A gap exists in the counseling profession between research and practice. Community-based participatory research (CBPR) is one approach that could reduce this gap. The CBPR framework can serve as an additional tool for translating research findings into practical interventions for communities and counseling practitioners. Stronger community partnerships between researchers and practitioners will further improve treatment for our clients. The purpose of this study was to develop competencies that would provide the foundations for a training guideline in CBPR. Using the Delphi method, an expert panel achieved consensus on 153 competencies (knowledge, skills, attitudes, activities). Competencies are significant for the profession because they establish best practice, guidelines of service, and professional training.

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The school setting can be a difficult place for children with attention deficit hyperactivity disorder (ADHD). The core symptoms of ADHD, which include inattention, hyperactivity, and impulsivity, make meeting the curriculum demands of the classroom challenging. That ADHD negatively impacts not only academic performance but also social and emotional functioning is well established (Lee, Lahey, Owens, & Hinshaw, 2008). Given the negative consequences of ADHD, effective school-based interventions are warranted. School counselors are uniquely positioned to implement strategies for children with ADHD to maximize their capacity for learning. This article provides specific strategies that school counselors can provide collaboratively to enhance the academic and social functioning of children with ADHD in school.

StudentS diagnoSed with attention deficit hyperactivity diSorder: collaborative StrategieS for School counSelorS A ttention deficit hyperactive disorder (ADHD) has been identified as one of the most common behavioral disorders of childhood (Center for Disease Control and Prevention [CDC], 2010) with rising prevalence rates. Significantly, ADHD affects 3-5% of children every year (U.S. Department of Health & Human Services [HHS], 2011), with boys approximately three times more likely to be diagnosed with the disorder (CDC, 2010). The extent to which ADHD adversely affects the overall functioning of children and adolescents cannot be underestimated. It is well documented that the attention and associated behavior problems that children with ADHD experience negatively affect academic performance and school functioning (Shillingford, Lambie, & Walter, 2007). In light of the deleterious consequences of ADHD, effective school-based interventions are needed. This article provides an overview of ADHD in children, including prevalence, associated characteristics, comorbidity, and interventions that school counselors may employ in collaboration with teachers and parents to support students diagnosed with this disorder. Developmental CharaCteristiCs Childhood ADHD is characterized by three core characteristics that include inattention, hyperactivity, and impulsivity, and affects millions of children worldwide. However, the age and developmental level of a child often influence how symptoms are expressed.

Immigration to the United States presents unique stressors for families including acculturation and social marginalization. Children of immigrants occupy a social location where their family's heritage intersects with the culture in which they are being raised. When families emigrate from non-European countries, the cultural dynamics may be more pronounced affecting the mental health and well-being of children even as they move into adulthood. This phenomenological study explored the experiences of wellness among adult children of non-European immigrants to the United States as they navigate these stressors. Individual interviews with ten participants revealed four themes: (a) spirituality as a guide, (b) collectivism, (c) holistic wellness practices, and (d) cultural and generational tensions. Implications include the value of incorporating spirituality into counseling and the importance of engaging adult clients of non-European immigrants in culturally responsive counseling through a holistic wellness lens.

The school setting can be a difficult place for children with attention deficit hyperactivity disorder (ADHD). The core symptoms of ADHD, which include inattention, hyperactivity, and impulsivity, make meeting the curriculum demands of the classroom challenging. That ADHD negatively impacts not only academic performance but also social and emotional functioning is well established (Lee, Lahey, Owens, & Hinshaw, 2008). Given the negative consequences of ADHD, effective school-based interventions are warranted. School counselors are uniquely positioned to implement strategies for children with ADHD to maximize their capacity for learning. This article provides specific strategies that school counselors can provide collaboratively to enhance the academic and social functioning of children with ADHD in school.