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Ethical issues arise more often for school counselors than for those who work in other settings (Remley, 2002). The challenge of working not only with minors but also with other stakeholders including parents, teachers, school administrators, and community members sets the stage for potential legal and ethical dilemmas. Awareness and adherence to ethical codes, therefore, is critical if school counselors are to make appropriate, ethical decisions (Bodenhorn, 2006; Capuzzi, 2002; Glosoff & Pate, 2002). This article enhances school counselors' knowledge of ethical codes by using actual cases as submitted by school counselors. The issues are presented in a quiz format to further discussion and relate each scenario to particular ethical codes.

As school leaders, counselors are in a unique position to form collaborative partnerships with principals and faculty while utilizing techniques that improve morale, school climate, and student development. In this qualitative study, school counselors, teachers, and principals were asked to reflect on counseling leadership styles perceived as effective. Themes emerged suggesting the following leadership paradigms: collaboration between school counselors, principals, and teachers; the implementation of solution-focused techniques; and a need for school counseling program improvements. Recommendations and procedures for implementing a new leadership model, solution-focused leadership, are included as based on this qualitative data.

Fire-setting students are those who intentionally or unintentionally set one or more fires due to curiosity, stress, a need for attention, or due to criminal delinquency. This article describes the nature of fire-setting behaviors, discusses the profile and risk factors associated with the behavior, and outlines a group program using empathy training and solution focused brief therapy. The benefits of using solution focused brief therapy and empathy training are discussed along with specific techniques involved in using each component.

Middle school teachers display large amounts of stress affecting student academic achievement as well as the entire school environment (Clausen & Petruka, 2009; Stoeber & Rennert, 2008). For example, teacher stress may lead to student behavioral problems, poor teacher-parent relationships, conflicts with peers, and lack of teacher autonomy (Skaalvik & Skaalvik, 2007). School and community counselors are in optimal positions to collaboratively decrease teacher stress levels, improve school environments, and enhance student achievement. This qualitative study allowed teachers the opportunity to convey perspectives of a stress management technique incorporating the arts, mental imagery, and the relaxation response (Benson & Klipper, 1975). Five themes emerged: high stress levels, lack of burnout awareness, student impact, a sense of restfulness, and positive self-improvement. (Contains 1 figure.)

Few middle school educators have escaped the numerous warnings regarding face-to-face school bullying. While this threat is certainly real, the more common danger inflicted via technology, cyberbullying, is relatively unknown to teachers and parents. Cyberbullying has moved bullying behaviors from the schoolyard to a worldwide audience. This exposure ensures that students receive the greatest humiliation possible both during and after school. Not surprisingly, research indicates that victims (who are often also bullies) suffer from mental health problems and lowered academic achievement (Hall, 2006; Reiff, 2006; Willard, 2007). The purpose of this article is to enlighten teachers, school administrators, and school counselors about this new technological danger, describe warning signs to help recognize both victims and perpetrators, and detail school- and home-based strategies for preventing cyberbullying and healing those affected by the phenomenon.

A school-based substance abuse prevention program based on the assumptions of the ASCA National Model[R] was designed to change adolescent females' drug-using behaviors. The program was designed to reduce substance abuse, increase negative attitudes toward drug use, and reduce negative behaviors while increasing positive behaviors, knowledge of the physical symptoms of drug use, student achievement, and self-esteem. Group sessions were based on solution-focused brief therapy and action learning theory and were supplemented by mentorship from community members and peers. Positive outcomes were found on five dependent variables. (Contains 1 table.)

Social aggression is a nonphysical form of bullying leading to consequences for both perpetrators and victims. Adlerian techniques are invaluable tools when confronting adolescents' feelings of inferiority and objectives of superiority and belonging (Thompson, Rudolph, & Henderson, 2004). Such feelings may lead to social aggression and consequently, social, psychological, and academic problems for involved students (Crick & Nelson, 2002). School counselors are in a position to help students substitute realistic for mistaken goals, thus improving a school's social climate, safety, and cohesion. This article offers details to help school mental health professionals recognize social aggression, discusses gender and age considerations along with costs associated with the behavior, and outlines a specific counseling program (Adlerian Art Therapy) based on Adlerian techniques to improve the school climate. [ABSTRACT FROM AUTHOR]

Polycystic ovary syndrome affects up to 10% of adolescent girls and is accompanied by devastating physical symptoms and mental health issues (Ehrmann, 2005). This article reviews current literature on the nature of polycystic ovary syndrome including the physical symptoms and risk factors, mental health risks, and counseling programs targeting the special needs of affected adolescent girls. Benefits of the program's components (walk/talk, Adlerian social interest, and solution-focused brief therapy) are discussed along with specific techniques involved. [ABSTRACT FROM AUTHOR]