School Guidance and Counseling

Public sector reform continues to preoccupy governments worldwide, compelled by the need to 'get the state right' through better policy development and implementation (Ampofo, 2021). Developing countries, for example, Ghana, are encouraged to seize the opportunity of the unfortunate situation as a path to developmental advancement. Either, we succumb to the ravages of the disease ad infinitum! Or we embrace the outcome and find means to overcome the COVID-19 pandemic (Ampofo, 2021). This study explores the impact of Covid-19 on Reforms by the Ghana Government. The Government of Ghana Public-sector Reforms has also suffered from the impact of the COVID-19. This was officially announced in March 2020 by the President of Ghana of the 'unwelcome' appearance of the deadly disease on the shores of Ghana; and has since taken over the country with identified cases in every region of Ghana. Within the month of December 2020, around 54,000 Ghanaians were found to have tested positive for COVID-19, of which 323 individuals had subsequently died.

This study is purposed for guiding students to use their smartphone approximately and opportunely through School-Wide Positive Behavior Support (SWPB). Location of this research was at SMA Muhammadiyah 1 Yogyakarta which used Classroom Action Research and Spiral Self-Reflective as its design. The research process was undertaken within two cycles where each cycle consists of the planning phase, action phase, and reflection phase. Group counseling and individual counseling were applied as the form of SWPB in which students who received these services were selected purposively. All data collected through observation, questionnaire, and interview. Respondents participated cooperatively during counseling service sessions; as a result, they can manage their selves to not use smartphone unless it is necessary for learning resource and assignment in the classroom.

The study in this article investigated school counselor involvement in school-family-community partnerships and factors that influence such involvement. Participants were 235 members of the American School Counselor Association. Factor analyses of responses to the survey designed specifically for this study defined a set of factors that were used to examine variations in school counselor involvement in partnerships. Regression analyses revealed that (a) collaborative school climate, (b) school counselor role perceptions, (c) school counselor confidence in ability to build partnerships, and (d) school counselor attitudes about partnerships were significantly related to the counselors' involvement in school-family-community partnerships. Implications for school counselor training, practice, and research are discussed.

Addressing the opportunity gap may be a more effective way to address the achievement gap that currently exists in urban schools. Focusing on the achievement gap allows for short-term solutions as opposed to addressing long-term underlying problems (Ladson-Billings, 2006). We believe that the issues related to the lack of achievement with African American males exist because of opportunity gaps, which then lead to gaps in achievement. In essence, achievement gaps exist because of gaps in opportunities. It is important to note that we do not discount the very real issue of the systemic inequalities built on a foundation of race that continues to permeate the American school systems. Indeed, we agree with other scholars who assert that Black male students are hindered in achievement academic success due to the many social, psychological, and cultural problems they must face on a daily basis in the schools (Henfield, 2013; Ladson-Billings, 2006). However, we do believe that one way to increase the academic achievement of urban Black males is by using school-family-community partnerships to buffer the negative effects of inequitable access to education. Recent reports and initiatives on Black male achievement and funding initiatives for Black males highlight the importance of partnerships. Two groundbreaking reports from the Foundation Center (2012, 2014) Where Do We Go From Here? Philanthropic Support for Black Men and Boys, and Building a Beloved Community: Strengthening the Field of Black Male Achievement, emphasize the need for partnerships to coordinate programs and activities and leverage resources aimed at Black male achievement. Partnerships provide systemic, holistic, and preventative solutions to the systemic challenges facing African American/Black males.

Youth experiencing discomfort in educational settings find it difficult to engage, often finding themselves at risk for academic failure. The current study examined, through consensual qualitative research (CQR; Hill, 2012), the student’s perspective on their own educational needs; concluding humanistic counseling and educational tenets are strongly desired by youth at-risk.

Seventy-two (n = 72) school counselors from South Carolina were surveyed to assess their perceptions of their pre-service training in relation to eight school-family-community partnership roles and their perceived level of involvement in these roles, This exploratory study sought to determine whether school counselors varied by school level in their perceptions of their training and involvement and whether or not significant relationships existed between perceptions of pre-service training and perceived level of involvement in the eight partnership roles. Implications for practice, training, and research are discussed.

