1

.JONA ADDATU-CAMBRI
05 Apr 2020
Counseling Needs of Students at Cagayan State University Philippines: A
Framework for the Enhancement of the University Guidance Program
This study presents an opportunity to advance our understanding of the
students’ counseling needs at Cagayan State University (Carig Campus),
Philippines. Specifically, it aimed to achieve the following objectives: 1. To
establish baseline data on some identified personal, academic, and psychological
characteristics of students enrolled at Cagayan State University, Carig Campus. 2.
To generate a sex-disaggregated data on the following variables: IQ Level;
Motivation Level; Resilience Level and Academic Performance. 3. To ascertain the
extent to which the students need the following: self-development; family-
relationship; social relationship; academics/studies; specific social issues. 4. To
describe the relationship between the counseling needs of the respondents and
their personal, academic and psychological profile. 5. To design and recommend
for the implementation of enhanced and gender-responsive programs that
addresses the students’ counseling needs
………..
The data collecting instruments for this study include four (4) sets of test - the
Students Needs Inventory, 14- Items Resilience Scales (RS-14), Self-Motivation
Quiz and Panukat ng Katalinuhang Pilipino Form-A (PKP). Moreover, a self-made
questionnaire was used to gather the necessary data needed for the personal
profile of the study. Interview and documentary analysis were also used to further
substantiate the data elicited in the study.

The personal profile of the university students are inclusive of age, sex, civil
status, current year level, course, estimated monthly income of parents, current
place of residence, family structure, birth order and religion. Result of the study
revealed that students currently enrolled at Cagayan State University are
predominantly single, female who are in their early adulthood years, with a mean
age of 19.52. Most of the student-respondents are pursuing courses offered by
the College of Information and Computing Sciences and are at their third year
level. Usually, their parents have a monthly income of 3,000 pesos and below. As
to current place of residence, majority reside or stay at their boarding houses
near the Campus and generally have a nuclear family structure. Moreover, most
of the respondents are last born child who are Roman Catholic.

University students have a wide sought for guidance and counseling services as
ascertained by their divese counseling needs. All of the counseling needs areas
namely: the need for Self-Development, Family Relationship, Social Relationship,
Academic/Studies, and Specific Social Issues are deemed very important.

The more intelligent, highly motivated and highly resilient the students are, the
higher is their need for more guidance and counseling services because they tend
to be more directed, reflective and ambitious in life. In effect, they need proper
guidance in all things that they do unlike their counterparts. These point to the
fact that counseling is more attractive and essential to students of these kind
instead of the usual concept that counseling should be geared towards the less
intelligent, less motivated and less resilient students. As such, services along
guidance and counseling must not only be remedial as traditionally perceived, but
must be more preventive and proactive.

2
Maria E. Gambaro and Robert D. Enright
Can School-Based Forgiveness Counseling Improve Conduct and Academic
Achievement in Academically At-Risk Adolescents?

This study investigated the effects of a school-based forgiveness intervention on

the psychosocial functioning and academic performance of youth with high levels
of Trait Ange.Forgiveness is well suited to helping people regulate their feelings of
anger because forgiveness can help them cope effectively with the unfair
treatment that often underlies their anger and resentment (Enright, 2001).
Although past research suggests forgiveness can improve psychological well-being
among youth we do not know how a school-based forgiveness education
programs affects academic performance. This study addresses this gap in the
literature by examining the effects of a forgiveness education program on school
outcomes.

The current study tested the effectiveness of a manualized education program

designed to increase forgiveness toward an injurer, by teaching adolescents with
high Trait-Anger about forgiveness. The forgiveness program allowed participants
to work through an injustice from another person. The effects of this forgiveness
program were compared to the effects of a support School-Based Forgiveness
Counseling 10 group in which the students explored their psychological responses
toward their offenders in a less structured, client-centered program where
forgiveness was not discussed.

Participation was voluntary. The initial sample consisted of eight participants in

each group. Attrition occurred because two students moved and two, at the
recommendation of teachers because of failing grades, attended study sessions
during the time the group met. Because the primary researcher had a prior
affiliation with the participants, fidelity checks were conducted weekly. Thus, this
study design slightly exceeded the minimum sample size required to achieve cost-
effective power.

