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Steady school leadership can support student achievement and equity-related outcomes, but the principalship is becoming more stressful with increasing demands, duties, and expectations. Burnout is one of several factors that contribute to principal turnover which often destabilizes a school community. Individual and organizational factors contribute to principal burnout, but remain relatively unexamined. The purpose of this mixed-methods study was to analyze the factors that contribute to burnout among novice principals in one large urban school district in the Southwestern U.S. Findings highlight the impact of secondary trauma, working conditions, and coping strategies on principal burnout.

Principals are critical to improving schools, but job-related stress and burnout are factors that can limit principal effectiveness and lead to untimely turnover. Extant literature, leadership preparation programs, and district policies have largely ignored principal burnout despite the increased complexity of the principalship and increasing rates of turnover. The COVID-19 pandemic has exacerbated principal burnout given the added demands and transitions associated with school closures, reopening, and social distancing protocols. The purpose of this article is to provide a set of recommendations for district administrators and school leaders in order to reduce burnout. We hope these recommendations provide an initial starting point for taking action to reduce principal burnout.

Despite a recent increase in the number of studies examining diversity in a contemporary society in relation to gender/sexuality, family, culture, and bilingualism; no study has investigated the intersections of these four areas. The current study discusses the results of an empirical study that explored how discussions about books depicting same-sex parents help bilingual kindergarteners of Mexican descent understand gender non-conforming families, situating it within different theoretical perspectives including critical literacy and sociocultural perspectives. Based on qualitative data gained from a parent survey, teacher interviews, and classroom observations, the findings showed that discussions about books depicting non-heterosexual families provided the bilingual children in the focal classroom with a valuable opportunity to learn about family diversity and gender fluidity. This study offers implications for practitioners in early childhood and bilingual classrooms.

The purpose of this article is to explore the relationship between social justice leadership and organizational decision making in order to make recommendations for how principals can make more socially just decisions in difficult school contexts. This article begins with a discussion of social justice leadership, facets and theories associated with social justice, and how facets can be contradictory and problematic in practice. Then, rational choice theory is presented to detail key assumptions and criticisms that are associated with decision-making in complex organizations. Next, rational choice theory is utilized as a straw man for analyzing principal decision-making in complex organizations in order to highlight how competing facets of social justice or inherent leadership dilemmas can arise and complicate decision-making. This article concludes with practice oriented recommendations for principals and other leaders seeking to create more socially just schools.

The mental health needs of school principals have been consistently overlooked in the field of educational leadership and in the preparation and professional development of principals. This mixed-method study compares rates of burnout and secondary trauma of principals in one urban school district along the U.S.-Mexico border with other human-service professionals and provides examples of how two principals experienced burnout and secondary trauma. Most principals reported low rates of burnout and secondary trauma, but follow-up interviews with two newer principals revealed significant exposure to trauma. Findings inform new directions for research and new emphases for preparation.

Abstract\nSIGNIFICANCE STATEMENTGender bias attitudes such as hypermasculinity and machismo have been connected to violence against women in general. The concept of machismo plays a unique role in these phenomena on the U.S.-Mexico border. The construct of machismo has been measured with men in the general population who identify as Hispanic but has not been measured with men who live in a Hispanic country and have committed acts of domestic violence. The purpose of this study was to investigate the psychometric properties of the Machismo measure among Mexican men who have a history of domestic violence and to explore the difference in scores based on demographic information. Confirmatory measurement models were used to evaluate the factor structure of the instrument and item characteristics. Findings from 210 participants demonstrated that the original model with 20 items was rejected and suggested to drop several items. Specific implications for counseling research and interventions are discussed.Machismo has been investigated as an important factor in preventing and remediating domestic violence. This study aimed to understand how to measure culturally based gender biased attitudes of Mexican men with a history of domestic violence and ultimately assist interventions for this population in the United States and Mexico. [ABSTRACT FROM AUTHOR]

The current study examined the prevalence of Adverse Childhood Experiences (ACEs) among novice counselors and demonstrated the relationships among ACEs, work-related stress, and familiarity with Trauma-informed Care. Specifically, the results showed that counselors' ACEs scores significantly predicted secondary traumatic stress while the ACEs score did not predict burnout and compassion satisfaction. Additionally, the level of familiarity with Trauma-informed Care among novice counselors had a negative association with secondary traumatic stress. The meaning of the results and the limitations of the study are discussed. [ABSTRACT FROM AUTHOR]

Factors such as the therapeutic relationship and working alliance have been shown to be important predictors for client outcomes in broad counseling settings with diverse client populations. The present study used linear multiple regression analysis to explore how relational factors such as in‐session empathy and mindfulness impact working alliance when providing sex offender counseling. Results from sex offender counselor participants (N = 109) showed that the perspective taking aspect of empathy was most impactful on working alliance and that in‐session mindfulness was less impactful on working alliance. [ABSTRACT FROM AUTHOR]

This study assessed scores from the Counselor Burnout Inventory for factorial validity, convergent and discriminant validity, internal consistency reliability, and measurement invariance across U.S. and Korean counselors. Although evidence existed for factorial validity across both groups, mixed results emerged for the other forms of validity and reliability. Measurement invariance analyses revealed that three of the five factors possessed measurement invariance across cultures, thus allowing for statistically appropriate group comparisons. Of those invariant factors, mean differences indicated that Korean counselors reported higher scores on the Devaluing Clients and Deterioration in Personal Life factors than U.S. counselors. Both cultures experienced similar mean scores on Exhaustion. (Contains 5 tables.)

This study explores sex offender counselors' perspectives on sex offender denial in the U.S. and how to address it in treatment. Interpretive Phenomenological Analysis was used in this study to analyze participant interviews and develop themes based on their experiences. The themes that emerged included Confrontation, Therapeutic Relationship and Emerging Changes. Participants described varied perspectives on the importance of addressing denial in treatment but agreed on the importance of the therapeutic relationship as an effective strategy to address it. Implications for practice and future research are discussed within the cultural and legal context of the U.S. [ABSTRACT FROM AUTHOR]

The Ethical Standards of the American School Counselor Association (ASCA) make it clear that school counselor site supervisors of interns should seek out ongoing education in the area of supervision. Readers of this manuscript will learn a creative approach, using both the School Counselor Supervision Model and Bibliosupervision, to help in the supervising of their interns while also meeting the mandate of ASCA's Ethical Standards. Practical steps and scenario examples are provided. [ABSTRACT FROM AUTHOR]