How to Find Research Articles by Aesha Strong

astrong2_2 — 2025-04-26 05:07:08 UTC

I am currently enrolled in the Professional School Counselor graduate program to become an Elementary School Counselor.

Effects of Self-Esteem Improvement Program on Self-Esteem and Peer Attachment in Elementary School Children

astrong2_2 — 2025-04-26 05:09:48 UTC

This study aimed to evaluate the effectiveness of a structured self-esteem program in improving self-esteem and peer attachment among elementary school students. A total of 47 fourth-grade students from an elementary school participated in the study. Participants were randomly assigned to an experimental group (n=25) or a control group (n=22). The experimental group engaged in a 10-session self-esteem enhancement program featuring activities focused on boosting self-awareness, self-acceptance, emotional regulation, communication, and interpersonal skills. Each session lasted 40 minutes and was conducted twice a week over five weeks. The control group did not receive any intervention during the study period. A quasi-experimental pre-test/post-test design was used. Data were collected using the Coopersmith Self-Esteem Inventory and the Inventory of Parent and Peer Attachment (IPPA). The results indicated that the experimental group showed statistically significant improvements in self-esteem and peer attachment scores compared to the control group. These findings suggest that school counselors can effectively implement targeted self-esteem programs to support students’ emotional well-being and peer relationships.

Park, K. M., & Park, H. (2015). Effects of Self-esteem Improvement Program on Self-esteem and Peer Attachment in Elementary School Children with Observed Problematic Behaviors. Asian Nursing Research, 9(1), 53–59. https://doi.org/10.1016/j.anr.2014.11.003

Effect of a Specialized Classroom Counseling Intervention on Increasing Self-Efficacy Among First-Grade Rural Students.

astrong2_2 — 2025-04-26 05:09:54 UTC

This study examined the effectiveness of a classroom-based counseling intervention designed to enhance self-efficacy among first-grade students in a rural school setting. The intervention involved a series of structured lessons delivered by school counselors, aimed at boosting students' confidence in their academic abilities. A total of 60 students participated, with 30 assigned to the intervention group and 30 to the control group. Using a quasi-experimental design with pre- and post-tests, the researchers found that students who received the intervention showed significant improvements in self-efficacy compared to those in the control group. The findings suggest that early, targeted counseling interventions can provide a positive impact to young students' self-belief and academic engagement.

Bardhoshi, G., Duncan, K., & Erford, B. T. (2018). Effect of a Specialized Classroom Counseling Intervention on Increasing Self-Efficacy among First-Grade Rural Students. Professional School Counseling, 21(1). https://doi.org/10.5330/1096-2409-21.1.12

The Effectiveness of Self-Esteem-Related Interventions in Reducing Suicidal Behaviors: A Systematic Review and Meta-Analysis.

astrong2_2 — 2025-04-26 05:35:11 UTC

This systematic review and meta-analysis aimed to evaluate the effectiveness of self-esteem-related interventions in reducing suicidal behaviors. A total of 12 randomized controlled trials (RCTs) were reviewed, and 5 studies were included in the meta-analysis. Participants were individuals who had experienced suicidal ideation or behaviors, and the interventions primarily focused on enhancing self-esteem through techniques like cognitive-behavioral therapy (CBT) and writing interventions. The research utilized pre-test and post-test data to measure changes in suicidal ideation and behaviors. The study found small but significant effects, with interventions leading to a reduction in suicidal ideation both immediately post-intervention and at a 3-month follow-up.

Nguyen Tan Dat, Nobuyuki Mitsui, Satoshi Asakura, Keisuke Takanobu, Yutaka Fujii, Kuniyoshi Toyoshima, Yuki Kako, & Ichiro Kusumi. (2022). The Effectiveness of Self-Esteem-Related Interventions in Reducing Suicidal Behaviors: A Systematic Review and Meta-Analysis. Frontiers in Psychiatry, 13. https://doi.org/10.3389/fpsyt.2022.925423

School Counselor Multicultural Counseling Competence Assessed by State School Counselor Licensure Examinations

astrong2_2 — 2025-04-26 05:39:00 UTC

This study examined the extent to which multicultural counseling competence (MCC) is addressed in state-level school counselor licensure examinations across the United States. The purpose was to evaluate whether these assessments adequately reflect the multicultural knowledge and skills essential for effective school counseling in diverse educational settings. Researchers used a qualitative content analysis, reviewing licensure exam preparation materials, test blueprints, and content outlines from all 50 states, including the Praxis and state-specific exams. The study did not involve human participants. Instead, it systematically analyzes the presence and depth of multicultural content. Findings revealed significant variation in MCC coverage across states, with many exams lacking comprehensive multicultural components. These results highlight the need for more standardized and culturally inclusive assessment tools in the school counselor certification process.

