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IntroductionThe molecular mechanisms underlying pressure adaptation remain largely unexplored, despite their significance for understanding biological adaptation and improving sterilization methods in the food and beverage industry. The heat shock response leads to a global stabilization of the proteome. Prior research suggested that the heat shock regulon may exhibit a transcriptional response to high-pressure stress.MethodsIn this study, we investigated the pressure-dependent heat shock response in E. coli strains using plasmid-borne green fluorescent protein (GFP) promoter fusions and fluorescence fluctuation microscopy.ResultsWe quantitatively confirm that key heat shock genes-rpoH, rpoE, dnaK, and groEL - are transcriptionally upregulated following pressure shock in both piezosensitive Escherichia coli and a more piezotolerant laboratory-evolved strain, AN62. Our quantitative imaging results provide the first single cell resolution measurements for both the heat shock and pressure shock transcriptional responses, revealing not only the magnitude of the responses, but also the biological variance involved. Moreover, our results demonstrate distinct responses in the pressure-adapted strain. Specifically, PgroEL is upregulated more than PdnaK in AN62, while the reverse is true in the parental strain. Furthermore, unlike in the parental strain, the pressure-induced upregulation of PrpoE is highly stochastic in strain AN62, consistent with a strong feedback mechanism and suggesting that RpoE could act as a pressure sensor.DiscussionDespite its capacity to grow at pressures up to 62 MPa, the AN62 genome shows minimal mutations, with notable single nucleotide substitutions in genes of the transcriptionally important b subunit of RNA polymerase and the Rho terminator. In particular, the mutation in RNAP is one of a cluster of mutations known to confer rifampicin resistance to E. coli via modification of RNAP pausing and termination efficiency. The observed differences in the pressure and heat shock responses between the parental MG1655 strain and the pressure-adapted strain AN62 could arise in part from functional differences in their RNAP molecules.

We presented a 4-hour training program designed to enhance school counselors' self-efficacy in handling school crises, with a specific focus on school shootings. Employing a pretest-posttest research design using the School Counselor Response to Violent Crisis Questionnaire, we found that the training was effective in improving the self-efficacy of participants (n = 35) in crisis handling. We discovered, in our pilot study, that crisis training specifically tailored to school counselors can be effective in enhancing their self-efficacy in crisis handling. We discuss our study's implications for school counselors, workshop leaders, school leaders, and researchers.

Although school counselors are tasked with assisting others with emotional and mental health needs, there is a paucity of research that examines the training and development of school counselors in self-compassion interventions to handle their own emotional and mental health needs in leadership situations. To address the gap in the literature, a workshop was developed and conducted for school counselors. A series of t-tests (n = 63) were used to examine the impact of the training on school counselors' leadership awareness and self-compassion. Results from this study indicate that the workshop had a significant impact on school counselor leadership awareness' dimensions.

The Federal Bureau of Investigation (FBI) has indicated that schools are vulnerable to school shootings. Understanding the experience of school members who have experienced such tragedies provides important context for further developing much-needed preventive and responsive measures. Using narrative inquiry, we explored the experience of a teacher who provided critical assistance in helping her school district survive a school shooting. Practical recommendations and insights for school members, communities, and policymakers are provided.

Although previous studies have examined the influence of school counselor ratios on student outcomes for various states, no prior studies of counselor ratios focused on schools in Texas. Utilizing data from the National Center for Education Statistics, the Stanford Education Data Archive, the U.S. Census Bureau, and the Texas Education Agency, we found that lower ratios were significantly associated with student achievement and dropout and graduation rates in Texas.

Despite the many expectations of school counselors in responding effectively to crisis situations, there is a lack of research and comprehensive standards that address best practices for school counselors in terms of preparing for and responding to a school shooting. Using federal guidelines and crisis literature, including studies focused on school counselors' lived experiences of a school shooting, the author offers a research-informed theoretical framework of recommendations at different phases of a school shooting. The framework of recommendations points out probable hindrances to school counselors' decision making. School counselors' awareness of these impediments before experiencing each phase of such a crisis would be of benefit to them. School counselors may also use the framework of recommendations to help them assess their developmental needs in relation to preparing for and responding to a school shooting crisis.

School counselors are well positioned to support students who have experienced trauma, and the need to do so has increased during the past few years. In this article, we provide school counselors with relevant evidence-based practices that are focused on addressing trauma and supporting students who have experienced a traumatic event(s). We also offer strategies for school counselors to implement a trauma-informed approach to align the delivery of services with multitiered systems of support through advocacy and collaboration in their school.