Analyses were conducted with two sets of gain scores: the first from pretest to
post-test, and the second from pretest to follow-up. The EFI-C and BASC
encompassed the self-reported measures of this study. Because there is a small
sample size, and because the gain scores of the Forgiveness Counseling group
were so much larger than the gain scores of the Client-centered group, a two-
sample Wilcoxon test was performed on the individual gain scores for the EFI-C
and the BASC. This allowed for a more conservative test because possible outliers
from the zeal of a few students would not overly influence the results, as the
Wilcoxon uses the ordering of results to measure significance.

Results of the current study suggest that forgiveness counseling is a successful

means of improving the psychosocial and academic functioning of high Trait-
Anger adolescents. After an intervention designed for middle school students to
forgive a significant person in their lives for a significant injustice, not only does
forgiveness improve substantially but also we see improvements in perceptions of
self, school, teachers, parents, and their interpersonal relationships in general.
Following the forgiveness intervention these students, who were judged by the
teachers to be at-risk for academic failure and who were diagnosed with
excessive Trait anger, improved in their academic grades in three diverse subject
areas and decreased their School-Based Forgiveness Counseling 18 numbers of
detentions and school suspensions. These results were relative to a viable
therapeutic control group from pretest to post-test and from pretest to a four-
month follow-up.

Prior to this study, researchers questioned the cognitive ability of adolescents to

understand forgiveness in sufficient depth to produce behavioral or affective
changes (HeppDax, 1996). The current findings demonstrate that adolescents do
have the capability to understand forgiveness. In addition to the quantitative
data, informal qualitative interviews with School-Based Forgiveness Counseling 21
participants since the final data collection period indicated awareness of a shift in
perspective toward greater compassion and understanding of the offender upon
completion of FC.
3
S. O. Salami and E. A. Alawode
Department of Guidance and Counselling University of Ibadan, Ibadan
INFLUENCE OF SINGLE-PARENTING ON THE ACADEMIC ACHIEVEMENT OF
ADOLESCENTS IN SECONDARY SCHOOLS: IMPLICATIONS FOR COUNSELLING

This study is to investigate the effects of single parenting on the academic

achievement of the adolescents in secondary schools. This study will specially find
out whether the academic achievement of adolescents from single - parenting
homes will be significantly different from those from intact homes; find out the
influence of gender, and religion on the academic achievements of the
adolescents. The study hopes to contribute to knowledge by shedding light on the
effect of single-parenting on the academic achievement of the youths, It will also
generate enough data for teachers, social workers, counsellors, psychologists and
parents concerned with the care and welfare of the adolescents.

…….
A survey research design in which questionnaires were used to collect
information from the respondents was adopted.

The results obtained in testing Null hypothesis 1 revealed that there was a
significant difference between the academic achievements of adolescents from
single-parenting homes and those from intact homes with adolescents from intact
homes scoring higher than those from single-parenting homes. This finding
corroborates the findings of other researchers such as Bichlery, 1976; Bokan and
Akinade 1994; Stephens, 1997 and Agbo, 1997 who find that children from single-
parenting homes exhibit lower self-esteem, lower achievement motivation, lower
tolerance for delay of gratification and lower academic achievement than those
from intact homes where both father and mother are present. The explanation
for the poor academic achievement of adolescents from single-parenting homes is
that the single- parent has so much work and family responsibilities that require
time, attention, and money which he/she cannot meet with the consequence of
paying less attention to the education of his/ her children. The result is poor
academic achievement on the part of the children from single-parenting homes.
The single parents should also be counselled on social needs of their children so
that their academic work will not suffer at school. Children and their parents
should be counselled along their religious affiliation, as it affects their children's
academic achievement. In this respect, whatever the religious affiliation of the
parents, this should not be allowed to tamper with the academic achievement of
the students.

Findings from this study have implications for the counsellors, psychologists,
social workers, parents, teachers, youths and the society at large. Since single
parenting have negative effects on the academic achievements of the adolescents
their talents, abilities and interest may not be fully developed to allow them to
achieve self-actualization in life. That a significant difference exists between the
academic achievement of male and female adolescents from single-parenting
homes has implications for counselling. When counsellors or psychologists are
out, to assist students with poor academic achievement efforts should be made to
identify the type of home the students come from and as much as it is possible
the counsellor need to counsel! the parents of such students if it is found that
such students are from single-parent homes. Such parents should be educated on
the need to reduce the amount of housework assigned to the students so that
they can face their studies better.

