Thursday, March 19, 2020
7:30 AM - 8:00 am
8:30 AM – 9:20 AM
Live Oak A & BThe Pursuit of Evidence‑based School Counseling Outcome Scholarship
Across all counseling disciplines it was calculated that fewer than 6% of all published articles in counseling-affiliated journals pertain to interventions leading to client outcomes. The number of outcome studies specific to school counseling is even more diminutive, with less than 1% of all counseling publications describing student outcomes. More concerning yet, the preponderance of this smaller group of school counseling articles includes small sample sizes that were generally constructed using quasi-experimental designs. Given these publication trends, one might conclude that there is not a sufficient evidence-base in the school counseling literature. While these trends are no less disheartening, the mere results of these analyses are largely divorced from the contexts that contribute to the insufficient number of quality school counseling intervention publications. In response, the presenter will explicate some of the possible causes for these trends, not limited to the types of resources customarily available to school counseling scholars and the difficulties implicit to research in school contexts and interventions delivered to children and adolescents. Additionally, the presenter will discuss some of his intervention projects and further offer practical strategies that might contribute to the work of other school counseling scholars.
9:30 AM – 10:30 AM
Live Oak A & BEmerging Scholars Panel
Moderator: Tim Poynton
Speakers: Taryne Mingo Beth Gilfillan Jenna Alvarez Ian Levy
Speakers: Taryne Mingo Beth Gilfillan Jenna Alvarez Ian Levy
A diverse panel of counselor educators in the early stages of their research careers will talk through how their research ideas developed, describe research completed to date, and future directions for their research emphasizing the implications for evidence-based practice. Panelists will also briefly describe their transition into counselor education, describing their experience balancing teaching and service responsibilities while pursuing a research agenda. Audience members will have opportunities to share their own advice for navigating the transition into academia and ask questions of the panelists about their completed and planned research.
Live Oak C
Jeffrey Warren Kara Ieva Mary Edwin Catherine Griffith
Live Oak DIron Sharpens Iron: Scholarly Conversations on Writing and Reviewing for Publication
Jennifer Betters‑Bubon Emily Goodman‑Scott Blaire Cholewa
Do you want to be more strategic and accurate in writing your research? Do you want to enhance your effectiveness as a journal reviewer? If yes, this session is for you. Come join us as we share and expand upon a manuscript checklist created earlier this year for Professional School Counseling, to aid both reviewers and authors in publishing rigorous research. In addition to discussing best practices, we will highlight and explain common statistical and qualitative mistakes to avoid. This session will conclude with opportunities to consult in small groups about current research projects and the review process.
10:45 AM – 12:00 PM
Live Oak A & BUsing National Secondary Datasets for Policy-Relevant School Counseling Research
Julia Bryan Mary Edwin Jungnam Kim
Are you interested in conducting policy-relevant research on education and mental health issues related to school counseling? Join us at this user-friendly presentation to learn why national datasets represent potential gold mines of policy-relevant data for school counseling researchers. Together, we will share the pros and cons of existing datasets, teach you a six-step research process and accompanying strategies for using these datasets, and discuss examples of policy-relevant questions still waiting to be answered. We will also share our journey and some studies we have done using datasets like the High School Longitudinal Study 2019-2016.
Live Oak CProgram Evaluation - Constructs and Instruments
Program evaluation of both comprehensive programs and individual interventions is critical when engaging in evidence-based work. It provides feedback to improve our programs and evidence to add to our research base. This session will focus on a critical analysis of constructs and the instruments we use in our program evaluations. Participants will be challenged to critique some of our commonly used constructs to evaluate their sufficiency as valid indicators of desired outcomes. Additionally, traditional survey instruments will be critiqued to consider how specificity can increase their utility and reliability.
Live Oak DFrom Dissertation to Publication
Elizabeth Villares Dodie Limberg
Congratulations, you defended your dissertation! Now what? Besides securing employment, your next step should include submitting a manuscript for publication. This step can seem overwhelming after spending months or perhaps years completing your dissertation. In this session, we will offer practical strategies on navigating the dissertation to the publication process. Strategies include: (a) identifying appropriate journals, (b) determining how many publications can be written based on your work, (c) inviting authors and author order, (d) setting a realistic timeline, and (e) understanding the submission and editorial review process. Attendees will walk away feeling motivated and prepared to become a published author.
12:00 PM – 1:00 PM
12:15 PM – 1:00 PM
Live Oak CDoctoral Students Lunch Bunch
Are you a doctoral student or a new faculty member? Join our lunch bunch group and share your thoughts, experiences, or just come and a network with other doctoral student conference attendees.
1:00 PM – 2:15 PM
Live Oak A & BDeveloping, Evaluating and Implementing Your Own Evidence‑Based Program(s)
Moderator: Greg BrigmanSpeakers: Elizabeth Villares Melissa Mariani Matthew Lemberger‑Truelove Michael Kane Hannah Bowers
Join this lively panel discussion to learn the keys to creating your own Evidence-Based Program (EBP). Discover some of the secrets that led to the development of the 10 Student Success Skills K-12 programs with over 20 published studies and approximately 10 dissertation studies yet to be published. Some of the areas covered include: a) grounding your EBP in theory and research, b) developing partners in school districts, c) setting up your first pilot studies that can lead to future grants and increased interest in implementing your program, d) engaging Counselor Educators that can assist with research design and analysis, identifying valid and reliable instruments and may have doctoral students interested in conducting research on your program. The CE faculty also will help you publish your results, d) publishing your results is necessary if you want your program included in evidence-based guides (CASEL, SAMHSA, What Works, ESSA).
Live Oak CStrategies to Fund Your Research Agenda
Moderator: Laura Owen Speakers: Kara Ieva Brett Zyromski Renae D. Mayes
Do you stay awake thinking about how to find funding for that next research project? Do you worry about where to begin when it comes to grant writing? If so, you are not alone. Whether you are a new graduate student, a practicing school counselor or a counselor educator looking for funding tips, this session is for you. A distinguished panel of seasoned researchers and grant experts will share tips on how to get your funded research agenda off the ground. Panelist presentations will be followed by a Q&A session where you will be able to ask personalized and specific grant related questions. Seasoned researchers are also encouraged to attend this session to share your best practices and tips with the audience.
Live Oak DWriting and Reporting Qualitative Research
Back by popular demand! This session will briefly revisit and then expand upon last year’s session: how to design, write up, and report a coherent, rigorous qualitative study. Attend this interactive, practical session to gain increased knowledge and strategies regarding qualitative research. This session is geared toward scholars conducting research who are interested in learning how to effectively communicate qualitative methods and findings in peer-reviewed journals and other contexts. Come ready for questions, conversations, and strategies.
2:15 PM - 3:30 PM
Live Oak A & BResearch Consultation and Mentoring
The aim of this mentoring time is to allow participants to consult individually and in small groups with established researchers to discuss their projects. Attendees are encouraged to bring their research ideas, questions, and concerns. Opportunities for collaboration will also be available.
3:45 PM – 4:30 PM
Live Oak A & BACES School Counseling Interest Network
Moderator: Richard Lapan
Mission: Our work is about building stronger school counseling programs, school counselors, and school communities, and we believe that school counselor educators and supervisors are at the heart of this work. SCIN will actively promote school counselor education and the leadership, teaching, and supervisory roles of SCIN’s members in the counselor education profession. Vision: SCIN seeks to be the lead resource for school counselor educators to connect, share, and receive cuttingedge information and research. Membership: The SCIN welcomes all ACES members interested in supporting the profession of School Counseling. Current members include full-time, part-time, tenure-track, clinical and adjunct faculty, district and state-level school counselor supervisors and directors, and graduate students at all levels. To make sure you receive updates and emails please sign up using this link: Sign Up
Friday, March 20, 2020
7:30 AM - 8:30 AM
Grand Palm and Student Union Lobby
8:30 AM - 8:40 AM
8:40 AM - 8:55 AM
Brett Zyromski Carey Dimmitt ELIZABETH VILLARES MELISSA MARIANI
9:00 am - 9:45 am
Kaye AuditoriumClosing the Theory to Practice Gap through Social Justice Leadership
Julia V. Taylor is an Assistant Professor of Counselor Education in the Curry School of Education at the University of Virginia. Prior to academia, Dr. Taylor was a secondary school counselor, then transitioned to the dean of student services at the Wake Young Women's Leadership Academy, an early college, public girls’ school in Raleigh, North Carolina. As the first hire of the founding leadership team, Taylor helped construct and open the innovative concept school composed of 50% first-generation college students. During her time as a practitioner, she focused the majority of her research on body image, media literacy, relational aggression, and girls’ leadership development. In turn, she authored several books and curricula focused on these topics. While completing her doctoral studies at Virginia Commonwealth University, Taylor forged relationships with several neighboring school divisions and the Virginia Department of Education, and currently focuses her research, service, and advocacy efforts on the standardization of the school counseling profession in an effort to reduce the implementation gap between theory and practice.
10:00 am – 10:50 am
Palmetto Palm RoomAre You Ready for Success? Integrating Explicit SEL Instruction into Elementary Classroom Guidance Lessons
Elizabeth Villares Melissa Mariani Summer Kuba Ellen Chance
School counselors are influential in promoting the overall success of students in all educational settings. Through implementation of evidence-based programs, students in grades Pre-K-3 have a higher likelihood of academic, social-emotional and behavioral success. Join us as we focus on the research behind two evidence-based programs where explicit instruction is used to foster overall student growth and development.Continuing Education 1. Participants will analyze the research behind explicitly teaching social‑emotional skills and the impact on overall student success. 2. Participants will understand the effectiveness and research behind two evidence‑based SEL programs that addresses the needs of Pre K – 3rd grade students. 3. Participants will evaluate their school counseling program as it related to social-emotional learning, and determine how they can better meet the needs of their elementary students.
Grand Palm Room 2Data-driven Parent Engagement: A District Commitment
Beth H. Gilfillan Kato Gupta Dawn Erickson
Leyden District 212, a suburban district just outside of Chicago, has committed to increasing parent engagement through multiple types of outreach and events. Leyden recognizes the direct correlation between parent involvement and student success and aims to help parents feel that their child’s school is the hub of their community. This session will share the multitude of ways Leyden partners with their families, how to implement similar events in other districts, and ways of collecting data to support parent involvement.Continuing Education 1. Attendees will understand the relationship between parent involvement and positive student outcomes. 2. Attendees will evaluate the effectiveness of one school district’s use of data to increase parent engagement. 3. Attendees will determine how to apply the idea of using data to enhance parent involvement in their own position as a school counselor or school counselor educator.
Grand Palm Room 3Identifying, Implementing, and Reviewing for Rigor in School Counseling Research: A Research Tune‑Up
Jennifer Betters‑Bubon Emily Goodman‑Scott Blaire Cholewa
Do you want to be a better researcher and writer? Do you want be able to evaluate research articles more confidently and critically? Do you want to publish more? Strong research and evidenced-based practices are critical to enhancing our capacity as school counselors to facilitate that success for ALL students! Therefore, come join us for a “research tune up”! In this session, we will emphasize key components of strong quantitative and qualitative research articles, while also reviewing foundational research and statistical concepts in a fun, interactive way. Leave this session with practical, scholarly tips as well as increased self-efficacy, a more critical eye of research, and a smile on your face. Continuing EducationParticipants will be able to: 1. List the key components of each section of a research article (quantitative and qualitative). 2. Describe 3 common statistical mistakes in counseling research and how to correct them. 3. Describe 3 strategies for successfully writing or reviewing rigorous literature.
Grand Palm Room 4Implementing Culturally-Informed Suicide Assessment and Prevention
Emily Brown Mary Edwin
With suicide attempts and completions on the rise among youth from minority populations, school counselors need culturally-informed evidence-based approaches for suicide prevention, assessment, and intervention. This session covers the latest research on student suicide with a focus on culturally competent practice. Come learn evidence-based approaches for educating school stakeholders about suicide and suicide prevention and assessment strategies that build upon cultural strengths and values when working with diverse students and their families. Continuing Education After attending this session, participants will be able to: 1. Describe research on suicide rates and risks for students from diverse backgrounds. 2. Discuss ways suicide prevention fits within an evidence-based comprehensive school counseling program Examine your professional cultural competence when working with student suicide. 3. Identify culturally-informed methods for suicide prevention and assessment.
Queen Palm RoomSocial, Emotional and Mindful! Cultivating Students’ Social and Emotional Wellness Through Mindfulness Interventions
Brenda Cappy Gruhn Kaitlyn Figurelli Michelle Bruno
School counselors are increasingly faced with students struggling with both internalizing and externalizing behaviors. Research suggests that evidenced-based mindfulness interventions may decrease symptoms of anxiety and depression, and increase pro-social behaviors and attention spans in children and adolescents. This presentation will provide participants with a foundation to understand the positive impacts of school-based mindfulness interventions. Participants will first learn the basics of mindfulness, followed by evidenced-based outcomes of several mindfulness intervention programs. Finally, participants will have the opportunity to engage in active learning through several hands-on mindfulness activities designed to be used with students in elementary and/or middle schools. Additional mindfulness resources will be shared as well.Continuing EducationThe overall goal of this program is to teach participants the positive impacts of evidenced-based mindfulness interventions on students’ pro-social behaviors and emotional wellness. Participants will be able to identify the some of the current mental health challenges facing school stakeholders, including teachers and administrators, today. Furthermore, participants will be able to describe several key positive research outcomes of school-based mindfulness interventions. Areas of discussion will include increases in students’ prosocial behaviors, social-emotional learning and overall emotional and mental wellness, including decreases in anxiety and depressive symptomology. Program members will engage in active learning through performing hands-on mindfulness activities, which can be used with their students, as lead by the presentation facilitators. Lastly, participants will analyze components of their school counseling program’s social-emotional learning component and evaluate potential ways to incorporate evidenced-based mindfulness interventions.
Tiger PalmSupporting Special Education Students Through Evidence-based Strategies
School counselors report feeling unprepared to work with special education students (Milsom & Hartley, 2005; Myers, 2005). Given the struggles students with special learning needs encounter (Estell et al., 2008; Wiener & Tardif, 2004) and the legal and ethical obligations school counselors have to ensure all students have resources needed to be successful (IDEA, 2004), this presentation seeks to enhance your ability to best meet the needs of special education students through an evidence-based comprehensive core curriculum grounded in theory. This presentation extends beyond tactical interventions, providing you with the ability to reconceptualize how to best meet the needs of your special education student population.Continuing EducationParticipants will be able to:1. Apply interventions from the ESSS program, an evidence-based school counselor delivered planned core curriculum designed with consideration to learning capacities of exceptional student populations. 2. Discuss the use of diagnostic student data to inform practice and apply the Advocating for Student within Environment theory to conceptualize meeting the needs to exceptional student learners. 3. Describe the process of core curriculum design and lesson plan development as informed by research to best meet the needs of exceptional student learners. 4. Demonstrate classroom management strategies and differentiated instructional strategies to best meet the needs to exceptional student learners.
