Search

This article focuses on determining the school counseling activities perceived as important by a sample of Latino high school students. The researchers explored student perceptions through the administration of a survey instrument created for this project to better understand Latino students' perceptions and satisfaction with school counselor activities. The instrument consisted of items aligned with domains described in the American School Counselor Association's National Model and current literature on Latino adolescents' experiences. According to the results, students indicated that they believed college and career activities to be important, however were not satisfied with how their school counselors provided those activities. The results, limitations, and suggestions for school counselors are provided.

This study surveyed male counselor educators regarding the impact of being male upon their professional relationships. Participants (N = 163) were surveyed about their attitudes concerning the influence of gender on their relational behavior, as well as their relationship practices with students and colleagues. Mixed-methods analyses revealed a majority of respondents believed being male influenced their relationship behavior and reported experiencing relationship challenges unique to male counselor educators. Male counselor educators shared strategies to avoid the perception of impropriety when engaging in teacher-student relationships. Consultation, engagement in group activities and avoidance of being alone with students were cited as common strategies to ensure appropriate teacher-student boundaries.

The current study explored the effects of child-centered group play therapy (CCGPT) on social-emotional assets of kindergarten children and the therapeutic aspect of group sizes in CCGPT outcome. A total of 43 participants were randomly assigned to either the intervention or waitlist control groups. We used Parent and Teacher forms of Social Emotional Assets and Resilience Scales (SEARS). Factorial ANOVA results indicated a statistically significant interaction effect on SEARS-P Total score, Social Competence subscale, and Empathy subscale indicating positive impact of CCGPT. SEARS-T indicated no statistically significant differences between groups. Group size resulted in similar results.

The authors conducted a meta-analysis and systematic review that examined 23 studies evaluating the effectiveness of child centered play therapy (CCPT) conducted in elementary schools. Meta-analysis results were explored using a random effects model for mean difference and mean gain effect size estimates. Results revealed statistically significant effects for outcome constructs, including externalizing problems (d = 0.34), internalizing problems (d = 0.21), total problems (d = 0.34), self-efficacy (d = 0.29), academic (d = 0.36), and other behaviors (d = 0.38). Further, a systematic review was conducted on all studies compared with Outcome Research Coding Protocol criteria. Results indicated that CCPT studies provided quantitative support and qualitatively promising to strong evidence in support of its use in the schools.

Publishing research is imperative to both counselor educators and students in counseling programs. Furthermore, faculty-student publication collaborations can often be a mutually beneficial professional endeavor. However, determining order of authorship can be a complex ethical issue. The authors review prior research to illustrate the complexities of authorship and suggest a decision-making model and considerations for preventing and resolving these ethical dilemmas. Implications for counselors include future research studies on complex issues regarding authorship of faculty-student collaborations, future incidence studies investigating occurrence of ethics violations, and incorporation of publication ethics into course work in counselor education programs. (Contains 1 figure.)

This pilot study of 1st graders who are academically at risk examined the effectiveness of child-centered play therapy (CCPT). The experimental group received biweekly, 30-minute play therapy sessions for 8 weeks. Findings indicated that these 1st graders participating in CCPT (n = 21) demonstrated a statistically significant increase on the Early Achievement Composite of the Young Children's Achievement Test (Hresko, Peak, Herron, & Bridges, 2000) when compared with children in the control group (n = 20). Results support using CCPT as an intervention for academic achievement.

Counselor education programs are ethically bound to teach methods of research and evaluation so counselors may identify counseling methods that have a reasonable probability of success. Single-case design represents rigorous research practice, is amenable to practice, and allows the practitioner the opportunity to explore interventions from quantitative and qualitative perspectives. Key elements of single-case methodology are reviewed, including benefits, specific details, and pitfalls related to conducting single-case research with children. A case study and suggestions for implementation in counselor education are provided.

The authors used a single-case design to examine the effectiveness of child-centered play therapy (CCPT) and person-centered teacher consultation (PCTC) for four elementary students identified with attention deficit hyperactivity disorder (ADHD) symptoms. Two students participated in CCPT and their teachers participated in PCTC. Two students participated in reading mentoring and CCPT. Behavioral observations of all students occurred three times per week. Results indicated that two students demonstrated a substantial reduction and two students demonstrated questionable reduction in ADHD symptoms due to participation in CCPT. Implications for elementary school counselors are discussed. (Contains 1 table and 4 figures.)

