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Item A Call for Policy Research in School-based Counseling: Editors’ Perspective on the Past, Present, and Future of JSCPEShi, Qi; Sink, Christopher A; Mullen, Patrick R; Loyola University Maryland; Western Washington University; Virginia Commonwealth UniversityThe Journal of School-Based Counseling Policy and Evaluation (JSCPE) serves as a dedicated platform for advancing the field of school-based counseling on a global scale. This editorial article provides an overview of the journal's origins, mission, and achievements, highlighting its role in bridging policy and evaluation research within diverse educational settings. The article also discusses JSCPE’s core focus on policy research, emphasizing the need for pragmatic, action-oriented studies that inform decision-making in schools. Significant figures in the journal’s founding are acknowledged for their contributions, shaping JSCPE as an accessible, scholarly resource for a diverse readership. Current initiatives include increased accessibility, diversified content, and strategic editorial restructuring. Looking to the future, JSCPE aims to deepen its international reach and establish new publishing frameworks to further support school-based counseling globally. A call to action encourages readers and contributors to collaborate in advancing effective policies and practices, reinforcing JSCPE’s commitment to the development of inclusive and impactful school-based counseling research.Item Examining the Relationships Between School Counselor Mindfulness, Occupational Self-Efficacy, and BurnoutNiles, Jennifer; Chae, Nancy; Backer, Adrienne; Ahmed, Sara; University of North Carolina at Greensboro; University of San Diego; Texas A & M University - Corpus Christi; University of North Carolina at GreensboroSchool counselors often experience burnout in their multifaceted roles. Extant literature has identified the relationship between school counselors’ self-efficacy and burnout, but there is a paucity of literature regarding the relevance of mindfulness to school counselors’ occupational self-efficacy and burnout. Through multiple regression, we examined the relationships between mindfulness, occupational self-efficacy, and burnout with a sample of 102 practicing school counselors in the United States. Our findings indicated that higher levels of mindfulness and occupational self-efficacy statistically significantly predicted lower levels of school counselors’ burnout. We provide implications for practicing school counselors, counselor education and supervision, and future research.Item Investigating Secondary Educators’ Perceptions of North Carolina’s School-Based Mental Health PolicyWatson, Kathryn; Gates, Chelsey; University of Iowa; University of IowaThis qualitative instrumental case study was designed to examine secondary teachers’ and perspectives of SHLT-003, North Carolina’s school-based mental health policy in North Carolina, known as SHLT-003, which mandates all educators be trained in identifying, referring, and supporting, students showing signs of mental health issues, drug use, suicidal ideation, and sex trafficking. The legislation passed in 2020 to combat the rising rates of mental health issues and other barriers to student health and success in the state. The legislation mandated six hours of training and was first implemented in the 2021-2022 school year. The findings of this study reveal that though educators' intention of the legislation was good, the roll out was poorly executed, there are polarized views of the training series, and the legislation failed to address many educators’ needs.Item A Three-Step Trauma Informed Model for School Counselors to Address the Commercial Sexual Exploitation of Children in SchoolsHannor-Walker, TeShaunda L; Kitchens, Sarah O; Ricks, Lacey A; Bohecker, Lynn; Walker, Jacque; Liberty University; Liberty University; Liberty University; Liberty University; Walker & Hannor-Walker, LLCAbstract The commercial sexual exploitation of children is a growing concern around the world. Education about this concern is a key component to preventing further occurrences. The Committee for Children found few educational models in US schools. School counselors play a significant role in preventing, identifying, and connecting students to community resources. This article offers a three-step trauma informed model that can be replicated. School counselors can implement this model within their comprehensive school counseling program to increase awareness and provide support for exploited children, parents, and the community. This model encompasses three steps of awareness, identification, and