Grand Palm Room 1Evidence-based School Counseling Programs: Promoting our Efforts with Key Stakeholders
Panel: Donna Dockery Marsha Rutledge Elizabeth Parker Morgan Meadowes
Join school counselor leaders, district coordinators, and counselor educators who will share strategies to promote school counselors’ roles in addressing opportunity and achievement gaps for students. Central office personnel, school board members, and building administrators are key advocates for evidenced-based school counseling programs, provided they understand the appropriate roles of school counselors in addressing disparities found by disaggregating student data. School counselors provide leadership to address achievement, behavioral, and attendance disproportionalities, and must collaborate with stakeholders including school counseling colleagues, teachers, parents, and students to implement programs. Counselor educators prepare pre-service school counselors and collaborate with partners to promote best school counseling practice. Join this team to learn how they advocated for effective school counseling programs in their region and share successful strategies to overcome challenges to implementing improved school counseling programs. Participants will develop their next step towards promoting the importance of evidence-based school counseling programming with multiple audiences.Continuing Education 1. Participants will learn strategies found to be effective in promoting the importance of data-informed school counseling programs to multiple stakeholders, including building and division leadership; school boards; and school-based administrators, teachers, school counseling colleagues, parents, and students. 2. Participants will understand potential challenges and barriers to promoting effective school counseling practices to various stakeholders. 3. Participants will evaluate their own school counseling program and strategically select important stakeholders to target with understanding the importance of using data to inform school counseling practice. 4. Participants will make an initial plan and next step towards promoting and marketing the importance of evidence-based school counseling practices to one or more key stakeholders.
10:00 am - 11:50 am
House ChambersProving Your Worth, Capitalizing on Your Results: Using Case Studies to Practice the Implementation Strategies of Single Case Research (Design, Implementation, Evaluation and Sharing Results)
Shaun Sowell Quentin Hunter Katelyn Richey Chris Baxter
Individual and small group work in counseling is what brought many school counselors to this career. However, in an era where data is needed to prove school counselors are productive and needed within schools, some may be missing out on individual data collection. Many school counselors are unaware of how to track work with individual students, however, the use of single case research design (SCRD) positions itself as an approachable form of data collection that is easily interpreted by counselors and stakeholders. This presentation expands beyond an introduction to SCRD to an experiential workshop using case studies to walk presentation attendees through the design, implementation, evaluation, and distribution of results to stakeholders. Short lecture, small group work, and large group reflection will be applied. Continuing Education 1. Attendees will recognize SCRD concepts and how SCRD can be used to collect data and evaluate interventions being used. 2. Attendees will develop ideas for collecting baseline data, implementing interventions, collecting follow-up data, and evaluating findings. 3. Attendees will identify how SCRD can help translate their actions (what they are already doing in schools) into results (outcomes) to share with their stakeholders. 4. Attendees will practice skills relevant to SCRD using diverse examples of student issues/concerns in school-based examples (case studies) and will be given time to discuss specific questions about implementation of this tool at their school.
11:00 am – 11:50 am
Grand Palm Room 2A Framework of Preservice Training for School Administrator and School Counselor Collaboration
Rachel L. Geesa Renae D. Mayes Kendra Lowery Lori Boyland Marilynn Quick Jungnam Kim Nicholas P. Elam Kaylee McDonald
Research has shown that while school counselors and leaders have unique roles, their collaboration supports the holistic development of P-12 students (Janson, Militello, & Kosine, 2008). However, little is known about how these collaborative skillsets are developed in preservice training programs. The current project presents a training framework for collaboration for preservice school counselor and school leader training programs. This framework includes 6 elements: 1) effective preservice preparation; 2) sustainable partnerships; 3) stakeholder collaboration; 4) current practitioner support; 5) model site development; and, 6) ongoing research and professional development. This framework will be presented with example activities for each element.Continuing Education1. Participants will learn what an effective principal-school counselor partnership looks like and why it is important. 2. Participants will learn the significant impact of this partnership on P-12 students. 3. Participants will be able to create a collaborative, educational framework that encourages multiple partnerships that school leaders can be a part of.
Grand Palm Room 3A Social-Justice Approach to Fostering Student’s Career Certainty
Teenage career certainty – a student’s commitment to pursuing a career aspiration – has been linked to academic performance, life satisfaction and adulthood economic outcomes like employment and earnings. School counselors can support students’ career attainment by implementing evidence-based interventions that foster students’ career certainty. However, current research shows that students’ cultural identity does influence students’ career outcomes. Come learn and discuss how school counselors can support students’ career development and attainment by implementing culturally-informed evidence-based interventions that foster students’ career certainty.Continuing EducationParticipants will: 1. Examine research that shows interactions between students’ race, academic achievement, and exposure to career development interventions. 2. Reflect on their cultural competence when implementing career development interventions in schools. 3. Discuss how students’ culture may influence outcomes from career development interventions. 4. Brainstorm evidence-based, culturally-informed interventions for fostering student’s career exploration and certainty.
Grand Palm Room 4Connecting School Counselors-In-Training with English Language Learners (ELLs) in Baltimore: A community-based participatory research
Qi Shi Cielo Cournoyer Ashlei Randolph Jasmine Brown Matthew Scheffenacker
In 2018-2019, a total of 79,297 students are enrolled in Baltimore City Public Schools. Among these students, 7.2 percent are English Language Learners (ELL). In addition to educational gaps that exist between ELLs and their non-ELL peers, ELLs often experience significant barriers to academic success, such as social-emotional wellbeing, language barriers, cultural adjustment, peer relationship, and low self-esteem (Williams & Butler, 2003). The presenters will highlight findings from community-based participatory research that provides an experiential learning opportunity for school counselors-in-training to address the social-emotional needs of ELLs in Baltimore city.Continuing Education1. Introduce and share the findings from a community-based participatory study that connects pre-service school counselors and inner city ELL students. 2. Engage attendees in thoughtful discussion specific to how to better prepare pre-service school counselors to work with ELL students. 3. Implications for school counselors will be discussed regarding to serving ELL students across the nation. 4. Implications for policy makers and counselor educators in regard to school counselors’ training and professional development on better serving ELLs.
Queen Palm RoomEasing the Transition to College for Boys of Color Who Are Student Athletes: A Program and Group Design
Kevin Duquette Clewiston Challenger
This presentation will introduce participants to the psychoeducational group component of the College Transition Program for Student-Athletes (CTPSA), a school-wide program designed to help boys of color who are student athletes better prepare and transition to life as college athletes. Participants will learn about the unique, and as-of-yet-unaddressed needs of male student athletes of color, and will be provided an overview of topics addressed in this conceptual group. Suggestions for recruitment, alignment with stakeholders, and group activities will be discussed. Participants will walk away from the group with a hands-on activity to use with their student-athletes who plan on continuing in athletics at the collegiate level.Continuing Education1. Participants will understand the unique challenges faced by boys of color who are student athletes. Specifically, they will learn about how students’ intersecting identities as males, athletes, and people-of-color expose them to multiple sets of stereotypes (Bimper, Harrison, & Clark, 2013; Martin, Harrison, Stone, & Lawrence, 2010; Yopyk & Prentice, 2005) 2. Participants will understand how boosting self-efficacy (Bandura, 1977) and academic behaviors and contextual skills and awareness (à la Conley et al., 2010) may lead to a more comprehensive conceptualization of “college readiness” for males of color than traditional school counseling interventions have provided. 3. Participants will understand what topics should guide a psychoeducational group designed to help boys of color who are student athletes (and, to an extent, students of color, generally) through the college readiness and transition process.
Tiger PalmSelecting Evidence-based Interventions to Support Students Who Have Experienced Trauma
Given current school climate across the country, it is becoming increasingly necessary for professional school counselors to utilize trauma-informed interventions in their approach to counseling in order to meet the needs of all students, specifically, students who have experienced firsthand trauma throughout their lives, in various forms, and to various degrees. The American School Counselors Association’s The School Counselor and Trauma-Informed Practice position statement calls for school counselors to advocate for trauma-sensitive schools through evidence-based practices. This presentation extends beyond learning about trauma-informed practices to teaching professional school counselors how to select evidence-based interventions, approaches, and models to support students who have experienced Adverse Childhood Experiences (ACEs). Continuing EducationSchool counselors will leave the session with knowledge on how to use data in an effort to implement trauma-informed practices. Additionally, school counselors will learn how to incorporate trauma informed models with CSCPS. Attendees will be able to infuse evidence-based practices, embedded in trauma-informed practice, to meet the needs of students who have experienced trauma and students who are at-risk. For example, PSCs will be able infuse trauma-informed language within MTSS to support students social emotional learning. After attending, school counselors will be able to provide individual, small group, and classroom interventions rooted in trauma-informed practices to enhance mental wellness, improve relationships with peers and adults, and further academic achievement.
Palmetto Palm RoomUpdating the Evidence-based School Counseling Paradigm
Carey Dimmitt Brett Zyromski
Any legitimate model for practice needs to undergo ongoing revision in response to the changes in the contexts it is being used in, and to feedback from those who are using it for their work. This session identifies some of the ways that evidence-based school counseling has evolved, including making sure that multiple aspects of student well-being – such as mental health and social-emotional learning – are given full consideration, increased attention to complex social contexts and student intersectional identities, new ways of thinking about what data to use and how to use it to make decisions and to show impact, as well as methods for teaching prospective school counselors how to most effectively practice evidence-based school counseling. Participant suggestions will also be solicited.
Grand Palm Room 1Interested in Becoming a School Counselor Educator?
Panel: Nancy Chae Citlali Molina
As a school counselor, has the thought of a doctoral program in counselor education crossed your mind? Are prepared to take the next steps for a doctoral program, but still have some questions? Join us and hear from a panel of former school counselors who are current doctoral students and faculty members in counselor education and supervision programs across the United States to take the next steps in your doctoral program journey. Continuing EducationParticipants will learn about the processes for considering and applying to counselor education programs. Participants will understand ways to match their clinical and research interests with the program offerings and resources. Participants will learn how a career in school counselor education can widely impact quality school counselor training to, in turn, impact more K-12 students and families.
11:50 - 12:50 PM
1:00 PM - 1:50 PM
Grand Palm Room 3A Research-Based Intervention to Reduce the Achievement Gap
In today’s educational climate, school personnel are often evaluated based on their ability to increase student test scores and close achievement gaps. This presentation will discuss a quantitative study that explored the impact of School-Based Mentoring on the academic achievement gap between African American and White students. An analysis of data collected by the Institute of Education Sciences produced remarkable results which will be shared in this presentation. These results will enable practicing school counselors to embrace the challenge of reducing the academic achievement gap between African American and White students. The presenter will share her phenomenal research results and provide suggestions for how school counselors might use these research findings to reduce the achievement gap in their own schools.Continuing EducationAttendees will be able to describe how to use school-based mentoring to reduce the academic achievement gap between African American and White students. Attendees will be able to use the ASCA “Closing the Gap Action Plan/Results Report” to collect Participation, Mindsets & Behaviors and Outcome baseline and final data to communicate the effectiveness of SBM in reducing the achievement gap. Attendees will be able to analyze closing the gap outcome data to describe implications for future practice.
Grand Palm Room 2Changing of the Guard: Promoting Evidence-based Practices in an Existing School Counseling Master’s Program
Beth H. Gilfillan JP Oehrtman
What can school counselor educators do to enhance or modify an existing school counseling program that does not emphasize data-driven or evidence-based school counseling? Join two new school counselor educators who are navigating this process of adapting and improving an existing curriculum. Presenters will share challenges and how to overcome them, as well as ideas on how to balance the politics of making changes while advocating without adversity. Presenters will also lead a discussion about what methods participants have used to shift their programs to being more data-driven and evidence-based.Continuing EducationAt the conclusion of the presentation, attendees will be able to: Explain the importance of data-driven and evidence-based practices in school counseling to school counseling students. Evaluate their existing school counseling program and the level of inclusion of data-driven and evidence-based practices in the curriculum. Incorporate and stress the importance of data-driven and evidence-based practices in school counseling in an existing school counselor education program framework. Discuss ways to advocate without adversity for data-driven and evidence-based practices in their school counseling program.
Grand Palm Room 1Cutting Edge, Valid, School-Based Interventions: 2019-2020 Year in Review
Carey Dimmitt Catherine Griffith
School counselors need to be aware of the most cutting-edge evidence-based practices, though locating quality interventions can be a complex process. The presenters of this session have gladly done the heavy lifting, and will provide a review of the best of the best in outcomes research published over the past year. With the goal of linking research to practice, we will discuss the potential integration of these studies into comprehensive guidance programs. Special attention also will be given to the search process itself, with a brief review of the markers of quality research, as well as an overview of the journals, clearinghouses, and search terms school counseling practitioners can utilize themselves in locating future school-based interventions.Continuing EducationUpon completion of this session, participants should be able to: 1. Learn about the significance of demonstrating accountability, and dire need for the incorporation of EBP in comprehensive school counseling programs; 2. Learn recent information about that status of intervention research in school counseling over the past year and develop ideas about how to use the research information in their work; 3. Gain practical skills in identifying strong research methodology to improve their understanding of EBP, increasing their ability to conduct their own future intervention research searches; and 4. Learn about tools to stay up-to-date with current research, interventions, and best practices through vetted resources.