Cumulative evidence has shown that four dimensions can be differentiated in the experience of test anxiety: worry, emotionality, interference, and lack of confidence. To investigate whether these dimensions show specific relationships with ways of coping, a study with 162 students (75 male, 87 female) examined how students cope with anxiety and uncertainty in the run-up to important exams. Coping strategies included task-orientation and preparation, seeking social support, and avoidance. Results showed that overall test anxiety was related to seeking social support. When dimensions of test anxiety were inspected individually while controlling for interdimensional overlap, however, results showed a specific pattern of relationships: (a) worry was related to task-orientation and preparation and inversely related to cognitive avoidance, (b) emotionality was related to task-orientation and preparation and seeking social support, and (c) interference was related to avoidance and inversely related to task-orientation and preparation, whereas (d) lack of confidence was related to avoidance only. Although some gender differences emerged, the findings indicate that the main components of test anxiety display different relationships with coping. Moreover, they confirm that it is important to differentiate between worry and interference because these dimensions, albeit closely related, may show opposite relationships with ways of coping.

This chapter expands knowledge of national secondary datasets with the aim of increasing policy relevant research related to school-based counseling. A brief review of benefits and challenges of national and international secondary datasets is provided.  A six-step research process (i.e., gaining access to the data, becoming familiar with and evaluating the data, preparing the data for analysis, conducting appropriate analyses, interpreting results and examining policy implications, and describing the limitations of the study/data) is presented as a step-by-step guide to conducting research studies with these national and international secondary datasets. Potential policy relevant research questions pertinent to school-based counseling are discussed.

Professional school counselors have been advocating for their role as counselors in the schools for decades (Galassi & Akos, 2007; Gysbers, 2002; Slaten & Baskin, 2013). Although researchers have addressed this concern through advocacy in service and writing, school counselors continue to perform a significant amount of non-counseling activities. In this paper, we address one potential solution to this ongoing problem: the evaluation of school counselors. Currently, most school counselors are evaluated by school building administrators based on teaching standards. The author will introduce a protocol for administrators to utilize that is based on school counseling activities.

In this essay I examine the racial achievement gap in American education in terms of an impaired psychosocial developmental process. I argue that the well-documented academic underperformance of certain minority groups may stem from the unfavorable resolution of a key developmental crisis in constituent members’ early scholastic experience. I go on to suggest that individual educators can play an important role in eliminating the achievement gap by changing the way they teach in their own classrooms. In part, they may do so by adopting a "transcultural" pedagogy or teaching style, according to which both teachers and their minority students develop (at minimum) transcultural proficiencies and (at maximum) transcultural identities, as a promising way to achieve two important ends. First, the fostering of an academically-industrious self-concept in members of historically underachieving minority groups and hence, second, the closing of the achievement gap "from the bottom up"—one classroom at a time.

This article examined the influence of sexual content in popular media on the sexuality of public university adolescents. The survey utilised a researcher-made questionnaire to collect data from a random sample of 1580 adolescents from public universities in Akwa Ibom State, Nigeria. The questionnaire, Tertiary Institution Students’ Sexuality Questionnaire, had a reliability index of .86 for the sexual attitude scale and .82 for Students’ Exposure to Sexual content in the Media. Data collected were analysed using appropriate statistics to answer the question: How does exposure to sexual contents in the media influence the sexuality of adolescents in public universities in Akwa Ibom State? Result of data analysis shows that students who were more exposed to sexual content in popular media manifested more negative sexual attitudes than their counterparts who were less exposed to sexual contents in the media. It was recommended that the sexuality of adolescents may be improved by unlearning the misgivings of popular media through well designed programmes of sexuality education.

[AMAZON LINK BELOW TO BOOK ITSELF -- TOC and book intro in downloadable .pdf] 

