TPC Journal-Vol 9 Issue 3-FULL

The Professional Counselor | Volume 9, Issue 3 195 program. In most cases, specifically designed programming is not required. Alternatively, some students may require additional school counseling services as well as community-based support. The recommendations provided in this article are based on theory and the best evidence available for working with students who have incarcerated parents. School counselors who are knowledgeable of the impact of incarceration and related support mechanisms can play an integral role in offering support and advocating for students. In addition to utilizing the resources provided in this article, school counselors are encouraged to seek professional development to further their knowledge, attitudes, and skills for working with children of incarcerated parents. School counselors can serve as valuable advocates and strive to disseminate relevant information to teachers, school administrators, and the caregivers of children with incarcerated parents. It is important for teachers to develop empathy and provide a consistent and nurturing classroom environment for all students, especially those with incarcerated parents. Additionally, school counselors should place the emotions and behaviors of students with incarcerated parents within the context of theory and research when consulting with teachers. In order to best support these children, collaboration and the willingness of professional school counselors to intervene is critical. Conflict of Interest and Funding Disclosure The authors reported no conflict of interest or funding contributions for the development of this manuscript. References Aaron, L., & Dallaire, D. H. (2010). Parental incarceration and multiple risk experiences: Effects on family dynamics and children’s delinquency. Journal of Youth and Adolescents , 39 , 1471–1484. doi:10.1007/s10964-009-9458-0 Achenbach System of Empirically Based Assessment. (2019). School-age (CBCL, TRF, YSR, BPM/6-18) . Retrieved from https://aseba.org/school-age Adalist-Estrin, A., Krupat, T., deSousa, J. M., Bartley, L., & Hollins, W. (2019). Webinar on supporting children of incarcerated parents in schools . Retrieved from https://ndprevention.neglected-delinquent.ed.gov/webina r-supporting-children-incarcerated-parents-coip-school Allard, P. (2012). When the cost is too great: The emotional and psychological impact on children of incarcerating their parents for drug offences. Family Court Review , 50 , 48–58. doi:10.1111/j.1744-1617.2011.01427.x American School Counselor Association. (2012). ASCA national model: A framework for school counseling programs (3rd ed.). Alexandria, VA: Author. Annie E. Casey Foundation. (2016). A shared sentence: The devastating toll of parental incarceration on kids, families and communities. Retrieved from https://www.aecf.org/m/resourcedoc/aecf-asharedsentence-2016.pdf Bell, S. D. (2013). Surviving the chaos: Dontae’s story: Daddy, jail & me . Indianapolis, IN: norahS Youth Publications. Bennett, E., Lewis, M., & Hunsaker, E. (2012). Counseling kids with incarcerated caregivers. In Ideas and research you can use: VISTAS 2012 , volume 1 . Retrieved from https://www.counseling.org/resources/libra ry/VISTAS/vistas12/Article_56.pdf Birtha, B. (2017). Far apart, close in heart: Being a family when a loved one is incarcerated. Park Ridge, IL: Albert Whitman & Company.