Grand Palm Room 4Transforming School Culture One Circle at a Time: Counselors’ Role in Implementing Restorative Practices
Are you interested in learning more about restorative practices and its impact on relationships, school discipline, school culture, and social emotional health? Are you a school counselor who would like to understand your role in helping to create and implement a framework for restorative practices in your building? If the answer is YES to either or both of these questions, join us for an interactive session that will describe the rollout of restorative practices in a middle and high school setting. The presenters will also share data to illustrate the capacity of restorative practices to transform school culture.Continuing EducationDevelop a better understanding of restorative practices and its impact on school culture and discipline Provide qualitative (student & teacher survey data) and quantitative (discipline data) to demonstrate the effectiveness of restorative practices in a middle and high school setting Describe the role counselors play in successful implementation of community building, restorative conversations, and responsive circles Discuss group counseling intervention school counselors can offer to help students develop effective communication skills Present funding sources counselors can use to support the implementation of restorative practices
1:00 pm - 1:50 pm
Grand Palm and Student Union Lobby
A Program Pilot Study on Burnout Prevention and Self-care for Practicum/Internship School Counseling Graduate Students
Tara Jungersen Anna Owens Eric Thompson
This program will describe preliminary results of a pilot study that investigated the impact of a seven-module self-care and burnout prevention curriculum for counselor education programs. This curriculum was developed to increase self-care and prevent burnout in pre-service school counselors during Practicum and Internship. This program, based on the 5-F Wel, Positive Psychology, and current mindfulness research aims to prevent and/or reduce later attrition from the profession. This program will summarize data and findings that evaluate how a guided wellness program impacts wellness outcomes for school counseling graduate students. In addition, results measured by the 5F-Wel, self-care, burnout, and other empirical measures will be explored with a focus on qualitative inquiry for student experiences. The outcomes of this study will be reported with the intention of illuminating School Counselor Education topics related to evidence-based practices and using data to make program decisions.
A Recommendation for Training School Counselors in leadership and Self-Compassion
Carleton Brown Anjanette Todd
Leadership is a critical element in the professional identity of school counselors; however, there is a lack of self-compassion intervention training to assist school counselors in dealing with stressful leadership practices. If you’ve been looking for a successful school counselor leadership and self-compassion training for your school district or school counseling program, this session may be helpful! Presenters will introduce participants to an evidence-informed 3-hour workshop on school counselors’ leading with self-compassion.
A Survey of School Counselors’ Theoretical Orientation and Counseling Practices
The discipline of school counseling has gone through changes in identity and purpose. School counselors serve in multifaceted roles within schools with a major role as a provider of individual and group counseling. While training programs cover a breadth of counseling theories and techniques, little is known about the rates by which school counselors implement these approaches. In this session, the presenters discuss findings from a survey research study examining 640 practicing school counselors’ perspectives on their theoretical orientation; the rate by which they offer individual and group counseling; and the rate by which they provide counseling for academic, personal/social, and career development. Attendees will learn about the research methods employed, the results of the study, and implications for the school counseling profession. The findings from this survey highlight the current trends in school counselor practice with a focus on the training needs of school counseling students and professionals.
Creating a School Counseling Induction Program: An Evidence-based Approach
Courtney Allen Carol Cotter Karen Smith
This poster presentation aims to highlight the research and development of a school counseling induction program designed to train clinical mental health professionals to be effective school counselors. This program, based on the ASCA National School Counseling Model, was developed to meet the specific training needs of licensed professional counselors and licensed clinical social workers entering the school counseling profession under a recently approved alternative licensing pathway in the state of Colorado. The school counseling induction program is currently in its pilot year. Presenters designed a research study to examine the effectiveness of this program and will present their findings as part of the poster presentation.
Culturally Relevant Small Groups for Marginalized Middle Schoolers: Utilizing school counseling to reach SEL needs through ASCA mindsets
Christopher Slaten Alexis Rhames
Research has proven the school environment to be one of one the most critical to the psychosocial development of early adolescents. Social-emotional learning (SEL) programs have become an integral component of the field of education and have proven to be beneficial for both academic and psychosocial outcomes. This poster presentation outlines a SEL small-group curriculum that combines culturally relevant pedagogy, the ASCA Mindsets, and core SEL competencies that was piloted with Title I middle schools students who have had a significant amount of discipline referrals. The outcomes of the group session were measured by a pre- and post-assessment of self-esteem, self-efficacy, belonging, and perceptions of lifelong learning.
Decreasing Suicide Rate Among LGBTQ Students
This is a poster presentation covering essential statistical information needed to learn about the problem of Suicide among LGBTQ students. It will clarify myths and show the facts. It will also include some predictors that put LGBTQ at risk of suicide. Also, it will include a solution plan based on the research, offer suggestions of what our school community can do to prevent this problem, and provide a good number of resources that we can share at our school.
How Prepared do School Counselors Feel to Engage in College and Career Counseling? Evidence from a Large Urban District
Alexandra (Sasha) Novakovic Eva Patrikakou Melissa Ockerman
The present study investigates school counselors’ perceptions of the importance of college and career readiness counseling and their preparedness to provide this service to students in schools. The participants in this study were 220 full-time school counselors in one of the largest urban school districts in the US. The results indicated over 90% of school counselors strongly agreed with the importance of various CCR activities, but 37% to 84% strongly agreed that they felt prepared actually to engage in those activities. Factors predicting perceived preparedness for specific CCR activities were also investigated. The regression model explained 75% of the variance in perceived preparedness. School counselors who felt well prepared to work with students and their families, and well versed in discussing a wide range of post-secondary options, were also those who reported being well prepared to engage in multiple CCR activities. Practice and further research implications are discussed.
Humanistic Counseling with Hispanic Youth in Title I Schools
Jon Borland Galaxina Wright
Hispanic youth have distinctive prevalence rates for mental illness, behavioral concerns, academic difficulties, and barriers to receiving services. This poster is intended to present to attendees the importance of school-based mental health counseling services as an effective tool in addressing Hispanic elementary school students’ mental health needs that are living in low income communities. Clinical implications for future research and practice will be discussed.
School Counselors and The Role in Sex Education
Sexual education is an important topic that is not being emphasized enough in schools in the United States. Sex education does not only include the development of sex organs, protection against STD/STI, and teen pregnancy, which is often presented in health classes, but there is often a lack of education in professionals with how to deal with adolescent relationships and now the emphasis on sexual orientation and gender identity. Human sexuality encompasses sex, gender identity and roles, sexual orientation, eroticism, pleasure, intimacy and reproduction (Farmer, 2013). The aspect of sexuality is experienced through thoughts, beliefs, values, practices, and roles and relationships. Thus, sexuality has shifted dramatically over the last decades and because adolescents spend much of their time in schools, it provides school counselors opportunities to support students with these issues. However, further education in graduate and postgraduate training needs to be emphasized for more successful interactions with students.
School Counselors’ Competency and Advocacy for Undocumented Students
School counselors are trained to work in elementary and secondary schools, and will likely interact with and support undocumented students. There is a pressing need for practicing school counselors, graduate student trainees, and school counselor educators to undergo training and professional development to ensure that they are social justice advocates and prepared to serve undocumented students and families. Based on a quantitative study exploring practicing school counselors’ competency, contact levels, and advocacy for undocumented students, this poster session will address the current state of school counselors’ reported competence and contact levels with undocumented students and how these elements affect their advocacy for this population. We will share the current level of training and impact on future professional development needs for school counselors and graduate students entering the profession, as well as highlight future research directions.
Using the FUN(Find-Understand-eNact) Model to Engage Principals in Comprehensive School Counseling Programs
This program will describe the FUN (Find-Understand-eNact) Model which is used to develop a School Counselor-Evidence Based Brief (SC-EBB). A SC-EBB is a template to organize a meeting with a principal in order to describe an evidence based practice a school counselor would like to implement in a comprehensive school counseling program.
Round Table Sessions
1:00 pm – 1:50 pm
Live Oak A
Approaches for Facilitating a School Counseling Practicum Course
This session will share approaches for planning, teaching, and evaluating a school counseling practicum course for Master’s level school counseling students, including content and application, group supervision, and reflective activities. The session will discuss course planning and teaching strategies utilized to enhance student engagement in the course while also promoting students’ development of competencies for school counseling practice. Participants are also welcomed and invited to share diverse experiences and methods of facilitating practicum courses at their respective institutions. This will contribute to a collaborative and interactive session and learning experience that includes resource sharing as well as reflections of meaningful course facilitation practices or activities.Continuing EducationParticipants will understand strategies and resources for facilitating Master’s level school counseling students in a practicum course. Participants will discuss and share strategies and their own experiences of supporting Master’s level school counseling students’ development and competence in a practicum course. Participants will engage in a networking opportunity to interact with doctoral students and counselor educators with shared interests and experiences in facilitating school counseling practicum courses.
Best Practices for Using Evidence-based Data in the K-12 Setting
This interactive presentation invites participants to freely discuss best practices for using evidence-based data that helps establish a comprehensive school counseling program in the K-12 setting. What tried and true data tricks work in collecting and analyzing data to identify achievement gaps, educating the community about the role of a comprehensive school counseling program, and using data to demonstrate the effectiveness of an interactive and engaged school counseling program? We will bring our own ideas to jump start the conversation (e.g, how to use a QR code for student sign-ins), and we look forward to having a dialogue to hear what you do to enhance your school counseling program.Continuing Education1. How to use data in establishing SMART Goals and Action Plans that align with School Improvement Plans 2. Fast, easy, and free ways to collect and disaggregate data 3. How to easily share data and connect with the school community
Exploration of Early Career School Counselor’s Clinical Supervision Experiences
Kenya G. Bledsoe
Clinical supervision is an exclusive relationship between a supervisor, supervisee, and the clients being served. Many states require that pre-licensed counselors complete 3,000 supervision hours for licensure, however, school counselors are certified by state departments of education and have no such requirements. Many school counselors desire post-master’s clinical supervision despite it not being readily accessible in the PK-12 schools. Instead, clinical supervision is typically replaced with administrative and program supervision. Some early career school counselors (three years or less school counseling experience) seek out clinical supervision. However, there is limited research regarding these experiences. The researcher conducted an interpretative phenomenological analysis study to gain a better understanding of early career school counselors’ clinical supervision experiences. Attendees will engage in dialogue on how they can incorporate the results of this study to heighten clinical supervision awareness, particularly for early career school counselors.Continuing Education1) Attendees will be able to identify early career school counselor’s clinical supervision needs. 2) Attendees will be able to identify early career school counselor’s clinical supervision experiences. 3) Attendees will be able to discuss implications for future research in school counseling supervision.
Social Justice Change Agents: Addressing Retention of African American Males
Mariama I. Cook Sandifer Eva M. Gibson
School counselors are expected to meet the needs of African American students by addressing unique challenges in education. This responsibility can be quite complex given the multifunctional role of the school counselor. The presenters will highlight the educational challenges for African American males, explore the connection between race and culture in grade retention practices in schools, and analyze the relationship between research and practice. Presenters will discuss supporting AA students through increased cultural responsiveness via awareness, advocacy, intentional interventions, and evidence-based approaches. Participants will be able to identify factors that impact AA students’ performance, discuss barriers to success, and evaluate strategies for support.Continuing EducationAs a result of this session, participants will be able to: assess barriers to equity for African American male students develop evidence-based strategies to advocate for this population identify potential resources to aid in social justice efforts.
2:00 pm - 2:50 pm
Grand Palm Room 1Evaluating Intervention Quality: Worth Your Time or Just Good Marketing?
H. George McMahon Brett Zyromski Catherine Griffith Melissa Mariani
Given the increasing call for use of evidence-based practices, school counselors need essential research literacy skills to help support the complex task of determining what works in schools. An abundance of resources exists from which to draw school-based interventions to serve the needs of your students. However, locating quality interventions—those that have been through a rigorous scholarly process to validate effectiveness—may be a more difficult process, as highly skilled researchers are typically less concerned with mass-marketing their work as a product. This session will equip you with specific tools to be able to identify common markers of quality intervention research, as well as the signs a resource may not be worth the hype.Continuing EducationUpon completion of this session, participants should be able to: 1. Learn about the significance of demonstrating accountability, and dire need for the incorporation of EBP in comprehensive school counseling programs. 2. Gain practical skills in identifying strong research methodology to improve their understanding of EBP, increasing their ability to conduct their own action research 3. Learn tools to stay up-to-date with current research, interventions, and best practices without falling for marketing ploys that promote programs based on shoddy data 4. Contribute to their professional development by applying newfound knowledge and deepening understanding through group discussion Attendees will develop their research literacy through lecture-style presentation, engaging activities, and case study application of the knowledge gained from this workshop. Small and large group discussion will be incorporated throughout, and take-home resources will be provided.
Grand Palm Room 2Evidence-based Approaches to School and University Partnerships
Brandie Oliver Nick Abel Aaron Munson Tom Keller
School - university partnerships are a great way to provide hands-on experience for school counselors-in-training while also aiding practicing school counselors and P-12 students. You might be engaging in these partnerships, but are they effective? Come hear from a practicing school counselor and two counselor educators about how they partner together in an evidence-based manner that focuses on programming and interventions proven to make a difference.Continuing EducationParticipants will learn 3 strategies for making school-university partnerships more evidence-based (reducing ratios, engaging in quality action research, and moving towards a CSCP) Participants will be able to name at least 4 evidence-based programs that can be used in classroom guidance or counseling groups (Student Success Skills, CODIP, MBSR, and Champions Only). Participants will identify one step they can take to increase the effectiveness of their school-university partnerships.
Grand Palm Room 3Assessment! It’s Not Just Something for School Psychologists!
School counselors use assessment skills every day in our work; however, the term is often associated with the work of school psychologists. When we move beyond the idea of equating assessment with instrumentation, school counselors can more easily see the ways in which assessment is a part of their everyday work. This presentation will introduce school counselors to the idea of assessment as a “systematic procedure for collecting information” and provide an opportunity to develop a concrete plan to incorporate assessment as an evidence-based practice into their comprehensive school counseling program.Continuing EducationAs a result of attending this presentation, participants will be able to: 1. Define assessment. 2. Explain the connection between assessment and evidence-based school counseling. 3. Identify ways to incorporate assessment into their comprehensive school counseling program.
Grand Palm Room 4Parents Matter: Preventing Teen Drinking Through School-based Parent Programming
Robin Hausheer Diana Doumas
This session will present results from a study examining the acceptability of an evidence-based parent-based alcohol intervention (PBI) for high school students. Originally designed as a parent handbook for college students, the PBI was modified to be delivered as a 6-part, web-delivered intervention. The purpose of the PBI was to inform and enhance parent-teen communication. Results indicate that the majority of parents found the PBI useful and user-friendly and reported discussing the information with their teen. Findings suggest the adapted PBI is a promising approach for promoting parent-teen communication with the aim of reducing high school student alcohol use.Continuing EducationParticipants will be able to: 1. describe why parents matter in teen drinking prevention; 2. identify parental factors related to teen drinking; 3. identify evidence-based parent prevention programming for school counselors to address teen drinking.