4
Abid Hussain Ch
Bulletin of Education & Research June 2006
Effect of Guidance Services on Study Attitudes, Study Habits and Academic
Achievement of Secondary School Students
The substantive aim of the study was to examine the effect of guidance services
on students’ study attitudes, study habits and academic achievement.The main
purpose of instruction is to enable the child to learn, whereas the teacher’s task is
to facilitate the learning process and develop study habits and right attitude
toward learning. A teacher who has the guidance point of view in teaching will
keep all this in mind (Bhatnagar and Gupta, 1999).

An experiment was conducted to explore the effectiveness of guidance services

in terms of improvement in students’ study attitudes, study habits and academic
achievement. Ten null hypotheses were tested to explore the effect of guidance
services on students’ study habits, study attitudes and academic achievement in
five subjects

To measure the achievement of students in the subjects of Physics, Chemistry,

Mathematics, Biology and English Text and Grammar Comprehension tests were
developed. Items were constructed based on the curriculum for 9th class being
implemented in the secondary schools. Necessary procedure preparation of
specification table, item construction, test validation and item analysis were
adopted. Two types of analysis were performed: reliability of test forms and item
analysis. Item analysis consists of item difficulty, item discrimination, and
effectiveness of the distracters. Item analysis was performed on all items of each
test. Reliability of each test was calculated using Kuder Richardson Formula 20
selected for its parsimony and simplicity. All the tests were reliable much beyond
the acceptance level.

The results reveals that there is significant difference between the mean gain
scores of the experimental and control group on study attitudes and study habit
skill. It is concluded that guidance services have significant effect on study habit
and study attitude.
The researcher found that students at secondary level face many problems which
hinder the development of positive study attitudes and study habits. The
experiment revealed that guidance services have significant positive effect on
student’s study attitudes and study habits. Improvement in study attitudes and
study habits resulted in improvement of students’ academic achievement.
Significantly better performance of experimental group in the subjects of Physics,
Mathematics, Biology, Chemistry and English text is an evidence that study
attitude and study habits do affect students’ achievement. The students of
experimental group did not show significantly better performance in English
grammar comprehension component.

During the treatment period, students were taught mostly the textbook in the
class at school. Hence students, also, emphasized the text comprehension
component of English. Therefore, significant effect of the text comprehension was
noticed whereas grammar component was neither emphasized by the class
teachers nor by the students which caused insignificant difference in grammar
comprehension.

The findings of present study as well as other studies conducted in this area
reveal that guidance services are effective for the improvement of school
instruction. It is therefore, recommended that center for guidance services or
guidance clinic may be established in each schools.

5
Rita Cantrell Schellenberg Liberty University
2007
Standards Blending: Aligning School Counseling Programs with School Academic
Achievement Missions

This paper proposes a standards blending approach that provides a means by

which to explicitly demonstrate the! direct impact of school counseling on
student academic achievement. Standards blending is the process of combining
school counseling standards with core academic content standards to provide
students with a practical means by which to better comprehend and visualize the
interrelationships of their learning and real life situations.

….

The lesson was presented as a 40-minute classroom guidance lesson to 103

students (61 males and 42 females) in five second-grade classrooms in a public
suburban elementary school located in Virginia. Classrooms consisted of general
education, gifted, and special needs students. Participants were categorized into
two subgroups: minority (43 African American, 7 Asians, and 3 Hispanics) and
non-minority (50 Caucasians). Minority and non-minority groupings allow for the
identification of academic achievement gaps. A questionnaire reflecting
curriculum content was administered by the school counselor at the stmi and end
of the lesson

Results indicated that the standards-blended lesson was effective in meeting both
the school counseling cUlTiculum objective 1 and the core academic curriculum
objective 3. Knowledge development occurred on both the school counseling and
academic cUlTiculum contents for participants in all classrooms and for both
subgroups, which was statistically significant as determined by paired sample t-
tests (see Table 1). Independent t-tests indicated no significant differences
between minority and non-minority proficiency levels on the core academic
cUlTiculum content at pre-lesson, t(101) = .201.This case study could not support
the standards-blended lesson as a strategy for closing the achievement gap
because pre-lesson data analysis did not detect an achievement gap among the
second grade palticipants in the core academic cUlTiculum presented. However,
because the lesson was effective in developing minority student academic
proficiency in mathematics in classrooms that consisted of both low and high
achieving students, theoretically the lesson would be effective in closing an
achievement gap between minority and non-minority 2nd grade elementary
school students.
Standards-blended programming strengthens the very nature of the specialty of
counseling in the schools, defining the school counselor as both educational and
mental health specialist, not solely a mental health specialist within the school
setting. Documentation of the positive outcomes of standards-blended programs
will help to ensure that school counselors are not left behind in future educational
reform agendas. Standards blending provides school counselors and counselor
educators with a direct, explicit approach for aligning school counseling programs
with academic missions, fulfilling the role expectations of new vision school
counselors and increasing academic achievement for all students.

