Download or read book School Counselors Perceptions Practices and Preparedness Related to Issues in Mental Health written by Tricia K. Berger and published by . This book was released on 2013 with total page 172 pages. Available in PDF, EPUB and Kindle. Book excerpt: "This dissertation attempted to ascertain how school counselors, working in a county located in the northeastern United States, perceived their own preparation and training regarding the management of mental health issues. It also attempted to gain an understanding of how school counselors managed mental health issues involving students grades K-12. This research was relevant and necessary, as recent research has shown there has been a significant increase in the numbers of children and adolescents suffering from mental health issues. This study was completed via an internet survey of 60 school counselors, eliciting information in order to understand the evolution of school counseling programs and focused on the current status of the school counselor in regard to student mental health. I discovered significance in three realms. First, I anticipated that my findings could be helpful to inform curriculum in school counselor education. Second, findings captured various conceptualizations of school counselor professional development. Third, outcomes could aid school counselors, and the profession more generally, to reconceptualize their role in the management of mental health and other psychosocial issues"--Leaf ii.
Download or read book Exploring Student Mental Health Support Through the Lens of High School Counselors Perceptions of Preparation and Professional Development Needs written by Lindsey Taylor Page and published by . This book was released on 2021 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: School counselors are the first personnel called on in a school to provide daily student mental health support. However, complications such as additional non-counseling duties and high student to counselor ratios exist which limit the time school counselors have available to support student mental health needs. While the number of youths needing mental health support was already on the rise, the global pandemic of COVID-19 has caused this number to increase rapidly. School counselor graduate programs can be clinical or school counseling focused, and the role of the school counselor according to the American School Counseling Association is to provide short-term counseling interventions, and then refer out for long-term, severe mental health issues. Since so many youths need mental health services currently, referrals to community agencies are taking months to be processed. By asking school counselors to assess their own level of preparedness and professional development needs around student mental health support, school counselors can share if their preparation and professional development needs are being met and what additional support, if any, counselors need to be successful in helping students. In this exploratory study, ten high school counselors in one medium-sized, partially suburban, partially rural school district in Florida responded to an electronic survey containing questions about their graduate school preparation in mental health and current district professional development needs around mental health. When it came to feelings of preparation, most counselors felt "prepared" or "mostly prepared" to provide support on a list of typical youth mental health topics. When it came to time spent providing mental health support, 56% of counselors reported spending on average 2-3 hours daily providing support for student mental health needs. For professional development needs, school counselors wanted more mental health coursework in graduate school. For their district professional development, counselors wanted to be trained, observed and given feedback from licensed mental health clinicians rather than being trained by district school counseling staff or other school counselors. The findings of this study show that while school counselors are indeed spending large quantities of time providing direct student mental health support and referring students out for clinical mental health support, they are still faced with providing counseling interventions for longer periods of time to more students than normal due to the long wait students have to see a mental health provider and the mental health consequences students are having as a result of living through the COVID-19 pandemic. One main issue the counselors' responses revealed is that the mental health support school counselors are providing at this moment in time is still largely responsive and at the Tier 3 level supporting individual students rather than preventative and at the Tier 1 and Tier 2 levels for the entire school population, as demonstrated by a higher number of counselors selecting individual counseling and crisis intervention as services they provide and fewer selecting schoolwide mental health awareness activities, classroom guidance lessons, or small group counseling as services they provide. When assessing professional development needs, school counselors do feel that they could use more mental health training to support students. School counselors wanted to be trained more often by licensed mental health professionals as opposed to other school counselors. School counselors also expressed that they would have liked to have more mental health coursework in their graduate program. The implications of these findings show that the school counselor role is evolving to include more direct student mental health support than it previously required. Since counselors are spending so much time in mental health support that is responsive and typically supporting one student at a time, it is imperative for school counselors to assess if the interventions they are applying are truly effective, or if a more preventative approach, while hard to transition to initially, would result in a need for less responsive services in the long run. The recommendations from this study are that the role of the counselor should incorporate more mental health training by districts, graduate programs, and mental health counselors. Reducing student to counselor ratios would also help school counselors provide a preventative, comprehensive school counseling program, reducing the volume of responsive mental health services currently provide.