Queen Palm RoomRising Risks: Identifying and Addressing the Mental Health Concerns of Our Youngest Students
Diana Gruman Regina Brown Lucy Purgason
In recent years, elementary school counselors (ESCs) have noted a rise in the mental health (MH) concerns of their students including anxiety, post-traumatic stress, and suicidal ideation. One ESC in Washington State launched a statewide survey to gather preliminary data, receiving a response rate of 25% from ESCs representing 148,901 students. Among other findings, ESCs reported recent increases in the severity of MH concerns (85.9% indicated a High or Moderate increase) and 47% reported they had worked with five or more students with suicidal thoughts during the 2018-19 school year. In this session, you will learn about the methods and results of the survey, including ESCs views on associated MH factors such as the prevalence of bullying based on body characteristics, gender identity, disabilities and race/ethnicity. In addition to survey results and implications, we will provide evidence-based resources and prevention approaches for this developmental level.Continuing EducationWe would like participants to: 1) Learn the methods that one elementary school counselor used to launch a successful state-wide survey to gather the views of her fellow counselors regarding their experiences with elementary students and mental health; 2) Consider the serious findings of the survey and discuss the implications for the practice of elementary school counseling including high ratios, lack of training in mental health identification and referral, and the need for on-going professional development and supervision to avoid ethical lapses; 3) Learn about developmentally-appropriate methods to identify and reduce the risk factors associated with bullying and suicidal thoughts in young students; and, 4) Identify evidence-based and research-informed suicide prevention and mental health coping programs appropriate for use with K-5 students.
Palmetto Palm RoomSchool Counselors as Leaders within a Multi-Tiered, MULTI-DOMAIN System of Support
Trish Hatch Whitney Triplett
A Multi-Tiered, MULTI-DOMAIN System of Support aligns the work of school counselors within the three domains to provide core instruction and data-driven interventions to meet ALL students’ diverse needs. This presentation will provide participants with a framework and strategies for shifting their program delivery away from reactionary, referral-driven services and toward preventative, DATA-DRIVEN services that maximize student achievement and prepare students for postsecondary success. Learn how school counselors are leaders in planning, implementing, and evaluating a comprehensive school counseling program within a Multi-Tiered, Multi-Domain System of Support.Continuing Education1. Explain the school counselor’s role in implementing a Multi-Tiered, Multi-Domain System of Supports. 2. Evaluate the school counseling program at their site or district to a) ensure all students receive developmentally appropriate instruction, b) maximize student achievement and prepare students for post-secondary success, and c) support students in gaining the attitudes, skills, and knowledge needed utilizing evidence-based approaches. 3. Access resources to help them implement a comprehensive school counseling program through the lens of a Multi-Tiered, Multi-Domain System of Supports.
Tiger PalmSchool Counselors Experiences and Challenges Supporting Students Experiencing Homelessness
Stacey Havlik Madeline Duckhorn Shelby Rohrer
Students experiencing homelessness face unique challenges when preparing for college. As such, they need additional assistance from school counselors and supportive staff to ensure they can transition successfully to postsecondary institutions. In this presentation, presenters will describe the results from a mixed methods research study that explored the challenges and experiences of school counselors and other supportive personnel supporting the college-going needs of students experiencing homelessness. Background research on the challenges of preparing students experiencing homelessness for college will be presented, as well as how federal legislation, namely the McKinney-Vento Homeless Assistance Act requires school counselors to tailor their services to support the unique needs of this population.Continuing EducationAs a result of attending this presentation, attendees will: 1. Be able to identify 3-5 challenges faced by school counselors and other personnel supporting students experiencing homelessness going to college. 2. Be able to describe the roles and expectations of school counselors in preparing students experiencing homelessness under the federal legislation (McKinney-Vento).3. Identify 3-5 strategies they can apply at their own sites to support students experiencing homelessness moving to college.
Round Table Sessions
2:00 pm – 2:50 pm
Live Oak A
Culturally Responsive Small Group Interventions: Using Culturally Representative Books to Address Academic and Discipline Disparities Among Black Male Middle School Students
Natalie Edirmanasinghe Sarah Brant‑Rajahn
School counselors are called to advocate for equity for all students and address barriers that impede students’ academic success and overall wellness (American School Counselors Association, 2016). The focus of this session is to discuss the development and implementation of two culturally responsive small group interventions addressing a) disproportionately low standardized reading scores and b) disproportionately high discipline rates among Black male middle school students through the use of culturally representative books. Also, presenters will discuss challenges and strategies for school counselor application toward the implementation of this intervention.Continuing Education1. Participants will learn methods of assessing reading motivation, SEL, and racial identity development 2. Participants will understand the benefits of culturally responsive interventions 3. Participants will understand the benefits of cultural representation in literature 4. Participants will be able to identify culturally responsive small group strategies
Integrating Culturally Responsive Small Group Work in Schools to Foster Career Aspirations among Diverse Youth
Tahani Dari Christian D. Chan Jessica Del Re
Marginalized youth face many barriers in the development of career aspirations, despite the fact that career development training is a crucial part of school curricula and ethical mandates. The presenters will discuss how to promote the development of career goals through culturally responsive small-group work that incorporates all students, especially marginalized youth. Small-group work serves as an effective approach for the facilitation of social well-being, social connectedness, and self- motivation as important aspects of career development. This session concludes with key recommendations for improving the effectiveness of research on small-group work in schools.Continuing Education1. Participants will be able to develop an overview of the challenges youth experience in career development, particularly among historically marginalized groups. 2. Participants will be able to design and implement small group work interventions to help diverse youth with career aspirations by bridging skills in school, academic, and workforce development. 3. Participants will be able to collaborate with community organizations to promote, coordinate, and provide equitable access to career development resources to further support the connections among school, career, and workforce development.
Using Biofeedback to Improve Behavior, Attendance, and Grades
Sarah Geiger JP Oehrtman Ryan Max
Biofeedback is a technique designed to provide physiological data to an individual in order to help them raise awareness of ordinarily automatic responses to stressors. Biofeedback is being utilized in the junior high setting as part of interventions at tier 1, 2, and 3 levels to improve student progress related to behavior, attendance, and grades.Continuing Education1. Participants will understand how to apply basic concepts of biofeedback to the school setting. 2. Participants will be introduced to ways to incorporate biofeedback as part of multi-tiered interventions. 3. Participants will learn how to connect biofeedback data with outcome data related to behavior, attendance, and grades.
2:00 pm - 3:50 pm
House ChambersUsing Motivational Interviewing as a Brief Therapy in Schools
Dr. Robert Pincus Teshaunda Hannor‑Walker
Mental health counselors who counsel adolescents suffering from substance abuse and obesity issues have successfully used motivational interviewing with their clients. The results of a recent qualitative study by Robert Pincus, Corinne Bridges, and Ted Remley (2019) that was published in the Journal of Professional Counseling: Practice, Theory, and Research revealed that motivational interviewing is an effective technique for school counselors to assist students with academic success, and potentially raise school grades. This session will highlight motivational interviewing using William Miller and Stephen Rollnick’s (2013) tenets of engaging, focusing, evoking, and planning, as the technique pertains to school counseling. Motivational interviewing can be effective used with the American School Counselor Association Mindsets and Behaviors to create change talk with adolescent students.Continuing Education1. Participants will understand the tenets of motivational interviewing. 2. Participants will gain motivational interviewing skills through an interactive presentation to learn to work with at-risk students in their home schools. 3. Participants will gain motivational interviewing skills through an interactive presentation to learn to work with unmotivated students by using change talk to redirect them toward future career aspirations. 4. Participants will know how the ASCA Mindsets can assist them in using motivational interviewing techniques.
3:00 pm - 3:50 pm
Grand Palm Room 3Career-Decision Making: School Counselors in Counselor Education Doctoral Programs
Malti Tuttle Lee Edmondson Grimes
The presenters will discuss a phenomenological research study they conducted which examined the career-decision making experiences of ten practicing school counselors enrolled in counselor education doctoral program. Three emerging themes from the study will be highlighted during the presentation: (a) intrinsic and extrinsic motivators, (b) developmental fit, and (c) lifestyle factors. This presentation further includes discussion of how counselor educators can support school counselors during their doctoral program journey through mentorship in areas such as research, scholarship, and teaching. School counselors interested in pursuing a doctoral degree in counselor education will have the opportunity to ask questions and gain insight into this process.Continuing Education1. Identify factors that contribute to the career decision making factors of school counselors enrolled in counselor education doctoral programs. 2. Gain understanding of the significant impact diverse faculty, especially faculty of color, has on the career decision making process. 3. Identify how to support school counselors enrolled in counselor educational doctoral programs through teaching and mentoring. 4. Identify barriers school counseling practitioners face as they determine if they are able to enter a counselor education doctoral program.
Grand Palm Room 4Mindset Matters: Teaching Growth Mindset in Schools
Want to infuse Growth Mindset into your school counseling program? Come learn how Carol Dweck’s research has led to the creation of school-wide growth mindset initiatives that teach the concepts of neuroplasticity, learning from mistakes and dealing with adversity. In this session, you will learn how to integrate innovative growth mindset lessons for classrooms and small groups teaching mindfulness, brain basics, grit, the power of yet, and the benefits of ‘learning about learning’. School counselors will learn how to collect data for their own results reports. Participants will learn not only how to implement growth mindset initiatives in their schools, but also how to collect data to show how these programs can impact outcomes in student self-esteem as well as achievement.Continuing EducationParticipants will be able to have an in-depth understanding about growth mindset theory so that they will feel comfortable introducing growth mindset initiatives to other educators and students in their local school/district. Participants will review research and literature that show the impact of growth mindset interventions. Participants will be able to break down the growth mindset theory into different easy to understand lessons that are student centered, kid-tested, and easy to implement. Participants will learn how to break it down using the letters in the word MINDSET to frame the lessons: Mindfulness, Identify Brain Basics, Not Yet is OK, Determination/Grit, Self-Talk, Everyone’s Unique, and Teaching Others. Since these concepts align with social/emotional, academic and career domains, counselors will walk away with a clear way to structure lessons. Participants will see how to collect data for growth mindset-based lessons for classrooms, small group counseling, in order to determine the efficacy of the intervention at their local school.
Queen Palm RoomPredictors of School Counselor Burnout
Kathryn Kozak Melissa Luke
Occupational burnout is a psychological experience characterized by exhaustion, depersonalization, and a diminished sense of accomplishment (Maslach, Jackson, & Leiter, 1997). Burnout among school counselors has negative implications for both affected professionals and the stakeholders they serve (e.g., Bardhoshi, Schweinle, & Duncan, 2014; Wilkerson & Bellini, 2006). In this session, contemporary research on school counselor burnout will be explored, with particular emphasis on a new national study conducted by the presenters. Results of this study point to specific intrapersonal characteristics, training program experiences, and work environment variables that help predict burnout. Implications for school counselor educators, school administrators, and practicing school counselors will be discussed.Continuing EducationAfter attending this session, participants should be able to:1. Define occupational burnout, including its symptoms. 2. Identify unique intrapersonal and organizational predictors of burnout for school counseling professionals. 3. Describe strategies to mitigate the harmful effects of burnout.
Palmetto Palm RoomProject TEAM: Evidence-based Bullying Intervention Through School Connectedness
Hyunhee Kim JoLynn Carney Richard Hazler Yanhong Liu
Despite the emphasis of ASCA model on comprehensive school counseling programs, many school counselors struggle from implementing effective bullying interventions in their unique school settings. In this presentation, we attempt to facilitate a discussion on the core components of effective school-based bullying interventions with professionals in school counseling. Identification of core components requires a clear understanding of the underlying theoretical base, which proposes the mechanisms for how the intervention works. We will introduce how strong conceptual understanding and empirical studies can create a successful/innovative intervention. We will share our experiences with Project TEAM™, which has been successfully implemented in several school districts as a whole school-based bullying intervention.Continuing EducationParticipants will be able to: 1. Understand the importance of school connectedness to provide successful bullying intervention. 2. Identify components of school connectedness and enhance theoretical understanding for the intervention program. 3. Create new ideas and gain insight on how to effectively provide an intervention program for promoting school connectedness.
Grand Palm Room 2School Counseling Training for Effective Collaboration with Administrators: Curricular Alignment with National Educational Leadership Preparation (NELP)
Renae D. Mayes Jungnam Kim Natalie Swihart Madison Smith
The purpose of our study is providing a framework for evidence-based school counselor training through incorporating specific knowledge and skills regarding working with educational leaders. More specifically, the study employed content analysis to identify counseling curricular alignment with the National Educational Leadership Preparation (NELP) standards. We chose all school counseling course syllabi from BSU school counseling program that were taught during the 2017-2019 academic year. While syllabi have varied in formats across courses, we focused course descriptions, assignments, and learning objectives. The findings provided specific examples that may serve as guidelines assisting school counseling preparation programs in thinking about pre-service training practices aligned with NELP standard components which can support the development of knowledge and skills towards school counselor and school administrator partnership.Continuing EducationNot eligible for CE credit.
Tiger PalmThe Current Status of Group Counseling in K-12 Schools: How are we doing group?
June Hyun Eunhui Yoon Goeun Na
Group counseling is one of the major clinical skills that school counselors have been trained and one of the direct services that school counselors provide. As the ASCA National model went through four editions since 2002, the presenters wondered how well group counseling has been utilized in the school setting. With the purpose of informing school counseling practitioners and school counselor preparation programs, the presenters will share the results of the survey of group counseling usage in the K-12 schools. At the end, the implications of the survey study will be discussed.Continuing EducationAt the end of the program, the participants will learn 1. how school counselors define the group counseling, 2. how often school counselors use group counseling in their delivery by their level of school (elementary, middle, and high), 3. what kind of topics are usually covered in the group counseling in the school setting, 4. what group skills school counselors feel the most and least confident and participate in the discussion on the implications of the study.