"It is a common experience that a problem difficult at night is resolved in the morning after the committee of sleep has worked on it." --John Steinbeck Scientific research confirms what people have always known: answers, ideas, and inspiration do come to us in dreams. Harvard psychologist and world-renowned dream specialist Deirdre Barrett, Ph.D., offers this rich collection of examples of how the world's most creative practitioners in art, music, film, science, literature and other fields have used the revelations of their dream life to inform their work. Dr. Barrett offers insights showing us how to encourage lucid, meaningful dreaming, and how to apply the meanings of our dreams to solving problems--from the everyday to the extraordinary. This is the stuff dreams are made of. In the visual arts, Jasper Johns couldn't find his unique artistic vision until he dreamed it in the form of a large American flag. Salvador Dali and his colleagues built the startling new genre of surrealism out of dreams. Kubla Kahn dreamed the design for his stately pleasure dome; thousands of years later, Lucy Davis, chief architect at a major firm, continues the tradition of dreaming designs into life in her extraordinary buildings. Film is a fertile avenue for dreams: "Twice I have transferred dreams to film exactly as I had dreamed them," confides director Ingmar Bergman, as have Federico Fellini, Orson Welles, Akira Kurosawa, Robert Altman, and John Sayles. From Mary Shelley's terrible nightmare, which became Frankenstein, to Stephen King's haunting dream as a little boy, which led to his first bestseller, countless writers have consulted the Committee. Musicians from Beethoven to Billy Joel and Paul McCartney have whistled the Committee's tunes. In science, physiologist Otto Loewi dreamed the medical experiment that earned him the Nobel Prize. In sports, Marion Jones dreamed she'd broken a world record, then brought the dream to life. Gandhi translated his dream of resistance into a movement that changed the world. Since Freud, we take it for granted that our dreams reflect our past. In The Committee of Sleep, Barrett reveals how dreams can also tell us about our future potential--and how to reach it.

This chapter describes comprehensive and culturally relevant strategies that school and college counselors in K–12 schools and community settings can use to establish school-familycommunity partnerships that enhance students’ academic preparation, build students’ college aspirations, increase students’ and their families’ college knowledge, and provide students and their families with college planning and financial aid information conducive to successful enrollment in postsecondary institutions. We highlight the critical components of a comprehensive multi-system college readiness partnership program, offer some parent involvement and outreach strategies for collaborating with African-American and Latino families, describe how to locate and leverage resources through community asset mapping, and describe a partnership process model for building school-family-community partnerships focused on college readiness.

“As we know, well-led groups provide many member benefits: feelings of universality, a sense of hope, altruism, acquisition of knowledge and skills, and mutual support...This text is affordable, easy to use, and very suitable for providing group work material in BSW or MSW practice courses.”

— Greg Tully, West Chester University



AN EXPERIENTIAL APPROACH TO GROUP WORK
Second Edition

Rich Furman, University of Washington, Tacoma
Kimberly Bender, University of Denver
Diana Rowan, University of North Carolina, Charlotte

An Experiential Approach to Group Work is not your typical group work text! Using dozens of exercises that build practice-tested skills, the authors' approach is in perfect step with CSWE's competence-based education requirements. The book is organized into three sections—the first addresses stages of group practice, the second looks at major types of groups, and the final section looks at examples of group work practice with special populations.

Features of the Second Edition

    Expanded! Discussion of the theory of group process and dynamics
    New! Content regarding Canadian, British, and Australian group work practices
    New! Chapters on anti-oppressive practice, group work with immigrants, and macro-practice group work
    New! Content on the use and development of technology to aid group work
    Contains customized exercises for each group work topic, designed to build the student and practitioner’s skills for use in group work sessions
    Special emphasis on how to bring individual sessions or groups to closure
    Provides examples of group work in specialized settings: conflict resolution groups within elementary schools, pregnant teens, Latinos, and HIV/AIDS clients

Restorative practice can be integrated into classrooms or community settings where conflict occurs; activities using picturebooks and restorative circles that include restorative practice support students' overall development, growth, social skills, and communication.

The authors utilized hierarchical multiple regression to understand the relationships between complex trauma, family environment, family cohesion, and resilience in 485 young adults aged 18-35. The young adults varied regarding their educational background and experiences with trauma. Results demonstrated that youth with more experiences of complex trauma were associated with lower levels of resilience. However, when they reported strong family environments and family cohesion prior to adulthood, they were more likely to be resilient in young adulthood despite the complex trauma experienced. Hence, family environment and family cohesion appear to be protective factors despite complex trauma exposure. Implications for family counselors working with trauma and resilience building through a systemic lens are discussed.

