WorldCat Identities

ERIC Counseling and Student Services Clearinghouse

Overview
Works: 507 works in 729 publications in 1 language and 15,743 library holdings
Publication Timeline
.
Most widely held works about ERIC Counseling and Student Services Clearinghouse
 
Most widely held works by ERIC Counseling and Student Services Clearinghouse
Bullying by Doris Rhea Coy( )

2 editions published in 2001 in English and held by 199 WorldCat member libraries worldwide

Nearly 160,000 students skip school each day because of intimidation by their peers. Bullying has been a persistent problem that, with the heightened attention to school violence, has been recently recognized as a pervasive issue needing attention. Bullying can take many forms; racial discrimination and sexual harassment are examples of abuse students can face. Child rearing influences, the characteristics of the child, and factors of the environment are cited as possible reasons why children bully. Most bullying occurs in the school environment so how schools respond to such interactions impacts the school climate. A whole school approach to the problem of bullying is recommended to establish an awareness of the problem. Increasing school safety features and insuring the anonymity of any student who reports bullying incidents are also encouraged. Empowering students by offering conflict resolution programs, peer help, and assertiveness training are just a few alternatives to improve the school environment. (Contains 10 references.) (JDM)
Children and post traumatic stress disorder : what classroom teachers should know by Susan J Grosse( )

2 editions published in 2001 in English and held by 193 WorldCat member libraries worldwide

Children may be exposed to trauma in their personal lives or at school. Teachers can prepare children to cope with trauma by understanding the nature of trauma, teaching skills for responding to emergencies, and learning how to mitigate the after-effects of trauma. Post traumatic stress disorder (PTSD) has specific characteristics and circumstances, including situations perceived as life-threatening, outside the scope of normal life experiences, involving death, and during which children experience total loss of control. Survival skills include being able to follow directions, get help, mitigate specific emergencies, report circumstances, and say no firmly. Implementing survival skills requires recognizing right from wrong. Teachers can take steps to prepare children ahead of time and lessen the PTSD potential (teaching about trauma, teaching survival skills, debriefing after a trauma, and helping children regain control). Symptoms of PTSD include re-experiencing an event, avoiding reminders of the event, sleep disturbance, and continual thought pattern interruptions around the event. Diagnosing PTSD requires evaluation by trained mental health professionals. Teachers have a role in identifying and referring students. Teachers can help children suspected of PTSD by discouraging reliance on avoidance, talking about feelings, encouraging return to normal activities, and seeking professional help. (17 additional resources are listed.) (SM)
E-mail counseling : skills for maximum impact by Kate Collie( )

2 editions published in 2001 in English and held by 193 WorldCat member libraries worldwide

Online counseling is a growing means of interaction for counselors and clients. This paper presents an interview among three counselors who simultaneously describe and demonstrate skills they use in their e-mail counseling practices. The interviewer and the interviewees all have been involved in the development of online counseling. The skills they have developed for asynchronous text-only communication are relevant to many types of distance therapeutic communication. The interview excerpts contain a discussion of these skills. (JDM)
Globalization of professions : a U.S. perspective with the cyberworld in mind by Thomas W Clawson( )

2 editions published in 2001 in English and held by 192 WorldCat member libraries worldwide

While professional organizations are traditionally low-budget operations, the advent of the World Wide Web has made many ideas of bringing service organizations and new disciplines into the U.S. mainstream feasible. This article focuses specifically on the cyberspace expansion of the counseling profession. Because counseling lends itself to cyber applications, some of these ideas may be translated to other helping professions interested in cyberspace expansion. As professionals with global expertise, there are two mandates: (1) instructing members of the profession with strategies for finding regulations and proper credentials in foreign countries; and (2) knowing whom to turn to as foreign counterparts. As the global community develops and educational needs expand, the electronic community will be a key portal for globalization of all professions. (ADT)
Animal-assisted therapy in counseling and school settings by Cynthia K Chandler( )

2 editions published in 2001 in English and held by 192 WorldCat member libraries worldwide

The integration of animal-assisted therapy into clinical psychology is a growing phenomenon. These "co-therapists" may be of assistance to counselors when working with withdrawn and non-communicative counselees. The presence of an animal has been found to lower anxiety and motivate the counselee's participation in therapy. Animal-assisted therapy (AAT) is not considered a style of therapy, but helps build trust between the counselee and counselor. Some common mental health treatment goals associated with AAT are to improve socialization and communication; reduce isolation, boredom, and loneliness; help with affect; lessen depression; and provide affection. School settings are appropriate for integrating AAT and such programs may have a role in helping curb school violence. (JDM)
Impact of cultural and global issues online support groups by Juneau Mahan Gary( )

3 editions published in 2001 in English and held by 192 WorldCat member libraries worldwide

