An investigation was conducted into the relationship between stigma, perceived discrimination, and social support among college students. First, levels of these variables were assessed across different racial groups and compared for differences before and after the COVID-19 pandemic. Employing Multivariate Analysis of Variance (MANOVA), we examined racial disparities in these variables and identified variations in the levels of self-stigma, public stigma, perceived discrimination, and social support among diverse racial groups. Notably, Asian/Asian American college students reported a higher level of public stigma compared to their African American/Black, White, and Hispanic/Latinx peers. In addition, our findings indicated that college students exhibited a lower level of self-stigma and a higher level of perceived discrimination following the onset of the pandemic. No interaction effect was observed. We also discussed the implications of these findings for college counseling professionals and administrators.

The Spanish-speaking community is the largest underserved language group in the United States. To advance social justice advocacy and multicultural humility for this language group, the field of counselor education needs to create pedagogical scaffolding for non-Spanish-speaking counselors-in-training to work with interpreters to support Spanish-speaking families, while also enhancing language-concordant training for Spanish-English bilingual counselors-in-training. We utilized a critical race research design to explore six counselors-in-training’s experience participating in service-learning through online facilitation of Child-Parent Relationship Therapy with Spanish-speaking families. Interpretative phenomenological analysis of qualitative data yielded four major themes: (a) collaboration, (b) improved awareness, (c) growth and strength, and (d) the need for more resources. Findings highlight the importance of iterative pedagogical and service-learning opportunities and supervision to enhance counselors-in-training’s culturally affirming interventions, knowledge, and social justice advocacy skills. Limitations and future directions are discussed.

This study explores the experiences of six school counselors-in-training (SCIT) in addressing child maltreatment through a hypothetical vignette, providing an in-depth understanding of their experiences. Four main themes and five sub-themes emerged, providing insight into their preparedness and challenges faced. These findings highlight critical areas for improvement in training programs to better equip SCIT for addressing child maltreatment in schools.

School counselors-in-training are required to develop attitudes, knowledge, and skills throughout their training programs to address child maltreatment. Diversity might influence how school counselors-in-training acquire this information. This study examines how school counselors-in-training address cultural considerations in child maltreatment. We utilized a multiple case study to interview three school counselors-in-training who were completing their internship. We identified five themes and four sub-themes from the data. The five themes were (a) context, (b) awareness, (c) perceptions and beliefs, (d) training development, and (e) family support. The results provided context to how school counselors-in-training consider cultural differences in addressing child maltreatment.

This study examined the experiences of three foreign-born women in navigating the complex academic structure of the counseling profession using collaborative autoethnography through a feminist lens. Analysis of journal narratives emerged with four major themes: (a) Layers of Systemic Barriers, Bias, and Injustice, (b) Internalized Oppression through Masking, (c) Political is Personal, and (d) Meaning Making. Recommendations include training, mentoring, and diversifying research interests for future researchers and educators.

Child maltreatment is a pressing issue in the United States with profound societal and health implications. School practitioners are mandated reporters who play a pivotal role in addressing this problem. This study explores the accreditation requirements of educator preparation programs for school practitioners. We scrutinized accreditation standards from six professional organizations, revealing 72 standards addressing child maltreatment training. Four major themes emerged: (a) ethical and legal considerations, (b) learning environment, (c) development, and (d) consultation and collaboration. These findings shed light on the need for comprehensive training in recognizing and addressing child maltreatment among school practitioners.

Using Consensual Qualitative Research (CQR; Hill, 2012 Hill, C. E. (2012). Consensual qualitative research: A practical resource for investigating social science phenomena. American Psychological Association. [Google Scholar]), the authors explored counselor educator professional identity development through the lens of 11 participants’ foreign-born status. Nine identified domains encompassed stages of development; internal and systemic influences; critical incidents; and supports and strengths. Implications for advancing counselor education doctoral programs in a global society are examined.

School counselors play key roles in recognizing and addressing students’ social-emotional and academic needs and providing short-term counseling and crisis interventions focusing on mental health concerns. Research shows that play therapy is a developmentally responsive intervention for school-aged children (Ray et al., 2014). Many school counseling programs in Taiwan offer play therapy as an elective course in school counselor preparation programs. In the current study, we conducted a phenomenological research to examine 21 pre-service elementary school counselors’ perceptions of play therapy training in Taiwan. Analysis of qualitative data yielded four major themes: (a) enhanced understanding of children’s world, (b) the power of toys and play, (c) value of play sessions and observers’ feedback, and (d) enhanced self-awareness and professional growth. Findings of this study have the potential to inform school counselor education and teacher education training regarding therapeutic skills and attending to children’s social-emotional and behavioral growth. Limitations of the study, implications for counselor educators, and recommendations for future research are discussed.

This content analysis provides an overview of articles specific to outcome-based research on children and adolescents in the counseling field published in the American Counseling Association (ACA), American School Counselor Association (ASCA), and American Mental Health Counseling Associated (AMHCA) affiliated journals between the years 2012 and 2021. Results indicated that minimal articles (133 articles or 3.11%) were outcome research examining efficacy of counseling interventions across community and school settings with most of interventions being evidence-based and group-based, and the target outcome being prosocial behavior. Of 133 articles, Journal of Child and Adolescent Counseling is the most prevalent journal that published outcome research with children and adolescents (18.45%), followed by Journal of Specialist in Group Work (12.97%), and Professional School Counseling (7.04%). The paper concludes with a discussion of limitations and recommendations for future research.

