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Numerous national and state endeavors have advocated for approaches, funding, and programs focused on expanding the science, technology, engineering, and mathematics (STEM) workforce of the nation and investing in education to cultivate a more diverse and impactful cohort of students who pursue STEM pathways. Educators, support personnel, and policymakers are in a position to engage in discussions about expanding STEM college readiness (STEM-CR) and participation. However, few are cognizant that STEM-CR is a progression that students strive for in developing skills, behaviors, and attitudes that spans over time. The current study established and validated a measurement model of student STEM-CR in mathematics and science utilizing the High School Longitudinal Study of 2009. The model was created based on a multidimensional and theoretical perspective of college readiness using a confirmatory factor analysis and modeling approach that accounted for measurement invariance. The sample (N = 16,044) comes from a racialized/ethnoracial and socioeconomically diverse high school population in the United States. The findings confirmed that STEM-CR involves four related yet distinct dimensions of Think, Know, Act, and Go. Results also demonstrated soundness of these STEM-CR dimensions by race and gender (key learning skills and techniques/Act). Academic self-efficacy was the strongest dimension of our STEM-CR model and strongly predicted academic achievement and college enrollment. Research and practice implications are discussed.

A classroom guidance curriculum following the dialectical behavior therapy skills training for emotion problem solving for adolescents (DBT STEPS-A) was evaluated using a pretest-posttest nonequivalent groups quasi-experimental design. Data from 94 ninth-grade students (42 treatment, 52 control) enrolled in a rural high school were analyzed via hierarchical linear modeling. Results indicated a treatment effect on students' self-reported social resilience and emotion regulation difficulties, indicating potential for the classroom guidance curriculum. Results from exploratory analyses also supported a treatment effect for understanding and acceptance of DBT skills. The findings have direct implications for school counselors and other school-based mental health professionals, highlighting the positive effects of proactively employing universal social and emotional learning interventions targeting the development of adolescent social and emotional skill building. A discussion on future practice and research is also included.

This study evaluated a self-report survey assessing school professionals' perceptions of school and community mental health supports and services. Based on responses from 560 school professionals, findings provide support for the measure's internal structure and ability to distinguish low-poverty and high-poverty schools. Practitioners and researchers may consider using this survey to understand perceptions of the quality and availability of mental health services, informing the selection and adaptation of school-based mental health supports and services.

There are known cultural variations in correlates of and symptoms related to suicide-related thoughts and behaviors; however, the majority of research that informs suicide prevention in school systems has focused on research based on Euro-American/White students. By exploring school-related risk and protective factors in ethnic-racial minoritized students, we expand existing multicultural models of suicide prevention for school settings. Specifically, this systematic literature review identified 33 studies conducted with American Indian and Alaskan Native, Hispanic and Latinx, Black and African American, and Asian American and Pacific Islander students. Findings underscore the importance of building relationships with the school community and fostering a sense of safety for students, the need to approach school-based suicide prevention and intervention with cultural considerations, and the importance of connecting students and families with providers in culturally sensitive and informed ways. Taken together, schools need to build school-family-community partnerships that promote culturally sensitive approaches to suicide prevention.

We examined data from a national sample of 917 school counselors to determine the factor structure of the School Counselor STEM Advocacy Survey. An exploratory and confirmatory factor analysis supported use of the two-factor model. Survey scores demonstrated good internal consistency and convergent validity. We discuss differences between key demographics and school counselors.

Capitalizing on Latinx students' aspirational, linguistic, social, navigational, familial, resistant, perseverant, and spiritual community cultural wealth (CCW) can help school counselors empower Latinx students. We outline and integrate critical race theory and CCW and demonstrate how communities of color bring assets and protective factors with them to their educational settings. We also examine how school counselors can utilize these eight forms of CCW to promote postsecondary opportunities for Latinx youth.

An elementary school counselor and intern delivered a six-session curriculum unit designed to enhance career and college readiness self-efficacy to 47 fourth-grade students. The intervention effect was compared with 48 other fourth-grade students. Ninety percent of the variance was due to ethnicity differences. White students had higher self-efficacy scores at the outset and after the intervention, while Black and Hispanic students in the treatment achieved higher self-efficacy scores than those in the control condition.

