Awareness of trauma and the impact it has on children is a growing concern for schools in the United States. Exposure to trauma has been linked to challenges with learning, social/emotional health, and behaviors, all of which can negatively impact school experience and lead to issues with engagement and high school completion. We discuss suggestions for how school counselors can use a trauma-informed approach to implement systemic interventions, targeted interventions, and collaborative partnerships.
The authors used a quasi-experimental design to explore the effect of Applied Suicide Intervention Skills Training on 126 counselor trainees. Results showed that after 3 months, trainees had retained improvements in measured response skills and self-reported attitudes. The authors discuss the developmental benefits of incorporating similar training into counselor education. Implications for skill measurement are also considered.
This quasi-experimental study examined secondary exposure to trauma and factors of professional quality of life among a national sample of 361 school counselors. Results indicate that major upheaval between parents, death of a close friend or family member, and emotional abuse are the most common traumatic events that school counselors are exposed to and that school counselors in Title I schools report significantly more exposure. Hierarchical multiple regression results revealed that secondary exposure to trauma predicted secondary traumatic stress. We discuss recommendations for research and school counseling practice.
When and how often school counselors teach lessons varies; sometimes they go into classrooms in collaboration with teacher requests, and other times they have a set schedule rotation in conjunction with nonacademic classes like art, music, or physical education—often referred to as a related arts rotation. In this phenomenological study, we interviewed 10 elementary school counselors regarding their experiences teaching classroom lessons as part of the related arts rotation. Three themes emerged: (a) systemic factors, (b) frustrations, and (c) visibility. We discuss implications for school counselor advocacy.
The present study evaluates the impact of an evidence-based suicide intervention model and how pedagogical practices of counselor education programs may prepare counselors-in-training (CIT) to respond to clients considering suicide. Using content analysis to explore pre-and post-training data, the researchers examined the impact of the 14-hour evidence-based Applied Suicide Intervention Skills Training (ASIST) on 54 CITs (76% female, 24% male; 58% White, 20% African American, 11% Latinx/Hispanic, 11% other), with a mean age of 30 years (SD =8.6). Further data were collected six months later after CITs had the opportunity to utilize suicide intervention skills during their clinical experiences. Content analysis yielded several changes between pre-and post-training data that elucidate the process of suicide intervention skill acquisition. The CITs also reported frequently applying their skills during their clinical internships with clients considering suicide. The findings support the use of ASIST in the preparation of future counselors.
Parentification has been found to impact both the short- and long-term physical, mental, and social/emotional well-being of children and adolescents and can be viewed as a social determinant of health. The COVID-19 pandemic has only compounded these effects. We demonstrate how school counselors are uniquely positioned to identify and assist parentified students. Using a multitiered approach, we suggest school counseling strategies and interventions that support this vulnerable group of students.
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