TPC Journal-Vol 9 Issue 3-FULL

192 The Professional Counselor | Volume 9, Issue 3 Children who have an incarcerated parent or guardian often struggle with a variety of significant social-emotional, behavioral, and academic problems in school (Poehlmann, 2005). Professional school counselors who understand student challenges, as well as strengths, can intervene and support this group of children who often are vulnerable and underserved. School counselors should recognize the benefit of home–school–community collaboration in assessment and consider it an important aspect of implementing effective strategies that can help children of incarcerated parents succeed. Strategies and Interventions Comprehensive school counseling programs that align with the ASCA National Model (2012) include components that aim to meet the needs of all students. A number of direct and indirect student support services exist that encompass strategies and interventions that can increase protective factors for children of incarcerated parents. Brown (2017) suggested these services are essential to meeting the needs of these children. However, school counselors are encouraged to utilize results of a needs assessment when determining the provision of targeted services within a system of support. For example, school counselors can offer support prior to and after visits with the incarcerated parent; these are isolated occasions that can present emotional challenges for the child. Alternatively, some students who display ongoing, unhealthy emotions or behaviors may need more intensive support, such as small group or individual counseling. Goals of these services should include building on student strengths, fostering resilience, and addressing challenges that directly impede student performance. During individual and small group counseling, it is important for school counselors to broach the topic of incarceration with caution; school counselors should not disclose this information during group work, yet provide a safe space for the student to do so. Bibliotherapy and expressive art strategies can serve as valuable opportunities for children of incarcerated parents to gain awareness and process their thoughts and feelings. As such, school counselors are encouraged to maintain access to developmentally appropriate literature on incarceration via their own collection or the school’s library. For example, the book Far Apart, Close in Heart (Birtha, 2017), written for elementary-age children, explores life with an incarcerated parent, and Clarissa’s Disappointment (Sullivan, 2017), a book written for upper-elementary and middle school students, is about the transition of a parent out of prison. Books such as Surviving the Chaos: Dontae’s Story: Daddy, Jail & Me (Bell, 2013) and Coping When a Parent is Incarcerated (DeCarlo, 2018) are appropriate for upper-middle and high school students. These resources are useful for facilitating family conversations about incarceration as well. School counselors who know that parental incarceration often impedes student performance are best positioned to help students develop protective factors including strong relationships with peers and the community, appropriate social and self- regulation skills, and academic achievement (Lopez & Bhat, 2007). School counselors are well-positioned to advocate for children of incarcerated parents through the delivery of in-service trainings and other awareness-building activities. Given their role, teachers are often the first school staff members to have academic or behavioral concerns for a child with an incarcerated parent. However, Brown and Barrio Minton (2017) suggested that many school personnel, such as teachers and other school staff, face barriers when working with children of incarcerated parents because of their inability to identify them and meet their needs. In-service training for teachers, administrators, and other stakeholders can increase awareness of the negative effects of parental incarceration on the social-emotional and academic development of students. For example, school counselors can share the video, School Staff: Supporting Youth with Incarcerated Parents ( https://goo.gl/uDmYvu) , followed by an open discussion during a staff meeting. School counselors can empower school staff through the dissemination of information that challenges barriers, stereotypes, and stigmas about this student population. It is important for teachers to explore their