scholarly journals Equipping School Counselors for Antiracist Healing Centered Groups: A Critical Examination of Preparation, Connected Curricula, Professional Practice and Oversight

2021 ◽  
Author(s):  
Kara P. Ieva ◽  
Jordon Beasley ◽  
Sam Steen

This paper highlights the potential for school counselors to promote antiracist practices and racial healing engagement utilizing small group counseling to ultimately eliminate inequities in schools. However, counselor educator programs, founded on middle to upper class white ideals, worldviews, and narrowly focused theoretical frameworks, currently function in ways that fail to equip future school counselors with the group facilitation knowledge, skills, and dispositions necessary for equitable practice in schools across the nation using case illustrations and a broad current literature review, the authors conceptualize the rationale for more competencies beyond group course assignment, clinical requirements (e.g., CACREP standards, 2016), practice, and supervision. Critical questions for counselor educators to reflect upon for group and connected curricula transformation are provided.

2007 ◽  
Vol 11 (1) ◽  
pp. 2156759X0701100
Author(s):  
Charles C. Chata ◽  
Larry C. Loesch

A clinical simulation technique was used to investigate how future school principals view the roles of professional school counselors, particularly as those responsibilities are represented in the ASCA National Model®. The 244 respondents were principals-in-training (i.e., graduate students) officially enrolled in educational administration programs at member institutions of the University Council for Educational Administration. These principals-in-training were able to differentiate between appropriate and inappropriate roles of professional school counselors, and the results generally were independent of their demographic characteristics.


2019 ◽  
Vol 103 (2) ◽  
pp. 139-157
Author(s):  
Ashley Lawrence ◽  
Carolyn Stone

This study investigated the relationship between the Transformed School Counseling (TSC) initiative counselor educator programs, the perceptions of school principals hiring TSC-prepared school counselors, and factors affecting principal’s hiring practices. Results indicated that principal’s value TSC candidates because they: (a) have effective principal-counselor relationships that positively affect students, (b) exemplify leadership qualities, (c) align their work with the mission of the school, (d) have strong communication skills, and (e) do not require additional training.


Author(s):  
Daniel Jacobi

“Human nature” is not a notion that has originated from theories of world politics. On the contrary, it represents one of the oldest points of reference in various cultural traditions of thought. An aspect, however, that makes the current status of the human in international relations (IR) interesting is the fact that since the 1980s, the discipline has undergone a rigorous and critical examination of its core terminologies. Above all, this effort has led scholars to become aware of the concurrent appropriations of their terms: once as scientific concepts and once as ontological facts. However, while various aspects of the human have always found their way into the theorization of world politics, so far the actual impact of the equally diverse “models of man” on the latter has hardly been subjected to systematic consideration. Observing “human nature” not only as a “naturally given fact” but also as an observational concept connects IR with the broader literatures on how the (political) world may be interpreted and analyzed. The proposition to begin a reappraisal of “human nature’s” framing effects on the basis of the distinction of anthropological and post-anthropological approaches (Human Beings in International Relations. Cambridge, UK: Cambridge University Press, 2015) calls upon IR scholars to appreciate what happens when they study world politics through a lens that either places the human at the center of its observations or one that opts to decenter it to different extents. A reflection on the distinction of an international political anthropology and an international political post-anthropology as a starting point for theory building then not only draws attention to what is included and excluded in regard to the human when studying world politics. It moreover exposes how different views on the (post)human come to shape different theoretical architectures. What is more, it also reveals that such foundations do not run parallel to the classical IR heuristic of distinct paradigms. A closer look at their post-human foundations then shows how much these schools of thought, once conceived as highly coherent, have now been differentiated internally. The said absence of a systematic debate on the status of the human in the IR theories also poses a challenge to this article. Not only is the human still rarely reflected upon as a theoretical core concept; at the same time, parallel debates exist that are guided less by theoretical frameworks but rather by the problems that arise from specific ideas about the post-human. In this sense, this article also pursues a dual strategy: on the one hand, the listing either of obvious or subtle uses of post-human views by various theoretical traditions, and on the other hand, the identification of specific core problems that have formed in the wake of specific angles on the post-human. Since inquiries into the post-human also include an intersection of IR theories with other scientific literatures, the article also features text references that will help readers find their way into the state of the art of those important adjacent debates.


1998 ◽  
Vol 28 (1) ◽  
pp. 39-51 ◽  
Author(s):  
Kimberly K. McClanahan ◽  
Robert J. McLaughlin ◽  
Victor E. Loos ◽  
J. David Holcomb ◽  
Ann D. Gibbins ◽  
...  

A training project prepared school counselors for expanded roles in the prevention, early detection, and appropriate referral of students at high risk of substance abuse. The project trained middle and high school counselors to work as facilitators of support groups for students at greatest risk for substance abuse; the results were: 1) greater perceived self-efficacy, comfort, confidence, and competence by counselors as a result of Initial, Experiential, and Concurrent training, and 2) improved ability to use group counseling techniques as a result of training.


Author(s):  
Mathew A. White

AbstractWhile positive education research has grown over the past decade, making strides in measurement, interventions, and applications, it has also been criticised for lacking consistent guiding theoretical frameworks, heavily emphasising psychology over education, and being driven by unacknowledged pedagogical assumptions. This chapter argues that a particular stumbling block has been ignoring the professional practice of positive education; that is, what positive education teachers do and how they know they are having an impact. To addresses this gap, this chapter introduces a strength-based reflective practice model for teachers that integrates the Values in Action classification of character strengths with Brookfield’s four lenses for reflective practice, which consists of: (1) the students’ eyes, (2) colleagues’ perceptions, (3) personal experience, and (4) theory. The model aims to provide a method for critical self-reflection, thereby helping to enable effective professional practice. Through this model, perhaps positive education can become a pedagogy that has found its practice.