Genelde canlıların, özelde ise insanoğlunun nasıl öğrendiğine dair araştırma sonuçları her geçen gün önümüze heyecan verici bilgiler ve bulgular sunmaktadır. Bu araştırma sonuçları öğrenmede yeni stratejiler geliştirilmesinde öncülük etmektedir. "Öğrenme Psikolojisi" adlı bu kitap, alandaki en temel ve güncel araştırma bulgularını da kapsayarak eğitim, edebiyat ve tıp fakülteleri gibi değişik alanların birçok programında lisans ve lisansüstü düzeyde kullanılabilecek şekilde hazırlanmıştır.
Okuyucu merkezli olarak hazırlanan bu kitap, tüm yaşlardaki öğrenicilerin bilgi ve becerileri nasıl edindiklerini ve öğrenme sürecinde etkili olabilen inanç, motivasyon, tutum ve tavır gibi faktörleri kapsamaktadır.
Öğrenme konusunda bilgi sahibi olmak isteyen okuyucunun, temel bir psikoloji bilgisine sahip olması ön koşulu yoktur. Kitapta öğrenme kuramlarının tarihsel temellerinden başlayarak güncel öğrenme yaklaşımlarına rahatlıkla geçiş yapılabilir. Alandaki bir profesör, öğrenme ile ilgili en son araştırma bulgularına bu kitapta ulaşabilirken; üniversite eğitimine yeni başlamış bir öğrenci de öğrenme ile ilgili en temel konulara rahatlıkla erişebilir.

(Preprint of Article in press). This study tested the conceptual framework of school counseling college-going culture (SCCGC) using a national sample of 15,857 high school students from the High School Longitudinal Study 2009. We examined the relationship of SCCGC (i.e., counselor expectations and priorities, student-counselor contact for college-career counseling prior to 12 th grade, college and career readiness activities, and constraints) to high school seniors' college decisions (i.e., studentcounselor contact for college admissions counseling in 12 th grade, student-counselor contact for financial aid counseling in 12 th grade, number of college applications, and enrollment in college). Multinomial and ordinal logistic regression analyses revealed that counselors' expectations and priorities, student-counselor contact for college-career counseling prior to 12 th grade, college application and financial aid help, and college information and FAFSA meetings were positively related while caseload was negatively related to students' college decisions (after controlling for parent involvement, academic performance and aspirations, and student demographics).

This study investigated the extent to which students  have access to academic advising and counselling in South East Universities in Nigeria. The subjects for the study comprise 10,800 students drawn from the nine universities in the South East ,Nigeria. The instrument was validated by two experts in Guidance and Counselling one from Nnamdi Azikiwe University, Awka and another one from Ebonyi State University, Abakiliki all in Nigeria. A test-retest method of reliability was used and a reliablity co-efficient of 0.83 was obtained. Mean scores and z- test statistics were used in data analysis. The result included that  there is no significant impact of academic advising and counselling services from six out of nine universities studied. Based on the findings  of the study, it was recommended that Government should provide counseling centers in all the Universities to avail the students of academic advising and counselling for better academic performance amongst others

Квалификационен курс за придобиване на кредити.
Тема: Педагогическият съветник в Европа и САЩ: статут, роля, функции.
Брой кредити: 2. Такса за един кредит - 50 лв.
Организатор: Софийски университет, Факултет по науки за образованието и изкуствата.
Преподавател: професор дпн Николай Попов. Контакт: nbpopov@uni-sofia.bg
Записване: инспектор СДК Лора Чорбаджийска, 02 9706 203, l.chorbadzijska@fppse.uni-sofia.bg
Провеждане на курса: в средата на април 2019 г.

INTRODUCCIÓN Las pasantías se presentan en el ámbito académico como una ayuda potencial en las relaciones tanto personales como profesionales que aportas a la empresa, porque te dan la entrada a tu verdadero interés, aprendes mucho más acerca de tu profesión, como también descubrirás lo que implica trabajar en un entorno de negocios. Al realizar las pasantías mejoraras tu resumen curricular con las nuevas experiencias que a futuro te ayudaran con posibles referencias para un empleo mejor. Para la institución el proceso de pasantías da el seguro de tener una experiencia capaz y necesaria, para la labor correspondida, porque la institución tiene la iniciativa de ayudar a que el estudiantado y docentes se vean inmersos en el comercio a nivel curricular. Si hablamos de la parte docente, se puede ver que cada una de estas personas mantienen un énfasis en su campo laboral, lo que el docente aprendió pretenderá llevar a cabo en su función como educador y es allí donde resalta más su importancia partiendo de la experiencia propia del contexto donde se desenvuelve, y conforma parte la institución En el capítulo I se destacan aspectos alusivos a las características de la empresa, como por ejemplo: actividad comercial, objetivos entre otros. El capítulo II está destinado a describir las características del departamento donde se desarrolla la práctica de las pasantías, en las que se puede nombrar la ubicación y la descripción exacta de la empresa. En este informe es de vital importancia mencionar en el capítulo III, la descripción de las actividades ejecutadas de acuerdo con el plan de trabajo o Cronograma de Actividades, indicando los logros al igual que la parte práctica y los procesos. .