Download or read book Mental Health in Schools written by Tamara Sullivan and published by . This book was released on 2012 with total page 196 pages. Available in PDF, EPUB and Kindle. Book excerpt: "The nation's education reform initiatives, predicated primarily on No Child Left Behind legislation, have placed significant performance demands on schools due to radical transformations in accountability articulated in reform-related policy. Sweeping changes in the school counseling profession have emerged in response to these reform efforts and have redefined the primary aims of the profession. In lieu of their previous focus on individual student adjustment and student services, school counselors are now charged with an academic achievement mandate that focuses on school-wide, systemic issues (Martin, 2002). As school counselors change their role from one that primarily provides mental health services to individual children to one that promotes academic achievement more generally, they may unwittingly undermine children's academic achievement by compromising those elements of social and emotional development that are necessary for school success. In addition to impacting academic success, children's mental health problems, which are on the rise, can put them at risk for lifelong difficulties, decreasing their quality of life, increasing the cost to society, and compromising the ultimate goals of education, i.e., to generate a productive workforce and civically-engaged citizenry (Costello et al., 2003). The purpose of this study was to determine how a national sample of school counselors working in K-12 public schools conceptualize their role and functions in addressing children's mental health concerns, their perceptions of their competencies in working with the multitude of children's mental health problems, and the array of delivery arrangements of mental health services and supports in the school. This study provides valuable information about school counseling practices that could have significant implications for improving the efficacy of school counselor mental health service, supports and practices in the schools. This knowledge could provide information helpful for integrating mental health goals and educational services by challenging some of the basic tenets of the ASCA National Model® a position statement by the American School Counselor Association that places accountability for educational achievement at the center of school counselor practice. The study also underscores school counseling professional development and training needs that are requisite to addressing the multitude of mental health needs of children in schools"--Page vii-viii.
Download or read book From the Trenches to the Field written by Sarah Brooke Babins and published by . This book was released on 2016 with total page 150 pages. Available in PDF, EPUB and Kindle. Book excerpt: The roles and responsibilities of school counselors across the United States are often misinterpreted amongst various stakeholders, individual state requirements for educational initiatives, and often among practicing counselors' own perceptions and view of professional identity. While the American School Counselor Association (ASCA, 2003; 2005) strives to provide ethical standards and practices to solidify the professional identity of school counselors and acquire the qualifications and skills to address all students' academic, personal/social and career development needs, a clear defined definition and perception of the school counselor continues to become solidified. Perhaps this is due to the changing educational horizon, communities, administration, and federal influences of policies and procedures on schools and school districts (Bain, 2012). Whatever the reason, school counselors are faced with a myriad of challenges that make it difficult in today's educational society to adhere to the social/emotional, post-secondary/career, and academic needs of all students. The American School Counselor Association (ASCA, 2003;2005) has developed the ASCA National Model: A Framework for School Counseling Programs which establishes a structure for effective school counseling programs; however, school counseling programs, credentials, and educational initiatives can be different from state to state. This study examined high school counselors (9th-12th grade) in Pennsylvania, suburban, public high Schools, specifically in Bucks and Montgomery Counties. A quasi-mixed methods, exploratory research approach was used. Nonparametric statistics were run to determine if a significant impact of demographic variables yielded a difference in school counselors' self-efficacy. Additionally, school counselors were randomly selected to participate in semi-structured, open-ended interviews, examining high school counselors' perceptions and self-efficacy regarding their roles and responsibilities pertaining to students' mental health issues. Results indicated that gender, one's undergraduate degree of education, and years of experience have significant impact on school counselors' self-efficacy, specifically related to certain items on the Counselor Activity Self-Efficacy Scales (Lent, et al., 2003). After content analysis coding, it was also found that school counselors feel high efficacy beliefs associated with specific roles and responsibilities and that self-efficacy beliefs change if counselors perceive a lack of stakeholder support or do not feel they are valued. Some implications for future research might be a longitudinal study of school counselors' self-efficacy over a given period of time and a larger sample size. It might also be helpful to combine elements of the CASES Scales with other school counselor based scales to form a more unified measurement that speaks to school counselors' roles and responsibilities that have been identified within this study and expand to specific mental health diagnosis, disorders, and behaviors. KEY WORDS: School Counseling, Communication, Educational Psychology.
Download or read book Best Practices for Trauma Informed School Counseling written by Powell, Angela M. and published by IGI Global. This book was released on 2022-06-03 with total page 331 pages. Available in PDF, EPUB and Kindle. Book excerpt: School counselors are tasked with providing strategies for all students including those who may be experiencing various types of trauma symptomatology. While there is a high expectation of providing quality care, there is a question of how well school counselors are prepared to work with those traumatized students. It is critical to understand the counselors’ perceptions of their preparedness to collaborate with them. Best Practices for Trauma-Informed School Counseling prepares potential and current school counselors to manage the challenges and responsibilities they may face as professional school counselors in preschool through high school environments. It provides real-life examples and case descriptions as well as strategies for preventing and responding to social and emotional problems, improving educational outcomes, and providing an inclusive school counseling program. Covering themes such as children of incarcerated parents, racial trauma, and virtual school counseling, this book is an indispensable resource for current school counselors, school counselors-in-training, school counseling associations, therapists, psychologists, educational administration and faculty, government officials, researchers, and academicians.