The maltreatment of children has negative outcomes for their academic and social-emotional development. Child maltreatment is a global issue that affects millions of children every day. However, many of these cases go unreported and researchers have found that school personnel lack the training, knowledge, and skills to address maltreatment. The purpose of this paper is to provide a consultation framework for how school personnel can work collaboratively to identify, report, and prevent maltreatment.

School-based practitioners are prepared to support students’ academic, behavioral, emotional, and social needs, but they have historically done so through independent, rather than collaborative, efforts. In the midst of the worldwide COVID-19 pandemic, collaboration of school counselors and special educators could augment and enrich the development, implementation, and evaluation of instructional and support services. This review explores the responsibilities of school counselors and special educators within Multi-Tiered Systems of Support (MTSS), and proposes a collaboration framework in which MTSS might be utilized to support the transitions of students with disabilities, including transitions related to the impact that COVID-19 has had on schools (i.e. service delivery models, changes in socialization patterns). Examples of collaboration among school counselors and special educators, along with discussion of the implications that this collaboration might have on transitions of students with disabilities moving forward, are included.

Exposure to parental substance use disorder (SUD) has significant and lasting effects on the development of children emotionally, physically, within the educational environment, as well as within the parent-child relationship. The separation of parent and child within families with SUDs is commonplace as child protective services involve due to the increased frequency of child abuse, neglect, and criminal activity. To date, no specific reunification approach for working with parents with SUDs has been identified or suggested. Given that child parent relationship therapy (CPRT) centers on enhancing secure attachment between parents and children and promoting parents’ understanding of the needs of their children, the authors discussed CPRT as an innovative intervention with parents with SUDs to reestablish or establish a healthy connection with their children. A brief clinical case example was given followed by implications for clinicians.

Distance counsellor education programmes in the United States have expanded educational opportunities for global students to pursue counselling training while remaining in their home countries. The purpose of this mixed-methods study was to explore global counselling students' and recent counselling graduates' perceived applicability and practicality of the learned counselling knowledge, skills and interventions within their own global and cultural communities. A total of 12 individuals participated in the study; results showed that participants believed that they were capable of demonstrating helping skills and effectively working with clients. Qualitative findings identified participants' need for additional programmatic and institutional support and globally inclusive curriculum. The authors discuss implications for counsellor educators who provide distance counselling training for global students. Finally, the authors provide recommendations for future research to enhance the quality of distance counselling training in counsellor education programmes.

ABSTRACT The purpose of this study was to investigate the effects of kinder training on preschool children’s externalizing behavior in the classroom. This study utilized a single-case design. Two preschool teachers facilitated weekly individual play sessions with two students frequently exhibiting externalizing behavior. The findings provide support for kinder training as an effective play-based teacher-intervention model that can improve children’s externalizing behavior. Results demonstrated that both student participants showed improvement in externalizing classroom behavior during the intervention phase. Both teacher participants reported observing positive changes in the student participants’ externalizing behavior and teacher-student relationships.

Children’s relationships with their teachers are a potential resource for enhancing developmental and academic outcomes. The effects of positive or negative teacher–child relationships can be either beneficial or detrimental to students’ academic progress, behaviors, and emotions. In the current study, we utilized a qualitative research design to examine 18 pre-kindergarten to fourth-grade teachers’ perceptions of teacher–child relationships, student behavior, and classroom management. Analysis of in-depth interviews yielded five major themes: (a) beliefs in children, (b) teaching strategies, (c) acknowledging individual differences, (d) challenges, and (e) relationships. Findings of this study have the potential to inform in-service training regarding relationship-building skills and attending to children’s social-emotional development. We discuss the limitations of the study, implications for professional school counselors, and recommendations for future research.

ABSTRACT Research related to racial discrimination has shown negative consequences on Asian American adolescents’ mental health outcomes. The coronavirus (COVID-19) pandemic has fueled xenophobic and sinophobic discrimination against individuals of Asian descent in the United States. Yet, Asian immigrants and Asian Americans are often excluded from the discourse on racism, marginalization, and equity. Model minority stereotyping has portrayed Asian Americans as being societal successful and problem-free. Due to such stereotypes, Asian American adolescents have to navigate identity development, interpersonal relationships, academic adjustment, and psychosocial adjustment. The model minority myth also masks Asian American youth’s experiences of racism, discrimination, and oppression, and discourages their help-seeking behavior. This article reviews impacts of racial discrimination and ethnic stereotypes on Asian American adolescents’ development. Counseling implications for addressing Asian American adolescents’ racial discrimination stress are discussed. Strategies for promoting racial justice and meeting Asian American adolescents’ unique needs in schools and communities are recommended.

There is a dearth of research on the effects of online delivery of clinical skills training. This pilot study examined the effects and experiences of 27 master’s students receiving 8-week remote basic counseling skills courses. Results suggested that by the end of online training, all participants met the course criteria of skills development. There is a statistically significant increase in students’ beliefs about their own capabilities to effectively facilitate counseling techniques and counseling-related activities. Four themes emerged in participants’ perception of online skills training, including concerns, challenges, technology tools, and overall learning experience. Limitations and recommendations for implications and future research are discussed.

This paper on Online Synchronous Group Counselor Training was presented at the first annual Counselor Education Distance Learning Conference on February 19, 2021. In the Counseling field, skills-based courses like Group Counseling are often taught in residential settings regardless of whether the training program is online or brick and mortar. Describing a model for teaching Group Counseling in an online virtual synchronous format, this article shares strategies, challenges, and opportunities for group instructors in counselor training programs during the Covid 19 pandemic and beyond.