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Suggests taht group counselling in schools can be a valuable experience for children. Argues that it allows them to develop social skills and practise behaviours with peers as well as receiving feedback. Examines the literature on the effectiveness of group counselling in schools and provides guidance for the development of school policy for the delivery of counselling to school age students.

In this chapter, we explore group counseling interventions for Black males and explain the Achieving Success Everyday (ASE) group model for racial and mathematical development. We use critical race theory (CRT) as a framework to analyze school counseling (SC) and mathematics literature that focuses on Black male students to inform the reconceptualization of the ASE group model for school counselors. We examine the programs and interventions that have been published with Black male participants in school settings within the SC literature. We also examine programs and interventions that have been specially designed to improve Black males' mathematics skills. We specifically focus on gathering findings that provide successful outcomes for Black males in public schools. We examine literature that reflects the role school counselors (SCs) take when supporting Black male students' academic, social, emotional, college, and career identity development. We believe uncovering ideas to capture Black males' experiences in school settings could shed light on how to foster Black excellence. Gaining an understanding of programs and interventions for Black male students through a CRT lens could inform future research, policy, and practice in SC while combating ongoing racism that continues to persist.

This study aims to gain a comprehensive understanding of adolescent’s experiences of individual school social work counselling in Swedish elementary schools.

The study encompasses interviews with 16 adolescents about their experiences of individual counselling with school social workers (SSWs). The data was analysed using conventional content analysis.

The main result was the adolescents’ desire “to navigate to shore” to speak freely about their whole lives with a professional SSW and find a “ safe haven,” […] where a trusting professional cared for and comforted them in counselling. The counselling contact contributed to increased knowledge about oneself. The results reveal the importance of the SSWs paying attention and listening to the adolescents’ narratives. The creation of a coherent life narrative enables to finally end counselling and “Cast off.”

The results highlight the importance of Swedish SSWs focusing on individual counselling sessions with adolescents to provide a setting for growth.

Focus group discussions were utilized to explore factors that facilitated the academic success of Kenyan high school students in spite of their adversities. These identified factors were instrumental in creating personal development modules that Kenyan school counselors implemented as a pilot intervention for enhancing academic resilience. While more research is needed on the most effective delivery styles for the modules, the intervention resulted in improved skills that support academic resilience. There is a need to continue to explore resiliency with respect to academic performance in Kenya. Educators, students, parents and policy makers will benefit from uncovering models of resiliency based on the contextual realities that the youth face on a daily basis.

While the literature on twice exceptionality is growing, it often focuses on twice exceptionality generally, overlooking within group differences that may create unique experiences for students. As such, there is a need to explicitly detail these differences to push the knowledge base forward. This chapter focuses on the unique needs and experiences of twice exceptional (2E) Black boys as they navigate K-12 schools. Further, this chapter details the ways in which school counselors may respond to their needs through comprehensive, antiracist school counseling practices. Finally, implications for policy and research are discussed.

There has been a substantial increase in research concerning the identification and support of twice exceptional students. However, much of the scientific and theoretical literature exclude the experiences and perspectives of twice exceptional African American students. This chapter focuses specifically on the experiences and needs of twice exceptional African American students, including those challenges around identification and navigating the school environment. In this chapter, the authors also discuss how school counselors may use a group counseling intervention to help twice exceptional African American students achieve healthy identities (i.e., race, giftedness, disability) needed to achieve their educational goals.

School counselors are committed to serving students' social-emotional, postsecondary, and academic needs while they navigate primary and secondary school (American School Counselor Association, 2019). Much has been said about the ways in which school counselors can impact postsecondary outcomes and social emotional health. It is important that we also address the ways school counselors can impact positive academic outcomes as it is intertwined in postsecondary options and success. For Black males, academic success has traditionally been met with systemic barriers (i.e., school-to-prison pipeline, lower graduation rates, lower incomes, higher unemployment rates, and lower college going rates (National Center for Edcuation Statisitics, 2019a, 2019b, 2020a, 2020b) and low expectations. School counselors are charged to be leaders and change agents for social justice and equity in our schools by the American School Counselor Association (ASCA, 2019) and can impact systemic change. This chapter will explore ways in which school counselors can impact positive academic outcomes for Black males. School counselors as change agents and advocates are positioned to make a real impact for Black male academic success. The authors will also provide some recommendations and best practices for elementary, middle, and high school counselors as they work with students, teachers, and families from an anti-deficit model as outlined by Harper (2012).

Describes how school nurses estimated their goal attainment in view of the contents and methods of health counselling and their roles and possibilities as health promoters in the school community. Data were collected from the school nurses (n=31) of the Finnish European Network of Health‐Promoting schools, using a semi‐structured questionnaire specifically developed for the study. The response rate was 77 per cent (n=24). The results show that the traditional aspects of health counselling were mostly covered well. Counselling on sexual health was partly achieved well, but contraception and the prevention of sexually transmitted disease were less emphasised in school nurses' health counselling. To foster the empowerment of pupils, parents and teachers, there is a need for the school nurse to adopt a more active participatory role as a health promoter in the whole school community.

In the 1970s, the United States Congress enacted two statutes that have had dramatic and far‐reaching effects on the education of handicapped children by public schools. These two laws, Section 504 of the Rehabilitation Act of 1973 and the Education For All Handicapped Children Act of 1975 (known as Public Law 94–142), have required local public school agencies to provide new eductional programs for thousands of handicapped children not previously served by the public schools. Counselors, principals, and teachers were quickly informed of the law's requirements and willingly began the task of main‐streaming and assimilating these children into various curricula. Their physical needs were attended to rapidly; their societal and emotional needs, unfortunately, lagged behind. Within the past seven years, there has been an increase in books, articles, and films specifically addressed to counseling the handicapped. Unlike past literature which focused only on the vocational aspect of rehabilitation counseling, current writing emphasizes personal counseling meant to assist a disabled child to participate fully in the problems and joys of daily living.

Professional school counselors have been in the public schools since the early 1900s. Fueled by the industrial revolution, the vocational guidance movement spawned the creation of high school guidance counseling programs. In 1907, Jesse B. Davis created one of the first vocational guidance programs at Central High School in Detroit, Michigan (Schmidt, 2014). In 1908, Frank Parsons, the father of vocational guidance, founded the Vocations Bureau that eventually became part of the Division of Education at Harvard University. These early efforts helped students develop vocationally, morally, and intellectually, and it would take nearly 70 years for children with exceptionalities to be similarly served in the public schools.

The purpose of this chapter is to explain the role of counselors in assisting students with exceptionalities. This will be examined by better understanding the counseling history, defining the terms of exceptionalities and transdisciplinary collaboration, and showcasing the many benefits of individual, group, and brain-based interventions.