This study utilized a qualitative narrative inquiry to explore the experiences of eight elementary school counselors who successfully applied for and received Recognized ASCA Model Program (RAMP) designation for their schools. Participants provided insight into motivations, resources, and other considerations that contributed to their success in earning RAMP distinction. The overarching theme, Don’t be afraid to engage in RAMP process, serves to enlighten and guide current and future school counselors in pursuing RAMP designation. This article discusses findings, implications, and future directions for research related to this study.

Large-eddy simulations (Δx = Δz = 1 m) are used to examine vertical ocean heat fluxes driven by mechanical and buoyancy forcing across idealized sea ice leads. Forcing parameters approximate conditions from a shear event during the Surface Heat Budget of the Arctic (SHEBA) experiment in March 1998. In situ measurements near the lead showed isopycnal displacements of 14 m and turbulent vertical heat fluxes up to 400 W m−2, both of which were attributed to a strong cyclonic stress curl localized along the lead axis. By contrast, the large-eddy simulations show cyclonic shear across the lead to produce no turbulence, with vertical heat transport instead related to an overturning cell that connects a broad upwelling near the lead to downwelling farther away. Anticyclonic forcing produces an opposite-signed overturning cell, but with an intense, narrow downwelling jet and strong turbulent heat fluxes (~100 W m−2) near the lead. For both signs of curl, domain-integrated heat transport due to the overturning cells is somewhat larger than the turbulent heat flux, the latter being confined to the vicinity of the lead. Buoyancy forcing related to sea ice formation in the lead was found to increase both the turbulent and the cell-related heat fluxes (by up to 50% and 10%, respectively). Vertical isopycnal displacements for the upwelling case were found to increase linearly with the strength of the forcing. Possible reasons for the discrepancies with the observations include finer scale variation in the surface ocean stress and turbulence associated with the formation of a ridge during the shear event.

This study investigated hope as a mediator between children's bullying involvement and emotional difficulties in a sample of 1,060 school-age children (Grades 3-6). Results from structural equation modeling suggested that victimization leads to emotional difficulties both directly and indirectly through hope. Perpetration was indirectly associated with emotional difficulties. Findings highlight the role of children's cognitive-motivational process for emotional well-being in response to bullying involvement. Implications for counseling interventions are discussed.

No abstract