The Professional Counselor | Volume 13, Issue 2 74 the onset of COVID-19, yet attend schools in Tennessee with elevated school counselor-to-student caseloads. Nationally and at the state level, school counselors are the most prevalent mental health professionals in schools and are trained in crisis response (National Center for Education Statistics, 2016). Unfortunately, Tennessee school counselors appear to be facing barriers in the provision of student services related to high caseload and non-counseling duties, which presents cause for professional advocacy within the state and beyond. Conflict of Interest and Funding Disclosure The authors reported no conflict of interest or funding contributions for the development of this manuscript. References American School Counselor Association. (2019). ASCA national model: A framework for school counseling programs (4th ed.). Astramovich, R. L., Hoskins, W. J., Gutierrez, A. P., & Bartlett, K. A. (2013). Identifying role diffusion in school counseling. The Professional Counselor, 3(3), 175–184. https://doi.org/10.15241/rla.3.3.175 Bryant, D. J., Oo, M., & Damian, A. J. (2020). The rise of adverse childhood experiences during the COVID-19 pandemic. Psychological Trauma: Theory, Research, Practice, and Policy, 12(S1), S193–S194. https://doi.org/10.1037/tra0000711 Burns, J. R., & Rapee, R. M. (2022). Barriers to universal mental health screening in schools: The perspective of school psychologists. Journal of Applied School Psychology, 38(3), 1–18. https://doi.org/10.1080/15377903.2021.1941470 Cénat, J. M., & Dalexis, R. D. (2020). The complex trauma spectrum during the COVID-19 pandemic: A threat for children and adolescents’ physical and mental health. Psychiatry Research, 293, 113473. https://doi.org/10.1016/j.psychres.2020.113473 Centers for Disease Control and Prevention. (2022, March 31). New CDC data illuminate youth mental health threats during the COVID-19 pandemic [Press release]. https://tinyurl.com/yckv6v9d Chandler, J. W., Burnham, J. J., Riechel, M. E. K., Dahir, C. A., Stone, C. B., Oliver, D. F., Davis, A. P., & Bledsoe, K. G. (2018). Assessing the counseling and non-counseling roles of school counselors. Journal of School Counseling, 16(7), 1–33. https://files.eric.ed.gov/fulltext/EJ1182095.pdf Cholewa, B., Burkhardt, C. K., & Hull, M. F. (2015). Are school counselors impacting underrepresented students’ thinking about postsecondary education? A nationally representative study. Professional School Counseling, 19(1), 144–154. https://doi.org/10.5330/1096-2409-19.1.144 Czeisler, M. É., Lane, R. I., Petrosky, E., Wiley, J. F., Christensen, A., Njai, R., Weaver, M. D., Robbins, R., FacerChilds, E. R., Barger, L. K., Czeisler, C. A., Howard, M. E., & Rajaratnam, S. M. W. (2020). Mental health, substance use, and suicidal ideation during the COVID-19 pandemic. Morbidity & Mortality Weekly Report, 69(32), 1049–1057. https://www.cdc.gov/mmwr/volumes/69/wr/mm6932a1.htm DeKruyf, L., Auger, R. W., & Trice-Black, S. (2013). The role of school counselors in meeting students’ mental health needs: Examining issues of professional identity. Professional School Counseling, 16(5), 271–282. https://doi.org/10.1177/2156759X0001600502 Dillman, D. A. (2007). Mail and internet surveys: The tailored design method (2nd ed.). Wiley. Ellis, W. E., Dumas, T. M., & Forbes, L. M. (2020). Physically isolated but socially connected: Psychological adjustment and stress among adolescents during the initial COVID-19 crisis. Canadian Journal of Behavioural Science/Revue canadienne des sciences du comportement, 52(3), 177–187. https://doi.org/10.1037/cbs0000215
RkJQdWJsaXNoZXIy NDU5MTM1