Evidence-based social/emotional learning (SEL) programs have been shown to have many benefits and are considered best practice in helping students apply the knowledge, attitudes, and skills necessary to understand and manage emotions. One school district undertook a multiyear process to move to a common school counseling core curriculum in the social/emotional domain. The process included curriculum selection, development, implementation, assessment, and revision. Preliminary results indicate that school counselors are delivering the standardized curriculum across schools, and most report that the program has a positive impact on students.
Bullying continues to be a pervasive problem in schools and requires a schoolwide approach. This article describes the action research process used to examine the impact of a 4-year, K-5 school bullying prevention and intervention. The school counselors collaborated with students, staff, and parents to implement the program, and collected and analyzed data to improve the program. Results indicated that the program reduced bullying and increased students’ perception that adults listen to bullying reports. The author offers suggestions for improving bullying interventions.
Information about the world of work and the relationship of individuals to it, is essential to the career development process. Up-todate and accurate career information has been viewed as a key component of career decision-making since the Parsonian matching model appeared in the early 1900s (Harris & Wallin, 1978;Herr & Cramer, 1984). Career information is important to both counselors and clients. Counselers need to know how and where to get current job and career information that will best help their clients, and they need to provide clients help in translating that knowledge into concepts that are personally meaningful in making career decisions.This article focuses primarily on career information sources and resources, and addresses how counselors can select resources to help clients process information more effectively. Every client has a unique way of processing information and, therefore, a unique way of using information (NOICC, 1988a).
Sources and Types of Career InformationThe primary sources of occupational, career, and labor market information include federal and state agencies and nongovernmental sources. Because of the many types of career information available, this section is organized in a modified version of the spectrum of information described by Kunze (1967). This spectrum provides a system for delineating the range of career information required to meet both counselors' and clients' needs:
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