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Article 1: Effectiveness of resilience-based interventions in schools for adolescents: a systematic review and meta-analysis

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Article 1: Effectiveness of resilience-based interventions in schools for adolescents: a systematic review and meta-analysis

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This article discusses a study that was done focusing on interventions to improve resiliency in students during their adolescent years. The study explores how interventions in school have an impact compared to no intervention at all. It also compares the interventions given to adolescents with risk factors compared to those who have none. Overall, this study aims to deepen our understanding of resilience interventions by identifying essential protective factors in the resilience process and identifying the features and elements necessary to improve the effectiveness of future interventions.

References

Llistosella, M., Goni-Fuste, B., Martín-Delgado, L., Miranda-Mendizabal, A., Franch Martinez, B., Pérez-Ventana, C., & Castellvi, P. (2023). Effectiveness of resilience-based interventions in schools for adolescents: a systematic review and meta-analysis. Frontiers in Psychology, 14, 1211113. https://doi.org/10.3389/fpsyg.2023.1211113

Article Link: https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2023.1211113/full

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Article 2: Impact of a Counseling Program Based on Social Emotional Learning toward Reducing Math Anxiety in Middle School Students

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Article 2: Impact of a Counseling Program Based on Social Emotional Learning toward Reducing Math Anxiety in Middle School Students

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This study examined how a counseling program based on social-emotional learning helped reduce math anxiety in middle school students. The research involved 207 7th and 8th graders from Jordanian private schools, split into two groups: one received the SEL-based program, while the other followed traditional teaching methods. Results showed that the experimental group experienced significantly reduced math anxiety, with no major differences between boys and girls.

References

Kamour, M., & Altakhayneh, B. (2021). Available online at ijci.wcci-international.org International Journal of Curriculum and Instruction 13(3) Impact of a counseling program based on social emotional learning toward reducing math anxiety in middle school students conditions of the Creative Commons Attribution license (CC BY-NC-ND) (http://creativecommons.org/licenses/by-nc-nd/4.0/). In International Journal of Curriculum and Instruction. https://files.eric.ed.gov/fulltext/EJ1312987.pdf

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Article 3: Seattle Public Schools' Student Survey of School Climate and Social Emotional Learning: Psychometric Analyses in the Context of a Research-Practice Partnership.

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Article 3: Seattle Public Schools' Student Survey of School Climate and Social Emotional Learning: Psychometric Analyses in the Context of a Research-Practice Partnership.

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This article discusses a study that was conducted to see SEL practices work across different races, ages, genders, and languages. Researchers checked the survey's quality, reliability, and fairness across groups using confirmatory factor analysis by surveying 29,415 students from 3rd to 12th grade. The results showed the survey was reliable and valid overall, but not entirely consistent across races and grade levels.

References

Jones, T. M., Fleming, C., Beaver, J., & Anderson, E. (2023). Seattle Public Schools’ Student Survey of School Climate and Social Emotional Learning: Psychometric Analyses in the Context of a Research-Practice Partnership. Child & Youth Care Forum, 52(6). https://doi.org/10.1007/s10566-023-09731-2

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Article 1: Exploring the Relationships Among Bias-Based Bullying, Fear, and School Avoidance in a National Sample of U.S. Adolescents: The Role of School Counselors

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Article 1: Exploring the Relationships Among Bias-Based Bullying, Fear, and School Avoidance in a National Sample of U.S. Adolescents: The Role of School Counselors

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This study looked at how bias-based bullying, fear, and school avoidance are connected. It included 1,177 students who had been bullied, based on a nationally representative sample. The study also emphasized how important the role of the school counselor is when addressing bullying in schools. Counselors play a huge role in the support of inclusivity and providing a safe environment for students at school.