Shi, Q., & Carey, J. (2021). School Counselor Multicultural Counseling Competence Assessed by State School Counselor Licensure Examinations. Journal of School-Based Counseling Policy and Evaluation, 3(2), 79-90. https://doi.org/https://doi.org/10.25774/p54c-j855

Success For All? The Role of the School Counselor in Creating and Sustaining Culturally Responsive Positive Behavior Interventions and Supports Programs

astrong2_2 — 2025-04-26 05:39:11 UTC

The purpose of this study was to explore how school counselors contribute to the development and sustainability of Positive Behavior Interventions and Supports (PBIS) programs that are culturally responsive. The study focused on the experiences and practices of school counselors working in diverse K–12 school settings. A qualitative research method was used to gather data through interviews and thematic analysis to understand counselors’ roles, challenges, and strategies. Participants included school counselors who had direct experience implementing PBIS frameworks. Findings showed that counselors play a critical role in ensuring PBIS practices are inclusive, equitable, and supportive of students’ social skills, emotional growth, and positive behavior. This is particularly for students from diverse cultural backgrounds.

Betters-Bubon, J., Brunner, T., & Kansteiner, A. (2016). Success for All? The Role of the School Counselor in Creating and Sustaining Culturally Responsive Positive Behavior Interventions and Supports Programs. Professional Counselor, 6(3), 263–277.

Cultural Competence and School Counselor Training: A Collective Case Study

astrong2_2 — 2025-04-26 05:39:22 UTC

This study aimed to explore how school counselor training programs prepare future counselors to develop cultural competence when working with diverse student populations. The researchers used a qualitative collective case study method to examine multiple counselor education programs across different universities. Participants included counselor educators and graduate students enrolled in school counseling programs. Data was collected through interviews, focus groups, and document analysis. The findings highlighted strengths and gaps in how cultural competence was taught, with effective programs incorporating experiential learning, self-reflection activities, and discussions around systemic inequities. The study emphasized the importance of intentional, ongoing training to equip school counselors to meet the needs of culturally diverse students.

Nelson, J. A., Bustamante, R., & Sawyer, C. (2015). Cultural Competence and School Counselor Training: A Collective Case Study. Journal of Multicultural Counseling and Development, 43(3), 221–235. https://doi.org/10.1002/jmcd.12016

Effect of School-Based Social Skills Training Program on Peer Relationships: Preliminary Study

astrong2_2 — 2025-04-26 05:40:29 UTC

This preliminary study aimed to assess the effectiveness of a school-based Social Skills Training (SST) program in enhancing peer relationships among children and adolescents. The program was implemented by the Child and Adolescent Mental Health Promotion Team at Bugok National Hospital in South Korea. A total of 90 students from elementary and middle schools participated in the seven-session intervention, which aimed to improve social and communication skills. Researchers utilized a quantitative pre-post design and employed a name generator-type questionnaire to measure changes in peer relationship networks. The results indicated significant improvements in peer relationships following the intervention, suggesting that structured SST programs can effectively support students' social development within the school environment.

Roh, H.-S., Shin, J.-U., Lee, J.-W., Lee, Y.-W., Kim, T.-W., Kim, J.-Y., Park, M.-R., Song, G.-S., & Seo, S. S. (2018). Effect of School-Based Social Skills Training Program on Peer Relationships: Preliminary Study. Soa--Ch’ongsonyon Chongsin Uihak = Journal of Child & Adolescent Psychiatry, 29(1), 14–25. https://doi.org/10.5765/jkacap.2018.29.1.14

Supporting practicing school counselors’ skill development: Humanistic and innovative approaches.

astrong2_2 — 2025-04-26 05:40:52 UTC

This qualitative study explored how practicing school counselors improved their communication skills through innovative, humanistic professional development approaches. The research involved in-depth interviews with school counselors who had participated in workshops using creative techniques such as hip-hop therapy, storytelling, and culturally responsive activities. The goal was to examine how these methods influence counselor-student interactions and contribute to professional growth. Findings revealed that these innovative strategies enhance counselors’ empathy, cultural competence, and effectiveness in their communication with diverse student populations.

Levy, I., & Lemberger-Truelove, M. E. (2021). Supporting Practicing School Counselor’s Skill Development: A Hip Hop and Spoken Word Professional Development Intervention. Journal of Counselor Preparation and Supervision, 14(1). Retrieved from https://research.library.kutztown.edu/jcps/vol14/iss1/7

Meta‐analysis of social and emotional learning interventions delivered by school counselors

astrong2_2 — 2025-04-26 05:41:03 UTC

The purpose of this study was to examine the effectiveness of social and emotional learning (SEL) interventions, with a particular focus on improvements in students’ social skills, when delivered by school counselors. The researchers conducted a meta-analysis, reviewing and synthesizing findings from multiple studies involving K–12 students who participated in SEL programs led by school counselors. The research method was quantitative, using techniques to determine overall effect sizes for various outcomes related to social skills development, emotional regulation, academic achievement, and behavior. The results highlighted that school counselor led SEL interventions had a positive impact on enhancing students’ social competence, peer relationships, and cooperative behaviors.

Lemberger, T. M. E., Li, D., Kim, H., Wills, L., Thompson, K., & Lee, Y. (2025). Meta‐analysis of social and emotional learning interventions delivered by school counselors. Journal of Counseling & Development (John Wiley & Sons, Inc.), 103(1), 39–48. https://doi.org/10.1002/jcad.12537