Professional School Counseling by Cayla Morrison

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

caylamorrison2 — 2025-04-24 00:23:13 UTC

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.

School Counselors Shortages

caylamorrison2 — 2025-04-24 02:27:37 UTC

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.

Creating Safe Spaces as a School Counselor

caylamorrison2 — 2025-04-24 03:15:36 UTC

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.

References

caylamorrison2 — 2025-04-24 03:16:17 UTC

Advancing Mental Health Screening in Schools

caylamorrison2 — 2025-04-25 01:30:42 UTC

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.

Universal Emotional Health Screening at Middle School Transition

caylamorrison2 — 2025-04-26 02:25:09 UTC

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.

School Counselor Shortages: A Statewide Collaboration Effort in Counselor Education

caylamorrison2 — 2025-04-26 02:41:29 UTC

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.

Burnout among Rural Public-School Counselors

caylamorrison2 — 2025-04-26 04:19:19 UTC

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.

Creating Safe Spaces: The Impact of Counseling on School Culture

caylamorrison2 — 2025-04-26 04:27:02 UTC

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

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

caylamorrison2 — 2025-04-26 04:41:25 UTC

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.

Early Detection of Mental Health Through Universal Screening at Schools

caylamorrison2 — 2025-04-26 04:47:56 UTC

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.