support. Keywords: sexual exploitation, children, education, trauma-informed, school counselors, ModelItem Reflexiones Sobre la Orientación Educativa en América Latina: Un Llamado a la AcciónDietz, Syntia SantosEl presente artículo sirve como conclusión a la primera edición especial en español de la revista científica que lleva como nombre Revista de Política y Evaluación en la Consejería Basada en la Escuela (JSCPE por sus siglas en inglés), entiéndase aquí consejería como sinónimo de orientación educativa, ofreciendo un espacio de reflexión e intercambio de conocimiento científico respecto a la orientación educativa en América Latina. En este artículo se discute la importancia y necesidad de políticas públicas y proyectos de investigación en apoyo a la profesión de la orientación educativa. Se comparte una sinopsis de las temáticas discutidas en esta edición y se presentan implicaciones y recomendaciones para la profesión en temas de investigación y política pública. Se hace también un llamado a quienes tienen acceso a la toma de decisiones, recursos y liderazgo en la profesión, hacia la creación, participación, y apoyo a iniciativas de investigación, política, y práctica de la orientación educativa como apoyo invaluable a la prevención, protección y desarrollo de la salud mental, familiar, y social de todo estudiante.Item The Role of School Counselors in Ensuring Grade Level Promotion: Impacts on Student Sense of Belonging and Academic Self-EfficacyTuxbury, Kristen L; Gibson, Donna; Virginia Commonwealth University; Virginia Commonwealth UniversityOne of the responsibilities of high school counselors is to assist students in achieving grade level promotion leading ultimately to graduation. Through building relationships with students experiencing barriers to remaining academically on-track and strengthening communication with these students, their families, and their teachers, school counselors can have a significant impact on students’ sense of belonging in school and likelihood of graduating. This article will suggest a model school counselors can use to support grade level promotion and help increase student sense of school belonging and academic self-efficacy. Recommendations for further research on the role of school counselors in ensuring grade level promotion and its impact on student sense of belonging are provided.Item Orientación Escolar en Latinoamérica: Historia y Contexto Actual en Legislación y Políticas PúblicasBarreto, Alfonso; Vera, George; Fung, Mario; Macias, Fabiola; Medina, Flora; Barry University; Barry UniversityEl presente artículo discute brevemente algunas carac-terísticas comunes y distintivas de la orientación escolar en cuatro países latinoamericanos: Costa Rica, Honduras, México y Venezuela. La orientación escolar tiene más de cien años en Latinoamérica. Su desarrollo ha variado según cada país de la región. No obstante, existen un con-junto de asuntos que son comunes en la región. La ori-entación escolar, comúnmente referida como orientación educativa, debe ayudar a los estudiantes en la toma de decisiones que impactan su vida y carreras profesionales. Asimismo, se denota la necesidad porque los orientadores participen en discusiones relacionadas con las políticas en su campo profesional y la influencia foránea en los para-digmas, modelos y las propias políticas en orientación. Referidas circunstancias generan desafíos que demandan la atención de los orientadores, legisladores y creadores de políticas públicas en Latinoamérica. Al final, se ofrecen recomendaciones que permitirían solventar los desafíos nodulares de la orientación educativa latinoamericana.Item Fortaleciendo el Vínculo con las Familias Desde el Servicio de Orientación, para una Mejor Calidad EducativaFung, MarioEl aporte de la familia “durante y posterior a la pandemia” es fundamental para mejorar la calidad educativa. El trabajo colaborativo desde la sinergia: hogar, escuela y estudiante es vital para una mejor preparación y para formular con éxito proyectos de vida. La educación, apoyada en los centros educativos y en el hogar, ofrece un abanico de oportunidades para que los padres, madres o personas encargadas se involucren activamente en el proceso educativo de sus hijos e hijas; así se logra una educación de calidad en donde todas las partes involucradas en este proceso sean beneficia-das.Item Introducción a la Edición Especial en Castellano de la Revista ISPRESCVera, George; Barreto, Alfonso; Barry University; Barry UniversityLa Sociedad Internacional para la Investigación y Evaluación de Políticas en Orientación Educativa (ISPRESC) tiene entre sus objetivos fomentar la investigación en orientación educativa y la evaluación y desarrollo