ObjectiveThe aim of this study was to develop and initially validate scores on Ed Neukrug's Theoretical Orientation Survey (ENTOS). ENTOS is an inventory for identifying the extent to which respondents' worldviews are consistent with the following five major theoretical schools of counseling and psychotherapy: psychodynamic, existential-humanistic, first and second wave cognitive behavioral methods, post-modern orientations, and third wave cognitive behavioral approaches. Method A nationwide non-probability sampling technique was employed (N = 461 counselors and counseling students). Results Rasch analyses supported that ENTOS is comprised of the five major theoretical schools/subscales and person reliability estimates were in the acceptable range for all ENTOS scores. Conclusion The collective results suggest that ENTOS can be used as one way to help counseling students, educators, and practitioners identify their primary theoretical counseling orientation(s). Significance Statement Identifying one's primary theoretical orientation to counseling is a critical task that begins in counselor training programs. The process continues throughout the rest of the counselor's career. This study found that ENTOS was appropriately calibrated for assisting test takers identify which of the five major school(s) of counseling best corresponds with their worldviews. Counseling students, practitioners, and educators can use ENTOS as one way to identify and monitor their alignment with counseling theory.

This chapter focuses primarily on counselor school-wide (universal) prevention and promotion practices. First, the chapter provides an overview of systems theory, including ecological models of human functioning. The second half of the chapter includes examples of how a systems approach can be operationalized within MTSS and CSCPs. Specifically, the chapter provides an overview of Tier 1 MTSS evidence-based strategies for creating an equity-focused and positive school climate and addresses various ethical and culturally relevant issues that affect prevention and intervention practices.

Research suggests that expressions of Celtic spirituality are widespread among the U.S. populace (e.g., Pew Research Center, 2014; Sullivan, 2016). Adherents vary in their commitment levels, ranging from informal cultural participants to followers of structured forms of the faith tradition (e.g., Celtic Christianity, Wicca, Paganism). The counseling literature provides scant information on this movement and germane approaches to support clients who identify with this spirituality. To respond to this deficiency, we address the topic by contextualizing Celtic spirituality from definitional, historical, and thematic perspectives. Next, we consider implications for spiritually sensitive counseling practice. We include a case study,exemplifying potential adaptive counseling processes and interventions.

Although international students comprise a significant percentage of the college population, limited attention is directed to their safety needs. This study measured the experiences and perceptions of campus safety among international college students in the United States. The researchers sampled participants from institutions around the country, who self-identified as international students. A researcher-developed 53-item Likert scale questionnaire, the International College Students’ Safety Questionnaire (ICSSQ), was administered to the sample. Findings from the exploratory factor analysis provided preliminary evidence for a four-factor solution for the 26-item ICSSQ with adequate internal consistency. Salient demographic variables, such as, nationality, college status and perceived proficiency in English, were found to be significantly linked to derived factor scores. Implications for institutional adoption of this instrument, along with limitations and directions for future research are included.

Mental health literacy (MHL) has utility for promoting peer‐to‐peer referrals to mental health support services among university students. However, there is a gap in the extant literature about the potential usefulness of MHL for supporting the mental health of community college students, a population facing a number of mental health conditions. The authors examined the construct validity and the utility of 3 dimensions of MHL as predictors of peer‐to‐peer referrals to the counseling center among community college students. Results of confirmatory factor analyses supported the dimensionality of the instrumentation and a hierarchical logistic regression analysis revealed that MHL was a significant positive predictor of peer‐to‐peer referrals to the counseling center. Implications for counseling practice and future research are discussed.

This article addresses school counselor evidence-based accountability practice by summarizing the findings of a hands-on evaluation of readily accessible, free online accountability software that can be used for data collection, management and analysis, and presentations. Using germane school data, four preservice counselors individually rated these tools and commented on their advantages and disadvantages for accountability work. We provide recommendations for data-based practice and improved training.

The development and validation of the 29‐item Understanding Mental Health Scale (UMHS) is described. This new questionnaire measures college students' understanding of mental health issues. The authors also identified significant demographic differences in students' understanding of mental health issues. A principal factor analysis revealed a 2‐factor solution. The dimensions were labeled Risk‐Factor Awareness and External Support Awareness. Findings suggest the UMHS demonstrates adequate reliability and validity. Implications for college counseling are discussed.

