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Counseling and non-counseling duties were investigated. The Assessment of School Counselor Needs for Professional Development (ASCNPD; Dahir & Stone, 2003, 2004) was used to examine the practices of 1,244 school counselors to determine the prevalence of the activities among school counselors. Principal component analysis indicated a two-factor structure for the ASCNPD related to "counseling duties" and "noncounseling duties." Additional analyses using MANOVA revealed significant grade level differences and urban and rural school differences. Results and implications related to counseling roles and role confusion are discussed.

Researchers conducted a qualitative, phenomenological investigation of the clinical supervision experiences of nine early career school counselors using semi-structured interviews. Researchers discovered six themes and related subthemes regarding clinical supervision experiences, including (a) challenges, (b) support, (c) knowledge, (d) self-efficacy, (e) improved professional identity, and (f) improved counseling services. Implications for school counselors, counseling supervisors, and counselor educators are discussed.

We used multiple regression analyses to explore ways that hope, resilience, and happiness influenced school climate among 380 Hispanic/Latinx students. The results suggested that hypothesized protective factors explained school climate to a greater degree among middle school participants (R[superscript 2] = 0.23) when compared to those in high school (R[superscript 2] = 0.13). Although hope positively influenced school climate for both groups, happiness and resilience were uniquely influential. We discuss considerations for classroom lessons and school-wide initiatives.

Building upon previous reviews of clinical supervision in counseling, we analyzed the content of 69 articles on school counseling supervision published from 1968 to 2017. We identified publication, methodological, and topical trends in school counseling supervision and contextualized them within the broader counseling supervision research, thereby highlighting important next steps for school counseling supervision research and practice.

In the age of accountability, school counselors are responsible for ensuring that their services are effective for all students by providing evidence of the impact of comprehensive school counseling programs (CSCPs) on student academic outcomes. Numerous studies provide empirical evidence of the impact of RAMP on student outcomes; however, none have disaggregated outcome data by race/ethnicity. Reviewing disaggregated data will aid in how CSCPs and school counselor caseloads support specific student populations and assist in closing student opportunity gaps. Using an archival dataset from the Indiana Department of Education (n = 264), we sought to understand the impact of a state-recognized CSCP and school counselor caseload on populations historically identified as underserved and underrepresented by examining critical demographic variables such as gender, race/ethnicity, and school socioeconomic status. Results indicated significant differences in English Language Arts scores for White students only, whereas lower school counseling caseload was related to higher academic outcomes for marginalized students. [ABSTRACT FROM AUTHOR]

The current sociopolitical climate of the United States has heightened awareness around the need for school counselors to engage in anti‐racist practices in order to address racism within schools; however, there is a lack of guidance around anti‐racist counseling competency. The purpose of this Delphi research study was to develop an initial list of empirically based anti‐racist school counseling competencies to support school counseling professionals. An expert panel of school counselors, directors, and counselor educators reached a consensus on 180 items across 5 categories including specific aspects of awareness, attitudes, knowledge, characteristics, and behaviors needed to dismantle racism and promote equity in schools. Considerations for school counselors, supervisors, and counselor educators are discussed. [ABSTRACT FROM AUTHOR]

A scarcity of counseling literature examines the impact that mental health symptoms have on school climate perceptions for students in transitional-aged settings, specifically Latinx/Hispanic students. We explored ways that mental health symptoms influenced perceptions of school climate among 216 Middle School Latinx/Hispanic students. The researchers found that participants who experienced greater symptoms associated with conduct problems (R2 =.15) and aggression (R2 =.02) reported a decreased perception of school climate. Implications for research and practice with Hispanic/Latinx students are discussed. [ABSTRACT FROM AUTHOR]

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