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Using interpretative phenomenological analysis and grounded in queer, critical feminist, and crip theory, this study explores how transgender and gender-expansive adults with ADHD symptoms, who describe their traits as neurospicy, navigate mental health care. Ten participants revealed masking as a ­survival strategy that fosters exhaustion, barriers posed by executive functioning challenges and provider ignorance, and the importance of affirming therapeutic spaces, self-advocacy, and peer support networks. Findings align with transgender identity development models. Results call for intersectional, neurodivergence-informed counseling practices that are flexible, knowledgeable, and collaborative to address structural and epistemological challenges faced by neurodivergent TGE individuals. © 2025 The Author(s). Published with license by Taylor & Francis Group, LLC.

Entering a counselor education program is just the first step in becoming a Professional Counselor, which includes developing a solid Professional Counselor identity and a plan for a fulfilling career. In this chapter, the authors provide a step-by-step plan for understanding key elements of becoming a Professional Counselor, beginning to work as a Professional Counselor, and contributing to the counseling profession. These activities include professional involvement, service, and scholarship as well as other meaningful pursuits for building one's successful career. The authors present a professional involvement pyramid to illustrate how Counselors can engage in professional identity development from graduate school throughout their careers. © Oxford University Press 2025. All rights reserved.

An ongoing challenge in the preparation of school psychologists, particularly in the first year of graduate training, is finding learning experiences that provide students with an opportunity to apply foundational skills, such as consultation and data-based decision-making, in a culturally responsive manner. Service-learning is a well-established teaching mechanism designed to address just this need, yet there is scant scholarship on ways to utilize this methodology in school psychology training. This manuscript describes a service-learning experience at an urban tutoring center in which first-year school psychology Ed.S. and Ph.D. students gathered agency-wide comprehensive academic screening data and provided targeted consultation support in the area of reading comprehension to identified fourth- through sixth-grade students and their tutors. Indicators of the positive impact of this work across stakeholder groups is provided.

Second Step is a universal social-emotional learning program designed to decrease antisocial behaviors, increase prosocial behaviors, and increase knowledge about content curriculum. Given the international focus of using Second Step to improve social-emotional skills, it is especially important to provide an updated synthesis on the effect of the intervention. A single-program meta-analysis was completed in order to determine effects of participating in Second Step and to explore moderators of program effectiveness on prosocial and antisocial behavior outcomes as well as knowledge of emotions. Five moderators were explored, including (a) program saturation, (b) dependent variable source, (c) grade range, (d) metro area, and (e) geographical location. A combined total of 18,847 participants were included in the analysis of 27 studies. Results of the current study indicate that Second Step’s impact on students’ knowledge and attitudes of violence and violence prevention is much stronger than on increasing prosocial behavior or reducing antisocial behavior.

The provision of educational and psychological services in schools is confronted by major social challenges. Inasmuch as the problems of our society encroach on the fulfillment of educational goals, a solution to these problems may lie in the manner in which educators—specifically school psychologists—approach their work with students, families, and communities. This chapter argues that the intentional practice of school psychology through a social justice lens enacts the potential of school psychologists who aim to serve as agents of positive change. As an aspirational goal, lens for viewing the world, and as a set of action steps, social justice is increasingly referenced and embedded in school psychology training, research, and practice. But what is social justice and how can we best prepare school psychologists to deliver services using a social justice framework? These are the topics explored in this chapter. (PsycInfo Database Record (c) 2024 APA, all rights reserved)

College student mental health has been a critical concern for professional counselors. Anxiety and depressive disorders have become increasingly prevalent over the past decade. Utilizing machine learning, a subset of artificial intelligence (AI), we developed predictive models (i.e., eXtreme Gradient Boosting [XGBoost], Random Forest, Decision Tree, and Logistic Regression) to identify US college students at heightened risk of diagnosable anxiety and depressive disorders. The dataset included 61,619 students from 133 US higher education institutions and was partitioned into a 90:10 ratio for training and testing the models. We employed hyperparameter tuning and cross-validation to optimize model performance and examined multiple measures of predictive performance (e.g., area under the receiver operating characteristic curve [AUC], accuracy, sensitivity). Results revealed strong discriminative power in our machine learning predictive models with AUC of 0.74 and 0.77, indicating current financial situation, sense of belonging on campus, disability status, and age as the top predictors of anxiety and depressive disorders. This study provides a practical tool for professional counselors to proactively identify students for anxiety and depressive disorders before these conditions escalate. Application of machine learning in counseling research provides data-driven insights that help enhance the understanding of mental health determinants, guide prevention and intervention strategies, and promote the well-being of diverse student populations through counseling.