References

Joo, H., So Rin Kim, & Gilfillan, B. H. (2023). Exploring the Relationships Among Bias-Based Bullying, Fear, and School Avoidance in a National Sample of U.S. Adolescents: The Role of School Counselors. Professional School Counseling, 27(1). https://doi.org/10.1177/2156759x231212889

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Article 2: The Role of Bullying-Related Policies: Understanding How School Staff Respond to Bullying Situations

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Article 2: The Role of Bullying-Related Policies: Understanding How School Staff Respond to Bullying Situations

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This study examined how school staff responded to bullying, their likelihood of intervening, and their confidence in doing so. It also looked at whether having bullying-related policies and training impacted staff responses. Staff responses varied by role and grade level. The study implied that policies alone are not enough, training and professional development are also very important, especially in higher grades.

References

Waasdorp, T. E., Fu, R., Perepezko, A. L., & Bradshaw, C. P. (2021). The role of bullying-related policies: Understanding how school staff respond to bullying situations. European Journal of Developmental Psychology, 18(6), 1–16. https://doi.org/10.1080/17405629.2021.1889503

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Article 3: School Counselors' Roles and Responsibilities in Bullying Prevention: A National Survey

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Article 3: School Counselors' Roles and Responsibilities in Bullying Prevention: A National Survey

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This study explored school counselors' views on their roles in handling bullying, as well as the importance of bullying prevention training, policies, and laws. It found that counselors' perceptions of their responsibilities differed from what they believed their principals expected of them. The study discusses these findings, their implications for school counselors, and provides recommendations for future research.

References

Swank, J. M., Smith-Adcock, S., & Weaver, J. L. (2018). School Counselors’ Roles and Responsibilities in Bullying Prevention: A National Survey. Professional School Counseling, 22(1), 2156759X1985146. https://doi.org/10.1177/2156759x19851465

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Article 1: Adverse Childhood Experiences of 
Professional School Counselors as Predictors 
of Compassion Satisfaction, Burnout, and 
Secondary Traumatic Stress 

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Article 1: Adverse Childhood Experiences of 
Professional School Counselors as Predictors 
of Compassion Satisfaction, Burnout, and 
Secondary Traumatic Stress 

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In this study counselors' own experiences with adverse childhood experiences (ACEs) are examined to see how it relates to compassion satisfaction, secondary traumatic stress, and burnout. Within the 240 school counselors, 50% had experienced four or more ACEs, a rate significantly higher than the general population. The study showed that counselors' ACEs, along with certain demographic factors, were highly linked to levels of compassion satisfaction, secondary traumatic stress, and burnout.

References

Brown, E. M., Burgess, M., Carlisle, K. L., Davenport, D. F., & Brasfield, M. W. (2024). Adverse Childhood Experiences of Professional School Counselors as Predictors of Compassion Satisfaction, Burnout, and Secondary Traumatic Stress. The Professional Counselor, 14(2), 150–163. https://doi.org/10.15241/emb.14.2.150

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Article 2: Novice School Counselors’ Burnout Profiles and Professional Experiences: A Mixed-Methods Study

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Article 2: Novice School Counselors’ Burnout Profiles and Professional Experiences: A Mixed-Methods Study

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This mixed-methods study discusses burnout profiles among new school counselors and their professional experiences. A cluster analysis identified three distinct burnout profiles. Qualitative data highlighted job-related challenges and resources affecting their performance. The study suggests that school counseling can be a rewarding but demanding job, and new counselors often face emotional and interpersonal stress that makes them vulnerable to burnout.

References

Bardhoshi, G., Um, B., Niles, J., Li, H., Han, E., & Brown, M. (2022). Novice School Counselors’ Burnout Profiles and Professional Experiences: A Mixed-Methods Study. Professional School Counseling, 26(1), 2156759X2211266. https://doi.org/10.1177/2156759x221126686

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Article 3: Relationships between role stress, professional identity, and burnout among contemporary school counselors

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Article 3: Relationships between role stress, professional identity, and burnout among contemporary school counselors

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This study focused on the relationship between role stress and burnout in school counselors, focusing on whether professional identity could protect against burnout. The results showed that counselors found non-counseling stressors such as administrative tasks more stressful than counseling related stressors, and these non-counseling stressors created more burnout.

References

Maor, R., & Hemi, A. (2021). Relationships between Role stress, Professional identity, and Burnout among Contemporary School Counselors. Psychology in the Schools, 58(8). https://doi.org/10.1002/pits.22518