Introduction: The molecular mechanisms underlying pressure adaptation remain largely unexplored, despite their significance for understanding biological adaptation and improving sterilization methods in the food and beverage industry. The heat shock response leads to a global stabilization of the proteome. Prior research suggested that the heat shock regulon may exhibit a transcriptional response to high-pressure stress. Methods: In this study, we investigated the pressure-dependent heat shock response in E. coli strains using plasmid-borne green fluorescent protein (GFP) promoter fusions and fluorescence fluctuation microscopy. Results: We quantitatively confirm that key heat shock genes- rpoH , rpoE , dnaK , and groEL - are transcriptionally upregulated following pressure shock in both piezosensitive Escherichia coli and a more piezotolerant laboratory-evolved strain, AN62. Our quantitative imaging results provide the first single cell resolution measurements for both the heat shock and pressure shock transcriptional responses, revealing not only the magnitude of the responses, but also the biological variance involved. Moreover, our results demonstrate distinct responses in the pressure-adapted strain. Specifically, PgroEL is upregulated more than PdnaK in AN62, while the reverse is true in the parental strain. Furthermore, unlike in the parental strain, the pressure-induced upregulation of PrpoE is highly stochastic in strain AN62, consistent with a strong feedback mechanism and suggesting that RpoE could act as a pressure sensor. Discussion: Despite its capacity to grow at pressures up to 62 MPa, the AN62 genome shows minimal mutations, with notable single nucleotide substitutions in genes of the transcriptionally important b subunit of RNA polymerase and the Rho terminator. In particular, the mutation in RNAP is one of a cluster of mutations known to confer rifampicin resistance to E. coli via modification of RNAP pausing and termination efficiency. The observed differences in the pressure and heat shock responses between the parental MG1655 strain and the pressure-adapted strain AN62 could arise in part from functional differences in their RNAP molecules. [ABSTRACT FROM AUTHOR]

The school counseling profession strongly encourages practitioners to work within a multicultural and a social justice perspective. More literature is needed that clarifies exactly how school counselors can use such a perspective in working with Asian student populations. We describe how school counselors can use the Multicultural and Social Justice Counseling Competencies framework in school counseling with the rapidly growing Korean adolescent student population in the United States.

This article examines how urban principals can proactively respond to neighborhood violence through a community-oriented leadership framework. We analyzed principal interviews to understand the important and multifaceted roles of urban secondary school principals in creating safe and responsive schools that meet the diverse needs of grieving students and families. Findings suggest the importance of tapping into community assets, developing partnerships with community organizations, relying on pre-established routines, and modeling an ethic of care.

At a small rural middle school in the southern United States, two students murdered a teacher, four students, and injured 10 during a shooting spree. This case represents the lived experiences of a school principal, counselor, and community that survived the deadly rampage. The case highlights the challenges that school leaders may face such as making quick decisions, managing volunteers, and assisting faculty, staff, students, and parents in returning to a level of normalcy. Although the experience is based on a real event, all identifying information (i.e., location, names) has been masked with pseudonyms. The case encourages discussion and reflection among school leaders in responding to youth violence on school campuses.

School counselors have an ethical and professional responsibility to offer counseling services during crises such as a school shooting. Limited research has explored the lived experiences and practices of school counselors who have experienced a school shooting. This article discusses a qualitative case study investigating school counselors' experiences related to school shootings and presents implications for school counselors.

Supervision is a critical element in the professional identity development of school counselors; however, available school counseling-specific supervision training is lacking. The authors describe a 4-hour supervision workshop based on the School Counselor Supervision Model (SCSM; Luke & Bernard, 2006) attended by 31 school counselors from three southern U.S. school districts. Employing a pre-experimental pretest-posttest research design using the Site Supervisor Self-Efficacy Survey-revised (DeKruyf, 2011), the authors found a significant positive relationship (t (30) = 9.31, p < 0.001; Cohen's d = 1.67) between supervision training and supervisor self-efficacy. These findings bolstered the efficacy of the SCSM. The authors discuss research and practical implications of this study.

We presented a 4-hour training program designed to enhance school counselors' self-efficacy in handling school crises, with a specific focus on school shootings. Employing a pretest-posttest research design using the School Counselor Response to Violent Crisis Questionnaire, we found that the training was effective in improving the self-efficacy of participants (n = 35) in crisis handling. We discovered, in our pilot study, that crisis training specifically tailored to school counselors can be effective in enhancing their self-efficacy in crisis handling. We discuss our study's implications for school counselors, workshop leaders, school leaders, and researchers. [ABSTRACT FROM AUTHOR]