Standards-blended programs have the potential to increase academic

achievement, close achievement gaps, enhance psychosocial and career
development, and foster teacher-school counselor relationships, while solidifying
school counseling programs as indispensable components of the schools'
educational plan. Standards blending is an academic-focused approach for school
counseling programming demonstrative of accountable practices that promote
optimal learning.
6
Jeffrey M. Warren, Leslie A. Locklear, Nicholas A. Watson
Professional Counselor,2018
The Role of Parenting in Predicting Student Achievement: Considerations for
School Counseling Practice and Research

This article explores the relationships between parenting beliefs, styles, and
student achievement. Ellis, Wolfe, and Moseley (1981) suggested parents’
behaviors stem from their thoughts and emotions. These beliefs impact the
manner in which parents interact with their children. For example, parents who
hold rigid or extreme beliefs may respond to their children more negatively than
parents who maintain a flexible belief system. As such, parenting beliefs may
impact parenting style, and therefore the success of students. However, the
literature is scant when exploring the relationships between parenting beliefs,
parenting style, and student achievement.
……….
The parents who participated in this study completed a demographic
questionnaire and two surveys. The demographic questionnaire, developed by
the first author, captured race/ethnicity and gender of the parent in addition to
the level of involvement in their child’s schooling. Student achievement–related
questions also were asked to capture the age of the participant’s child, grade
level, GPA, homework completion percentage, and number of discipline referrals
and suspensions.

School counselors play a critical role in today’s schools. Serving as leaders,

advocates, collaborators, and consultants with an aim of promoting student
success, school counselors work with many stakeholders, including teachers,
administrators, and students and their parents. This study sheds light on the
impact of suspension, homework completion, and parental involvement on
student achievement. The relationships between parent beliefs and
authoritativeness and student achievement also are explored. The authors hope
the findings of this study foster awareness and lead school counselors to further
consider the impact parents have on student achievement. An understanding of
parenting style and beliefs and their impact on student achievement affords
school counselors the opportunity to develop targeted programs that increase
parent involvement, strengthen the school– parent partnership, and promote
academic success.

School counselors play an integral role in supporting the academic, social-

emotional, and career development of all students through work with various
stakeholders, including students, teachers, and parents. The findings of this study
offer insight into the connection between parenting and student success.
Operating in the academic domain, school counselors can deliver direct and
indirect services to support the success of all students. The recommendations
provided below serve to guide school counselors in identifying and delivering
targeted programming that yields positive student outcomes.

School counselors are encouraged to engage parents, teachers, administrators,

and students in ongoing, critical discussion about the relationships between
student achievement–related factors and GPA. Classroom guidance, staff
development sessions, and parent workshops are viable opportunities to
disseminate this information and engage stakeholders. School counselors can
involve teachers and administrators in discussions surrounding classroom and
school policies and procedures that impact homework completion, suspension,
and parent involvement. Leveraging student and school data during these
conversations are more likely to lead to classroom and school policy revisions that
accommodate all students and their families.

7
Sonya L. Britt,a Melanie R. Mendiola
Journal of Financial Counseling and Planning -2018
Financial Stress, Coping Strategy, and Academic Achievement of College Students.
This study was to examine how the combination of financial resources and
financial perceptions influences financial stress. A secondary purpose was to
determine how financial stress—controlling for financial resources and
perceptions—influences academic achievement. This study adds to the scant
literature on the specific impact of financial resources on college students’
financial stress and subsequent academic achievement.

