School counselors are often integral to helping students feel like they have a place to go when things get overwhelming. School counselors are responsible for assisting students in navigating their mental well-being and for providing support to students who feel that their negative experiences outweigh positive ones.

But what data is there to show that school counselors are doing their job?

Who/What are School Counselors?

According to the American School Counselor Association, school counselors are there to assist students "form healthy goals, mindsets, and behaviors." They are there to assist students in bearing burdens, navigating their academia, providing emotional and mental support, and developing positive coping mechanisms.

School counselors require rigorous education and training to achieve their position. This usually comes in the form of a Bachelor's Degree in counseling or psychiatry but can be followed up by further study, such as an on-campus or online master's in school counseling. These heavy educational requirements ensure that our nation's students are in the best hands possible when it comes to getting the mental support they need.

Many personality traits help to thrive in this career. In the day-to-day, a school counselor is dealing with kids of varying ages who are in assorted states of distress or discomfort. Some students may merely be feeling overwhelmed by their workload and need some help in sorting out a schedule, or an advocate with a teacher when applying for an extension. Other times, counselors may be dealing with students suffering from extreme depression, anxiety, or volatile home situations. Some may be victims of bullying or have undiagnosed conditions that are making pursuing their studies excessively difficult.

Being a school counselor demands resilience, compassion, empathy, a good ability to compartmentalize, and a genuine sense of fulfillment from helping others.

Does School Counseling Work?

Current research shows that school counseling almost unanimously provides a platform for students to effectively expand their lives, meet their academic requirements, and get more stability and value out of their lives.

It was proven in a 2010 study that mental health services, including but not limited to school counseling, were directly responsible for the improved behavioral mannerisms and characteristics of elementary school-aged students. Another study in 2014 found that these same services resulted in better academic achievement.

Aside from amending behavior and improving academics, school counselors are also instrumental in helping students cope with the demands of their lives, and this is possibly the most important duty of a school counselor. A study published by the National Library of Medicine in 2020 showed that according to an empirical study, school counseling was directly responsible for improved mental health scores in students.

The State of School Counseling

Despite the integral benefits of school counseling that have been proven time and time again, there is a problem in the education sector at the moment. America is facing a significant shortage of teaching and school counseling staff.

According to current research, teachers are not only quitting, but changing careers en masse. There are several root causes behind this trend. Rising rates of school violence are making school a stressful environment to work in. This stress may be tolerable under the proper conditions, but student-to-teacher ratios have increased significantly in recent years, leading to teachers (and students) becoming overwhelmed and burnt out. All of this, and teacher's wages are stagnating, meaning that not only is the job demanding more of teachers than ever before, but they're not even being properly remunerated for their efforts.

Sadly, this is also affecting our nation's school mental health faculties. Since the COVID-19 Pandemic, 77% of counties have reported severe shortages of mental health support for their students. Only 17% of phone calls placed by students to seek mental health services were successful this year, and currently, the US is facing an overall shortage of mental health professionals of 6.8%. This figure is expected to double by 2025.

If you're exploring the option of being a school counselor, now may be the best time. Counselors are essential to a good and healthy school experience for our nation's youth, and if the shortage isn't addressed, it could have dire implications for the future of our country.

What To Do?

Although things are a bit dismal right now, the good news is that we aren't in the endgame yet. Things can get better, and they will with the right conditions.

As a nation, we need to put pressure on our politicians and policymakers to invest more heavily in this country's educational resources. If we can lower the number of students-to-teachers/counselors, then the rates of burnout and violence will decrease, leading to more job satisfaction and safety. We also need to raise wages to ensure that these essential workers are being appropriately paid for their invaluable service.

As a society, we need to value and support our educational, and mental health support staff more. Far too often, counselors are disregarded as glorified teachers, which are further disregarded as glorified babysitters.

The reality is that providing mental health support to kids for a living is exceedingly difficult. It involves a peerless ability to separate personal biases from professional requirements, not to mention knowing when students require help from other professionals, such as police, if they are being abused, or medical staff if they display symptoms of conditions like dyslexia or ADHD. If the shortage isn't addressed it is our kids that will suffer.

However, to reiterate, it's not too late. With a mix of political intervention and renewed interest in the field, the essential services that school counselors offer can continue to support students in their endeavors, leading to a more stable, academically competent, and emotionally well country we can be truly proud of.

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Creating Safe Spaces: The Impact of Counseling on School Culture - GHP News

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Children often face a hard time at school. In younger years, school will be their first foray into the social world. They will experience all the joys and sadness of building friendships, making enemies, and withholding personal struggles at home to get through a day of work and social pressure.

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Creating safe places: an exploratory evaluation of a school-based emotional support service

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Creating safe places: an exploratory evaluation of a school-based emotional support service

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This study examined the effectiveness and implementation of Bounceback, a school-based mental health support program for 14–16-year-old students in economically disadvantaged schools in South Wales. The purpose was to explore whether Bounceback created a safe, trusted space for young people facing serious emotional challenges such as abuse, bereavement, or homelessness, and how well it integrated within school systems. The researchers conducted interviews with five Bounceback staff members, four school staff across three schools, and seven students who used the service. Using qualitative methods, the study found that students appreciated the supportive and informal nature of the sessions, and felt a strong sense of trust with staff. However, access was still largely controlled by teachers, and confidentiality could be compromised depending on school accommodations. Overall, the findings showed that Bounceback had positive potential, but more integration, school-wide awareness, and structural support would be necessary for broader and more consistent impact.

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Creating safe places: an exploratory evaluation of a school-based emotional support service

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School-based interventions for young people with emotional/mental health problems are often provided by external practitioners and their relationship with host schools is a key influence on impleme…

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Early Detection of Mental Health Through Universal Screening at Schools

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Early Detection of Mental Health Through Universal Screening at Schools

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This study aimed to determine how effective universal mental health screening is in identifying behavioral and emotional problems in school-aged children. The participants included 269 students in Grades 3 to 5 from multiple elementary schools in the Los Angeles Unified School District. Using the Behavioral and Emotional Screening System (BESS) student self-report form, researchers screened students at the beginning of the 2008–2009 school year and tracked their standardized math test scores over four years. The primary method used was latent class growth modeling to examine academic performance patterns. The study found that early screening helped identify at-risk students and that those who received support, such as special education, showed academic improvement, reinforcing the value of early detection and intervention.