TPC-Journal-V5-Issue2

200 Stacey Havlik is an Assistant Professor at Villanova University. Julia Bryan is an Assistant Professor at Pennsylvania State University. Correspondence can be addressed to Stacey Havlik, 800 East Lancaster Avenue SAC 356, Villanova, PA 19085, stacey.gaenzle@villanova.edu . Stacey Havlik Julia Bryan Addressing the Needs of Students Experiencing Homelessness: School Counselor Preparation This study of 207 school counselors revealed significant relationships between types of counselors’ training, number of students in counselors’ schools experiencing homelessness, and counselors’ perceived knowledge and provision of services regarding students experiencing homelessness. In-service training and professional development, but not graduate training, were related to counselors’ knowledge of the McKinney-Vento Homeless Assistance Act and their advocacy for and provision of services to students experiencing homelessness. Differences also existed by school level and school setting. Implications of these findings are discussed. Keywords: school counselors, homelessness, McKinney-Vento Homeless Assistance Act, advocacy, professional development Homeless , although a difficult term to clearly define, refers to those who “lack a fixed, regular, and adequate nighttime residence” (U.S. Department of Education, 2004, p. 2). Families with children are the fastest growing homeless population in the United States, comprising one third of the homeless population (National Coalition for the Homeless, 2009). Twenty-two percent of all sheltered persons experiencing homelessness are under the age of 18, with over half of this group under the age of 6 (U.S. Department of Housing and Urban Development, 2010). Some live doubled-up with other families, in transitional housing such as shelters or in inhumane conditions (U.S. Department of Education, 2004). In 2012, the National Center for Homeless Education (NCHE) reported that 1,065,794 children in schools experienced homelessness, an increase of over 50% since 2007. The rapidly increasing figures, due in part to the economic recession in the United States, are cause for grave concern because homelessness is detrimental to the emotional, social and cognitive development and well-being of children (Coker et al., 2009; Grothaus, Lorelle, Anderson, & Knight, 2011). Families who experience homelessness are more likely to experience separation from each other, violence and serious health conditions (National Center on Family Homelessness, 2011). Children experiencing homelessness may face high rates of abuse, neglect and mental health issues, as well as barriers that make it nearly impossible for them to succeed academically and emotionally without additional systemic supports (Buckner, Bassuk, Weinreb, & Brooks, 1999; Gewirtz, Hart-Shegos, & Medhanie, 2008; Swick, 2008; U.S. Department of Education, 2004). Due to the challenges of homelessness, students can be worse off academically and socially than their middle-class peers (Obradović et al., 2009; Shinn et al., 2008). Unlike most of their peers, they may lack supports such as before- and after-school services, mentors, transportation to and from school, and attendance support (Hicks-Coolick, Burnside-Eaton, & Peters, 2003; Miller, 2009; U.S. Department of Education, 2004). Higher levels of mobility and absenteeism make it difficult for homeless students to acquire a consistent education (Hicks-Coolick et al., 2003; Miller, 2009; Rafferty, Shinn, & Weitzman, 2004; U.S. Department of Education, 2004). Students experiencing homelessness, and those who The Professional Counselor Volume 5, Issue 2, Pages 200–216 http://tpcjournal.nbcc.org © 2015 NBCC, Inc. and Affiliates doi:10.15241/sh.5.2.200