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The I-CARE Model provides a guiding structure to consider poverty related factors and their impact on people living in poverty. I-CARE encourages counselor trainees to internally reflect on one’s own knowledge, experiences and unintended bias; develop strategies to cultivate relationships with clients; acknowledge realities of living in poverty; and explore interventions to remove barriers. We describe how the I-CARE model may be applied to training school counselors to serve students impacted by poverty. Implications of the model’s use in school counselor preparation are explored, including practical suggestions and directions for future research.
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This study examined student, parent, and faculty perceptions of academic development needs and related comprehensive school counseling program services from four urban middle and high schools. Participants (n = 1,032) completed a survey designed to assist schools in planning and evaluating their career and college readiness programs, and exploring perceived student support needs. Statistically significant differences were observed in stakeholder perceptions among 12 identified interventions that support improved academic development, through factorial analysis of variance (ANOVA) and pairwise comparisons analysis. Findings provide valuable information about prioritizing student academic counseling services strategically and effectively, to meet program needs of students in high-poverty schools.
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The consequences of adolescent drug and alcohol use may be serious and far-reaching, forecasting problematic use or addictive behaviors into adulthood. School counselors are particularly well suited to understand the needs of the school community and to seamlessly deliver sustainable substance use prevention. This pilot study with 46 ninth-grade students investigates the impact of the Making Choices and Reducing Risk (MCARR) program, a drug and alcohol use prevention program for the school setting. The MCARR curriculum addresses general knowledge of substances and their related risks, methods for evaluating risk, and skills for avoiding or coping with drug and alcohol use. Using a motivational interviewing framework, MCARR empowers students to choose freely how they wish to behave in relation to drugs and alcohol and to contribute to the health of others in the school community. The authors hypothesized that the implementation of the MCARR curriculum would influence student attitudes, knowledge, and use of substances. Results suggest that the MCARR had a beneficial impact on student attitudes and knowledge. Further, no appreciable increases in substance use during the program were observed. Initial results point to the promise of program feasibility and further research with larger samples including assessment of longitudinal impact.
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The Connecticut Comprehensive School Counseling Framework was released in November 2020?8 months into the COVID-19 pandemic. The purpose of this mixed-methods study was to explore the progress made by principals and school counselors in implementing the new framework, and to understand the impact of the pandemic on their efforts to do so. We found significant overlap between the perceptions and priorities expressed by participating principals and school counselors. Particularly noteworthy was the fact that both groups described increased collaboration within their schools.