Many African Americans utilize religious coping strategies when responding to life transitions and challenges. Although research related to religious coping practices is represented in the literature, studies related specifically to African Americans are limited. Therefore, the purpose of this qualitative phenomenological study (N = 7) was to investigate the religious coping practices of Christian African Americans. The following six themes emerged: (1) God is a keeper: Getting through the “valley”; (2) positive religious coping; (3) negative religious coping; (4) spiritual growth; (5) “godly counsel” and “sound doctrine”; and (6) “Black people do not go to counseling.” Implications for counselors in providing more culturally relevant services, assessing for religious coping strategies, and collaborating with local faith communities are included. Recommendations for future research are provided.
The rate of school-aged children with incarcerated parents continues to rise in the United States. These children are especially prone to experiencing social-emotional, behavioral, and academic issues in school as a result of various factors, including general strain and stress associated with incarceration. Given their unique role in schools, professional school counselors are well positioned to provide support to children of incarcerated parents. This article presents a review of relevant literature, including key theories that explain the challenges faced by children with incarcerated parents. The impact of incarceration on children as well as protective and risk factors are presented. Finally, strategies and resources school counselors can use when working with this population are offered.
The purpose of this qualitative collective case study was to explore the experiences of four key internal stakeholders who are involved with a school-based child sexual abuse prevention program in a southeastern state in the United States. In order to explore the experiences of participants, in-depth, semi-structured interviews were conducted. After the data were collected, transcribed, and coded by a qualified research team, three main themes emerged from this study. These themes highlighted the importance of school-based child sexual abuse prevention education, various program impacts resulting from child sexual abuse prevention and intervention within a school setting, and barriers to implementation of child sexual abuse prevention programs in school settings. Implications for professional school counselors, including how they can assist with the implementation of child sexual abuse prevention education, are discussed. Finally, inherent limitations to the research design and implications for future studies are addressed.
The literature is replete with research and references to racism experienced by Black faculty and students in counselor education. Although explorations of the mistrust in relationships between races is extant, empirical investigations into trusting cross-racial relationships in counselor education have been scarce. To address this void, the researchers conducted a phenomenological qualitative study with 10 Black doctoral counseling students concerning their experiences of cross-racial trust with White counselor educators and clinical supervisors who were mentors. Researchers identified three superordinate themes during data analysis: reasons for trust, reasons for mistrust, and benefits of cross-racial mentoring. The researchers also identified several themes and subthemes that delineated the interpersonal and intrapersonal factors that helped generate cross-racial trust, despite participants’ ubiquitous experiences of racism. The participants’ experiences are discussed, and implications are offered for enhancing trust in cross-racial relationships in mentoring, supervision, counseling, and training programs.
We conducted a confirmatory factor analysis (CFA) to obtain validity support for the Consultation Skills Scale (CSS) in a sample of 369 counseling professionals and interns. Upon obtaining a poor model fit from an initial CFA, we utilized modification indices and removed nine items from the CSS. As a result, we achieved a better model fit for the shorter 8-item instrument (CSS-S). To further examine validity of the CSS-S, we also explored the relationships between counselors’ consultation skills and two related professional activities, ability to foster supervisory working alliance and ability to engage in interprofessional collaboration. We discuss the results along with the implications for further practice and research as well as limitations to the current study.
School counselors experience various emotions, such as anxiety, when in the role of mandated reporter of child abuse. This manuscript addresses how early career school counselors might experience distress because of the lack of established child abuse reporting procedures, fear of repercussions for the school counselor or student, and limited training in identifying types of abuse. Based on the previous literature, the authors discuss the imperative role early career school counselors have as mandated reporters and provide a framework to assist in the child abuse reporting process. The framework, specifically designed for school counselors, is collaborative in nature and emphasizes maintaining ethical and legal standards, obtaining continual professional development, and following best practices for mandated child abuse reporting.
Counseling licensure portability is in a state of crisis. The collaborative 20/20 initiative made headway in establishing the profession’s objectives toward consistent licensure standards across states; however, inconsistencies and significant barriers persist. The authors conducted a qualitative content analysis to understand the logistics associated with interstate portability of counseling licenses in the Rocky Mountain Region of the Association for Counselor Education and Supervision (Colorado, Idaho, Montana, New Mexico, Utah, and Wyoming). Results describe participants’ experiences in fulfilling licensure requirements and the barriers encountered because of discrepancies in practice standards. Recommendations for counselors, supervisors, and state licensing boards are described.