Because the child's world is a world of action and activity, play therapy provides the psychologist in elementary-school settings with an opportunity to enter the child's world. In the play therapy relationship, toys are like the child's words and play is the child's language. Therefore, children play out their problems, experiences, concerns, and feelings in a manner that is similar to the process of talk therapy. This article provides practical information for developing a play therapy program, a discussion of the skills needed by the psychologist, how to involve parents and teachers in the treatment process, and a review of impressive effect sizes found in play therapy research studies.

The purpose of the present study was to explore the effect of both short- and long term Child-Centered Play Therapy on teacher-student relationship stress. Teachers identified 58 students exhibiting emotional and behavioral difficulties who were randomly assigned to one of two treatment groups. Students in the short-term intensive play therapy group participated in 16 sessions of play therapy over 8 weeks, and students in the long-term play therapy group participated in 16 sessions over 16 weeks. Results indicated that both intervention groups demonstrated significant improvement in teacher-student relationship stress from pre- to posttest. Post hoc analyses indicated that the short-term intensive intervention demonstrated statistical significance and larger effect sizes in overall total stress, teacher characteristics, and student characteristics. (Contains 2 tables and 1 figure.)

Although counselor educators may be called on to justify publication venues, authorship order, and types of articles for purposes of promotion and tenure, there are few sources of data regarding norms for publication in counselor education. The current study examined peer-reviewed publication venues, article types, and authorship order of 317 faculty members who were employed by 49 doctoral programs in counselor education accredited by the Council for Accreditation of Counseling and Related Educational Programs. The study reviewed 1,547 articles published between January 1997 and December 2006. Results are presented, and implications for counselor education are discussed.

This study investigated the impact of Child-Centred Play Therapy (CCPT)/Non-Directive Play Therapy on parent-child relationship stress using archival data from 202 child clients divided into clinical behavioural groups over 3-74 sessions in a mental health training setting. Results demonstrated significant differences between pre and post testing on the "Parenting Stress Index." CCPT appeared to be especially effective with children identified with clinical externalising behavioural problems, combined externalising and internalising behavioural problems, and children who were not categorised with clinical problem behaviours but whose parents sought counselling services for them. There were also significant differences determined by length of therapy. Results are discussed concerning implications for clinical practice and further research. (Contains 2 tables and 2 figures.)

This article discusses a study investigating the impact of two school counseling interventions, child-centered play therapy (CCPT) and teacher consultation, on teacher-child relationship stress. CCPT and teacher consultation were conducted with 93 (pre-kindergarten to fifth grade) elementary school students across three elementary schools deemed to be at risk and ethnically diverse. Students were divided into three treatment groups: CCPT only, teacher consultation only, and a combined CCPT and teacher consultation group. Results demonstrated significant differences between pretesting and posttesting on the Index of Teaching Stress. All treatment groups were found to have statistically significant reduction in teacher and student problem characteristics with large effect sizes for total stress. (Contains 2 tables and 1 figure.)

When elementary school counselors have a solid developmental understanding of children, play therapy might be one counseling intervention that they use with their students. Landreth (2002) has promoted the use of play therapy in schools by explaining that its objective is to help children get ready to profit from what teachers have to offer. Play therapy is an approach that may help school counselors to effectively assist children in their developmental growth. This study surveyed elementary school counselors who were members of the American School Counselor Association regarding play therapy practices in the schools. Participants (N = 381) were surveyed regarding their training in play therapy, their use of play therapy, their belief system regarding play therapy, and their perceived limitations to the use of play therapy in the schools. Although school counselors appear to believe in the utility of play therapy in the schools, certain barriers were found to exist that were detrimental to its implementation. Counselors identified lack of time available with students and lack of training in play therapy as the primary limitations to its use in the schools.

In this article, the authors present the rosebush fantasy drawing as a technique to use in elementary school counseling. The technique is suggested as an expressive arts method to access the emotional world of children in a non-verbal format. The specifics of presenting the technique and processing the drawing with elementary-aged students are detailed. The authors also present three case studies using the rosebush fantasy drawing.