Although the American School Counselor Association National Model reflects the importance of high-quality school counseling core curriculum, or classroom guidance, as part of a comprehensive school counseling program, school counselors are often challenged by the complexities of designing an effective classroom guidance curriculum. This conceptual paper addresses these challenges by proposing the use of Understanding by Design, a research-based approach to curriculum design used widely in K–12 classrooms across the United States and internationally, to strengthen classroom guidance planning. We offer principles for developing a classroom guidance curriculum that yields more meaningful and powerful lessons, makes instruction more cohesive, and focuses on what is critical for student success.
Abortion is common, yet stigmatized. In some cases, abortion patients may experience feelings of sadness, guilt, anger, and other signs of emotional distress after their pregnancy is terminated. This article offers guidance for counselors seeking to provide nonjudgmental support to promote adaptation and recovery among abortion patients experiencing emotional distress. A brief summary of different ways to conceptualize emotional distress after abortion is provided. Next, a general cognitive behavioral framework is introduced, and common thought and behavioral patterns that may contribute to unresolved distress are explored. The article concludes with general recommendations to promote a respectful, collaborative alliance.
Flipped learning is an innovative teaching approach in which students view pre-recorded video lectures outside of class, then engage in activities applying course concepts during class. By removing lecture from face-to-face class time, instructors free up time in class for students to explore and apply course content. Flipped learning is a particularly useful approach in counselor education, given the need for both content and practice in the discipline. In this study, we examined student classroom engagement in flipped and non-flipped counseling courses. Using a causal comparative method, we compared student engagement via the Classroom Engagement Inventory in four counseling theories course sections. Students in the flipped counseling courses (n = 30) reported statistically higher classroom engagement than students in the non-flipped courses (n = 37). These results lend additional support to the promotion of flipped learning in counselor education.
This study utilizes a correlation matrix to examine relationships between variables identified in literature (role ambiguity, role conflict, assignment of non-counseling duties, coworker and supervisor support, and level of control over time and task) as measured by the Demand Control Support Questionnaire (DCSQ), and elements of school counselor burnout (SCBO) as measured by the Counselor Burnout Inventory (CBI) subscales (Exhaustion, Incompetence, Negative Work Environment, Devaluing Clients, and Deterioration in Personal Life). Findings indicate experiencing high external demands, such as assignment of non-counseling duties; experiencing the school as a negative place to work; and experiencing low levels of support from colleagues and supervisors result in high levels of exhaustion and contribute to burnout. These variables need further exploration using a hierarchical multiple regression to analyze the amount of variance they contribute to SCBO. The article includes a discussion of ethical concerns, future research, and practice implications for school counselor educators, supervisors, educational administrators, and school counselors.
A defining moment experience is a pinnacle moment or critical incident that occurs within a therapeutic context and contributes significantly to the professional development and personal growth of counselors. The aim of this qualitative study was to investigate how experienced counselors make sense and meaning of their defining moment experiences in terms of developing their clinical attributes. Semi-structured interviews were conducted with nine experienced professional counselors to investigate how defining moment experiences influenced their professional development. Five main themes were derived from analysis via interpretative phenomenological analysis (IPA): acceptance reality, finding a balance, enhanced self-reflection and awareness, reciprocal transformation, and assimilation and integration. These themes provide perspectives on how facilitating conversations and reflection on defining moment experiences may enhance professional development and clinical attributes among counselors.
The Recognized American School Counselor Association Model Program (RAMP) designation aims to acknowledge school counselors who deliver comprehensive data-driven programs. However, there is little research to date that examines RAMP schools and associated factors with this designation. Therefore, we compared the characteristics of schools that earned the RAMP designation with a random sample of schools without this designation to examine if differences exist. Data was accessed using the Elementary/Secondary Information System through the U.S. Department of Education. The results indicated that non-RAMP schools in this study were more likely to: (a) be eligible for Title I; (b) be located in city, rural, and township communities; and (c) have fewer students and full-time equivalent employees. Furthermore, non-RAMP schools had higher rates of students eligible for free or reduced lunch. The development of support mechanisms for the RAMP-seeking process for these schools may be beneficial along with further research on this topic.