Online support groups have the potential to improve the access and delivery of services to a wide range of people who reside worldwide. They provide an alternative vehicle of support for people in distress when it may be culturally stigmatizing to seek face-to-face support. They are not appropriate for everyone, nor can everyone worldwide access online support groups. This paper presents a brief history of online support groups and discusses their cultural implications. It discusses issues for the group leaders as well as the benefits and limitations of these groups. (ADT)
Technology competence of counselor educators by Jane E Myers( )

2 editions published in 1999 in English and held by 186 WorldCat member libraries worldwide

The increasing availability of inexpensive computer applications has become a major force in promoting the infusion of technology into the counseling field, yet the extent to which counselors and counselor educators use these resources is largely unknown. This Digest describes a survey to assess how competent counselor educators are in the technology skills they require their students to possess. The results of the Association for Counselor Education and Supervision (ACES) survey on technology competencies for counselor educators and students indicate that counselor educators and counseling students lack a uniform high level of technology competence. Given the likelihood that individuals interested in technology completed the survey, the results may overestimate the actual level of competence among counselor educators and students. The paper suggests that research is needed to determine the relative importance of each of the technology competencies in the various settings in which counselors work. It states that it is also important to establish the extent to which the competencies are currently infused into counselor preparation programs, as well as determining strategies to promote technology training. Table one lists the technology competence of counselor educators. (Contains six references.) (JDM)
Careers in the mathematical sciences : the role of the school counselor by Marie F Shoffner( )

2 editions published in 1999 in English and held by 185 WorldCat member libraries worldwide

The revised approach to teaching and learning math in the United States emphasizes the mental processes involved in doing math and focuses partly on children's prior knowledge, out-of-school experiences, and informal mathematics knowledge. This engaging approach can function to encourage children to select one of the mathematical sciences as an occupation. This digest describes several conditions that are necessary before this can occur. Some factors that must be present include an increased focus on the paradigm of problem solving in math, as well as an effort to provide teachers with professional development concerning the goals of instruction and student learning. Those who have a stake in a child's development need to help reform the current state of low involvement in math and science. School counselors are in the important position to help increase the number of students who select a mathematical science as a career option. Counselors can reduce biases by assisting in maintaining a balance between the mathematical preparation of all students instead of the trend towards encouraging only a select few to take higher-level mathematics courses. They can assist teachers to critically examine their relationships with students and help them provide opportunities for all students in their classes. They can facilitate the infusion of career exploration and knowledge of the mathematical sciences into all course content beginning in kindergarten. Beginning early in a student's academic life, the connection between what is being learned in school and future careers and life roles should become an explicit part of everyday learning. (Contains seven references.) (JDM)
Improving academic achievement : what school counselors can do by Duane Brown( )

2 editions published in 1999 in English and held by 185 WorldCat member libraries worldwide

The school reform movement has been a major societal and political agenda item for nearly two decades. As a result of the pressure stemming from the movement to make schools more effective, many changes have occurred. The most obvious of these changes is an increased emphasis on assessment. Furthermore, school counselors, like teachers and administrators, are now expected to play an important role in the school reform movement. This digest is designed to outline a number of strategies and techniques that school counselors can use to meet the challenge of improving student achievement. One strategy that is highlighted is that of improving school climate. School counselors can improve the climate of their schools by advocating for policies that promote rather than detract from the personal and educational development of students. Counselors are also encouraged to draw from a vast array of interventions that will help students increase their academic achievement. These interventions include behavioral contracts, study skills groups, time management training, classroom guidance units aimed at improving test taking skills, and achievement motivation groups. The final technique advocated is that of involving parents through parent consultation and parent education classes. (Contains five references.) (GCP)
Working with resistant clients in career counseling by Norman C Gysbers( )

2 editions published in 1999 in English and held by 185 WorldCat member libraries worldwide

This Digest identifies and describes ways that clients' resistance may be exhibited during career counseling. It states that whenever clients are involved in change, client resistance should be expected. Some examples of types of resistance that may be exhibited include fear of counseling, fear of taking responsibility, making excuses, and overt physical behavior. It suggests several counseling strategies that may be helpful with these encounters including working alliances, joining, metaphors, and labeling and reframing. The paper states that these examples point out the significance of the active role counselors need to take in dealing directly with client resistance since, no matter the cause, client resistance impedes progress. (Contains six references.) (JDM)
Substance abuse and counseling : a perspective by Amos Sales( )

2 editions published in 1999 in English and held by 176 WorldCat member libraries worldwide