Education in the broadest sense is aimed at helping individuals become more productive members of the society. At the heart of the whole pedagogy is Guidance and Counselling, which has been positively correlated with effective learning outcomes. Primarily, School Guidance and Counselling services are geared towards helping students know themselves, the world around them and make optimal decisions for enhanced future for all. This paper presents guidance and counselling services provided in the school system. It contends that since counselling services are expedient for everyone, all through life, the Counsellor, who is the service provider, needs to be always on top of his/her job.

It has been noted that student face a lot of problems during adolescence. Since secondary school student are in the adolescent stage, the need for guidance and counselling services become compelling. Moreover, the incident of the Ebola virus disease in Sierra Leone has disrupted the school system for several months. Schools have recently reopened and most students who might have suffered from Ebola virus disease need teacher counsellors who they can contact for psychological support. Thus, there is a need for school counsellors and school administrators to ensure and to enhance the effectiveness of these services in schools. In addition, student experience a number of problems especially in the outbreak of Ebola in Sierra Leone and the present modern society which has promoted the researchers to investigate the role of guidance and counselling services in schools.

This article discusses school counselors' multifaceted role as educator-counselor-leader-collaborator, inextricably linked roles so necessary to build strengths-based school-family-community partnerships. We examined the effects of one such partnership on 20 elementary school students, using photo elicitation and interviews to explore students' satisfactions and experiences about the Just Love partnership. Thematic analysis of the data revealed six categories: (a) perceptions of Just Love, (b) positive feelings, (c) positive relationships and connectedness, (d) classroom and school climate, (e) experiences, and (f) support and resources. Each category comprised themes aligned with protective factors and developmental assets that help students thrive.

Over the past two decades, research on urban schools has focused predominantly on achievement gaps. However, achievement gaps exist because of gaps in opportunities for urban, low-income, and racially/ethnically diverse students. Partnerships among schools, families, and communities can provide the enrichment opportunities, support, resources, and programs that students need to be educationally resilient despite adversity. School counselors are in a unique position to promote resilience through equity-focused school–family–community partnerships and parent/family–school compacts based on empowerment, democratic collaboration, social justice, and strengths-based principles. This article describes a step-by-step, equity-focused partnership model that school counselors can implement as part of their school counseling program.

Jongeren kennen in de periode van adolescentie een verhoogde kans op het stellen van storend, antisociaal of delinquent gedrag. Aangezien jongeren een aanzienlijk deel van deze periode binnen de schoolmuren doorbrengen, is het niet verwonderlijk dat veel van deze gedragingen zich voordoen binnen of in de context van de school. Om probleemgedrag bij jongeren tegen te gaan kunnen scholen alle richtingen uit. Men kan inzetten op diverse preventie-initiatieven, sleutelen aan het sanctioneringsbeleid, of bijvoorbeeld werken aan het algemeen leefklimaat of aan sterkere leerkracht-leerlingrelaties. De vraag stelt zich welke aanpak het meest kans heeft om daadwerkelijk delinquent gedrag tegen te gaan. Uit eerder onderzoek weten we dat als leerlingen een sterke sociale binding hebben met de school de kans op delinquent gedrag in belangrijke mate afneemt. In dit onderzoek willen we daarom nagaan wat de impact is van diverse schoolpraktijken op de sociale binding van leerlingen. Aan de hand van interviews met leerkrachten, leerlingbegeleiding en directie wordt de schoolpraktijk in zes scholen in kaart gebracht. Een survey in dezelfde scholen bij de leerlingen uit het eerste jaar middelbaar onderwijs brengt aan het begin en aan het einde van het schooljaar in kaart hoe hun sociale binding evolueert. Ten slotte wordt geanalyseerd of bepaalde elementen van de schoolpraktijk kunnen gerelateerd worden aan betere sociale bindingen bij leerlingen.

As a result of globalisation and rapid technological development, the traditional patterns of life are gradually fading away. Lifestyles and survival strategies have been adopted to curb job insecurity and help their skills and interests meet the demands of the labour market. This study examines using Guidance and Counselling as a tool for promoting sustainable lifelong learning in our society. Until the later part of the twentieth century, formal education and training were confined mainly to the earlier phase of a person's life. The design was for young learner's to progress on a stereotype line from school to work or to vocational training or to higher education with little opportunity to change direction. It was such that as one left educational system they were unlikely to return. Recently, the trend has shifted. There is now a swift change in the labour market. This paper explores the areas of counselling, psychology, and education in general. The writer starts by introducing the reader into guidance and counselling, and sustainable lifelong learning, then stresses the need for sustainable lifelong learning in Nigeria. The paper concludes by identifying the guidance and counselling services as a handy tool for promoting sustainable lifelong learning in Nigeria.

