Kindergartners Are Ready to Learn: Applying Student‐Within‐Environment Theory to a School Counseling Intervention

2020 ◽  
Vol 59 (1) ◽  
pp. 3-19 ◽  
Author(s):  
Hannah Bowers ◽  
Matthew E. Lemberger‐Truelove ◽  
Denise K. Whitford
Keyword(s):  
School Counseling ◽  
Counseling Intervention ◽  
Ready To Learn ◽  
School Counseling Intervention

School Counseling Intervention Research: A 10-Year Content Analysis of ASCA- and ACA-Affiliated Journals

2019 ◽  
Vol 23 (1) ◽  
pp. 2156759X1987870
Author(s):  
Catherine Griffith ◽  
Melissa Mariani ◽  
H. George McMahon ◽  
Brett Zyromski ◽  
Scott B. Greenspan
Keyword(s):  
Content Analysis ◽  
School Counseling ◽  
School Counselor ◽  
Intervention Research ◽  
Future Research ◽  
American Counseling Association ◽  
Counseling Intervention ◽  
Time Period ◽  
Quasi Experimental ◽  
School Counseling Intervention

Authors performed a content analysis of school counseling–related intervention research in 21 journals affiliated with the American Counseling Association and the American School Counselor Association across the 10-year span of 2006–2016. Results indicated that minimal school counseling intervention research articles were published ( N = 53) in these 21 journals during that time period and that most studies were quasi-experimental, single-group, pre-/posttest design with a fairly small N, raising questions about validity and generalizability of findings. We discuss implications for practice and future research.

Growth in Middle School Students’ Curiosity, Executive Functioning, and Academic Achievement: Results From a Theory-Informed SEL and MBI School Counseling Intervention

2021 ◽  
Vol 24 (1_part_3) ◽  
pp. 2156759X2110076
Author(s):  
Matthew E. Lemberger-Truelove ◽  
Peggy L. Ceballos ◽  
Citlali E. Molina ◽  
Kira J. Carbonneau
Keyword(s):  
Middle School ◽  
Academic Achievement ◽  
Middle School Students ◽  
Executive Functioning ◽  
School Counseling ◽  
School Counselors ◽  
School Students ◽  
Delayed Treatment ◽  
Counseling Intervention ◽  
Randomized Design

The authors investigated a combined social and emotional learning and mindfulness-based intervention as delivered by school counselors to students in classrooms and their teachers using consultation practices. The study used a cluster-randomized design at the classroom level, with an ethnically diverse sample of 109 middle school students divided between treatment and delayed treatment groups. Analyses found significant intervention effects for the treatment group in students’ changes in stress tolerance, social curiosity, executive functioning (i.e., shift, plan and organize, and task monitoring), and academic achievement (i.e., mathematics, science, English, and social studies). Implications of these findings evince how theory-informed school counseling can contribute to important outcomes in educational settings.

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