School counselors in the classroom: A systematic review.
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| Title: | School counselors in the classroom: A systematic review. |
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| Authors: | Slaten, Christopher D., Lee, Jisu, Wachter‐Morris, Carrie, Williams, Michael Steven, Huynh, Jenny |
| Source: | Journal of Counseling & Development (John Wiley & Sons, Inc.). Oct2024, Vol. 102 Issue 4, p415-430. 16p. |
| Subjects: | School environment, Mental health counselors, High school students, Emotions, Systematic reviews, Teachers, Middle school students, School mental health services, Social skills, Learning strategies |
| Abstract: | The American School Counseling Association has continuously defined school counselors as having a role in the classroom across four different iterations of the ASCA Model. And yet, the amount of scholarly production is limited along with the amount of time school counselors report actually spending time in the classroom with students. Further, the social‐emotional learning (SEL) movement, among others, has encouraged the utilization of teachers in classrooms to provide lessons and interventions related to the social‐emotional development of students rather than school counselors who have been trained to do so. The current study examines the literature on school counselor‐facilitated classroom interventions over the past 30 years utilizing systematic review procedures to do so. The results indicate that only 40 classroom intervention studies have been published in peer‐reviewed journals over the past 30 years. Implications for counselor education scholars and school counselors are discussed. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Counseling & Development (John Wiley & Sons, Inc.) is the property of John Wiley & Sons, Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | The American School Counseling Association has continuously defined school counselors as having a role in the classroom across four different iterations of the ASCA Model. And yet, the amount of scholarly production is limited along with the amount of time school counselors report actually spending time in the classroom with students. Further, the social‐emotional learning (SEL) movement, among others, has encouraged the utilization of teachers in classrooms to provide lessons and interventions related to the social‐emotional development of students rather than school counselors who have been trained to do so. The current study examines the literature on school counselor‐facilitated classroom interventions over the past 30 years utilizing systematic review procedures to do so. The results indicate that only 40 classroom intervention studies have been published in peer‐reviewed journals over the past 30 years. Implications for counselor education scholars and school counselors are discussed. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 15566676 |
| DOI: | 10.1002/jcad.12522 |