Substance abuse is a major social problem and concern for counselors. It is the most prevalent mind disorder encompassing some 40% of the diagnoses in the DSM-IV, the number one continuing health problem, and the number one prison problem in the United States. Yet, school, rehabilitation, and mental health counselor education programs do not require expertise in this area as a prerequisite to receiving a degree. This digest focuses on identification of counseling outcome research implications for counseling individuals with substance abuse problems and highlights the following conclusions regarding counseling individuals with substance abuse problems: (1) All counselors will counsel individuals with presenting or related problems of substance abuse; (2) Counselors counsel and empower individuals with substance abuse problems versus treating the substance abuse problem; (3) Counselors must be able to establish the same open, collaborative, and therapeutic relationship in counseling individuals with substance abuse problems as they do with other client populations; (4) Counselors must focus the counseling relationship on addressing the client's presenting problems directly and identifying client need for change (5) Counselors must know community resources and procedures for referral to be able to insure access to effective and appropriate support services for clients. (Contains 4 references.) (JDM)
Evidence-based counseling : implications for counseling practice, preparation, and professionalism by Thomas L Sexton( )

2 editions published in 1999 in English and held by 176 WorldCat member libraries worldwide

This Digest states that the integration of research into counseling through an evidence-based approach actually brings the best elements of practice, clinical experience, and reliable treatment protocols together to serve the task of helping clients with the complex problems they bring to counseling. It gives several broad implications for the preparation of counselors and the practice of counseling. Research now points to a number of very stable trends that support the efficacy of some practices of counseling over others. These trends inform counseling practice and preparation, and form the basis of an evidence-based model of counseling. The trends can be categorized in two domains, those concerning the practice of counseling and those about the counselor. In determining the factors needed for effective counseling, research points to a collaborative counseling relationship, the value of learning, and action through behavior change. The second domain of counseling research focusing on the counselor finds that a level of skillfulness, cognitive complexity, and ability to relate and relationally match with clients are important counselor contributions. It is essential for counselors to also have the knowledge and ability to assess the presenting problems of the client so that they can identify evidence-based protocols to apply these protocols in order to increase the likelihood that a successful intervention can occur. (Includes seven references.) (JDM)
Creating safe schools through invitational education by William Watson Purkey( )

2 editions published in 1999 in English and held by 176 WorldCat member libraries worldwide

The National Center for Educational Statistics 1998 Report stated that one in ten schools in their sample reported at least one violent crime over the past year. To promote school safety, educators have used traditional law enforcement methods that rely heavily on surveillance, penalties, and punishment. These methods applied to schools can be effective but they carry major negative side effects, including a large financial burden. This digest represents an alternative approach to creating and maintaining safe schools. The approach, known as Invitational Education, provides a framework for making schools more exciting, satisfying, and enriching. Invitational Education centers on four guiding principles of respect, trust, optimism, and intentionality. The Five P's of the concept, people, places, policies, programs, and processes, provide the means to address the global nature and symbolic structure of schools. It expands the education process by applying steady and continuous pressure from a number of points. Rather than relying on one program, one policy, or one process, Invitational Learning addresses the total spirit within a school. It is concerned with more than grades, attendance, academic achievement, discipline, and test scores. It is concerned with the skills of becoming a decent and productive citizen in a democratic society. (JDM)
ADD and ADHD An Overview for School Counselors by Deanna S Pledge( )

2 editions published in 2002 in English and held by 175 WorldCat member libraries worldwide

School counselors are often consultants for parents and teachers on problems that children and adolescents face. Attention deficit disorder (ADD) is one such problem. It is frequently misunderstood, presenting a challenge for parents and teachers alike. The counselor is a resource for initial identification and interventions at home and in the classroom. The counselor must have at least a working knowledge of typical symptoms and likely responses to environmental demands in order to be an effective resource on attention deficit. This digest reviews the etiology of ADD, symptoms and diagnosis, treatment options, and interventions including counseling, consultation, and support. (Contains 11 references.) (GCP)
Assessing potentially violent students( )

2 editions published in 1999 in English and held by 174 WorldCat member libraries worldwide

Although student school shootings of students have recently gained significant national attention, more routine forms of student violence (e.g. homicide, rape, aggravated assault, etc.) continue to plague our nation's schools and streets. These less sensational but equally harmful violent behaviors warrant appropriate response. This digest describes the importance of assessment and diagnosis with potentially violent and violent students. Students with the potential for violence usually present a number of common risk factors. These risks are: violent drawings or writings, threats of violence towards others; past violent behaviors or aggressive history; animal torturing; recent relationship break; isolation; teased or perceptions of being teased, harassed, or "picked on;" inappropriate use or access to firearms; substance abuse; familial stressors; noted by peers as being "different;" and low school interest. The 13 risk factors will not identify every violent students, but they can be readily used by school counselors and other mental health professionals as an aid in assessing students at risk of violence. (Contains 5 references.) (MKA)
Are Boys Falling Behind in Academics? Part I by Jeanne C Bleuer( )