Download or read book Handbook of School Mental Health written by Mark D. Weist and published by Springer Science & Business Media. This book was released on 2008-10-23 with total page 389 pages. Available in PDF, EPUB and Kindle. Book excerpt: Turn to this book for practical guidance in attending not only to routine mental health needs of students, but also in responding quickly and effectively to traumatic events. The authors discuss how to build and enhance collaborative approaches among the many stakeholders. You’ll learn how to ensure that best evidence-based practices are used in all systems of care. Next, the handbook introduces strength-based approaches to assessment in schools. Finally, the authors discuss the latest strategies to help you prevent and manage crises while addressing the unique ethical, cultural, and legal challenges of school mental health.
Download or read book School Counselors Perceptions of Preparedness for Counseling and Supporting Students Dealing with Grief and Complicated Grief written by Janet Elizabeth Dougherty and published by . This book was released on 2016 with total page 186 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Preparedness to Implement Wellness Strategies written by Tena Zavon Burnett and published by . This book was released on 2012 with total page 196 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study is to survey school counselors to determine their knowledge and perceived preparedness to implement wellness strategies in school counseling programs. Wellness plans are a requirement for thousands of public school districts in the United States. There are no established standards for the training of school counselors in the area of wellness. School counselors are in a unique position to positively impact students through the use of wellness programs and strategies. School counselors from a mid-south state (N = 156) completed an electronic survey to measure how they implement wellness strategies and their perceived preparedness in this area of counseling. Results indicate that there were no differences in total preparedness based on years of experience nor graduation from a CACREP accredited programs. As the number of hours practicing wellness strategies increased, the perceived preparedness of counselors also increased. There were no differences in how counselors rated themselves on preparedness based on neither CACREP program graduation nor years of experience. Less high school counselors perceived themselves as having a role in promoting wellness than other school counselors. This study presents implications for establishing consistent training and programs for school counselors in the area of wellness. This study also presents implications for the use of wellness programs, measuring results, and school counselor self-efficacy.
Download or read book School Counselors Perceptions of Preparedness for Counseling and Supporting Students in Poverty and Homeless Situations written by Amy Watson and published by . This book was released on 2011 with total page 270 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Research Anthology on Navigating School Counseling in the 21st Century written by Management Association, Information Resources and published by IGI Global. This book was released on 2021-04-16 with total page 705 pages. Available in PDF, EPUB and Kindle. Book excerpt: School counseling in the 21st century requires a new set of skills and practices than seen in past decades. With a sharper focus on social justice, the experiences and challenges for marginalized groups, and more open discussions as to issues students face, school counselors must be best equipped to handle all types of diverse students and situations. School counselors and guidance programs must address multicultural needs, underserved populations, and students with issues ranging from mental illness to family issues to chronic-illnesses and LGBTQ+ identities. Moreover, they must be prepared to guide students to learning success and adequately prepare them for future careers. The challenges students face in the 21st century lead to new ways to prepare, support, and educate school counselors in modern educational atmospheres with student bodies that are handling vastly different challenges, identities, and lifestyles. School counselors must navigate the profession with information on best practices, techniques, and 21st century skillsets that can adequately support and help all students. The Research Anthology on Navigating School Counseling in the 21st Century provides emerging research on the best practices in school counseling, along with methods, techniques, and professional development initiatives to better understand diverse student populations, needs, and challenges. This book will not only focus on how school counselors must adapt and learn in their own professional careers, but also how school counseling is functioning in the 21st century with the new concerns and obstacles students must face and overcome. The chapters provide a holistic view of how counselors are navigating their positions to best serve their students through effective practices, programs, and new tools and technologies. This book is ideal for school counselors, therapists, school psychologists, counseling educators, administrators, practitioners, researchers, academicians, and students who are interested in school counseling in the 21st century.