Grand Palm Room 1Evidence-based Urban School Counseling Consultation using Student Success Skills, ASCA Model, and Change-Agent for Equity Tools
Panel: Stuart Chen-Hayes Greg Brigman Yvette Goorevitch James Martinez Tasha Sherrill Shanda Haynie
Evidence-Based School Counseling Consultation is a critical avenue for disseminating best practices and revitalizing school counseling programs and school counselor practice in districts nationwide. The first year of a 3-year school counseling program redesign in Norwalk, CT public schools included use of ASCA Model (Hatch et al; ASCA, 2019) templates to gather and disseminate SC outcome interventions, qualitative and quantitative data-gathering from stakeholders, and extensive professional development using Student Success Skills classroom lessons (Brigman & Webb, 2016), and Change Agent for Equity (CAFÉ) tools (Chen-Hayes, Ockerman & Mason, 2014) to help close both opportunity and achievement gaps, decrease behavioral incidents and increase student executive functioning skills and career/college access/affordability/admission skills.Continuing Education1. Participants will learn consultation skills in large urban districts using evidence-based practices. 2. Participants will learn how to motivate district-wide change agentry over time for school counseling program implementation. 3. Participants will hear from school counselors and building/district leaders about making change with school board members and building leaders over time for evidence-based school counseling programs
Round Table Sessions
3:00 pm – 3:50 pm
Live Oak A
School Counseling in International Contexts: A Case Study of Barbados
Julia Bryan Dominiqua Griffin
As school counselors across the world seek to develop their own school counseling models, often influenced by the ASCA model, it is imperative that U.S. counselor educators collaborating with international school counselors understand the importance of local cultural contexts as well as local needs and challenges. The presenter spent a year studying school counseling in Barbados using an ethnographic approach including interviews of five school counselors and in depth observations of four school counseling programs. The study illuminated school counselor roles, practices, challenges and demands in the Barbadian school setting and provided a foundation for local school counselors to shape a school counseling model specific to their context. School counselors and counselor educators will find this informative especially in their own work with Caribbean-origin children and families and in their collaborations with other countries seeking to develop school counseling models.Continuing Education 1. Participants will understand the roles, practices, challenges and demands of school counselors in Barbados. The counselors in the study outlined their daily experiences, as well as what promotes and hinders their work. The school counseling field is still expanding and this presentation provides information on the direction of the field. 2. Examine how Barbadian school counseling practices relate to the U.S. school counselor context and other international settings. This study challenges the paradigm that centers Western school counseling practices as the only relevant school counseling model. 3. Participants will identify effective practices for conducting ethnographic school counseling research in an international setting. Participants will examine how the findings of this study may inform a school counseling model for Barbados and the Caribbean. 4. Participants will examine the implications of school counseling in Barbados and the Caribbean for school counselors who serve Caribbean immigrant students and families in the U.S.
School Counselors’ Professional Development (PD) Needs in Working with English Language Learner (ELL) Students
Qi Shi Hope Slezak Rachel Litvin Jennifer Watkinson
Close to 4.6 million public school students receive English Language Learner (ELL) services (Kindler, 2002). In addition to educational gaps that exist between ELLs and their non-ELL peers, ELLs often experience significant barriers to academic success (Williams & Butler, 2003). The importance of school counselors in the success of ELLs has been described as essential and pivotal (McCall-Perez, 2000), but they do not feel prepared to meet the needs of the ELL population (Schwallie-Giddis, Anstrom, Sanchez, Sardi, & Granato, 2004). The presenters will highlight findings of a study that investigates school counselors’ professional development needs in working with ELL students.Continuing Education1. share findings from a study that investigates school counselor practitioners’ professional development needs in working with ELLs; 2. engage attendees in thoughtful discussion specific to how to better prepare pre-service and in-service school counselors to work with ELL students; 3. implications for school counselors will be discussed regarding to what they need in order to better serve ELL students across the nation; 4. implications for policy makers and counselor educators in regard to school counselors’ training and professional development on better serving ELLs.
Working with LGBTQ Youth in Schools: What the Data Tells Us
Data is available about the risk factors for LGBTQ youth but what does that mean for working with this population in schools? LGBTQ youth are up to four times as likely to consider and attempt suicide. Additionally, LGBTQ report greater depressive symptoms with transgender youth being four times more likely to experience depression than their cisgender peers. Safe schools, supportive adults, and affirming parents all reduce or ameliorate the risk factors for LGBTQ youth. This presentation will discuss the current data available regarding risk factors LGBTQ youth and school counselors’ advocacy and other support. Tips and strategies for school counselors to advocate and create safe spaces for their LGBTQ students will be provided.Continuing EducationNot eligible for CE credit.
Saturday, March 21, 2020
7:30 - 8:30 am
Grand Palm and Student Union Lobby
8:30 - 8:45 am
Brett Zyromski Carey Dimmitt
8:45 - 9:30 am
This keynote will focus on practical solutions to move your school counseling program towards meeting the needs of all students through a comprehensive, results-based, developmental program based on the ASCA National Model. It is important that all educational stakeholders in our communities understand the ways that school counselors make a significant impact on student achievement and success. Janell will share examples of how she has been successful in sharing the impact of her program. Starting with the process for making data-driven decisions, Janell will take the audience through the logistics of implementing evidence-based interventions, and model practical strategies for assessing the impact of these interventions on student outcomes. Janell’s story will illustrate that although she, like most of us, has often been confronted with systemic barriers to implement evidence-based programs with fidelity, Janell has overcome those barriers as she has removed barriers to success for all students at Emerald Cove Middle School.
10:00 AM - 10:50 AM
Grand Palm Room 3Data All Around: Using Content Analysis to Analyze School Data
Sandi Logan‑McKibben W. Bradley McKibben
One of the unique aspects of the school setting is that there is a wealth of data, both numerical and text, available. School counselor educators have the opportunity to partner with practicing school counselors in content analyzing various forms of data, which can serve as an opportunity to be data-informed and data-driven. In this presentation, the presenters will describe the content analysis (CA) process from beginning to end, including how to use CA to analyze a variety of data useful to school counselors and other stakeholders. Additionally, we will address a priori considerations (e.g., unitizing data, coding procedures/codebooks), data collection/analysis (e.g., sampling strategy, pretests, deductive/inductive analyses), and interpretation and presentation of findings. Learn some innovative ways to utilize CA and maybe walk away with some new research project ideas!Continuing Education1. Attendees will be able to describe the process of content analysis methodology. 2. Attendees will be able to identify specific methodological steps in conducting a content analysis. 3. Attendees will identify research partnership opportunities with practicing school counselors.
Grand Palm Room 4Expanding Data-Informed School Counselor Advocacy
Emily Brown Carolyn Berger Emily Goodman‑Scott Sarah Blalock
We know that advocacy is an important aspect of the ASCA National Model. But what does it look like in practice? To implement evidence-based comprehensive programs, school counselors must know how to advocate for their students, their profession, and themselves. Learn about best practices for professional advocacy that can help stakeholders understand the importance and impact of school counseling, recommended student to counselor ratios, and appropriate school counselor duties. Review strategies for documenting your impact and strengthening advocacy delivery skills to promote evidence-based school counseling and expand outcomes.Continuing EducationAfter attending this session you should be able to: 1. Describe the importance of data-informed professional advocacy for school counselors. 2. Discuss research-based talking points that inform stakeholders of the impact of school counseling programs on improved student outcomes. 3. Examine your readiness and methods for documenting impact and outcomes to advocate for students, profession, and self.
Queen Palm RoomIdentified Needs and Expected Outcomes of a Deep Breathing Intervention in P-12 Schools
Vanessa Placeres Erin Mason Adrianne Robertson Jamie Shabman
School counselors are agents of social-emotional learning in their schools, and they often serve as interveners or coordinators of programs that target students' mental health. Understanding the specific social-emotional needs of students and the contextual factors of the school that may influence the implementation of interventions is an essential part of choosing a program that will be both effective and efficient. Gathering data from school staff is one way to assess the needs for and expected outcomes of any SEL interventions. This presentation shares preliminary findings from a pilot study assessing the use of a deep breathing intervention in multiple K-12 schools. A brief demonstration and practice of deep breathing exercises will be included for fun and participants' wellness.Continuing Education1. Participants will become familiar with the research on the use of deep breathing to address the mental health and wellness of school-aged students; 2. Participants will understand the importance of gathering feedback from stakeholders in choosing and implementing interventions; 3. Participants will discuss the role of school counselors SEL initiatives; 4. Participants will practice deep breathing exercises for fun and their own wellness.
Palmetto Palm RoomReducing Internalizing Symptoms among Students Who Witness Bullying: Efficacy of a Brief, Bullying Bystander Intervention
Aida Midgett Diana Doumas
The presenters will present results of a series of randomized controlled studies that evaluated the impact of a brief, bystander bullying intervention (STAC) on reducing internalizing symptoms among high school and middle school students. We will describe the STAC program, which includes four strategies (i.e., “stealing the show,” “turning it over,” “accompanying others,” and “coaching compassion”) that school counselors can teach bystanders in order to act as “defenders” on behalf of targets of bullying. We will also discuss implications for school counselors including the importance of addressing social/emotional development for students who witness bullying.Continuing Education1. Audience members will learn about three randomized controlled trails that evaluated the impact of STAC, a brief, bullying bystander intervention on reducing internalizing symptoms among middle school and high school students. Audience members will learn about the results of our studies, as well as be exposed to a rigorous empirical model that they can adapt to evaluate their own work in the schools. 2. Audience members will learn about a new area of research shedding light on the importance of addressing social/emotional development for students who witness bullying as bystanders and how equipping students to act as “defenders” can be a promising approach to improving their wellbeing and buffering them from the negative associated consequences related to witnessing bullying. 3. Audience members will learn about the components of the STAC program including four bullying intervention strategies school counselors can teach students to utilize when they witness bullying at school.
Tiger PalmThe Measurement of and Relationship Between Quantity, Quality and Outcomes of School Counseling Programs
Research, yet inconclusive, suggests a positive relationship between additional school counselor resources and positive student outcomes (e.g., Bryan et al., 2009; Bryan et al., 2011; Carrell & Carrell, 2006; Carrell & Hoekstra, 2014; Carey et al., 2012; Castleman & Goodman, 2018; Hurwitz & Howell, 2014; Lapan et al., 2012; Pham & Keenan, 2011; Reback, 2010; Utphall, 2006; Woods & Domina, 2014). Inquiry (Goodman-Scott & Grothaus, 2017; Wilkerson et al., 2013) on the quality (e.g., RAMP) of a school counseling program and student outcomes has been mixed. We unpack key variables associated with this line of research through our recent work on ratio and RAMP impacts in North Carolina. We examine the research and conclusions around ratio, RAMP and student outcomes and suggest precise and appropriate measurement as a critical starting point. Future research will be discussed in guided and facilitated discussion with attendees.Continuing Education Participants/Attendees will: 1. Learn about recent results of research on school counselor ratios, RAMP and student outcomes 2. Be able to critically review the outcome research on school counseling ratio and RAMP 3. Conceptualize and operationalize appropriate measurement and research designs for both school counselor quantity and quality research 4. Stimulate rich discussion and debate about future research
Grand Palm Room 2Utilizing Consensual Qualitative Research (CQR) in School Counseling Research: Methodological Challenges and Best Practices
Consensual qualitative research (CQR) is a structured and comprehensive qualitative methodological approach. CQR contains recommendations for each step of the process, from study design, to methods of coding, to presentation of results. In this presentation we provide a primer on CQR recommendations and discuss findings from a recent analysis of CQR studies published within counseling journals. We will explore common practices as well as challenges and limitations for implementing CQR in school counseling research.Continuing EducationParticipants will review the core elements of consensual qualitative research (CQR) as recommended by Hill (2012) and Hill et al. (2005) Participants will consider the findings from the authors’ analysis of current CQR publications in counseling journals, noting common areas of compliance and well as areas of deviation from CQR recommendations in school counseling research. Participants will discuss challenges, limitations, and opportunities for utilizing CQR within counseling research.
Grand Palm Room 1First Year School Counselor Educator Faculty Panel
Moderator: JP OehrtmanPanel: Natalie Edirmanasinghe Kenya G. Bledsoe Robyn Walsh Jenna Alvarez
New faculty school counseling educator panel is designed to facilitate an open discussion and address doctoral students regarding the new faculty process (e.g. implementing evidence-based school counseling education for masters students in a new program).Continuing EducationNot eligible for CE credit.
10:00 am - 11:50 am
House ChambersSchool-Family-Community Partnerships: Creating Opportunities for Students of Color Through an Equity-Focused Model
School counselors can help meet the numerous academic, social-emotional, mental health, and college-career readiness needs of students of color by using school-family-community partnerships. Innovative partnerships provide a strong effective network of services, support, resources, and educational and enrichment opportunities for students and families – all of which contribute to positive academic and mental health outcomes. Indeed, these partnerships allow counselors to provide the resources, services, and programs needed to serve large caseloads of students in a comprehensive manner. School counselors are in a unique position to promote these partnerships by becoming the catalyst through which these collaborations occur. The presenters will share a seven-stage partnership model that school counselors use to develop a diversity of academic, college-career, and mental health programs to meet students’ needs. They will share examples of partnership programs that were implemented in elementary, middle, and high schools using the model and their effects on student outcomes.Continuing EducationParticipants will 1. Learn about the benefits and outcomes of partnerships for students, families, teachers, counselors, and schools, especially those who are marginalized 2. Understand the seven-step equity-focused partnership model and strategies for implementing the model that creates greater opportunities and programs for students 3. Discuss how they will implement the model in their school 4. Explore how they will overcome barriers to implementing the model
11:00 am - 11:50 am
Grand Palm Room 2Culturally Responsive Multi-Tiered Systems of Support: Prevention and Intervention for all Students
Jennifer Betters‑Bubon Emily Goodman‑Scott Jacob Olsen Rebecca Pianta Natalie Edirmanasinghe
School counselors are leaders in implementing evidence-based multi-tiered systems of supports (MTSS), such as PBIS and RTI, and ensuring these frameworks are aligned with their comprehensive school counseling program (CSCP). Within these evidence-based frameworks, school counselors can ensure the work and interventions are culturally responsive. Attend this session to talk with a team of school counseling leaders about culturally responsive MTSS and CSCP implementation. By attending this session, you will gain concrete strategies to increase cultural responsivity across all three tiers of the MTSS framework, with a focus on data-driven practices and systemic change.Continuing EducationWe aim for participants to: 1. Understand the importance of cultural responsivity within schools, and within comprehensive school counseling programs (CSCPs) and evidence-based multi-tiered systems of support (MTSS) (i.e., PBIS and RTI) 2. Learn evidence-based and culturally responsive approaches at each of the three tiers of the MTSS framework, aligned with the school counselors’ role implementing a CSCP, data-driven practices, and systemic change 3. Gain a list of concrete examples of culturally responsive practices, including classroom lessons and school-wide initiatives, SAIGs (social and academic instructional groups), universal screening, and collaboration and consultation within multidisciplinary teams, including families 4. Create a plan to implement strategies learned from this conference session into their MTSS and school counseling programs 5. View themselves as leaders and facilitate this important work through a culturally responsive lens that promotes equity and lessens students’ opportunity and achievement gap
Grand Palm Room 4Regulation, Connection, and Learning for Middle Schoolers
Citlali Molina Matthew Lemberger‑Truelove
The presenters will discuss the delivery and results from a social and emotional learning (SEL) and mindfulness-based intervention (MBI) for middle school, as inspired by the Advocating Student-within-Environment school counseling theory. The intervention was a collaborative project between university faculty and practitioners in an urban, ethnic minority majority school district. The contents will include practical SEL and MBI counseling strategies particularly tailored for school counselors employing the ASCA National Model; particularly, the presenters will detail strategies to implement the SEL/MBI intervention, offer recommendations for collaboration, and provide suggestions to capture data for the purposes of evaluation and dissemination.Continuing Education1. Understanding of basic conceptual and practice qualities for SEL and MBI, especially targeted on school counseling activities; 2. Understanding of collaborative strategies with university and K12 school partners, in addition to other education stakeholders; and 3. Understanding of basic empirical practices to evaluate and disseminate findings from the SEL and MBI approach. The presentative will be divided into four major portions, with equal time dedicated to each portion. In the first portion, lasting approximately 15 minutes, the presenters will offer a basic explication of social and emotional and mindfulness based concepts and empirical support. In the second portion, the presenters will describe the specific aspects of an intervention project that occurred in an urban school district, as facilitated by university and k12 partners to select middle schoolers. The third portion will include a brief description of the findings from this intervention and provide basic recommendations for replication. Finally, the fourth portion will include a brief MBI experiential activity and time for audience members to ask questions.
