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Asthma is a common, chronic respiratory disease that can be costly to both society and the individual. In addition to increased absenteeism, children with asthma may also be at a greater risk for developing comorbid anxiety and depression. Various complementary psychological treatments have been effective at reducing both asthmatic symptoms and psychological distress. Although the research in the area of mind-body treatments as it pertains specifically to persons with asthma is still developing, this article will describe several promising alternative treatment methods, many of which have already been, or could be easily be applied for use in a school setting. © 2016, © 2016 International School Psychology Association.

Practitioners working with children diagnosed with cancer in the school environment must consider several facets in order to effectively work with the child and family. The remission rate for children with cancer is relatively high, so one must consider whether the child is anticipating treatment, actively in treatment, or posttreatment when one thinks about the potential stressors and cognitive impacts of cancer on the child's education. This article focuses on facts associated with childhood cancer that are relevant to school-based practitioners, common stressors for children and adolescents with a personal cancer diagnosis in their lives, research-based interventions, and accommodations and modifications to consider. © 2016, © 2016 International School Psychology Association.

Objectives: This study evaluated financial challenges, satisfaction with financial-management supports, and interest in additional or alternative supports among clients of a mental health center. Methods: Six focus groups were held with 39 clients of an urban community mental health center who reported having difficulty with their finances. Five focus groups were held with direct-care staff who provided services to the clients. Investigators used an inductive analytical approach to distill themes from notes taken during the focus groups. Results: Clients emphasized the challenges of living in poverty and described using complex strategies to sustain themselves, including negotiating benefits systems, carefully planning purchases, and developing and relying on social relationships. They spoke of having uneven access to tools and services for managing their money, such as advice from direct-care staff, representative payees, and bank accounts, and had varying opinions about their value. Noting concerns similar to those of clients, direct-care staff expressed frustration at the lack of support services for helping clients manage their finances. Both clients and staff expressed the need for more services to help clients with their finances. Conclusions: Findings suggest a need for more services to support people with mental illness to manage their finances, particularly a more flexible and broader range of options than are provided by current representative-payee mechanisms.

Although schools have begun to employ multiple programs to reach educational goals, little attention has been paid to the efficacy of combining separate programs. The present study investigates the combination of a school reform model, the School of the 21st Century (21C), and the Arkansas Better Chance (ABC) program, where preschools apply for state funds to provide high quality services to children at risk. To determine if 21C adds anything to the ABC program, the present study compared results from a developmental assessment. The authors compared school-based preschools that had both ABC and 21C services to those programs that offered only ABC services. Results indicated that, at baseline, children within the 21C/ABC programs scored the same or poorer than their ABC-only counterparts. However, at the end of the year, participants at 21C/ABC preschools were significantly ahead of ABC-only programs on all developmental indicators. There were also differences favorable to 21C/ABC preschools between the programs' quality ratings as measured by the Early Childhood Environmental Rating Scale. Copyright © 2013 American Orthopsychiatric Association.

Creative approaches to counseling help counselors to meet the needs of diverse populations. The utility of photography in counseling has been demonstrated through several case studies; however, clear implications of how photography relates to the counseling process have not been well delineated. The existing literature on phototherapy is reviewed and connected to specific photo directives within the counseling process and common psychotherapeutic techniques. © 2012 Copyright Taylor & Francis Group, LLC.

In a recent article in The New York Times, therapy using Sexual Orientation Management was highlighted, with the focus on therapists assisting clients to live a heterosexual life because of their religious beliefs.The primary reasons for such an approach are to allow for client choice and respect on an equally important area of diversity, their religious affiliation and values.Although research has been performed on the intersection of religion and sexual orientation, there has not been an extensive analysis or criticism of this management technique.In this article, the authors explore the experience of religious clients struggling with their sexual orientation, discuss the potential counselor responses to sexual orientation religious issues, and the impact of each on the counseling field using ethical principles, existing research, and logical outcomes.© 2011 Copyright Taylor and Francis Group, LLC.

