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Article
Publication date: 3 October 2016

Catherine D. Marcum, George E. Higgins and Alexandria Mackinnon

The purpose of this paper was to explore the identity theft victimization experiences of high school students, as well as the predictors of it being reported to school counselors.

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Abstract

Purpose

The purpose of this paper was to explore the identity theft victimization experiences of high school students, as well as the predictors of it being reported to school counselors.

Design/methodology/approach

In July and August 2014, an online survey was sent to every registered member of the American School Counselor’s Association (ASCA). School counselors were questioned about their experiences in regarding online victimization of their students.

Findings

Results of this analysis revealed extremely interesting predictors of school counselor demographics related to the number of reports filed by students.

Research limitations/implications

There was a small response rate because the survey was sent to all registered members of the ASCA, instead of a specific targeted group (which would have been more appropriate).

Practical implications

The results indicate a need for further resources and training dedicated to school counselors to manage identity theft victimization of students.

Originality/value

As far as the authors are aware, no other study of this kind has previously been performed. In addition, there is little known about identity theft victimization of adolescents.

Details

Journal of Financial Crime, vol. 23 no. 4
Type: Research Article
ISSN: 1359-0790

Keywords

Book part
Publication date: 2 June 2022

Renae D. Mayes and Desireé Vega

School counselors and school psychologists are charged with supporting the holistic development of students with disabilities. They often collaborate with educational enterprise…

Abstract

School counselors and school psychologists are charged with supporting the holistic development of students with disabilities. They often collaborate with educational enterprise to improve educational outcomes and implementation of special education services to support student success and postsecondary transitions. However, historically underserved students, particularly Black girls with disabilities, have unique challenges that impact their overall success and preparedness for postsecondary educational opportunities. As such, the purpose of this chapter is to examine these challenges and provide strategies for school counselors and school psychologists to promote college and career readiness among Black girls with disabilities.

Details

African American Young Girls and Women in PreK12 Schools and Beyond
Type: Book
ISBN: 978-1-78769-532-0

Keywords

Book part
Publication date: 1 December 2014

Kalinda R. Jones, Leah A. van Belle, Gary V. Johnson and Robert W. Simmons

President Obama’s policies, while broad in scope, offer some specific attention to college and career readiness (CCR) and are necessary for urban youth to realize their career…

Abstract

Purpose

President Obama’s policies, while broad in scope, offer some specific attention to college and career readiness (CCR) and are necessary for urban youth to realize their career potentials. However, by primarily defining CCR in terms of academic achievement, many of the previously mentioned policies ignore the varied college access skills needed to ensure successful preparation for, enrollment in, and graduation from postsecondary institutions.

Design/methodology/approach

This chapter explores the current definition of CCR represented in the Obama administration’s policies, while also expanding the definition to include missing policy pieces related to college access.

Findings

The underutilization of school counselors and classroom teachers as college access facilitators who can expand CCR for urban schools is addressed. The paper discusses recent Obama administration initiatives and recommendations for urban schools and higher education institutions.

Originality/value

The administration initiatives and recommendations recently put in place by the Obama administration for urban schools and higher education institutions, if integrated within urban schools, may facilitate the realization of one of President Obama’s educational reform goals of ensuring that every student graduates from high school well prepared for college and a career.

Abstract

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).

Details

Black Males in Secondary and Postsecondary Education
Type: Book
ISBN: 978-1-80455-578-1

Keywords

Book part
Publication date: 13 December 2023

Renae D. Mayes, E. Mackenzie (Ken) Shell and Stephanie Smith-Durkin

While the literature on twice exceptionality is growing, it often focuses on twice exceptionality generally, overlooking within group differences that may create unique…

Abstract

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.

Details

Black Males in Secondary and Postsecondary Education
Type: Book
ISBN: 978-1-80455-578-1

Keywords

Book part
Publication date: 16 July 2014

Erik M. Hines, Paul C. Harris and Dwayne Ham

In this chapter, the authors discuss how school counselors may create a college-going environment for African American males in middle school. The authors use Bronfenbrenner’s

Abstract

In this chapter, the authors discuss how school counselors may create a college-going environment for African American males in middle school. The authors use Bronfenbrenner’s (1979) Ecological Systems Theory to explain how environmental influences impact African American males’ college trajectory, both positively and negatively. Moreover, they use Ecological Systems Theory to discuss how multiple stakeholders (e.g., school counselors and parents) and various structured activities that align with the Eight Components of College and Career Readiness (NOSCA, 2010) may promote college preparation among Black male middle school students. The authors also present two case vignettes as examples of how school counselors may assist African American males for postsecondary options. In closing, the chapter concludes with implications for educational policy, research, and practice.

Details

African American Male Students in PreK-12 Schools: Informing Research, Policy, and Practice
Type: Book
ISBN: 978-1-78350-783-2

Article
Publication date: 8 August 2019

Erik M. Hines, Desiree D. Vega, Renae Mayes, Paul C. Harris and Michelle Mack

The purpose of this paper is to discuss the role of both the school counselor and the school psychologist in preparing students in urban school settings for college and/or the…

Abstract

Purpose

The purpose of this paper is to discuss the role of both the school counselor and the school psychologist in preparing students in urban school settings for college and/or the workforce. Throughout this paper, the authors discuss how collaboration is critical to ensuring students are successful at every school level (e.g., elementary, middle and high) to avail themselves of various postsecondary opportunities upon graduation. The authors give recommendations for practice and future research to implement and increase knowledge around collaboration between school counselors and school psychologists in preparing students in urban school settings to be college- and career-ready.

