Career Goal: To become a high school counselor to support students in managing anxiety, preventing suicide, and addressing social media bullying through research-based strategies and counseling programs.

https://research.ebsco.com/linkprocessor/plink?id=2684452b-3869-36b4-a4c2-3dfb0019afe6

Summary:
This study used a quantitative method to examine test anxiety in first-generation high school students, whose parents did not attend college. Researchers studied 147 students in Ontario to find out how feeling supported or not at school affected their test anxiety. The results showed that students who felt less supported, especially girls and older students, had higher test anxiety over time. The study highlights the need for schools to create supportive environments where all students feel they belong and can succeed.

Reference:
Spadafora, N., Murphy, E. L., Molnar, D. S., & Zinga, D. (2020). Test Anxiety in First-Generation Students: An Examination of the Role of Psychological Needs. Journal of Teaching and Learning, 14(2), 33–49.

Article 2: Depressive and Anxiety Symptoms in First Generation College Students

Link: https://research.ebsco.com/linkprocessor/plink?id=2e40e717-66b8-38bd-b3de-c67f377a32c0

Summary:
This study used a survey-based quantitative method to look at anxiety and depression among first-generation college students. A total of 432 students took an online survey about their mental health symptoms. The findings showed that first-generation students experienced more anxiety, like nervousness and stress, compared to other students. However, they did not report more depression. The study suggests schools should provide more emotional and social support to help reduce anxiety in these students.

Reference:
Noel, J. K., Lakhan, H. A., Sammartino, C. J., & Rosenthal, S. R. (2023). Depressive and anxiety symptoms in first generation college students. Journal of American College Health, 71(6), 1906–1915. https://doi.org/10.1080/07448481.2021.1950727

Article 3: Anxiety in Hispanic Freshman College Students

Link:

https://research.ebsco.com/linkprocessor/plink?id=ec548d3d-5ae1-327f-a394-4edf5875be2d

Summary:

This study used a theoretical and literature review method to explore the causes of anxiety in Hispanic college freshmen. The students often face financial problems, feel unprepared for college work, and struggle to balance school with family responsibilities. These pressures can cause high levels of anxiety, which may harm their academic success and mental health. The author suggests that family support and therapy, like cognitive behavioral therapy, can help lower anxiety. More support from counselors and families can improve these students’ well-being and school performance.

Reference:

Elizabeth Sanchez. (2020). Anxiety in Hispanic Freshman College Students. In ProQuest LLC.

Link:

https://research.ebsco.com/linkprocessor/plink?id=7d7b8a6f-60dd-37ab-a5b9-2a3472383c12

Summary:

This study used a qualitative method through focus groups with 14 high school students to understand how teens think about suicide. Many students said it is hard to tell when someone is serious about suicide. They also expressed a desire for more open conversations about mental health at school. Students preferred talking to people other than counselors or parents. The study recommends schools develop programs that allow students to share their feelings and get support in a safe way.

Reference:

Orlins, E. R., Bransteter, I., & Chatfield, S. L. (2025). Adolescent Perceptions of Teen Suicide: Implications from Focus Groups. Youth & Society, 57(2), 191–210. https://doi.org/10.1177/0044118X241279873

Article 5: Counselor Educators’ Experiences Teaching School Counselors-in-Training to Address Student Suicidality

Link:

https://research.ebsco.com/linkprocessor/plink?id=b00803aa-f31e-3892-b8f1-a68a6862a2df

Summary:

This study used a qualitative method with interviews to understand how college instructors train future school counselors to help students with suicide risks. Many instructors said they didn’t get enough training themselves and had to figure out how to teach this topic. Some found it difficult but continued teaching, while others avoided the subject because it was overwhelming. The study highlights the need for better support and training for counselor educators on this important topic. It also emphasizes understanding the emotional challenges for both teachers and students.

Reference:

Ana Lisa Amos. (2024). Counselor Educators’ Experiences Teaching School Counselors-in-Training to Address Student Suicidality. In ProQuest LLC.

Article 6: Suicide Intervention Training for K-12 Schools: A Quasi-Experimental Study on ASIST

Link:

https://research.ebsco.com/linkprocessor/plink?id=2c7e964b-0bd7-32f5-b4cd-7d4d66b22c87

Summary:

This study used a quasi-experimental method to test how well the Applied Suicide Intervention Skills Training (ASIST) worked for school staff. It compared 104 staff who received the training to 45 who did not. Results showed the training improved skills, knowledge, attitudes, and confidence in helping students at risk of suicide. The study shows that training school personnel can prepare them to better support students struggling with suicide thoughts.

Reference:

Shannonhouse, L., Lin, Y. D., Shaw, K., & Porter, M. (2017). Suicide Intervention Training for K-12 Schools: A Quasi-Experimental Study on ASIST. Journal of Counseling & Development (John Wiley & Sons, Inc.), 95(1), 3–13. https://doi.org/10.1002/jcad.12112

Link:

https://research.ebsco.com/linkprocessor/plink?id=c7f803da-1b21-39e6-bc00-fcd35ca0f20d

Summary:

This study used a systematic literature review to focus on mobile bullying, a type of cyberbullying on phones that can lead to serious problems like suicide. Since most cyberbullying happens on mobile devices, the study developed a plan to create better awareness programs about mobile bullying. The plan considers the social environment, media types, and how to share the programs. The goal is to help create effective programs that teach people about mobile bullying and how to prevent it.

Reference:

Mathimbi, P. (2025). A Framework for Developing Awareness Interventions: A Case of Mobile Bullying. International Journal of Environmental Research and Public Health, 22(5). https://doi.org/10.3390/ijerph22050774

Article 8: Social Media Usage and Its Effects on the Psychological Health of Adolescents

Link:

https://research.ebsco.com/linkprocessor/plink?id=6a4e5c26-e75e-3a59-88c9-25d57e85fbb6

Summary:

This study used a literature review method to look at how most teenagers use social media to connect with friends but also face problems like feeling left out or bullied online. Spending a lot of time on social media can hurt their mental health and cause negative feelings. The study suggests that parents and school staff need to understand these effects to support teens better. It also encourages programs that teach healthy social media use.

Reference:

Perry, J., Devore, S. K., Pellegrino, C., & Salce, A. J. (2023). Social Media Usage and Its Effects on the Psychological Health of Adolescents. NASN School Nurse (Print), 38(6), 292–296. https://doi.org/10.1177/1942602X231159901

Article 9: The Digital Defence against Cyberbullying: A Systematic Review of Tech-Based Approaches

Link:

https://research.ebsco.com/linkprocessor/plink?id=2164fc49-b67f-3c2c-8b52-cd8489c6f8af

Summary:

This study used a systematic review method to prevent cyberbullying with technology, especially during the pandemic. The researchers examined 11 studies and found tools like software to detect harmful language and programs that empower teens. Movements such as #WIIWY also helped raise awareness about cyberbullying. The study suggests that more research is needed to create tools for different groups and to include parents in prevention efforts.

Reference:

Chan Nee Nee, Nadia Samsudin, Ho Meng Chuan, Mohd Ikhram Bin Mohd Ridzuan, Ooi Pei Boon, Ani Munirah Binti Mohamad, & Herbert Scheithauer. (2023). The Digital Defence against Cyberbullying: A Systematic Review of Tech-Based Approaches. Cogent Education, 10(2). https://doi.org/10.1080/2331186X.2023.2288492