2 editions published in 2002 in English and held by 174 WorldCat member libraries worldwide

For many years, gender equity has pertained primarily to improving education and career opportunities for females. Recent studies, however, provide evidence that boys no longer hold an advantage. Based on extensive analysis of data from the National Longitudinal Study, the High School & Beyond, and the National Education Longitudinal Study, it was concluded that there is no evidence for a one-way gender gap favoring males beyond 1992 in public secondary schools. This digest presents a brief overview of recent research on trends in gender differences in both the K-12 and postsecondary levels of education and offers suggestions for actions that counselors and counselor educators can take to help ensure that all students' educational and developmental needs are met. (GCP)
Self-Mutilation by Chris Simpson( )

2 editions published in 2001 in English and held by 174 WorldCat member libraries worldwide

Self-mutilation has been most commonly seen as a diagnostic indicator for borderline personality disorder. However, practitioners have more recently observed self-harming behavior among those individuals diagnosed with bipolar disorder, obsessive-compulsive disorder, eating disorders, multiple personality disorder, borderline personality disorder, schizophrenia, and most recently, with adolescents and young adults. The increased observance of these behaviors has left many mental health professionals calling for self-mutilation to have its own diagnosis in the Diagnostic and Statistical Manual of Mental Disorders. The phenomenon is often difficult to define and easily misunderstood. This digest presents a definition of self-mutilation, reasons for self-mutilating behavior, characteristics of individuals who self-mutilate, common misconceptions of self-mutilation, and treatment options. It is noted in conclusion that although therapeutic interventions have improved substantially over the past two decades, further study is imperative to insure that those who practice the behavior continue to receive effective care. (GCP)
Gearing-Up for Career Awareness Profile of a Middle School Career Program by Kathleen Marcos( )

2 editions published in 2003 in English and held by 173 WorldCat member libraries worldwide

Researchers have recommended that career exploration and awareness begin before high school, when students have already made major decisions about courses. To encourage students to make informed decisions, it is argued that middle schools must introduce career awareness, such as the concept that success in most careers requires education and training. Interest inventories and aptitude tests, field trips, Career Days, and community partnerships are among the tools that can increase students' awareness of their own interests and help them learn about a wide variety of occupations. This digest describes how Glasgow Middle School in Fairfax County, Virginia has been implementing these recommendations with funding from a US Department of Education GEAR-UP (Gaining Early Awareness and Readiness for Undergraduate Programs) grant. (Contains 11 references.) (GCP)
Filial Therapy by Brandy Schuman( )

2 editions published in 2002 in English and held by 173 WorldCat member libraries worldwide

Filial therapy is an alternative method for treating emotionally disturbed children in which the parent is used as an ally in the therapeutic process. Filial therapy teaches the parent a new way of interacting with their child, thus improving the parent-child relationship. Additionally, filial therapy provides focused attention to the child from a person who holds emotional significance to the child, thus encouraging anxieties learned from the parental influence to be unlearned, and provides opportunities for miscommunications to be clarified to the child by the parent. This approach is based on the therapeutic nature of play and the parent's ability to learn to assume the therapeutic role required of them for a short period of time under special conditions. This digest reviews the process of filial therapy, toys and materials, filial therapy research and results, and current and future trends. (Contains 12 references.) (GCP)
New Perspectives on Counseling Underachievers by Jeanne C Bleuer( )

2 editions published in 2002 in English and held by 173 WorldCat member libraries worldwide

Too often parents, teachers, and even counselors assume that underachievers are students who can, but simply don't (or won't) achieve. But student underachievement is a complex problem that defies a "one size fits all" solution. Although past research has extensively explored and documented the links between personal and social variables and levels of achievement, there is a strong need for research that tests and validates comprehensive models of interventions that attempt to address the underachievement problem. This digest highlights the relevance of student underachievement to current national priorities, discusses the role of the school counselor, and reviews current research on counseling underachievers as well as basic concepts of the updated "Counseling Underachievers" model. (Contains 15 references.) (GCP)
 
moreShow More Titles
fewerShow Fewer Titles
Audience Level
0
Audience Level
1
  Kids General Special  
Audience level: 0.43 (from 0.08 for ERIC/CASS ... to 0.44 for E-mail cou ...)

WorldCat IdentitiesRelated Identities
Alternative Names

controlled identityERIC Clearinghouse on Counseling and Personnel Services

CASS

CASS (ERIC Counseling and Student Services Clearinghouse)

Clearinghouse on Counseling and Student Services

Counseling and Student Services Clearinghouse

ERIC/CASS

ERIC Clearinghouse on Counseling and Student Services

University of North Carolina at Greensboro. School of Education. ERIC Counseling and Student Services Clearinghouse

Languages
English (42)