In this chapter, we describe four antiracist foci counselors need to address as they build antiracist partnerships, discuss four essential equity-focused partnership principles or pillars of democratic collaboration, empowerment, social justice, and strengths-focus, and present a sevenstep partnership model (see Figure 1; Bryan & Henry, 2012; Bryan et al, 2019, 2020). These antiracist foci and equity-focused principles enable counselors and educators to lead courageously in antiracist work and in building school-family-community partnerships suitable for supporting Black children and other children of color without perpetuating racism and inequity. School counselors use the partnership process model, which comprises seven steps: (1) preparing to partner, (2) assessing needs and strengths, (3) coming together, (4) creating shared vision and plan, (5) taking action, (6) evaluating and celebrating progress, and (7) maintaining momentum, to intentionally build antiracist partnerships, that provide antiracist interventions to tackle trauma, college and career readiness and access, and other programs and interventions that foster protective factors and racially safe school environments for children and families of color.

In accordance with the social information processing model, how adolescents attribute cause to a particular social situation (e.g., bullying) they witness or participate in, influences their online social information processing, and hence, how they will act in the situation.
Objective 
The aim of the present study was to explore how older teenagers explain why bullying takes place at school, and whether there were any differences in explaining bullying due to gender.
Methods 
Two hundred and fifteen Swedish students in upper secondary school responded to a questionnaire. Mixed methods (qualitative and quantitative methods) were used to analyze data.
Results 
The qualitative analysis resulted in three main categories and nine subcategories regarding accounts of bullying causes. According to the findings, the youth explained bullying much more often with individualistic explanations (bully attributing and victim attributing) than non-individualistic explanations (social context attributing). Furthermore, girls tended to provide a greater number of bullying explanations and were more likely to attribute bullying causes to the bully and the victim, as compared to boys.
Conclusions 
The findings provide insights into older teenagers’ understanding of why bullying occurs in school. The study also identified some gender differences but also some mixed findings regarding gender differences in comparison with previous research with younger participants. The authors concluded that more research has to be done to investigate age and gender differences.

In chapter 10, Linday Finlay writes with Anna Madill , to describe and explain some different ways to analyse data. Four contrasting types of analysis are outlined with practical exemplars: narrative, thematic, discursive and creative. Each type of analysis highlights different aspects and so enables different insights. As such, qualitative analysis is always tentative, partial and emergent....

This article provides a comprehensive overview of creative interventions used with adolescents in the secondary school setting. School counselors who incorporate creative interventions along with traditional counseling methods will increase their effectiveness with high school students. Creative interventions that can be delivered through classroom guidance and/or individual and group counseling will be discussed, including the use of art, props, reading, writing, music, play, and sandtray. Specific examples of ways to utilize each intervention are also provided to assist school counselors with implementation of these methods.

This article reports on a qualitative study that uses a phenomenological approach to investigate the differences between adolescents with high and low career adaptability levels, regarding adaptive strategies and needs. The sample included students categorized as above the 75th percentile and in the bottom 25th percentile according to their scores on the Career Adapt-Abilities Scale. The data were gathered from 20 high school students (12 male and 8 female) from Ankara, Turkey, using career construction interviews. A content analysis revealed that exploration (self and occupations), persistence, and inquisitiveness were frequently observed in the high career adaptability group. On the other hand, lack of persistence, lack of confidence, and emotion-focused problem solving were prominent in the low career adaptability group. The results suggest the need for career education programs in schools that promote confidence and problem-solving skills for Turkish adolescents, especially those low on adaptability.

The authors investigated a combined social and emotional learning and mindfulness-based intervention as delivered by school
counselors to students in classrooms and their teachers using consultation practices. The study used a cluster-randomized design
at the classroom level, with an ethnically diverse sample of 109 middle school students divided between treatment and delayed
treatment groups. Analyses found significant intervention effects for the treatment group in students’ changes in stress tolerance,
social curiosity, executive functioning (i.e., shift, plan and organize, and task monitoring), and academic achievement (i.e.,
mathematics, science, English, and social studies). Implications of these findings evince how theory-informed school counseling can
contribute to important outcomes in educational settings.