Faces of the Future: School Counselors as Cultural Mediators

Portman, Tarrell Awe Agahe

doi:10.1002/j.1556-6678.2009.tb00545.x

Cited by 26 publications

(21 citation statements)

References 3 publications

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“…In their capacity as agents of social justice, counselors' activities are likely to be multi-dimensional, ranging from individual counseling to systemic interventions. After decades of emphasis on the former, there is now a realization that in order to advance structural changes for underprivileged groups, systemic interventions must occur (Chung and Bemak 2012;Hipoilito-Delgado and Lee 2007;Martin 2002;Portman 2009;Ratts and Hutchines 2009).…”

Section: Introductionmentioning

confidence: 98%

The School Counselor in Israel: An Agent of Social Justice?

Erhard

Sinai

2012

Int J Adv Counselling

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In recent years, leaders in the school counseling profession worldwide have been calling on their colleagues to re-examine their role as "agents of social justice" in schools, with a view to promoting equal educational opportunities for all students. This research examines counselors' perceptions of the role, role behaviors, personal justice sensitivity, the school's justice sensitivity and the interrelations among these variables. Two hundred and six Israeli school counselors responded to a questionnaire. Findings show that the majority of counselors perceived their role as promoting social justice, and indeed engaged in activities meant to increase disadvantaged students' chances of success. The variable of role perception was found to mediate between personal sensitivity to justice (justice sensitivity) and counselors' actual behaviors. These findings have theoretical and practical implications for the professional socialization of counselors as agents of social justice.

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Section: Introductionmentioning

confidence: 98%

The School Counselor in Israel: An Agent of Social Justice?

Erhard

Sinai

2012

Int J Adv Counselling

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“…Many current scholars and practitioners consider mediation to be an industrial‐grade Swiss army knife — capable of accomplishing any task — and expect mediators to set their goals accordingly. That is, they expect mediators to have goals of bringing about agreement (Firestone 2009), improving the relationship between the disputants (Craig 2008), attaining social justice (Neves 2009) and social transformation (Li‐On 2009), reducing sexual discrimination (Stallworth, McPherson, and Rute 2001), allowing the disputants to blow off steam (Bleemer 2009), preventing future conflicts (Wort 2009), using efficiency/speed (Zimmer 2010), solving problems (Zwier and Guernsey 2005), forestalling future problems (Kay 2009), reducing future costs (Kloppenberg 2001), reducing violence (Mazadoorian 2009), improving communication between the disputants (Portman 2009), reducing stress (Wiseman 2008), integrating relationships (Stimmel 2002), and overseeing restitution (Umbreit, Coates, and Roberts 2000).…”

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confidence: 99%

Mediation Research: A Current Review

Wall

Dunne

2012

Negotiation Journal

173

152

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In this article, we review the mediation literature from the past decade, utilizing a cybernetic mediation paradigm to organize the material. In this paradigm, we note that the type of conflict, country, culture, and mediation institutions affect the mediation process. Within this process, the mediator and disputants interact with each other, attempting to reach their own goals. This interaction produces outcomes for the disputants, the mediators, and other parties. The literature -organized using this paradigm -indicates that mediation is frequently practiced in many venues; the literature also provides an exhaustive list of mediation goals, describes many mediation strategies, and reports manifold mediation outcomes. Unfortunately, the number of studies examining the relative effectiveness of specific strategies (e.g., pressing, relational, and analytic) seems insufficient. Few studies have used control groups or reported observations of mediator and disputants' behavior in actual mediations.

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“…School counselors' raison d'être is to provide access and equitably serve all students to help them reach their academic, career, and social-emotional goals (American School Counselor Association [ASCA], 2012; Portman, 2009). English Learners (ELs) comprise approximately 10 percent of the kindergarten through 12th grade school population in the United States (U.S. Department of Education [DOE], 2017).…”

Section: School Counselors English Learners and Comprehensible Contentmentioning

confidence: 99%

“…School counselors are charged with helping all students succeed in school through academic and social-emotional supports. Additionally, school counselors assist students and families with college and career preparation and planning (ASCA, 2012;Portman, 2009). The American School Counselors Association (ASCA) developed a model to help counselors develop and deliver eq-uitable and comprehensive counseling services to all students (ASCA, 2012).…”

Section: Literature That Influenced the Planning And Implementation Omentioning

confidence: 99%

Preparing School Counselors in training to implement English as a Second Language (ESL) strategies during classroom lessons

Johnson

Cain²

2019

ij-sotl

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School counselors provide academic, social-emotional, and college and career access information to all students via core curriculum classroom lessons. English Learners benefit from differentiated classroom instruction that makes content engaging and accessible. Despite this need for differentiated instruction, few educators have received English as a Second Language (ESL) teaching strategies training. This mixed methods study examined how an ESL teaching strategies workshop influenced the utilization of these approaches by school counselors in training. A triangulation mixed methods design was used to collect complementary data about participant behavior and thinking. Modeling ESL strategies alone did not yield statistically significant differences in the types of strategies implemented by school counselors in training. However, participants did become more aware of the needs of English Learners and actions that could promote classroom engagement. Implications for training, research, and the scholarship of teaching and learning are discussed.

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Faces of the Future: School Counselors as Cultural Mediators

Cited by 26 publications

References 3 publications

The School Counselor in Israel: An Agent of Social Justice?

The School Counselor in Israel: An Agent of Social Justice?

Mediation Research: A Current Review

Preparing School Counselors in training to implement English as a Second Language (ESL) strategies during classroom lessons

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