This study found that although counselor educators have developed and use formal initial screening procedures, they are less certain about implementing dismissal procedures for impaired students.

Working in schools characterized by poverty and low student achievement can be stressful for the teachers and can lead to teacher emotional exhaustion and burnout. These teachers often report a lack of training on effective ways to support the emotional needs of children. This study reports the findings of the first year of a 3-year program evaluation that examined the impact of child–teacher relationship training (CTRT) on teachers’ stress, perception of children, social justice attitudes, and ability to demonstrate the CTRT skills in the classroom at a school identified as 1 of 3 schools in the state to institute a trauma-informed program. This phenomenological pilot study explored the experiences of 4 kindergarten teachers who participated in child–teacher relationship training. The teachers worked in a school identified to participate in a statewide resilience project because of the high percentage of children in the school who lived in poverty. The qualitative analysis identified 5 themes regarding their experience: training, skills, developing relationships, obstacles/challenges, and commitment. Limitations, directions for future research, and implications for school-based play therapists and school counselors are discussed.

No abstract

This study examined the relationship between athletic identity, race, gender, sport, and expectation to play professionally and career planning attitudes (career optimism, career adaptability, and career knowledge) among NCAA Division I college student-athletes. Participants of this study consisted of 538 Division I student-athletes from four Bowl Championship Series institutions. Results of this study found that Division I student-athletes with higher athletic identities had lower levels of career optimism; Division I student-athletes who participated in revenue-producing sports had lower levels of career optimism; and student-athletes with a higher expectation to play professional sports were more likely to be optimistic regarding their future career and displayed higher athletic identities. Statistically significant findings indicated the following gender differences: male Division I student-athletes believed they had a better understanding of the job market and employment trends; males had more career optimism; and females had higher levels of athletic identity than their male counterparts. Implications for counseling student-athletes are addressed.

The purpose of this study was to address the impact of child-centered play therapy on the self-esteem, locus of control, and anxiety level of at-risk 4th, 5th, and 6th grade children. The two groups of students, those who participated in play therapy and those who did not participate in play therapy, were administered the Coopersmith Self-Esteem Inventory, Intellectual Achievement Responsibility Scale—Revised, and State-Trait Anxiety Inventory for Children. While the results indicate that children participating in play therapy did not change, the students not participating in play therapy demonstrated a decrease in both self-esteem and locus of control over the course of the school year. These findings indicate that an intervention, such as play therapy, may be needed to prevent at-risk children from developing lower self-esteem and from reducing their sense of responsibility for their academic successes and failures.