The purpose of the qualitative study was to explore the themes that counselor education master’s students perceived as impacting their experience within a counseling program. Counselor education master’s students provided their perceptions of what they attributed to helping or hindering their progress. Themes identified as impacting their experiences were academic environment, finances, job preparation, self-care, life role balance, support, mentoring and advising, and personal growth. Recommendations are provided for counselor educators to consider when structuring programs and interacting with master’s students.

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.

What is the future of the relationship between Organizational Behavior Management (OBM) and education? This article presents a discussion of some current issues in education as opportunities for the integration of OBM frameworks and practices. Opportunities are examined in the context of systems-level supports and leadership in education. We hypothesize that an integration of OBM principles and applications has the potential to help educators address multiple critical issues in the field of education, specifically: (a) educator needs at the individual-level, such as educator burnout, engagement, and performance; (b) implementation fidelity of system-wide initiatives and evidence-based interventions; and (c) educator needs at the leadership-level, particularly the training of educational leaders. Recommendations for how OBM researchers and practitioners can expand engagement with educational settings are explored. Given the impact of organizational leadership, we emphasize the future collaboration between OBM and educational leadership, specifically the inclusion of OBM principles and applications in pre-professional curricula and professional continuing education training.

How can school psychologists effectively address and respond to the myriad needs of students in our nation’s schools? As these needs are ever-growing and diversifying, should the profession of school psychology consider mirroring this diversification through the promotion of specialized skill sets? Such efforts would echo the development of related disciplines of education, medicine, and psychology, disciplines that have long recognized the need for the division of skills and services in specified areas to meet the developing needs of their profession. We present and discuss questions related to specializations in school psychology under a broad subject of the potential for additional concentrated skill-based training to better impact service delivery and student outcomes. In exploring these questions, consideration is given to the ever-increasing needs of the schools coupled with the goal of school psychology: to empower school psychologists to promote the learning, behavior, and mental health of all children and youth. With very preliminary data in mind, the following areas are presented, with no particular order or emphasis, as potential topics and areas from which to build communities of discussion and exploration: bilingual–multilingual, behavior analytic, autism, and counseling, with introduction to other areas such as research, preschool/early childhood, neuropsychology, and leadership. Implications and recommendations for future directions are also discussed.

This quantitative correlational study was designed to investigate whether the core and enrichment college readiness program needs within high-poverty urban schools significantly varied with respect to grade level and stakeholder perceptions. Statistically significant differences were discovered in parent, student, and faculty perceptions in core and enrichment programs related to high-poverty urban school needs. The findings provide valuable information about how to design student academic and counseling services strategically and effectively to increase college and career readiness for low-income, urban students. Findings also provide effective strategies for school leaders, educators, and counselors regarding urban school college and career readiness program needs so that resources can be intentionally distributed in areas of greatest importance.

Despite its importance as a core counselling competency, less attention is given to career counselling than to other counselling specialties and it is often dismissed as a non-essential category in the counselling field. Because students’ perceptions of career counselling are affected by peer and faculty attitudes it is important to examine the training needs and experiences of graduate counselling students. Therefore, in the current study we utilised a phenomenological approach to examine students’ perceptions of a career counselling curriculum, and its impact on overall views of career counselling. Analysis of in-depth interviews yielded five major themes: View of Career Counselling, Course Delivery, Theory, Application of Knowledge, and Connection between Career Counselling and Personal Counselling. © 2019 Informa UK Limited, trading as Taylor & Francis Group.

Greater public visibility, growing social acceptance, and institutional recognition have opened up the opportunity for many contemporary biracial individuals to choose from a variety of racial identity options. Although macro-level (e.g., legal) barriers have all but disappeared, microlevel challenges (e.g., multiracial microaggressions) still persist for some in the growing biracial population. Thus, it is important to understand how racial identity options are exercised differently within and across particular social contexts, and how these options in turn affect biracial individuals’ development. In this chapter, first we discuss theory and research on racial identity and identification among contemporary biracial people, followed by a brief review of work on the contextual factors that influence racial identity formation in this population. Next, we explore extant research on the association of racial identity to a host of developmental outcomes (e.g., depression, self-esteem, psychological well-being, life satisfaction). In recognition of the heterogeneous nature of the biracial population, we review, where available, research for specific biracial subgroups (e.g., Black-White, Latino-White, and Asian-White). Drawing on relevant theory and empirical findings, we will then make specific recommendations on how to support biracial children’s racial identity formation and social-emotional development and on how to enhance biracial adults’ functioning. Finally, we summarize important gaps in current research and identify needed directions for future research.