Download or read book Mental Health Interventions for School Counselors written by Christopher A. Sink and published by Cengage Learning. This book was released on 2010-02-26 with total page 208 pages. Available in PDF, EPUB and Kindle. Book excerpt: Featuring the work of some of the most highly respected counselor educators in the field, MENTAL HEALTH INTERVENTIONS FOR SCHOOLS provides a collaborative how to guide for both preventive and intervention-oriented counseling in school settings. This exciting new first edition delivers up-to-the-minute coverage of the most common mental health or psychosocial/emotional issues and disorders facing schoolchildren and youth--issues that can negatively impact their learning and long-term educational development. Each chapter offers a solid overview of a mental health concern and then focuses on school- and research-based actions that are preventive and intervention oriented as well as proven effective in school settings. Important Notice: Media content referenced within the product description or the product text may not be available in the ebook version.
Download or read book Reaching Our Neediest Children Bringing a Mental Health Program into the Schools written by Jennifer Crumpley and published by iUniverse. This book was released on 2016-09-30 with total page 89 pages. Available in PDF, EPUB and Kindle. Book excerpt: It makes sense to invest in mental health services in public schools. Addressing the emotional and situational issues children live with can make an enormous difference in learning opportunities. In Reaching Our Neediest Children: Bringing a Mental Health Program Into the Schools, authors Jennifer Crumpley and Penelope Moore offer a nuts-and-bolts guide to providing school-based mental health services. Crumpley and Moore present a step-by-step, easy-to-use approach to planning and implementing a free-standing mental health program in a school. It prepares mental health professionals and related staff who wish to develop therapeutic counseling services by answering this question: What does a mental health professional need to know when entering the unknown terrain of the school system to provide mental health services to children? Reaching Our Neediest Children: Bringing a Mental Health Program Into the Schools provides tools to help navigate the rough terrain of this complex work, and it offers strategies to facilitate collaboration among school, family, mental health, social service, child protective, medical, legal, religious, and other systems involved with emotionally distressed children and families. This guide provides practical information ranging from navigating within the school setting to assessment and intervention, to effectively reach the neediest children and institute a mental health program in schools.
Download or read book Comprehensive Children s Mental Health Services in Schools and Communities written by Robyn S. Hess and published by Routledge. This book was released on 2013-06-19 with total page 204 pages. Available in PDF, EPUB and Kindle. Book excerpt: Despite the growing emphasis on a population-based training and service delivery model for school psychology, few resources exist to provide guidance concerning how such services might be conceptualized and put into place. In this book, the authors propose a public health model for comprehensive children’s mental health services that expands, rather than replaces, the traditional model of school psychology. The background and theoretical perspective for this public health model are discussed as an important way to solve problems and accomplish goals in schools, after which the authors outline and develop a clear, practical procedure for implementing and evaluating programs based on public health ideas. A case study in one elementary school walks readers through the stages of applying a public health model, detailing the key steps of each stage. Finally, the authors consider the changes to the role of school psychologist that will be required to practice a public health problem-solving model. Accompanying downloadable resources contain sample forms, handouts, and other valuable materials that will be of use to school psychologists implementing this public health model in their schools.
Download or read book School Guidance Counselor Perceptions on Reintegrating Students to School After Mental Health Treatment written by Maddie Roxandich and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Educators Perceptions of the Impact of Mental Health Disorders in Students on Secondary Schools Students and Instructional Practices written by Ryan J. Axe and published by . This book was released on 2015 with total page 119 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined secondary educators' perceptions of the impact mental health issues had on secondary schools, the students, and instructional practice. This qualitative study involved digital surveys and interviews of teachers, school nurses, guidance counselors, and administrators who were actively employed and worked with students in grades 9-12. Secondary educators shared insight, experiences, and approaches used when educating students with mental health disorders. Behaviors observed were also examined and secondary school educators expressed what support and training they had and what was still needed. Overall the findings suggested that there were more issues that secondary schools should address so that all students have an opportunity to be educated when students in schools have mental health disorders.
Download or read book School Counselors and Students with Behavioral Emotional Disabilities written by Dr. Barbara Scarboro and published by LAP Lambert Academic Publishing. This book was released on 2009-11 with total page 216 pages. Available in PDF, EPUB and Kindle. Book excerpt: School Counselors provide supportive services to help students meet their educational needs. Students who experience behavioral emotional disabilities exhibit behaviors often times interfering in the learning process and resulting in disciplinary consequences. School counselors are among professionals who could provide short-term intervention counseling to meet the academic, social and behavioral needs of these students. Terminological references frequently change and receive attention, but foci regarding professional preparedness, prevalence of service delivery, referral and follow up receive less attention. This research was designed as an initial and specific inquiry of school counselors' perceptions, roles and experiences with students with behavioral emotional disabilities. Areas of inquiry included their educational background, level of knowledge, as well as interest in professional development to acquire knowledge and skills. Meeting the needs of all students is paramount in education, particulary students who experience behavioral and emotional challenges while learning.