Note: This is the bound book only and does not include access to the Enhanced Pearson eText. To order the Enhanced Pearson eText packaged with a bound book, use ISBN 0133834255.Treating Those with Mental Disorders: A Comprehensive Approach to Case Conceptualization and Treatment is the authoritative reference on selecting and applying treatments for use in counseling and treating those with mental disorders. In it, students and new counselors don’t just learn about the clinical issues, the DSM-5 system of diagnosis, and interventions that can be used in counseling and treating those with mental disorders, they see clearly how to proceed in treatment planning and how to implement treatment approaches and interventions. The authors present a conceptual framework model, I CAN START, which consists of case conceptualization components and addresses treatment planning from a strength-based, contextually sensitive perspective. Case studies; creative Clinical Toolboxes; Voices from the Trenches; a comfortable presentation of the material; and a comprehensive, rigorous assimilation of the current treatment literature combine to empower counselors to thoughtfully and deliberately help their clients tackle their complex issues and difficulties. The Enhanced Pearson eText features Case studies, creative Clinical Toolboxes, and Voices from the Trenches which present real-life examples of critical counseling concepts and approaches.Improve mastery and retention with the Enhanced Pearson eText* The Enhanced Pearson eText provides a rich, interactive learning environment designed to improve student mastery of content. The Enhanced Pearson eText is:Engaging. The new interactive, multimedia learning features were developed by the authors and other subject-matter experts to deepen and enrich the learning experience. Convenient. Enjoy instant online access from your computer or download the Pearson eText App to read on or offline on your iPad® and Android® tablet.* Affordable. The Enhanced Pearson eText may be purchased stand-alone or with a loose-leaf version of the text for 40-65% less than a print bound book. *The Enhanced eText features are only available in the Pearson eText format. They are not available in third-party eTexts or downloads.*The Pearson eText App is available on Google Play and in the App Store. It requires Android OS 3.1-4, a 7” or 10” tablet, or iPad iOS 5.0 or later.

Parents and caregivers of individuals with autism spectrum disorder (ASD) are faced with unique challenges and stressors from the early stages of their children’s development, through subsequent diagnosis, navigating the educational and therapeutic landscapes, and into adulthood. Whether their child requires Level 1, 2, or 3 supports according to their Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition diagnosis, parents will be faced with many different types of stressors. Given their experiences and knowledge of their children, they can offer valuable insights to educators and service providers that inform interventions and lead to optimal outcomes for individuals with ASD. This chapter explores the common challenges encountered by parents and caregivers and offers suggestions for ways that professional educators can best engage with them so as to establish optimal supports for individuals with autism. © 2024 Taylor & Francis Group. All rights reserved.

This chapter briefly explores the history and development of teaming in education. The three most common models of educational teaming are defined and discussed in detail. The primary focus of the chapter is on the Individuals with Disabilities Education Act-mandated multidisciplinary team and how it can be transformed into a transdisciplinary teaming model in a school setting that serves individuals with autism spectrum disorder (ASD). This transdisciplinary teaming model is student centric and stresses the importance of considering the whole child, specifically as it relates to the team’s systematic communication, goal sharing, knowledge of objectives and agenda items, and the need for ongoing clarification of knowledge among the team. The emphasis is on shared knowledge that leads to greater success of the team in meeting the needs of the student under discussion. This transdisciplinary teaming model also serves as a means to troubleshoot student challenges through a group problem-solving process. The six elements in the development of a transdisciplinary teaming model are discussed in detail. © 2024 Taylor & Francis Group. All rights reserved.

Counselor educators and supervisors have a vital role in promoting legislative professional advocacy (LPA). An interpretative qualitative analysis study of counseling graduate students involved in state-level LPA was conducted. Findings revealed six distinct themes: (1) professional counselor identity, (2) knowledge, attitudes and skills, (3) professional support, (4) power of the group, (5) social justice, and (6) personal impact. Study findings may help counselor educators and supervisors educate, guide, and mentor students, thereby increasing the likelihood of professional counselor LPA. © 2024 Chi Sigma Iota.

Although a much older concept, it is only within the decade of 2010–2019 that this term “social justice” came into prominence in school psychology. This chapter provides a combination of research analysis and a push to personalize and apply the concept of social justice. The chapter begins by defining social justice and describing why this concept is so critical for school psychologists. As part of this overview of social justice, the authors share some of their own stories as examples of how professionals might draw upon their own value systems and experiences to develop as agents of social justice. Readers are also provided with reflection questions to personalize the concept. The bulk of the chapter focuses on what it might look like to “fight” for social justice in school psychology, highlighting concepts such as developing critical self-awareness (with coverage of implicit bias and cultural humility) and using one’s leadership skills to work in an inclusive, participatory manner. A personal action plan template is provided. The chapter closes with a call to action, framing social justice as a mechanism for maximizing both the professional impact and personal satisfaction of one’s work as a school psychologist.

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.

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.

This book serves as a reference guide on the implementation of basic and more advanced behavior management strategies. It covers the principles and application of basic learning theories as well as those that integrate cognitions and emotions in treatment frameworks. It takes the reader through the essential steps in developing behavior management plans, including conducting functional behavior analyses and curriculum-based assessments. The contributors describe and share examples of various behavioral intervention techniques that address behavioral challenges in a variety of settings. These methods include more traditional approaches, such as classical and instrumental learning strategies and cognitive behavior management techniques. They also discuss less traditional and alternative approaches, including social and emotional learning, character development, and yoga. The book is appropriate for professionals in various specialty areas, including classroom teachers, college professors, and undergraduate and graduate students majoring in general education, special education, school psychology, psychology, educational leadership, school counseling, and social work. It is also appropriate for professionals who work with children on the autism spectrum and for board certified behavioral analysts.