TPCJournal-Volume12-Issue 2

166 The Professional Counselor | Volume 12, Issue 2 Ricks, L., Carney, J., & Lanier, B. (2020). Attributes, attitudes, and perceived self-efficacy levels of school counselors toward poverty. Georgia School Counselors Association Journal, 27, 51–68. Ricks, L., Tuttle, M., Land, C., & Chibbaro, J. (2019). Trends and influential factors in child abuse reporting: Implications for early career school counselors. Journal of School Counseling, 17(16). http://www.jsc. montana.edu/articles/v17n16.pdf Schiele, B. E., Weist, M. D., Youngstrom, E. A., Stephan, S. H., & Lever, N. A. (2014). Counseling self-efficacy, quality of services and knowledge of evidence-based practices in school mental health. The Professional Counselor, 4(5), 467–480. https://doi.org/10.15241/bes.4.5.467 Sedlak, A. J., Mettenburg, J., Basena, M., Petta, I., McPherson, K., Greene, A., & Li, S. (2010). Fourth national incidence study of child abuse and neglect (NIS-4): Report to Congress. U.S. Department of Health and Human Services, Administration for Children and Families. https://www.acf.hhs.gov/sites/default/files/ documents/opre/nis4_report_congress_full_pdf_jan2010.pdf Singleton, O., Newlon, M., Fossas, A., Sharma, B., Cook-Greuter, S. R., & Lazar, S. W. (2021). Brain structure and functional connectivity correlate with psychosocial development in contemplative practitioners and controls. Brain Sciences, 11(6), 728. https://doi.org/10.3390/brainsci11060728 Styck, K. M., Malecki, C. K., Ogg, J., & Demaray, M. K. (2021). Measuring COVID-19-related stress among 4th through 12th grade students. School Psychology Review, 50(4), 530–545. https://doi.org/10.1080/2372966X.2020.1857658 Swedo, E., Idaikkadar, N., Lemmis, R., Dias, T., Radhakrishnan, L., Stein, Z., Chen, M., Agathis, N., & Holland, K. (2020). Trends in U.S. emergency department visits related to suspected or confirmed child abuse and neglect among children and adolescents aged <18 years before and during the COVID-19 pandemic— United States, January 2019–September 2020. Morbidity and Mortality Weekly Report, 69(49), 1841–1847. https://doi.org/10.15585/mmwr.mm6949al Tang, A. (2020). The impact of school counseling supervision on practicing school counselors’ self-efficacy in building a comprehensive school counseling program. Professional School Counseling, 23(1). https://doi.org/10.1177/2156759X20947723 Temkin, D., Harper, K., Stratford, B., Sacks, V., Rodriguez, Y., & Bartlett, J. D. (2020). Moving policy toward a whole school, whole community, whole child approach to support children who have experienced trauma. The Journal of School Health, 90(12), 940–947. https://doi.org/10.1111/josh.12957 Tillman, K. S., Prazak, M. D., Burrier, L., Miller, S., Benezra, M., & Lynch, L. (2015). Factors influencing school counselors’ suspecting and reporting of childhood physical abuse: Investigating child, parent, school, and abuse characteristics. Professional School Counseling, 19(1), 103–115. https://doi.org/10.5330/1096-2409-19.1.103 Tuttle, M., Ricks, L., & Taylor, M. (2019). A child abuse reporting framework for early career school counselors. The Professional Counselor, 9(3), 238–251. https://doi.org/10.15241/mt.9.3.238 U.S. Department of Health & Human Services, Administration for Children and Families, Administration on Children, Youth and Families, Children’s Bureau. (2021). Child maltreatment 2019. https://www.acf.hhs. gov/sites/default/files/documents/cb/cm2019.pdf White, J., & Flynt, M. (2000). The school counselor’s role in prevention and remediation of child abuse. In J. Wittmer (Ed.), Managing your school counseling program: K-12 developmental strategies (pp. 149–160). Educational Media.

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