To answer the two research questions, a stress framework was needed. According
to the double ABC-X stress model, an individual’s perception of a stressor and the
resources available to react to the stressor determines how much stress the
individual will ultimately feel (McCubbin & Patterson, 1981). The model allows us
to explore the dual influence of resources and perceptions on college students’
financial stress levels and how stress, in turn, influences academic achievement.
The model is appropriate for use in this study in which financial stress and its
influence on academic achievement is being tested while controlling for other
stressors encountered by college students

All undergraduates enrolled in at least six credit hours during the spring of 2014
on the main campus of a large public university located in the Midwest were e-
mailed a link to an online survey (via Qualtrics) related to (a) peer comparison of
financial well-being, (b) identification of expenses college students are solely
responsible for paying, (c) inability to pay expenses, (d) willingness to engage in
activities to earn extra money, (e) current financial status, (f) life stressors, (g)
financial behaviors, and (h) perceived control. The survey (containing 24 items)
was developed by the authors in collaboration with the Office of Student Life and
the free peer-based financial counseling center on campus. The research team
consisted of eight individuals who reviewed the survey for content validity. Tests
of criterion and construct validity were not conducted. Future studies with
longitudinal data should consider additional validity tests

This study combined with the literature sets forth that resources and perceptions
do alter the amount of stress felt by college students. Students respond by coping
in various ways, including engaging in risky behavior to save or earn extra money,
which may put completing one’s education at risk. Certain limitations encourage
further research as noted in the following text.

Financial and nonfinancial factors contribute to academic achievement among

college students. Most pertinent to financial counselors and educators is that
financial stress is important in determining academic achievement. Students who
graduate college face brighter futures in terms of increased financial, personal,
and social well-being.Financial stress is largely determined by feelings of needs
not being met, feeling inferior based on peer comparisons of adequacy, having
low mastery, managing a large number of financial stressors, and having high
student loan debt and little savings. The first several factors require individual
counseling to help alter thought patterns among college students. The integration
of financial counseling and psychological counseling may be necessary to fully
address perceptions that influence high financial stress among college students.

This study combined with the literature sets forth that resources and perceptions
do alter the amount of stress felt by college students. Students respond by coping
in various ways, including engaging in risky behavior to save or earn extra money,
which may put completing one’s education at risk. Certain limitations encourage
further research as noted in the following text.

8.
Phamornpun Yurayat1 & Thapanee Seechaliao2
Needs Assessment to Develop Online Counseling Program
June 24, 2021

This study emphasizes these four components as research domains for needs
assessment among undergraduate students of Mahasarakham University. The
main goal is to determine which domain is the most desired component in the
establishment of the online counseling program. Then, the research results would
be used as principal criteria to meet the needs of undergraduate students and
plan the guidelines for the development and implementation of online
counseling. Furthermore, internet access is widely available to many people in the
digital age; consequently, university students can easily access online counseling
services. The application of internet technology for online mental health
counseling services has recently been becoming popular that would be designed.
It could be leading to an increase in student’s wellness, reduced mental health
problems, and behavioral adaptability to changes in the future.
…………….
The research study focuses on the needs assessment to develop an online
counseling program for undergraduate students of Mahasarakham University.
The research instrument was a questionnaire that was constructed to assess the
needs for developing an online counseling program for undergraduate students of
Mahasarakham University. The questionnaire was divided into two parts: 1) the
demographic information of respondents and the needs assessment. 2) the 40-
item needs assessment in a dual response format contained both actual and
desired conditions of the online counseling program. The respondents indicated
their actual or desired conditions on a five-level rating scale.

The participants comprised 416 undergraduate students of Mahasarakham

University. Most of the respondents were female students (70.4%), second-year
students (32.5%), the Mahasarakham Business School (38.2%), and GPA of 2.51-
3.00 (32.7%).

The results of this research show that undergraduate students of Mahasarakham

University need an online counseling program. They consider that online
counseling could reduce the limitations of getting face to face counseling services,
meet the needs. They don’t need to reveal their true identity that feels the
security, and convenience to access the online counseling service. Therefore,
online counseling should be developed and support with an effective internet
system to be another channel for increasing psychological well-being and
managing the challenge complexed problems’ life in university effectively.

The participants in this study showed diverse views on the establishment of an

online counseling program in accordance with their academic backgrounds. The
results indicated that students from different academic faculties exhibited
significantly different aspects of needs for online counseling programs in actual
condition. This could be that Mahasarakham University contains a number of
mental health counseling clinics, including the Counseling Center of Student
Affairs Division, Center of Excellence in Psychology of Faculty of Education, Mental
Health Counseling Clinic of Faculty of Nursing, and Mental Health Clinic of
Suddhavej Hospital. Therefore, undergraduate students of these faculties can
easier access mental health counseling services than students from other
academic institutes.