Author(s):  
Karen Bordonaro

Internationalization and learner autonomy offer rich theoretical frameworks to librarians for informing their professional practice.  This poster identifies borders arising from an investigation of the phenomenon of internationalization and an examination of library and language learning intersections.  In connecting these borders, librarians can expand the boundaries of their professional knowledge.L’internationalisation et l’autonomie de l'apprenant offrent aux bibliothécaires des cadres théoriques riches pour la connaissance de leur pratique professionnelle. Cette affiche identifie les frontières qui émergent de l'enquête sur le phénomène de l'internationalisation et de l'examen des intersections entre la bibliothèque et l'apprentissage des langues. En rapprochant ces frontières, les bibliothécaires ont l’occasion de repousser les limites de leurs connaissances professionnelles.


2013 ◽  
Vol 17 (1) ◽  
pp. 2156759X0001700 ◽  
Author(s):  
Carolyn Berger

This study evaluated the impact of a small group counseling intervention designed for students who underachieve. The results of the study demonstrated significant improvement for ninth- and tenth-grade underachieving students in the areas of organizational skills, time management, and motivation. The author discusses implications and recommendations for school counselors working with underachieving students.


2013 ◽  
Vol 1 (1) ◽  
pp. 25-38
Author(s):  
Alyssa Hartwell

Within contemporary western society, health and medicine understandings are often taken for granted, left unquestioned and undisturbed. However, the author of this paper looks to uproot and critically examine much of what medical professionals, scientists, and patients alike have come to understand as ‘normal’. Thus, an assessment of the ways in which the neo-liberal model, the creation of the abnormal/normal binary and social discourses combine in order to enact control, surveillance and governance, will be considered. Then, through the use of Foucauldian theory, a discussion of the implications of such ubiquitous and omnipresent social processes such as surveillance, control and governance will be considered. Furthermore, the neo-liberal model will be presented in greater detail to illustrate the ways in which privilege is cast unto those who embody that of the archetypal citizen. Additionally, social theorists Giddens and Beck will be considered as they offer critical key concepts – such as that of the risk society – which will help to better contextualize the larger theoretical frameworks that exist and pertain to health and medicine. In conclusion, Foucault’s concept of the panopticon will exemplify the ways in which surveillance, control and governance are irrevocably intertwined at a variety of levels to ultimately create citizens whom conform to government beliefs and ideals.


Author(s):  
Antonio Compagnone

<p>This paper explores how academic discourse is reconceptualized as a professional practice via the web-mediated genre of TED talks (Technology, Entertainment and Design), popularizing speeches delivered by experts in fields that range from the ‘hard’ disciplines to the social sciences and the humanities. More precisely, this study compares two corpora of academic spoken discourse, i.e., a corpus of transcribed TED talks given by academics (TED_ac) and a corpus of university lecture transcripts (MICASE_lect) drawn from the <em>Michigan Corpus of Academic Spoken English </em>(MICASE) to understand how academics’ communicative purposes differ in these two settings. Drawing on the theoretical frameworks of Critical Genre Analysis (Bhatia 2012) and Discourse Analysis (Goffman 1981; Fairclough 1989; Pennycook 1994; De Fina 1995; Benwell/Stokoe 2006; De Fina 2006), the present study sets out to investigate ways in which academics make use of language on the TED stage to achieve their “private intentions” as professionals (Bhatia 2012), e.g., building up their identity as experts as well as promoting their research and scholarship, rather than training a group of novices in their discipline or merely informing mass audiences. To this end, consideration is given to the distribution of first and second person pronouns in the two pragmatic contexts under investigation. Special emphasis is placed on referents and discourse functions of the pronoun <em>we</em>, which is significantly more frequent in TED_ac than in MICASE_lect. Despite its language-centered approach, this study has a marked sociological intent, as it casts light on an instance of academic discourse seen as an example of “professional practice” embedded in the wider context of a “professional culture” (Bhatia 2012).</p>


Author(s):  
Neneng Ririn Meidina Rachmat

The research explains about the resilience condition of flood victims before following group counseling, to increase the resilience of flood victim children after following the group in Baleendah. The method used in this research is descriptive by using qualitative approach. The technique of collecting data is done through observation, direct interview with children of flood victim, mentors/ school counselors of Rescue and headmaster of Rescue, clarify the data and the result of this research describes that group counseling services done by Rescue school in Baleendah evacuation, have an effective result and very influential on resilience condition of the children in the place.   Penelitian ini mengungkapkan tentang kondisi resiliensi anak korban banjir sebelum mengikuti konseling kelompok, konseling kelompok dalam meningkatkan resiliensi pada anak korban banjir, kondisi resiliensi anak korban banjir setelah mengikuti konseling kelompok di Baleendah. Metode yang digunakan dalam penelitian ini adalah metode deskriptif dengan menggunakan pendekatan kualitatif. Teknik pengumpulan data dilakukan melalui observasi, wawancara langsung dengan anak korban banjir, pembimbing/ konselor sekolah Rescue dan kepala sekolah Rescue, mengklarifikasi data dan menarik kesimpulan serta dokumentasi. Hasil yang didapat dalam penelitian ini menunjukkan bahwa layanan konseling kelompok yang dilakukan Sekolah Rescue di pengungsian Baleendah, memiliki hasil yang efektif dan sangat berpengaruh terhadap kondisi resiliensi anak-anak korban banjir di tempat pengungsian.


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