A junior/senior high school counselor used an innovative psychoeducational group counseling curriculum based on cognitive behavioral therapy to meet the social/emotional needs of identified students. This article provides a summary and evaluation of the small group plan conducted via practitioner research. Results indicated that, although…

The social information processing (SIP) model, which involves a sequence of six cognitive processing steps, is frequently used by researchers to understand proactive and reactive aggression in youth; however, there has been little discussion in the literature regarding the application of the SIP model in school counseling. This article presents a…

Canine-assisted activities in schools can benefit students' educational, emotional, and social needs. Furthermore, they could be an effective form of non-clinical mental health treatment for children and adolescents. In the United Kingdom, school dogs are growing in popularity, however, little is known about how parents perceive canine-assisted…

Childhood psychopathology is a large and concerning problem within the school setting. High prevalence rates of childhood psychopathology and resulting poor student outcomes reiterates the need for school service personnel to possess a basic understanding of the major therapeutic approaches to mollifying the difficulties presented by students.…

School attendance is a complex topic for all school stakeholders preparing students for college and career success. Students who refuse to attend or avoid school are affected or influenced by a myriad of reasons such as their own physical or mental health issues. This article explores the various factors at the root of school refusal, particularly…

Applied behavior analysis provides a technology of human behavior that demonstrates great potential for improving socially important outcomes for individuals. School-based consultation may provide a vehicle for delivering applied behavior analysis services in schools to address academic referral concerns. In this article, we propose that…

This article presents an integrative framework for using cognitive behavior therapy through the lens of relational cultural theory. The authors provide an overview of cognitive behavior therapy and relational cultural theory, followed by suggestions on how to facilitate cognitive behavior therapy using the principles of relational cultural theory…

In 2002, the American School Counselor Association (ASCA) presented the ASCA National Model for school counseling programs as a framework for implementing best practices in training counselors to deliver effective evidence-based approaches for K-12 students. Without a unifying theory of practice, school counselors are often uncertain about how to…

School counselors are charged with meeting the academic and personal/social needs of all students. Aggression can have a significantly negative effect on both areas in the school environment. It is imperative that these aspects are addressed in culturally and developmentally appropriate ways. Creative approaches based in play and art can be…

Increasing evidence shows that punitive discipline is ineffective and detrimental. Using empowerment theory and the opportunity-to-learn conceptual framework, this literature review seeks to broaden school personnel's knowledge of alternative discipline interventions. Searching ERIC and JSTOR databases, we looked for English language, North…

This article describes a study of two male clinicians' implementation of a 10-week, school-based integrated cognitive-behavioral group counseling intervention with psychodynamic process elements at a school in the Bronx, NY for inner-city middle school boys who have experienced complex trauma. The authors define complex trauma and describe the…

Background: Individual-level implementation determinants, such as clinician attitudes, commonly influence the successful adoption of evidence-based practices, but few explicit strategies have been tested with regard to their ability to impact these key mechanisms of change. This paper reports on an initial test of a blended, theoretically-informed…

Children's externalizing and off-task behaviors are deemed a major concern for elementary teachers and interfere with the classroom learning environment (Abidin & Robinson, 2002; Shillingford-Butler & Theodore, 2013). Children with these behaviors are at risk of falling behind academically and experiencing ongoing behavioral problems…

The American School Counselor Association (ASCA) National Model and a multi-tiered system of supports (MTSS) both provide frameworks for systematically solving problems in schools, including student behavior concerns. The authors outline a model that integrates overlapping elements of the National Model and MTSS as a support for marginalized…

The non-cognitive factors (NCFs) endorsed by Sedlacek (2004) appear to align with the core values of rational emotive behavior therapy (REBT). This article explores theoretical and empirical evidence that suggests REBT fosters the development of NCFs. School counselors can promote non-cognitive development by embedding REBT throughout direct and…