Palmetto Palm RoomSchool Counselors and Multicultural Counseling Competencies: Are we as Competent as we Think we are?
Vanessa Placeres Kenya G. Bledsoe
In this presentation, the presenters will discuss multicultural counseling competence, multicultural orientation constructs, and social justice advocacy and how these constructs affect school counselors' case conceptualization skills. The presentation is aimed to shed light on how our self reported multicultural counseling skills impact the actual work we do with students. Additionally, the presenters will explore the role of years of experience on self-report of multicultural competence. Educational strategies to enhance multicultural counseling competence, including practical implications for addressing cultural humility and cultural comfort in session with also be discussed.Continuing Education1. Increase awareness of multicultural counseling competence, cultural humility, and cultural comfort. 2. Identify important concepts related to school counselors multicultural counseling competence and influence on case conceptualization skills. 3. Provide school counselors with implications for increasing multicultural counseling competence, skill development, and working with a diverse student body.
Tiger PalmStudent-to-Counselor Ratios: Drivers of Inequality in Students’ College-Going Outcomes?
Tara Nicola Mandy Savitz‑Romer
Despite evidence underscoring the positive impact of counselors on a range of student outcomes, including college enrollment, as well as research linking counselor effectiveness with their caseload size, there is little work identifying the student-to-counselor ratio that best promotes student outcomes. In fact, no research has empirically validated the 250:1 ratio advocated for by the American School Counselor Association (ASCA), this ratio initially recommended in the late-1950s by former Harvard University president, James Bryant Conant. This presentation will share findings from the first empirical study to investigate whether attending a school with a counselor caseload of less than 250 students influences postsecondary outcomes specifically. Utilizing quasi-experimental techniques and drawing on nationally representative data from the High School Longitudinal Study of 2009 (HSLS:09), this presentation will share findings illustrating ideal caseloads necessary for promoting postsecondary outcomes.Continuing Education1. Participants will gain insight into the history behind James Bryant Conant’s recommendation for a 250:1 student-to-counselor ratio. 2. Participants will learn about using quasi-experimental techniques to identify causal effects and see their application in school counseling research. 3. Participants will consider additional areas for future research related to counselor caseloads and student outcomes that build on the study’s findings.
Queen Palm RoomThe Critique of Quantitative School Counseling Research for Use in Practice
Nancy Chae Patrick Mullen Adrienne Backer
The demand for school counselors’ use of evidence-based practices and to integrate research into their work with students continues to grow. This call for the integration of research into school counseling necessitates that practitioners become good consumers of research. Most practitioners learn how to critique research methods and findings as a part of their graduate training programs with limited additional professional development beyond this experience. School counselors need to recognize indicators of quality research so they can make good decisions about incorporating scholarly works into their practice. Therefore, this session will review elements of research articles and discuss suggestions for determining the usefulness of results from a study for the integration into practice. Attendees will learn ways to be effective critics of quantitative research with the goal of becoming a well informed practitioner.Continuing Education1. Participants will learn about quality sources of school counseling research and empirical studies for use in practice. 2. Participants will learn about a step by step approach to evaluate and critique published school counseling research to better understand its merits for integration into practice. 3. Participants will learn about quality indicators of school counseling quantitative research and methods to judge the value of a study.
Grand Palm Room 3What Does the Data Say? A Review of School Counselor-led Social/Emotional Learning Interventions for Middle and High School Students
Anna Owens Elizabeth Villares Greg Brigman
This program will explore the impact of School Counselor-Led Interventions on secondary student outcomes by highlighting the results of a recent meta-analysis. By successfully interpreting ESs, determining their importance within the context of the research questions, and exploring moderator variables, the results have been synthesized into meaningful conclusions to contribute to the field of counseling. The results deliver two unique contributions to school counseling outcome research. First, the outcomes of this study only examined SEL interventions that were led by a certified school counselor. Secondly, the researcher solely investigated SEL interventions implemented at the secondary level. The results aim to create a discussion on school counseling outcome research which illuminates effective SEL interventions delivered by school counselors in secondary school settings. Ultimately, the findings support the viewpoint that school counselor educators, school counselors, and school counselors-in-training should be the leaders in implementing the delivery of SEL interventions in schools.Continuing Education By the end of the presentation, the attendees will be able to: 1. identify two direct counseling services (e.g., classroom lessons, small group counseling, individual counseling) that had the greatest effect on student outcomes. 2. explain the impact delivering classroom and small group counseling interventions had on middle school student outcomes. 3. discuss two methods of using the presentation results to advocate for their school-based counseling services.
Grand Palm Room 1Adopting MEASURE(D) in a School Counseling Action Research Course
Panel: Kara Ieva Huan‑Tang Lu
In a master's school counseling program, an action research project motivates students to be proactive, and allows them to practice counseling and consultation skills in the real world. It requires students to have the fundamental knowledge of clinical skills, the understanding of basic research design, and the ability to develop a comprehensive school counseling program (CSCP). In this presentation, we will share our experiences in embedding an existing framework of a CSCP, MEASURE(D), into a research and evaluation procedure course, where students are required to develop their own individual action research plans while taking Internship 1, and to implement the programs in Internship 2.Continuing Education 1. Participants will understand and be able to use the MEASURE(D) as a guideline for developing school counseling programs 2. Participants will be able to implement MEASURE(D) into their curriculum to prepare future school counselors 3. Participants will be able to use the data shared in the presentation to inform their practice as school counselors and school counselor educators
12:00 pm - 12:50 PM
1:00 pm - 1:50 PM
Grand Palm Room 4Adolescents and Addiction: Exploring Evidence-Based Assessments and Interventions and the Role of the School Counselor
The National Institute of Health has noted that despite a decrease in adolescent alcohol and substance use over the past several years, it is still a problem that we must address. Nearly 6% of high school seniors use marijuana on a daily basis, and almost 60% have drunk alcohol. The issue can begin even younger with almost 25% of 8th-grade students reporting they have tried alcohol and 20% have used an illicit drug. A substance use disorder can have serious implications on a student’s future, and it is imperative that school counselors are equipped to address it. This program will examine students’ risk factors for a potential substance use disorder, explore evidence-based assessments that can be easily used by school counselors, and prevention and intervention programs that can be woven into a comprehensive school counseling program.Continuing EducationNot eligible for CE credit.
Grand Palm Room 1Engaging Middle School Students in Social Emotional Learning
Jonathan Ricks Shenika Jones Brittany Chess Joshua Boyd
Our session will provide an overview of a study we conducted in which school counseling graduate students delivered a curriculum action plan centered on social and emotional development to a middle school of more than 740 students. We will discuss the link between social-emotional learning and the ASCA mindsets and behaviors. The presenters will discuss various methods of engaging the middle school child that may be replicated in various settings. We will share our pre and post-tests, easy to implement lesson ideas, and the results of the program on student self-efficacy, self-management, social awareness, growth mindset, and grit. Implications for school counselors will also be explored.Continuing Education1. Attendees will develop a renewed understanding of the importance of helping students with social-emotional development. 2. Attendees will examine measures of various social emotional learning variables. 3. Attendees will learn to use various engaging activities to include in the curriculum delivery of their comprehensive school counseling program. 4. Attendees will review the results from our social and emotional development research.
Grand Palm Room 2High School Student Preferences for Receiving College and Career Information
Tim Poynton Laura Owen Raeal Moore
How helpful are people (e.g., school counselors, parents, peers) and media (e.g., Internet, print) in helping high school students think about postsecondary options? Who would high school students prefer to receive college and career information from, and how would they like to receive it (e.g,. classroom presentations, one on one, email, text messages)? In this session, we will present the answers to these questions using data from a national study we conducted with 2900 students. Quantitative and qualitative evidence will be presented to illustrate how these findings relate to prior research, inform school counseling practice, and may generate future research.Continuing EducationBy the end of this presentation, participants will: 1. Learn WHO high school seniors prefer to receive college and career information from 2. Learn HOW high school seniors prefer to receive college and career information 3. Understand how to consider the sample source when reviewing research evidence for application to school counseling practice. 4. Consider how the findings from this study regarding student preferences for receiving college and career information align with current school counseling practice.
Grand Palm Room 3The Most Powerful Construct in the Universe! (Are You Measuring It?!)
“School Connectedness” has been shown to be a critically important construct to consider in regards to fueling student social, emotional, and academic success. This key construct can be assessed quickly, measured easily, and tracked regularly. Diverse and overwhelming scholarly research clearly indicates that programming intentionally designed to enhance students’ school connectedness is a powerful way to enhance students’ academic performance and close achievement gaps in public education. Assessment tools, data analysis, and strategies commonly used to focus on addressing and enhancing “school connectedness” will be reviewed in this engaging and informative session.Continuing Education1. Session participants will learn about the importance of the construct as it relates to the work and goals of school counseling. 2. Session participants will secure several open-access assessments that they can use to track their students’ school connectedness. 3. Session participants will discover diverse strategies to intentionally target their students’ school connectedness. 4. Session participants will discuss and share strategies that they have used, formally and informally, to enhance students’ school connectedness.
Tiger PalmTrauma-Sensitive School Communities: A Tier-Based Approach
Nearly 1 in 5 children have a mental, emotional, or behavioral disorder, but only ~ 20% of these children receive mental health care (CDC, 2018). Trauma and PTSD can negatively impact a student's social, academic, and career potential. The purpose of this presentation is to identify trauma’s impact on school culture and explore a multi-tiered approach to implementing trauma-informed interventions within the school community.Continuing Education After attending this session participants should be able to: 1) Identify and define multiple types of trauma (Acute, Chronic, Complex, Interpersonal vs non-interpersonal trauma, etc.) 2. Recognize trauma’s comorbidity with other psychological disorders. 3. Implement trauma-informed interventions within their school community. 4. Collaborate with stakeholders in their school community to develop trauma-informed practices from a tier-based perspective.
1:00 pm - 1:50 pm
Grand Palm and Student Union Lobby
Creative Arts Programming: Instrumentation to Assess Youth Self-Motivation
Robin Hausheer Melissa Leo Roxanne Harmon
This presentation will describe a partnership between research design school counseling students and a local nonprofit organization to create an instrument that assesses self-motivation of youth engaged in a creative arts program. An overview of the current research about creative arts programs and protective factors associated with self-motivation related to such programming are explored. Based on these findings, the process of developing assessment instruments to examine participant engagement and motivation will be shared. Further discussions will include program delivery process, implications for school counselors including partnerships with nonprofit organizations, and implications for future research.
Early Identification Systems (EIS): An Advocacy Tool for School Counselors and Direct Counseling Service
Christopher Slaten Alexis Rhames
In light of the emergence of Social and Emotional Learning (SEL) and the need for school counselors to continuously advocate for their role in direct service to students, many scholars have called for data-driven school counseling programs. Of the possible directions, one has emerged as an advocacy tool for school counseling and a preventative intervention to identify youth with significant psychological distress (Huang, et. al., 2019). The Early Identification Systems (EIS) is a public health approach to prevention that includes a series of mental health screening tools to identify youth in distress. The current qualitative study examines the experiences of elementary school counselors in a school district that mandates the utilization of the EIS. The results illuminate the benefits and the costs of this mental health screening tool with implications for school counselors and advocacy for the profession.
Evaluation of A School District-University Partnership for Student Mental Health
Lia Falco Valeria Chavez‑German Amanda Tashjian Michael Hartley
The purpose of this session is to provide participants with an overview of how the program was developed, including the design-based process for establishing the school district-university partnership. We will describe our experience piloting the program with four practicum students at one site prior to expanding the program with ten students at four sites. We will discuss how the model has functioned for the stakeholders, and we will share what we have learned to-date regarding the implementation including the preliminary evaluation data.
Girl Power: Promoting Girls' Leadership in Schools
Despite availability of numerous girls’ leadership programs, the pipeline of women’s leadership is still leaking! Women are underrepresented in areas from politics to business due to barriers such as lack of leadership training, mentors, opportunity, bias, and gender socialization. School counselors are in an ideal position to support girls’ leadership due to their work in schools. Additionally, ASCA calls upon school counselors to ensure gender equity in their schools. Come learn about the results of quantitative and qualitative research on the current state of girls’ leadership in one state. This presentation will cover current trends and research on girls’ leadership development, how school counselors can help promote it, and resources to support girls’ leadership in schools.
Keeping a Straight Face: Secondary and Post-Secondary Resources for LGBTQIA+ Students
Anna Owens Maddison Hill
This poster will present the data on bullying, rejection, and risky behaviors LGBTQIA+ students experience in education settings. School Counselors will be provided knowledge and resources to create an action plan of change within their schools. While students may feel safe at home or with peers that know their LGBTQIA+ status, transitions to college and career have the added barrier of unfamiliar territory. Inversely, students that do not feel accepted in secondary school may be excited to find that post-secondary education holds opportunities for them to express themselves and explore their gender/sexuality. LGBTQIA+ students experience a very hostile school climate (Rankin & Reason, 2005) This creates an urgency to teach school counselors on how to support this diverse demographic of students. There is an essential need for open communication between students and adults in the school setting about gender and sexuality, specifically options for post-secondary education.
Money Helps, But People Are The Real Key For Success
Brandie Oliver Ellie Sheffield Nicole Sullivan Kitti Gal Mary Kay Hunt
We continue to learn valuable lessons as this district implements the goals and initiatives within the Lilly grant work. Money cannot be the only driver when trying to effect change. Human capital is an essential element for long-term success and sustainability. The district focused its grant dollars on its three middle schools and have been working diligently to develop a systemic, comprehensive social-emotional learning system. A unique approach to build human capital was to hire School Counseling Assistants that act as a ‘third’ counselor within each middle school. The partnership between Butler’s School Counseling Graduate program provides interns that apply yearly for these positions. Selected interns serve in these roles throughout their entire internship experience, and it has proven to be a win-win for both the district and university. We will share our highlights from daily SEL classroom lessons to the use of SEL data as well as the challenges.