Nicole M. Arcuri
Journal of School Counseling, v16 n5 2018
Counseling Relationship Experiences for K-12 School Counselors Who Also Fulfill
the Role of Anti-Bullying Specialist

This qualitative study explores school counselors’ experiences of the counseling

relationship with students when also fulfilling the role of anti-bullying specialist.
School counselors who also serve students as the anti-bullying specialist embrace
a dual role with students. Interviews with school counselors practicing multiple
role to include counselor and anti-bullying specialist were analyzed by the
researcher for consistent and inconsistent experiences. The findings can provide
guidance for the development and evaluation of school counselor role definitions
that safeguard counseling effectiveness.
……….
All 12 participants were New Jersey public school counselors and the anti-bullying
specialists for the same caseload of students. Purposeful, stratified sampling was
utilized to have four participants in each of the levels. All components of the
interview had the focus of uncovering the experiences of the additional school
counselor relationship of an acting 14 school counselor who is the anti-bullying
specialist for the same caseload in regard to the counseling relationship
The results of this generic qualitative study begin to document the experiences
school counselors have related to their counseling relationships with students
when serving as a counselor and anti-bullying specialist. Seven themes derived
from the study: (a) school counselor role, (b) anti-bullying specialist role, (c)
counseling relationship, (d) school counselor versus anti-bullying specialist role,
(e) graduate school counseling training preparation for the school counselor and
anti-bullying specialist roles, (f) Rogerian approach in school counselor and anti-
bullying specialist roles, and (g) suggestions for the future in respect to the anti-
bullying pecialist role.

School counselors should monitor their job role descriptions. Understanding what
is expected of them and their bounds of competence is important. When a
counselor feels they are unprepared to provide specific services, they are ethically
responsible to seek professional development.

This study limited the findings to the experiences school counselors have in
respect to the counseling relationship when serving students also in the role of
anti-bullying specialist. Understanding how the students experience the
counseling relationships would provide insight into how students respond to the
counselors’ specific additional role as anti-bullying specialist.

6
Helena Stevens
Journal of School Counseling, v19 n19 2021
School Counseling and Social Emotional Learning Programs

School counselors implement social emotional learning (SEL) programs to support

students’ holistic development and to prepare them for both academic and
personal success. It is imperative that school counselors use evaluation research
as they continue to refine their implementation and program selection efforts.
This phenomenological qualitative case study investigated the experiences that
two groups of students had with an SEL program. Three themes emerged
including inconsistent experiences, disconnected perceptions about social-
emotional needs, and the importance of using students as stakeholders.
Implications for school counselors and counselor educators are provided.
………..
This study utilized purposeful sampling methods The researcher conducted semi-
structured interviews with all participants utilizing interview protocols. There
were separate interview protocols for each group of participants (vice principal,
counselor, two student groups). Interviews were audio recorded and transcribed
by the researcher. Additionally, after the interviews had been conducted and
transcribed, and emerging themes identified, a focus group was conducted with
the students. The first interview asked each participant a series of questions
related to the overall research question. The second interview served to ensure
that data had been transcribed accurately and to allow participants to add or
change their responses.

Three themes emerged from the study that included inconsistent experiences,
disconnected perceptions about social-emotional needs, and the important of
using students as stakeholders. Student quotes are coded as NC, for non-student-
council participants and SC for student council participants.

The school counselor was responsible for all aspects of the program. The vice
principal provided leadership and guidance to the counselor and utilized tenants
of the program to reinforce learning when dealing with discipline. Additionally,
other school stakeholders were given roles in the implementation and each of
those stakeholder’s roles are explained below.

The counselor utilized a student council group (SC) to assist in implementation but
noted that it was left to the group advisor to decide how they wanted to
implement aspects of the program. Students had to meet specific GPA standards,
be in good academic standing, and not have significant behavior infraction to be
on the council. Any student who met these requirements could be on the council.
The council met once a week to conduct business, with the addition of deciding
which methods to employ for delivering content on the monthly themes

5
Protivnak, Jake J.; Davis, Thomas E.
Journal of School Counseling,2018
The Impact of the Supervision Relationship on the Behaviors of School
Counseling Interns

This study investigated the onsite supervision relationship and the behaviors of
ninetyseven school counseling interns in a Midwestern state. The majority of the
research on rapport and role ambiguity has been conducted with community
counseling or psychology supervisees, the findings provide a reasonable base on
which to investigating the school counseling supervision relationship.
………..