Through the development and implementation of a trauma-sensitive comprehensive school counseling program, school counselors can be essential in meeting the mental health needs of youth in foster care. The multitiered systems of support (MTSS) framework is one potential strategy in achieving this goal. We offer recommendations on how school counselors might deliver a trauma-informed care approach utilizing the MTSS framework to support the mental health needs of youth in foster care who have experienced trauma.

Intervention research is replete with examples of finely crafted innovations showing initial efficacy in tightly controlled experimental contexts only to fail when they are implemented in typical use settings. While the reasons for such failures are broad, implementation science shows a targeted and judicious use of appropriate competency drivers, such as coaching to innovation providers, increases the likelihood that promising interventions can be used with effectiveness. This article discusses how an implementation coaching framework is used to implement a novel career and university readiness (CCR) program. The SELF CARE program utilizes university residential life community directors to implement a manualized social-emotional learning (SEL) and community and cultural wealth (CCW) curriculum with the purpose of enhancing the protective and thriving skills of growth mind-set, sense of belonging, self-management, self-advocacy, and community and cultural wealth (see Appendix A). SELF CARE targets underserved university students with the goal of supporting their thriving at a predominantly White institution (PWI).

In this article a social construction framework is used to improve the capacity of school counselors and trainees to work effectively with African American and Latina/o students in urban schools. Three key theoretical tenets of the social construction worldview are presented as a new lens for thinking about the "meaning-making" process of students in an urban school setting and how school counselors can support it. We offer activities to operationalize this theoretical point of view and implications for school counselor training and practice.

Purpose: The STABILISE technique has extended the treatment of aortic dissection to the thoracoabdominal aorta to achieve complete aortic remodeling. The aim of this multicenter study was to analyze the short- and midterm anatomical results of the STABILISE technique. Materials and Methods: We retrospectively analyzed patients treated with the STABILISE technique for complicated aortic dissection at 3 French academic centers. The aortic diameter at different levels was measured preoperatively, postoperatively, and at 1 year. Results: Between 2018 and 2020, 58 patients, including 47 men (average patient age: 60±11 years), were treated for type B aortic dissection in 34 cases and residual aortic dissection after type A repair in 24 cases. Three (5.2%) patients died postoperatively. Complete aortic remodeling (false lumen thrombosis and complete reapposition of the intimal flap) was achieved in 45/55 patients (81.8%), and false lumen thrombosis in the thoracic aorta was achieved in 52/55 patients (94.5%). At 1 year, with a computed tomographic (CT) scan available for 98.2% (54/55) of patients, we observed a significant decrease in the maximal thoracic aortic diameter and a significant increase in the aortic diameter at the bare-stent level compared with the preoperative CT scan. Severe aortic angulation (p=0.024) was a risk factor for incomplete aortic remodeling and significantly increased the aortic diameter (p=0.032). Chronic aortic dissection was associated with an increased risk of incomplete aortic remodeling (p=0.002). Conclusions: STABILISE for complicated aortic dissection results in false lumen thrombosis, complete reapposition of the intimal flap, and a decrease in the maximum aortic diameter in most cases. Incomplete reapposition of the intimal flap, which is more frequent in cases of chronic aortic dissection and severe aortic angulation, is a risk factor for a significant increase in the aortic diameter at the bare-stent level, and this risk justifies close follow-up and better patient selection. Clinical impact: STABILISE technique for complicated aortic dissection results in false lumen thrombosis, complete aortic remodeling and a decrease in the maximum aortic diameter in most cases. At the bare-stent level, incomplete reapposition of the intimal flap, more frequent in chronic aortic dissection and severe aortic angulation, is a risk factor for an increased aortic diameter. This finding justifies close follow-up and better patient selection; thus, the STABILISE technique should be used with care in chronic aortic dissection and severe aortic angulation. [ABSTRACT FROM AUTHOR]