This paper explores the perceived social emotional learning needs of students in high poverty schools. Social emotional learning (SEL)is recognized within the literature as critical to success in school and in life. Emergingwork supports the acquisition of a SEL skillset within grades kindergarten through twelve ( K-12) schools. This survey examines the perceptions of social emotional needs as reported by students, parents and school faculty members across four different high poverty schools in the USA. Findings provide effective strategies and valuable data for school leaders, educators, and counselors in addressing the social emotional needs of urban students.

Transforming the way thousands of professional school counselors approach their work with students Transforming the School Counseling Profession demonstrates how to effectively implement systemic, data-driven school counseling programs.This clearly written text presents the profession in easy-to-understand language, and is illustrated with numerous applied examples, case studies, and vignettes. The 5th Edition has been updated to include all of the latest CACREP, ASCA, and ACA standards. It also now includes the DSM-5. Coverage of cultural competence has been expanded throughout the book. Also available with MyLab Counseling MyLab is the teaching and learning platform that empowers you to reach every student. By combining trusted author content with digital tools and a flexible platform, MyLab personalizes the learning experience and improves results for each student. MyLab Counseling organizes all assignments around essential learning outcomes and the CACREP standards–enabling easy course alignment and reporting. Note: You are purchasing a standalone product; MyLab Counseling does not come packaged with this content. Students, if interested in purchasing this title with MyLab Counseling, ask your instructor to confirm the correct package ISBN and Course ID. Instructors, contact your Pearson representative for more information. If you would like to purchase both the physical text and MyLab Counseling, search for: 0134669843 / 9780134669847 Transforming the School Counseling Profession plus MyLab Counseling with Enhanced Pearson eText -- Access Card Package Package consists of:       0134610598 / 9780134610597 Transforming the School Counseling Profession 0134642651 / 9780134642659 MyLab Counseling with Enhanced Pearson eText -- Access Card -- for Transforming the School Counseling Profession

Poverty has an impact on mental health and the counseling process in profound ways; however, counselors may fail to recognize the importance of poverty in clients' lives. The authors propose a model to help counselors navigate the complexities of counseling clients who are living in poverty. The I-CARE Model may help counselors develop insight about personal biases, acknowledge harsh realities of poverty, remove barriers to growth, and expand on the clients' own strengths.

In recent years, student populations within public schools in the United States have become increasingly diverse, both culturally and linguistically, and are projected to continue to grow in diversity in the future. Consequently, educators must be prepared to support the needs and education of students with multicultural backgrounds who may differ from them. School administrators play an important role in creating safe, accepting school environments and guiding the education of diverse student populations. However, there is a need for additional guidance for school leaders in cultivating schools that promote equity for all students. Using the National Policy Board for Educational Administration (NPBEA) Professional Standards for Educational Leaders as a guiding framework, this paper provides practical suggestions regarding culturally responsive strategies and practices that school administrators might employ in leading diverse school communities.

As the number of children affected by obesity increases in the United States, it is necessary to intervene with preventive and intervention techniques that will enact change. Because children spend a significant amount of their time in school, it is of particular interest to target strategies during the school day. Given the recommendations for the total duration and intensity of physical activity children should participate in, recess period is a means of acquiring a portion of this daily recommendation. Contingent reinforcement is a technique that is consistently used in schools to promote behavior change. One of these techniques, group contingencies, has repeatedly been shown to increase desired behavior and decrease inappropriate behavior in schools. In the present study, a multiple baseline design was utilized to investigate the use of interdependent group contingencies in physical activity performance during recess, as measured by pedometers, with one class from each of the third, fourth, and fifth grades at an elementary school. Some of the variability existed in gender- and body mass index-specific (BMI) subgroups, in regard to the effectiveness of the intervention and continued maintenance of increased physical activity levels, following the removal of the intervention. However, the overall results support the use of an interdependent group contingency intervention to increase the amount of physical activity students engaged in during recess.