Promoting Systemic Change Through Working with Students with Disabilities
School counselor’s involvement with students with disabilities has been explored within the literature. The central themes continue to connect back to school counselors’ lack of preparation to serve students with disabilities. Current CACREP standards do not address school counselor’s involvement with students with disabilities. Our current ASCA competency standards address physical and intellectual ability within the multicultural competency. The School Counselor and Students with Disabilities position statement covers the components of the school counselor’s role when working with students with disabilities. For example, PSCs are to include students with disabilities in direct services as outlined with their CSCP (ASCA, 2016). However, recent data from a single-case study reports that school counselor trainees do not feel adequately prepare to work with students with disabilities in direct and indirect capacities.
School Counselors and Professional Quality of Life: Evidence for Training and Professional Development
Amanda D Rumsey
School counselors are exposed to chronic stress and traumatic events on a daily basis through their work with children. With growing awareness of the trauma experienced by children and emphasis on providing trauma sensitive care, it is imperative that practicing school counselors and those who train and support them consider how exposure to trauma impacts school counselors and what factors may contribute to secondary traumatic stress, burnout and what factors support compassion satisfaction. Professional quality of life data from a study including practicing school counselors across the United States will be presented. Discussion about the implications for school counselor preparation and training as well as directions for future research will be included.
Social Justice Through Career Exploration: Training and Increasing Career Knowledge Through Community Partnerships
The purpose of this research project is to create an opportunity for partnerships between the USF School Counseling Program and community organizations and provide career counseling services—including access to assessments, career assessment interpretation, and a career counseling session—to early career adults who would not otherwise have access to them. The research design is a pretest posttest research design examining the follow research questions, (a) do career counseling sessions with community participants increase school counselor-in-training self-efficacy, and (b) do career counseling services increase participants’ career decision-making self-efficacy. The goal of this research is to examine how counselor educators are able to create opportunities for direct application of counseling skills in a scaffolded environment. Graduate student data will be collected using a validated measure regarding their self-efficacy in engaging in career counseling services. For participants, a validated measure of self-efficacy with regards to career decision making will be collected, in addition to background data information that will assist graduate students with their career counseling session (similar to a clinical intake), and feedback regarding their experience in the post test.
Strategies for Offering Orientation and Training to School Counseling Site Supervisors
Sandi Logan-McKibben W. Bradley McKibben Elda Veloso Eric Thompson
It is important for counselor education programs to offer supervisory orientation and training opportunities for professional school counselors serving as site supervisors for practicum and internship students. In this presentation, the presenters will provide a brief overview of emerging trends in school counseling supervision literature, and then will discuss orientation and training strategies for school counseling site supervisors. The presenters will address training elements such as expectations of supervisors and supervisees, formative and summative evaluations, qualifications and expectations, best practices, and basic supervisory models and skills.
Teaching School Counselors to Use Evidence-based Practice to Advance Social Justice
Melissa Ockerman Alexandra Novakovic Rebecca Michel
School counselors are called to advocate for social justice in education and use evidence-based practice (EBP) to meet the diverse needs of students in schools today. Accordingly, school counselor preparation programs must teach social justice advocacy skills and prepare counselors-in-training to engage in EBP. This poster will present a study investigating how an evidence-based capstone project influences the social justice identity development and research fluency of school counseling interns during their final year of graduate training. A survey including demographics, measures of social justice, research self-efficacy, and professional identity development was administered to the interns over three different points of time in their internship year. Students also provided qualitative responses through written reflection questions. Preliminary data will be presented, as well as strengths, challenges, and recommendations for engaging in an internship evidence-based capstone project aimed to foster research self-efficacy and a social justice orientation.
What Don't We Do? The Experiences of School Counseling Directors
Limited research has explored the experiences of school counseling directors, defined in this study as school counselors who are the designated department leaders and school counseling supervisors at middle or high schools. In this phenomenological study, we sought to better understand the experiences of those directors, specifically in relation to leadership and job satisfaction. Four themes emerged from the data collected from the 10 participants. We will discuss these themes and offer implications for training, support, and role clarification for school counseling directors as well as how to conduct qualitative research in the schools.
“Closing the Gap” Action Plans: Infusing Advocacy into Practicum and Internship to Teach Advocacy to School Counselors in Training”
The American School Counseling Association(ASCA) and the American Counseling Association (ACA) have identified standards and competencies for Advocacy and Social Justice. Racial disparities in educational outcomes persist and professional school counselors are positioned to create systemic change and advocate for all students to succeed. The purpose of this presentation is to document the need for infusing advocacy into field experiences to provide practical experiences for school counselors in training. During the presentation, we will discuss the American School Counselor Association “Closing the Gap” action plan and “Closing the Gap” specialist training provided by ASCA. Participants will review relevant research related to racial disparities in education as well as “Prison to Pipeline” data. Participants will learn how to implement “Closing the Gap” action plans as an experiential learning project for students during practicum and internship.
Round Table Sessions
1:00 pm - 1:50 pm
Live Oak A
Insider Model: A Framework for Collaboration for Mental Health and School Counselors in Trauma Informed Schools
Latoya Haynes‑Thoby Sondra Smith‑Adcock Jacqueline Swank
A collaborative framework based on data-driven school counseling models, and established trauma-informed approaches, School Counselors are positioned for leadership in the transformation of their schools from a trauma-reactive, to trauma-informed systems.Continuing Education1. Participants will have a greater understanding of trauma-informed school models 2. Participants will gain strategies to develop partnerships between school and mental health counselors 3. Participants will gain strategies to develop trauma informed schools using the Bloom's Sanctuary Model
Non-traditional Course Formats for Non-traditional Students: Training School Counselors for Evidence-based Practice in Rural Communities
Robert Paul Maddox II Rebecca Anne Edelman Amanda DeDiego
Counselor educators must consider the needs of nontraditional students in school counseling graduate programs. When engaging adult learners in transformative learning, educators may consider alternative and hybrid means of course presentation to help meet the needs of working adults seeking career advancement as school counselors, especially in rural areas. Nontraditional course format environments create a space to honor the practical experience of nontraditional students potentially already working in schools as teachers, support staff, or para-professionals. Strategies for the integration and implementation of evidence-based school counseling practices within non-traditional graduate course formats will be reviewed and discussed in this interactive workshop, with recommendations for rural programs. A variety of activities, course structure, and example assignments will be shared. Learning models including flipped-classroom design will be shared. Participants will have a chance to share and discuss current practices from their own programs as well.Continuing EducationAfter attending the presentation, attendees will be able to: 1. Recognize the unique needs of non-traditional school counseling graduate students in rural areas; 2. Name strategies for implementing non-traditional course formats that can help promote evidence-based school counseling practices in rural areas; 3. Describe ways to incorporate and promote the use of evidence-based teaching practices for addressing the unique needs of non-traditional school counseling students in rural areas; 4. Discover creative ways to accommodate learner needs in counseling graduate programs
School Counselors and ESOL Teachers: Perceptions and Attitudes of Collaboration
Malti Tuttle Jamie Harrision Leonissa Johnson Brandee Appling
This session will present the findings of an original research study investigating the perceptions of School Counselors and ESOL teachers on collaboration. Data includes survey responses to a semantic differential scale. Descriptive statistics will be presented along with a discussion of findings, conclusions, and next steps for research.Continuing Education1. Gain knowledge of current research on school counselor and ESOL teacher collaboration. 2. Identify forms of school counselor and ESOL teacher collaboration, 3. Gain strategies to develop a plan for collaboration with ESOL teachers.
Towards Culturally Competent Counseling Environments: Hip Hop Studio Construction
Literature on the physical design of counseling spaces by counseling professionals is well explored, however research on culturally responsive and student-driven approaches are limited. The goal of the current study was to understand the perceptions and experiences of urban youth of color who were part of a school counseling intervention where they co-created their own counseling space in an inner-city urban high school. Specifically, this qualitative and exploratory study sought to understand the value of the co-creation of a hip hop studio as a counseling space for urban youth. Results suggest students experienced their school studio as 1) A shared space for inclusivity, comfort and belonging, 2) A place to make their own design choices with regarding to aesthetics, maintaining ownership, and independent thinking, and 3) A practice space to garner peer support, engage in personal self-development, and support others. Implications for school counseling practice are also explored.Continuing Education1. Participants will gather an in-depth understanding current research on counselor office design, and its impact on student outcomes. Specifically, participants will learn to critique current approaches to counselor office design, and offered data on an innovative school counseling office design process with youth, which can support them in advocating for culturally responsive counseling environments. 2. Participants will be offered insight into the cultural complexities of hip hop, specifically the importance of the hip hop studio as a physical space that promotes emotional reflection and catharsis. 3. Participants will learn about a culturally responsive approach to counseling office design to aid students in engaging in the counseling process. 4. Participants will be able to guide their students through an innovative group counseling process where they co-construct a counseling office with their students, and in alignment with their preferences.
2:00 - 2:50 PM
House ChambersAdvocating for Change: Understanding How Disparities in Counseling Caseloads Undermine Educational Equity
Tara Nicola Mandy Savitz‑Romer Danielle Duarte
Empirical research routinely finds that school counselors have a positive impact on students’ academic, social, and postsecondary outcomes; however, in reality, the students most in need of access to counseling supports are the least likely to receive them. Uneven access to counseling can be attributed to a number of factors, including variations among school counselor caseloads and state policies that relate to counseling programs. This session will present research exploring the alignment between caseload averages and state policies that regulate school counseling programs. In addition, building on the work of Gagnon & Mattingly (2016), we examine variation in caseload size within states, identifying the school characteristics that are associated with school counseling staffing based on an analysis of nationally representative data from the High School Longitudinal Study of 2009 (HSLS:09). Together these findings have important implications for advocacy efforts at the state and federal policy levels.Continuing Education1. Participants will better understand how school characteristics relate to high school counselor caseloads. 2. Participants will gain an understanding of how caseload disparities are linked to counselor practices and thus, how they can advocate for changes in their districts and states. 3. Participants will consider variations in caseload within the context of various state laws meant to regulate school counseling programs.
Grand Palm Room 2Exploring the Impact of a Culturally Responsive Intervention on Perceived Career Barriers, Ethnic Identity, Student Motivation and Engagement and Career Decision Making Self-Efficacy of Middle School Minority Females
Marsha Rutledge Donna Dockery
This session is designed to share with counselor educators, school counselors, and pre-service school counselors findings from a study regarding a culturally responsive intervention geared towards career development and students of color. We will discuss what culturally responsive interventions look like in the school counseling field as well as how to create programming based off the needs of your students, your school, and your community while utilizing school funds for support. We will also discuss how to collect, use and interpret data from valid and reliable instruments used in the culturally responsive career development program. Lastly, we will explore the impact that research, such as this study, has on counselor education programs, school counselors, and other stakeholders.Continuing Education1. Participants will learn how culturally responsive programs can impact student outcomes. 2. Participants will be able to evaluate their own school counseling programs based upon research for ways to implement culturally responsive programs. 3. Participants will be able to leave with suggestions for pre-service counselors on how to effectively implement culturally responsive programming. 4. Participants will gain an increased understanding of the career developmental needs of minority female students of color.
Grand Palm Room 3How does College and Career Readiness Fit into the Multi-Tiered System of Support?
Whitney Triplett Terri Tchorzynski
School counselors support student development within MTSS (academics/behavior), while also providing universal and additional supports within the domain of college/career readiness. This session will help participants understand the vital role of developing both Tier 1 proactive prevention education utilizing an evidenced-based approach and Tier 2 data-driven intentional interventions within a tiered model for college and career readiness to address opportunity and attainment gaps as well as improve rates in graduation, college eligibility, FAFSA/Dream Act completion, and more. Results will be shared from districts who are improving college and career readiness for their students.Continuing Education1. Explain the school counselor’s role in implementing a Multi-Tiered, Multi-Domain System of Supports. 2. Examine and evaluate the school counseling program at their site or district to a) ensure all students receive developmentally appropriate instruction within the college/career domain, b) maximize student achievement and prepare students for post-secondary success, and c) support students in gaining the attitudes, skills, and knowledge needed to make important postsecondary decisions. 3. Access resources to help them implement a comprehensive school counseling program through the lens of a Multi-Tiered, Multi-Domain System of Supports. 4. Utilize an evidenced-based approach and Tier 2 data-driven intentional interventions within a tiered model for college and career readiness to address opportunity and attainment gaps as well as improve rates in graduation, college eligibility, FAFSA/Dream Act completion, and more within their site or district.
Grand Palm Room 4Leading the Charge Towards Systemic Change: Perceptions from the Field
Come join an exciting and engaging presentation which unites a counselor educator with practicing professionals to examine rudimentary and advanced elements of leadership in the profession. Using data collected from a wide sample of practicing school counselors from different theoretical backgrounds, developmental levels, and years of service, commons themes of leadership (e.g., theoretical frames, individual perceptions, intrinsic and extrinsic elements, etc.) will be presented and qualified. In examining this data through a grounded theory analysis, rich insights about the current and future role of the school counselor as an educational leader will be explored. Come join us to feel the leader in you emerge!Continuing Education1. Develop richer knowledge and comprehension for the role the professional school counselor plays as an educational leader. 2. Analyze and explore patterns, themes, and elements of leadership as they exist in the data collected in this study, in particular, and in the leadership literature, in general. 3. Apply elements of leadership to self and to self-in-context as participants consider personal and professional connections to the results of the grounded theory analysis of this study. 4. Synthesize elements of leadership with existing knowledge of professional experiences, school counseling contexts, and the role and function of the school counselor in various current environments so that participants might be able to facilitate growth towards leadership in their own work environments.
Queen Palm RoomMeasurement in Program Evaluation: Best Practice and Tips
Jordon Beasley Morgan Riechel
School counselors report that program evaluation is often challenging and time consuming. Indeed, accurate evaluation of complex and multi-tiered programs is complicated, but the benefits to regular assessment and evaluation are clear. This presentation will provide an overview of some of the challenges school counselors face in program evaluation and will provide a summary of best practice in program evaluation best practice as well as tips for making the task more time efficient and the data useful.Continuing Education1. School counselors will hear about typical challenges faced in school counseling program evaluation from the literature. 2. School counselors will learn about best practice in program evaluation from a Counselors Educator who teaches a PhD-level assessment & evaluation course. 3. School counselors will learn tips and tools to use to make the process of program evaluation more time efficient and useful for their programs.
