School Counselors’ Exposure to Student Suicide, Suicide Assessment Self-Efficacy, and Workplace Anxiety: Implications for Training, Practice, and Research

In a national sample of current school counselors with membership in the American School Counselor Association (N = 226), we examined the prevalence of suicide training among school counselors as well as differences in suicide assessment self-efficacy and workplace anxiety between school counselors who were exposed to student suicide and those who were not. The results indicate that 38% of school counselors were not prepared for suicide prevention during graduate training. Although school counselors’ exposure to suicide was not related to their workplace anxiety, those who were exposed to a student suicide attempt had higher suicide assessment self-efficacy scores than those who were not. This study demonstrates the impact of suicide exposure on school counselors and the need for additional suicide assessment training.

School Counselors’ Use of the ASCA Closing-the-Gap Action Plan Template to Address Educational Disparities

The American School Counselor Association Closing-the-Gap Action Plan template is a tool created to help school counselors identify educational gaps and track interventions. We applied a transcendental, phenomenological qualitative research method to explore school counselors’ use of the template to advocate for students. Our findings demonstrate the rationale for using the Closing-the-Gap Action Plan template and we discuss how school counselors use it for advocacy. We also present implications for using the template as a training tool for school counselors in training.

Research-Informed Adaptable Model for the Prevention of Suicide in Schools (RAMPSS)

With increased suicide rates among youth during recent decades, the K–12 educational community still lacks a comprehensive model for suicide prevention that is tailorable for school systems. With this article, we present the Research-Informed Adaptable Model for the Prevention of Suicide in Schools (RAMPSS). A multitiered system of support, RAMPSS includes (a) all four major components of the American School Counselor Association National Model and (b) options for research-based responsive services at each tier level.

Training School Counselors to Serve as Antibullying Specialists

This chapter explores school counselors' role in accordance to the nation's indicated most extensive and comprehensive antibullying policy by the U.S. Department of Education (US DOE) as well as in alignment with the position of the American School Counselor Association (ASCA). The author introduces and evaluates bullying implications for underserved populations and research concerning the experiences of school counselors when serving students in the additional role designated by the model policy, antibullying specialist. This chapter identifies research driven suggestions for most effective practices counselor educators can train school counselors to advocate for when designing and implementing their comprehensive school counseling programs with prevention and intervention components.

School Counselors' Role in Advocating for Students Who Self-Injure

This chapter will explore best practices among school counselors for advocacy, prevention, and intervention related to addressing self-injury. In this chapter, the functions and purpose of Self-Injury (SI) will be explored, along with the relationship between SI and suicidality, and potential complications of SI. Ethical and legal issues associated with SI, including special considerations from the American School Counselor Association (ASCA), will also be addressed. Next, warning signs and risk factors for SI will be presented, and common myths will be discussed. Finally, the importance of collaborating with school personnel is highlighted, and best practices for school counselors working with students who engage in SI are provided.

District-Level School Counseling Supervisors’ Experiences With and Perceptions of Hiring School Counselors

Although district-level school counseling supervisors often assist with school counselors’ transition from preparation to practice, including hiring practices, research on this phenomenon is limited. Thus, we conducted an exploratory thematic analysis examining 12 district supervisors’ experiences with and perceptions of hiring preservice school counselors. Results included the following two themes: (a) prioritizing the American School Counselor Association National Model and (b) the relevance of school counselors’ previous teaching experiences. The results also provided insight into supervisors’ appreciation of school counselors’ educational identity.

School Counselors’ Knowledge, Actions, and Recommendations for Addressing Social Determinants of Health With Students, Families, and in Communities

Social determinants of health (SDOH) are living conditions that influence mental and physical health. The American School Counselor Association provides school counselors with guidance for addressing SDOH, and this study sought to explore school counselors’ experiences in doing so. Using qualitative methodology, specifically, consensual qualitative research, with 11 school counselors, we identified six domains that describe school counselors’ experiences and perceptions of addressing SDOH with students and families. Ecological Social Justice School Counseling theory informed the discussion and implications for school counselors and school counselor educators.

Play Therapy Courses in School Counselor Training: A Content Analysis of Syllabi From CACREP-Accredited School Counseling Programs

The purpose of this study was to conduct a content analysis of the syllabi of play therapy courses offered by school counseling programs that hold accreditation from the Council for Accreditation of Counseling and Related Educational Programs. We collected and analyzed 27 course syllabi to (a) identify trends in the content of these courses and (b) examine whether course objectives are consistent with the American School Counselor Association School Counselor Professional Standards & Competencies.

MANAJEMEN PROGRAM BIMBINGAN DAN KONSELING DI SEKOLAH MENENGAH KEJURUAN (SMK) (Studi Deskriptif pada Sekolah Menengah Kejuruan)

This study aims to find out to find out the advantages and disadvantages of BK programs in schools so that they can be improved and developed better. To find out the BK Program mechanism in Vocational Schools uses Comprehensive BK patterns to know and understand what plans are carried out in a comprehensive guidance and counseling service program. In this study using a descriptive study method using a non-test instrument, namely a questionnaire from ASCA National Audit Program Model that has been translated according to the context of BK in Indonesia. This instrument was developed by the American School Counselor Association in 2005 as an evaluation tool to determine the level of implementation of comprehensive guidance and counseling programs to assist in future decision making. Based on research conducted on the description of the implementation of the BK service management system in three Vocational High Schools in the City of Jakarta the results showed that no school was included in the high category, then there was a school that had a low category of BK service management systems, Vocational School Muhammadiyah 6 Jakarta, and the moderate category Vocational High School 31 Jakarta and Budi Mulia Utama Vocational School. Abstrak Penelitian ini bertujuan untuk mengetahui Untuk mengetahui kekurangan dan kelebihan program BK di sekolah agar diperbaiki dan dikembangkan lebih baik lagi.Untuk mengetahui mekanisme Program BK di SMK menggunakan pola BK Komprehensif untuk mengetahui dan memahami perencanaan apa saja yang dilakukan dalam program layanan bimbingan dan konseling komprehensif. Pada penelitian inimenggunakanmetode studi deskriptif dengan memakai instrument non tes yakni angket dari ASCA National Model Program Audit yang telah diterjemahkan sesuai konteks BK di Indonesia. Instrumen ini dikembangkan oleh American School Counselor Association pada tahun 2005 sebagai alat evaluasi untuk menentukan tingkat keterlaksanaan program bimbingan dan konseling komprehensif untuk membantu dalam pengambilan keputusan di masa depan. Berdasarkan penelitian yang dilakukan terhadap gambaran pelaksanaan sistem manajemen layanan BK di tiga Sekolah Menengah Kejuruan di Kota Jakarta didapat hasil bahwa belum ada sekolah yang masuk dalam kategori tinggi, kemudian ada sekolah yang memiliki tingkat penerapan sistem manajemen layanan BK dengan kategori rendah, yaitu SMK Muhammadiyah 6 Jakarta, dan kategori sedang yaitu SMKN 31 Jakarta dan SMK Budi Mulia Utama. Kata Kunci: Program Bimbingan dan Konseling

Implementation Science: A Path Toward Strengthening School Counselor Practice

Implementation science (IS) includes deliberate actions that facilitate the translation of research into practice. School counselors can use IS within the context of evidence-based practice to deliver, evaluate, and sustain programs and interventions that maximize student outcomes. This article offers an implementation framework and drivers that complement and can strengthen the application of the American School Counselor Association National Model. Case examples demonstrate the value of IS in school counselor practice.