The effect of student‐to‐school‐counselor ratios on academic outcomes has been widely studied, yet few researchers have taken a multilevel approach. Using the nationally representative High School Longitudinal Study: 2009 dataset, the authors found ratios were significantly associated with student grade point average (GPA) and graduation. Attending a Title I school also was associated with students’ GPA, advanced placement/international baccalaureate credits earned, and postsecondary course taking. The authors discuss implications for advocacy and practice, contextualizing their findings within an ecological framework.

This Article is brought to you for free and open access by the Counseling & Human Services at ODU Digital Commons. It has been accepted for inclusion in Counseling & Human Services Faculty Publications by an authorized administrator of ODU Digital Commons. For more information, please contact digitalcommons@odu.edu. Repository Citation Kalkbrenner, Michael T. and Sink, Christopher A., "Development and Validation of the College Mental Health Perceived Competency Scale" (2018). Counseling & Human Services Faculty Publications. 44. https://digitalcommons.odu.edu/chs_pubs/44

Researchers assessed reliability and validity information to determine the utility of the My Child’s Class Inventory–Short Form (MCCI-SF) using 657 parents/caregivers. A four-factor model was generated reflective of the following classroom dimensions: Peer Relations, Competitiveness, Difficulty, and Satisfaction. Using the MCCI-SF in conjunction with its companion instruments, the My Class Inventory–Short Form Revised and the My Class Inventory–Short Form for Teachers can provide school counselors with useful accountability data about their school counseling program.

Within the context of intentional collaboration between doctoral-level program evaluation and counselor educators, this article addresses the need for advanced training in program evaluation for preservice doctoral-level counselor education (CE) students. To determine the current level of evaluation training provided to doctoral students attending a nationally accredited CE program, 81 institutions and their program websites and accompanying materials were analyzed. Approximately 25% of these graduate programs appeared to provide a modest level of training. Over 50% of these units did not fully identify what program evaluation preparation was required or offered to students. Recommendations to enhance the program evaluation component of counselor educator training are offered. To assist program evaluation and counselor educators to restructure training, an instructional planning and implementation tool (Program Evaluation Competency Matrix) is provided.

To align with a more holistic perspective of wellness, the authors advocate for the inclusion of student subjective well-being (SWB) or happiness ratings as part of school climate assessment within school improvement plans (SIPs). Relevant theory and research demonstrate the reciprocal relationship between student perceptions of school climate and their overall SWB. Within the context of school improvement planning/assessment and counselor program accountability, the authors provide recommendations for school counselors’ evidence-based practice.

Designed to improve preK-12 student academic and behavioral outcomes, a Multi-Tiered System of Supports (MTSS), such as Positive Behavioral Intervention and Supports (PBIS) or Response to Intervention (RTI), is a broadly applied framework being implemented in countless schools across the United States.Such educational restructuring and system changes require school counselors to adjust their activities and interventions to fully realize the aims of MTSS.In this special issue of The Professional Counselor, the roles and functions of school counselors in MTSS frameworks are examined from various angles.This introductory article summarizes the key issues and the basic themes explored by the special issue contributors.

This article seeks to draw out the links between systems thinking and the philosophy of John Macmurray. In fact, while systems theory is a growing trend in a number of disciplines, including counselling and psychotherapy, the narrative describes its ancient roots. Macmurray’s insistence that humans exist as interdependent ratherthan independent beings is supported by systems theory. Moreover, Macmurray’s critique of institutionalized religion and his favouring of inclusive religious community is akin to a model of spirituality that, in positive psychology, is conceived of as an open system.

Incorporating a Multi-Tiered System of Supports Into School Counselor PreparationWith the advent of a multi-tiered system of supports (MTSS) in schools, counselor preparation programs are once again challenged to further extend the education and training of pre-service and in-service school counselors.To introduce and contextualize this special issue, an MTSS's intent and foci, as well as its theoretical and research underpinnings, are elucidated.Next, this article aligns MTSS with current professional school counselor standards of the American School Counselor Association's (ASCA) School Counselor Competencies, the 2016 Council for Accreditation of Counseling and Related Educational Programs (CACREP) Standards for School Counselors and the ASCA National Model.Using Positive Behavioral Interventions and Supports (PBIS) and Response to Intervention (RTI) models as exemplars, recommendations for integrating MTSS into school counselor preparation curriculum and pedagogy are discussed.