This sample was consistent with the majority of ASCA’s membership who were
Caucasian and female .The instruments used in this study included the Rapport
Scale from the Supervisory Working Alliance Inventory. The accessible population
was school counseling interns enrolled in internship courses in 13 school
counselor training programs in a mid-western state. The researcher used
Dillman’s Total Design Method to prepare and deliver the survey

The results of the study have several practical implications for school counselors.
This study emphasizes the importance of school counselors recognizing their
significant role as onsite supervisors and how they may contribute to interns
learning and practicing school counseling behaviors. It is concerning that while
supervision is critical to the internship, practicing school counselors are not
required to take a course or have continuing education on supervision. Since
many school counseling supervisors do not receive training in supervision skills,
reducing the role ambiguity in the supervision relationship may be challenging.
This study contributes to the school counseling field by the making the connection
between the onsite supervision relationship and the behaviors school counseling
interns. The findings are consistent with previous research that identified the
importance of the supervision relationship.

This study explored the connection between the onsite supervision relationship
and the self-reported school counseling-related behaviors of interns. The findings
of this study provided additional support to the perspective that the onsite
supervision relationship has a significant impact on school counseling interns.
Continued research in this area may provide additional findings to strengthen the
school counseling internship experience and provide practical guidelines for the
supervision of school counselors.

4
Kalkbrenner, Michael T.; Sink, Christopher A.
Professional Counselor,2018
Development and Validation of the College Mental Health Perceived
Competency Scale

This study was to develop and validate a scale for appraising student and faculty
members’ perceived competence for supporting college student mental health.
Throughout the present study, “perceived competence for supporting college
student mental health” refers to the extent to which university community
members are confident in their ability to promote a campus climate that is
supportive, accepting, and facilitative toward mental wellness. The College
Mental Health Perceived Competency Scale has potential to aid college
counselors with identifying and training university community members to
recognize issues and refer their peers and students to campus counseling
services.
SDT is a widely used theoretical framework to develop measurement instruments
in the social sciences. Multiple educational scales have been founded on
constructs aligned with SDT, including the Learning Climate Questionnaire. Given
the promising implications of SDT for informing the development of clinical and
educational interventions and appraisal instruments, college counselors might
benefit from a scale that assesses student and faculty members’ perceived
competence related to supporting college student mental health.

Data were collected from 312 undergraduate college students using a

nonprobability sampling procedure. The authors followed the instrument
development guidelines discussed by experts in psychometrics and questionnaire
design. A series of statistical analyses were computed to answer the research
questions, including exploratory factor analysis (EFA), confirmatory factor analysis
(CFA), and hierarchical logistic regression (HLR). After screening the data,
descriptive statistics were computed on the faculty and student samples to
examine unusual or problematic response patterns, missing data, and the
parametric nature of the item distributions.

The results of three major analyses provided evidence that the construct—
perceived competence for promoting college student mental health—and its
dimensions were estimated adequately by the CMHPCS. Feedback from expert
reviewers and pilot study participants showed initial support for the content
validity of the measure. The findings from the PFA and CFA provided evidence for
the factorial validity of the measure. The low correlations between factors
provided further support for the relative distinctiveness (discriminant validity) of
each dimension.

Although results of the current study were promising, the research caveats should
be considered. First, self-report measures can sometimes generate response
biases influenced by the respondent’s need for social desirability. Second, the 2-
item fear scale is not ideal. Although dimensions composed of few items often
generate lower reliability coefficients, there is no absolute threshold for the
minimum number of items necessary to comprise a scale.

The professional identity of college counselors has grown to include outreach and
consultation with counseling referral agents as key components in the
contemporary practice of college counseling. The multidimensional aim of the
present study was to establish the validity and reliability of the CMHPCS, a newly
developed questionnaire designed to measure college student and faculty
members’ perceived competence for promoting college student mental health.

Chandler, Jan W.; Burnham, Joy J

Journal of School Counseling,2018
Assessing the Counseling and Non-Counseling Roles of School
Counselors

This study was to utilize the results from Expectations and Priorities section of the
Assessment of School Counselor Needs for Professional Development (ASCNPD;
Dahir & Stone, 2003, 2004) to assess and compare the common practices of
school counselors. This will provide meaningful data on if school counselors are
following the ASCA National Model (2012) and encourage dialogue for best
practices amongst school counselors.