Design/methodology/approach

This is a conceptual paper on school counselors and school psychologists using the Eight Components of College and Career Readiness Framework to collaborate on preparing students for postsecondary options.

Findings

With support from key stakeholders like administrators, teachers and parents, school counselors and school psychologists can work collaboratively to increase students’ college and career readiness. For example, school counselors and school psychologists may start by creating and implementing a needs assessment, as it relates to the developmental tasks of students (i.e. self-regulation, self-efficacy, self-competence) that must be negotiated to ensure college and career readiness. School counselors and school psychologists should also examine out-of-school suspension, expulsion, school arrest and disciplinary referral data (Carter et al., 2014).

Originality/value

Collaboration around college and career readiness is important to the academic success and future of students in urban school settings. School counselors and school psychologists complement each other in preparing students for college and the workforce because their training has prepared both for addressing academic needs, assessment, mental health issues, career development, behavioral concerns and social–emotional needs of students (American School Counselor Association, 2012; National Association of School Psychologists, 2014). Further, school counselors and school psychologists are in a pivotal position to create a college-going culture by using evidence-based activities, curricula and practices.

Details

Journal for Multicultural Education, vol. 13 no. 3
Type: Research Article
ISSN: 2053-535X

Keywords

Article
Publication date: 1 October 2001

Christine A. Bunce and Donald J. Willower

This exploratory study focuses on perceptions of school counselors about their work, its relationship to subcultures within the school, and how counselors believe other…

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Abstract

This exploratory study focuses on perceptions of school counselors about their work, its relationship to subcultures within the school, and how counselors believe other professionals within the culture of the school perceive their work. Explores the existence of a possible school counselor subculture and counselors’ role within the culture of the school and attempts to identify cultural constraints that affect counselors’ work. Concludes that understanding the interrelationships of school counselors with teachers, students, and administrators may provide better understanding of school culture, values, and norms.

Details

Journal of Educational Administration, vol. 39 no. 5
Type: Research Article
ISSN: 0957-8234

Keywords

Article
Publication date: 10 July 2017

Jacalyn M. Griffen and Ronald E. Hallett

The school counselor can reduce barriers to college access for students in underserved communities but there is a lack of focused support and professional development resources to…

Abstract

Purpose

The school counselor can reduce barriers to college access for students in underserved communities but there is a lack of focused support and professional development resources to assist them with this task. The purpose of this paper is to gain insight into how a collaborative partnership reframed professional development to increase counselors’ capacities and enrich their role in addressing educational inequities in a local context.

Design/methodology/approach

The authors employed an action-oriented qualitative case study through the lens of social justice to critically consider how urban school counselors took action to address local educational inequities in the postsecondary process. Data were collected over a ten month period and consisted of semi-structured interviews, 17 hours of meeting transcriptions, meeting notes, field observations, numerous field notes, researcher reflections, weekly e-mail correspondence, electronic data, counselor demographic surveys, and document analysis.

Findings

The inter-agency networked learning community model encouraged the school counselors to take ownership for their professional development, starting small led to greater collaboration, the counselors engaged in collective learning and counselors took a responsibility for the broader school community.

Research limitations/implications

Inter-agency partnerships can address social inequities and initiate transformative change but further research is needed to explore how to address what happens as actors move in and/or out of the partnership. Acknowledging and validating the experience of the school counselors empowered them to take risks, invite new ideas, and adapt the new idea to their local school site. Reframing professional development began to transform how the counselors were viewed by the broader school community. Further research is needed to explore how educational systems can be empowered to engage in conversations to embrace change.

Social implications

This study illustrated the transformative power of school counselors in building community, collaborating, and constructing bridges between each other, school administrators, and postsecondary researchers. Unless the current devaluing of school counselors shifts, the benefits associated with networked collaborative partnerships will likely go unrealized. We call on policymakers to reconsider the role of school counselors and call on them to ensure these positions are mandatory in all K-12 schools.

Originality/value

This study demonstrated how an inter-organizational collaboration between a university and a K-12 local education agency initiated transformative change. The collective action of the network equipped counselors with tools to build community with each other, within their individual school sites, and in the local community. Many studies provide models regarding what school counselors should do but few explore how to empower them to use the models to enact change. The action-inquiry approach provided an opportunity to explore how urban school counselors experienced and understood the process of engaging in professional development designed to help them try something new in addressing educational inequities in underserved communities.

Details

Journal of Professional Capital and Community, vol. 2 no. 3
Type: Research Article
ISSN: 2056-9548

Keywords

Book part
Publication date: 19 October 2015

Beto Davison Avilés, Lori Russell-Chapin and Christopher J. Rybak

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…

Abstract

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.

Details

Interdisciplinary Connections to Special Education: Important Aspects to Consider
Type: Book
ISBN: 978-1-78441-659-1

Keywords

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