Palmetto Palm RoomSchool-Based Group Counseling Interventions and Academic Achievement: A Comparative Review of Studies
Sam Steen Qi Shi Jennifer Melfie
Group counseling interventions conducted by school counselors are effective, especially those that aim to improve academic achievement. This session describes findings from a comprehensive, extensive and comparative literature search. The following six criteria for inclusion were a) the use of a group counseling intervention as the only independent variable, b) a measure of academic achievement as the dependent variable, c) the means and standard deviations of each statistical comparison were presented, d) the intervention was conducted with K-12 students in schools by a school counselor, e) the publication year was between 1990 and 2019, f) and the study was available in a published format. A total of 15 studies met these criteria and academic achievement outcome measures had moderate to large effect sizes. We also examined protocol usage, optimal number of group sessions, and demographic information of the group leaders and students. Implications for research and practice are provided.Continuing EducationParticipants in this session will 1. examine the findings from a comparative literature review on group counseling interventions in school settings that were designed to address academic needs of students; 2. understand the emerging body of evidence-based group counseling interventions that they could draw upon to address their students’ academic achievement; 3. engage in a critical discourse on the research, implementation and practice of group interventions that could potentially improve at risk students’ academic achievement.
Tiger PalmThe Perception of Racial Identity Among Elementary Students of Color: An Evidence-based Approach for School Counselors’ Cultural Consciousness Development
The goal of this presentation is to explore how school counselor-trainees were prepared to examine racial identity development among elementary students of color through an expressive arts activity. A secondary goal of the study is to gain a better understanding of how school counselor trainees perceived their own cultural consciousness development as a result of their interactions with elementary students of color after the conclusion of the expressive arts activity.Continuing EducationThis first part of this presentation will focus on an on-going research study which examines the racial identity development of elementary students of color, and how school counselor-trainees were able to conduct the study with elementary students of color at their respective internship sites. The second part of this presentation will focus on how the cultural consciousness of school counselor-trainees developed as a result of their participation in the research study, and the responses from the elementary students of color they interviewed. Finally, this presentation will end with strategies to provide counselor educators who wish to prepare their counselor-trainees on inclusive counseling approaches with children of color, and how to positively impact the cultural consciousness development of their counselor-trainees.
Grand Palm Room 1School Counselor Preparation and School Counseling Practice Research Informing CACREP Standards Revision
Moderator: Dana Heller Levitt Panel: Brandy K. Richeson Le'Ann Solmonson
CACREP has begun its 2023 standards revision process and is seeking research input specifically into its entry-level professional identity and school counseling specialty curricular standards. Members of the standards revision committee invite participants to share their research on requisite knowledge and skills for entry-level school counselors and the changing roles of the school counselor with the specific purpose of informing standards revision.Continuing EducationNot eligible for CE credit.
Round Table Sessions
2:00 pm - 2:50 pm
Live Oak A
Professional School Counselors: Advocating for Trauma Sensitive Schools
Candice Norris‑Brown Natasha Moon
Professional school counselors are uniquely qualified to advocate for students exposed to trauma and promote a trauma sensitive environment within their schools. They have the skills to identify and support students who have been impacted by traumatic events. In the workshop, the presenters will provide a standard definition of trauma, discuss types of trauma that may present in the local school and provide strategies that professional school counselors can implement on benefit of students.Continuing EducationUpon completion of this workshop the participante will be able to: define trauma, recognize the signs of trauma in students, and identify strategies to support students of trauma.
School Counseling Job Satisfaction and Job Burnout based on the ASCA National Model: An Exploratory Sequential Design Mixed Methods Approach
Alexis Rhames Christopher Slaten
Role ambiguity in the school counseling profession has been a historical concern (Gysbers & Henderson, 2001; ASCA, 2019). This role ambiguity, along with other work stressors, can lead many school counselors to feel a sense of job burnout (Mullen et. al., 2018; Scarborough & Culbreth, 2008). Few researchers have examined job satisfaction and burnout in school counselors, and to date no research has utilized a mixed methods approach to both qualitatively and quantitatively understand the issues associated with job satisfaction and burnout in the school counseling profession. The proposed presentation highlights a recent mixed methods research study that examines the experience of thirteen elementary school counselors as it relates to job satisfaction and job burnout. The most unique and intriguing component of this research study is the longitudinal data collected on school counselor activity that was paired with the qualitative findings, providing robust results utilizing an exploratory sequential design.Continuing Education1. Participants will learn the key components of the self-care/burnout prevention program which aims to increase overall self-care in School Counseling candidates while preventing school counselor attrition from the profession. 2. Understand the development and implementation needs of the self-care/burnout prevention program. 3. Describe how the self-care/burnout prevention program fits into the bigger picture of retention of qualified school counselors in the profession. 4. Develop an increased awareness of self-care as part of school counselor identity development.
Social Support and Depression of Black Male College Students
This session will discuss the educational plight of Black males in the US through a psychosocial lens. Attendees will hear the results of a quasi-experimental study that examined social support and depressive symptoms in Black male college students who matriculated in HBCUs and PWIs. Implications and suggestions for counselors, who are concerned with not only the academic but the psychosocial development of Black college males, will be shared.Continuing Education1. Attendees will learn ways that school counselors, community counselors, and college counselors can work with Black males and their families to address the psychological needs and concerns. 2. Attendees will learn what psychological and social factors compromise and contribute to Black male college students' successful matriculation and retention in different college settings. 3. Attendees will learn the results of a quasi-experimental study that examined differences in psychological constructs between Black males in different college settings.
3:00 - 3:50 PM
Grand Palm Room 4Factors Influencing School Counselors and School Nurses to Bring Canines to School for Animal Assisted Therapy
Malti Tuttle Morgan Yordy Jill Meyer Leah Kartovicky
School counselors and school nurses collaborate to support students in K-12 Schools. This session will discuss the benefits of this collaboration and the role canines can play in the academic and social-emotional domains. The presenters will discuss the results from a recent exploratory cross-sectional, quantitative study which examined the knowledge, attitudes, and experiences of school counselors and school nurses with AAT to determine perceived risks and benefits of AAT in schools.Continuing Education1. Examine the collaborative relationship between school counselors and school nurses. 2. Discuss collaboration strategies school counselors and school nurses can engage in to implement animal-assisted therapy in their schools. 3. Identify and discuss perceived barriers to implementing animal-assisted therapy in school settings. 4. Discuss the benefits of implementing animal-assisted therapy in schools in relation to social-emotion and academic domains.
Grand Palm Room 2Guidance Counselors or School Counselors: How the Name of the Profession Influences Perceptions of Competence
Brett Zyromski Emily Baker Meghan Breedlove Emily Herman
The title of our profession matters. Recent research reveals that the title one uses to reflect the profession impacts perceptions of competence. Simply put, people that use the title “Guidance Counselor” are perceived as less competent than those that use the title “School Counselor”. In this session, participants will discuss the impact of role confusion, the power of titles, recent research around school counseling titles and important implications for research and practice. Participants will also identify practical ways to continue advocacy efforts in their school counseling programs.Continuing Education1. Participants will understand the impact of language on school counselor’s professional identity and perceptions of competency according to recent findings. 2. Participants will analyze and apply reported data to advance current advocacy skills regarding the professional identity of school counselors. 3. Participants will evaluate their school’s current use of the term “school counselor” and develop new ways to resolve misperceptions and role confusion.
Queen Palm RoomHope Matters: Implications for School Counselors' Bullying Interventions
Hyunhee Kim Yanhong Liu
This presentation aims to provide empirical findings for school counselors and counselor educators in assisting children’s emotional difficulties, especially who are involved in bullying. Despite nationwide efforts for decades, literature on bullying interventions has revealed limited success in reducing bullying incidents. A better understanding of the process how bullying involvement negatively impacts children’s emotional difficulties can enhance the success of bullying prevention/intervention programs. Our findings suggest that if children can increase their level of hope, they are more likely to initiate specific strategies to successfully achieve their goals when encountering bullying situations. This presentation will facilitate interactive discussions on the role of hope in mitigating harmful effects of children’s bullying involvement.Continuing EducationFirst, participants will be encouraged to pay attention to the role of hope in mitigating the negative impacts of bullying involvement in children’s emotional difficulties. Second, participants will be also informed how theoretical understanding could guide counseling research, in addition to a research gap. We will introduce a psychological capital approach, which is a relatively new theoretical framework in counseling literature. Third, participant will create ideas for effective strategies dealing with children’s bullying and facilitating children’s sense of hope. Lastly, participants will be also encouraged to ask any questions related to research design or statistical analyses (e.g., SEM).
Tiger PalmSchool Counselor Use of Implementation Frameworks and Drivers: An Exploratory Study
School counselors provide a variety of programs and interventions that promote academic, social emotional, and career development of K-12 students. Implementation science (IS) can provide school counselors with a framework and process to operate effectively within the contexts of evidence-based practice (EBP) and comprehensive school counseling programs. However, the degree to which school counselors utilize IS is unclear. Implementation is the critical link between research and practice. In the absence of implementation, even the most effective intervention will not yield the desired outcomes. School counselors use of IS is integral to schools, the educational system, and student success. This session presents an exploratory study using qualitative methods to investigate the ways in which practicing school counselors engage with IS frameworks and drivers to successfully implement programs and interventions.Continuing EducationAs a result of participating in this session, attendees will: 1. Have a basic understanding of implementation science frameworks and drivers, 2. Understand how implementation science can enhance evidence-based practice and comprehensive school counseling. 3. Glean knowledge of the current state of implementation in school counselor practice. 4. Generate strategies for preparing school counselors to apply implementation science when delivering programs and interventions.
Palmetto Palm RoomSchool Counselors’ Professional Reading Behaviors: Implications for Evidence-based Practice and School Counselor Training
Erin Mason Christopher Belser
What do school counselors read to develop their skills and knowledge of evidence based practices? In this session, presenters will highlight results from a recent study of school counselors’ professional reading behaviors, particularly their engagement with school counseling research literature. The presenters will share how these results compare to a similar study done in 2004 and will provide implications for practicing school counselors, school counselor educators, and school counseling researchers on how to bolster professionals’ usage of scholarly literature.Continuing Education- Participants will learn about findings from a study of school counselors’ professional reading behaviors, particularly their engagement with school counseling research literature. - Participants will learn how findings from this study compare to a similar 2004 study within the context of changes that have occurred in the school counseling field in the 15 years since the 2004 study (e.g., revisions to the ASCA Model, updates with CACREP standards, technological advances, increased emphasis on evidence based practice). - Participants will learn implications for school counselor education programs and school counselor professional development regarding enhancing students’ and professionals’ engagement with school counseling research literature. - Participants will learn ideas for school counselor educators and researchers that may improve accessibility, dissemination, and consumption of school counseling research literature.
Grand Palm Room 3The Evidence-based School Counselor: Getting Down to Business
Elizabeth Villares Greg Brigman
The presentation will explore how to market your the school counselor position, use data to demonstrate your gains and losses, and advocate for the use of Evidence-Based programs at the multi-tiered levels to get the most bang for your buck.Continuing EducationAt the end of the presentation, the attendees will be able to: 1. identify an evidence-based intervention to improve academic achievement, behavior, and attendance, 2. explain the Evidence-based school counselor business model mindset, and 3. discuss two strategies for presenting their data in a manner their consumers (e.g., stakeholders) can easily understand.
Grand Palm Room 1Teaching Comprehensive School Counseling to the Masses: A Collaborative Statewide Effort
Moderator: Julia TaylorPanel: Donna Dockery Emily Goodman-Scott Tameka Grimes Marsha Rutledge Elizabeth Parker Joseph Wharff Sarah Bazemore Robert Jamison Taisha Steele
The Virginia Department of Education (VDOE) “AdVAntage” cohort is a joint partnership with the Curry School of Education at the University of Virginia (UVA) to provide professional development to practitioners across the state of Virginia using a university/school division partnership model. The AdVAntage program aims to increase school counselors’ leadership, knowledge, and self-efficacy for using data-driven practices for the purpose of improving student academic, social/emotional, and postsecondary outcomes. As a follow up to the keynote, panelists will answer questions and share initial steps, goals, strategies, and advocacy efforts used to implement this program statewide.
Round Table Sessions
3:00 pm - 3:50 pm
Live Oak A
Cultivating Student Success through Small Group Counseling
A growing body of literature has established the association between learning mindsets, such as growth mindset and grit, and positive student outcomes. This presentation will discuss a six-week small group counseling curriculum grounded in the cultivation of such mindsets. The program aims to equip students in upper elementary and middle school with skills to persevere through tough challenges, as well as concrete, effective strategies tailored to individual learning needs. Participants will review the curriculum and preliminary outcome data, in addition to exploring methods for incorporating learning mindset work into their own school counseling practice.Continuing Education After attending this session, participants will be able to: 1. Identify and define various learning mindsets and associated student outcomes. 2. Interpret and evaluate the theoretical basis, programming and relevant outcome data of a small group school counseling curriculum. 3. Relate the constructs discussed to one’s own school counseling practice, and generate ideas for implementing this curriculum with other populations of students.
Trauma-Informed School Counseling Interventions: School Counselors as Leaders
Latoya Haynes-Thoby Julia Bryan Yaşar Nur Dedeoglu
School Counseling interventions that are trauma-informed, whole-school based, and that strengthen safe learning communities for children and adolescents.Continuing Education1. Participants will learn about the impact of trauma on the learning community 2. Participants will gain insight related to the implementation of trauma-informed school models that utilize a whole-school approach 3. Participants will explore strategies that support a whole-school approach to appropriate trauma-response and care.
Unlocking the Voices of ELL Students
Jennifer Watkinson Qi Shi
School counselors serve diverse communities yet, many have limited resources to adequately aid ELL students who speak limited English, citing language as major barrier. Counseling is language based and attending to the unique needs of ELL students depends upon how well school counselors are able to communicate with this student population. This presentation describes the efforts of a university/district partnership focused on developing communication tools school counselors can use to better connect and serve ELL students with limited English proficiency. Drawing from evidence based practices, participants gain insight into how the partnership describes the issue and a brief overview of the communication tools developed.Continuing Education1. Participants will be able to explain the specific context of the partnership school and how the members of the partnership define the problem. 2. Participants will be able to outline how the members of the partnership work together to support ELL students with low English proficiency. 3. Participants gain insight into how to apply the communication skills discussed in their own practice.