………..
K-12 public school counselors employed in one state in the southeastern region of
the U.S. were recruited to participate in this study. Surveys were mailed to all
public-school counseling coordinators in the state in which the survey was
conducted. The coordinators distributed the surveys to the school counselors in
their school district.

The analysis distinguished a relationship among the typical activities of the school
counselors, resulting in identification of the two factors, which were designated
as counseling duties and non-counseling duties. The non-counseling duties factor
accounted for 22.6% of item variance, and the counseling duties factor accounted
for 16 18.9% of item variance. The total variance explained by the two-factor
solution was 41.6%. Two items, a (testing duties) and n (excessive fair-share
duties), failed to load on either factor

It is essential for practicing school counselors and other professionals to recognize

and distinguish counseling and non-counseling duties and to be aware of how
such activities promote or prevent implementation of state and national
counseling models.

The ASCNPD results offered important distinctions between counseling and

noncounseling duties. For instance, this study offered general agreement about
which counseling duties promote and distract the school counselor, with these
data generated 21 from the factor analysis and the expert panel ratings.
Nonetheless, researchers considered that the lack of consensus between the
school counselors and the expert panel ratings was most noteworthy, given the
history of the school counseling field and the importance of pinpointing areas that
need improvement.
2
Smith, Misty G.; Ballard, Samantha; Willis, Jill
Georgia Journal of College Student Affairs,2021
The Rise in Use of Emotional Support Animals by College Students: The
Impact of Parenting Styles

This study was to explore the parenting behaviors of the parents/caregivers of

students using an emotional support animal in comparison to students without an
emotional support animal while attending college.
……………

The demographic questionnaire consisted of seven questions developed by the

researchers. Data from the demographic questionnaire enabled the researchers
to compare specific demographic variables with other study variables. Qualitative
data was also collected by using one open-ended question developed by the
researchers to identify emerging themes that were different among the two
groups to better address the research questions. Participants typed their response
in a text box to answer this qualitative question.

The quantitative data results revealed significant differences in parenting

behaviors of the parents/caregivers of the participants with ESAs compared to the
participants without ESAs. As the qualitative results revealed, participants with
ESAs had more unexpected life events and more caregiver instability within their
relationships, which could have been a contributor to explaining their
parent/caregiver(s) need to be responsive to their child, due to the stress and
chaos that the instability within the home was already causing.
Future research on parenting practices of students with ESAs needs to be
continued for confirmation of this study’s outcomes. Once additional findings are
confirmed, research can move forward on the key areas of unexpected life events
and relationship dynamics for students with ESAs and the level of impact it has
had on students’ coping capacities.

In evaluating the data of this study and applying it to the multicultural and social
justice counseling competencies, future research should include the process of
the empowerment model to create the space for participants who are members
of groups living with marginalization to have a voice in the narrative that is being
created. Specific recommendations to capture that data would include “what is
the relationship between the empowerment process of one individual and the
empowerment of another individual

1
Eskici, Menekse; Tinkir, Nilüfer Saatçioglu
Pedagogical Research,2019
Exposure to Emotional Violence: Relationship between University Students
According to Their Demographic Characteristics

This study is to determine the level of exposure to emotional violence of

university students. In addition, it was also tried to identify the relationship
between the emotional violence exposure level and the variables of university
students’ age, gender, whether they get psychological support before and after
the university or not, and the school they attend.
………..
This research is a survey model study which determines the level of exposure of
university students to emotional violence in their friend environment.
Quantitative data collected in the study were used. In the study, Emotional
Violence Scale developed as a data collection tool for this study was used.

The aim of this research is to reveal the level of exposure to emotional violence of
the university students. In addition, the levels of exposure to emotional violence
of university students -by their peers- in terms of gender, age, the school they
were studying, and whether or not they received psychological support before
and after the university were tried to be determined. In the scope of this
research, the following results have been reached.

The importance of bullying, anger expressions, hurtful words and behaviors

among young people. Yildiz and Sağlam (2017) emphasize that the subject of
violence, which is one of the most important problems in Turkey, is not
adequately dealt with in the postgraduate studies, and point the importance of
the parents, teachers, friends, social media, and other people in their
environment in young people showing aggression and violence.

The scale used in this study may be recommended to researchers in different

sample groups. Emotional violence to which university students are exposed by
their friends can be investigated through qualitative studies. Also studies
investigating the reasons of the findings obtained in this research can be done in
detail.