de políticas públicas en materia de orientación. Para ello, ISPRESC promueve la generación y diseminación de información científica-humanística, así como la colaboración con profesionales de la Orientación y afines, centros formadores de orientadores, líderes de organizaciones de Orientación, y con instituciones y servidores públicos interesados en el desarrollo de la Orientación como disciplina y profesión prestadora de servicios humanos a la sociedad. Para ISPRESC, los profesionales de la orientación en general y los orientadores educativos en particular son los responsables por guiar las tiernas almas humanas hacia luminosos caminos de evolución y civilización. A partir de estos planteamientos y con gran inspiración, la Revista de ISPRESC publica la primera edición especial en Castellano. En el mundo Hispano hablante, sobre todo en la América Hispana, y a pesar de la existencia de diferentes conferencias científicas y asociaciones, una de las situaciones que más repercute en el desarrollo de la orientación como disciplina científica y praxis profesional es la deficiencia en la sistematización y difusión de los conocimientos y las experiencias que tienen lugar en la región. El problema no es solo entre países, sino también a lo interno de estos. Paralelamente, otra situación refiere a la necesidad de mayor participación de los orientadores en el diseño, implementación y evaluación de las políticas públicas que impactan su campo profesional. Parece ser una cuestión de educación, es decir, pareciera que los orientadores no han sido formados para involucrarse activamente en aquellos asuntos de Estado que determinan la formación, los procesos y los servicios de orientación. En este sentido, la primera edición especial en Castellano de la Revista aspira a atender referidas situaciones trayendo un conjunto de artículos elaborados por profesionales e investigadores autóctonos que describen la evolución de la orientación en el sistema educativo y algunas experiencias y contribuciones al desarrollo de conocimientos por parte de los orientadores hispanoparlantes. Anhelamos que esta edición inspire la producción científica-humanística en orientación, legislación y políticas públicas. Se espera que esta publicación se convierta en un haz de luz que permita el andar mancomunado de los orientadores en la necesidad de atender sus propios asuntos, evitando que otros definan lo que constituye la filosofía, los conocimientos y las prácticas de los orientadores, lo qué hacen y el para qué lo hacen. Asimismo, se desea comentar sobre el Dr. Julio González, orientador venezolano que en 2023 dio su último suspiro. Fue un reconocido profesor de la Universidad de Carabobo, así como investigador y promotor de la orientación en Latinoamérica y el resto del mundo. Con su profesionalismo y buen humor ayudó a la integración de los orientadores latinoamericanos y su vinculación con orientadores de otras latitudes, ocupó importantes cargos en organizaciones como la International Association for Educational and Vocational Guidance y la Red Latinoamericana de Profesionales de la Orientación. Su partida fue sentida por la comunidad de orientadores, pero su trayectoria sirve como ejemplo de superación y abnegación en una profesión que en esencia busca la construcción de una mejor sociedad compuesta por individuos sanos, independientes y conscientes de sus derechos como personas y sus deberes para con el desarrollo de la humanidad. Al Dr. Julio González se dedica esta edición especial. Agradecidos y seguimos marchando hacia adelante. ¡Orientadoras y Orientadores, manos a la obra!Item Aportes de la Política Educativa Costarricense en el Servicio de Orientación del Ministerio de Educación PúblicaGarcía, Catalina; Ministerio de Educación PúblicaEl presente artículo muestra algunas reflexiones en torno a los aportes que se dan con la entrada de la transformación curricular en el marco de la Nueva Política Educativa costarricense a la disciplina de la orientación al interno del Ministerio de Educación Pública. Las contribuciones al servicio de orientación se realizan en las tres áreas de intervención a saber: Componente Educativo, Componente Vocacional y Componente Personal Social. Se da un especial énfasis al fortalecimiento que ha tenido la orientación a raíz de la incorporación de las habilidades del siglo XXI para la potenciación y desarrollo integral de las personas estudiantes de cara a los desafíos educativos, socioeconómicos y personales que demanda la nueva ciudadanía.Item Teachers’ Referral Practices: Opportunities for School Counselor AdvocacyParker, Maggie; Ostrander, Alex; Decker, Emily; Ray, Sarah; George Washington University; George Washington University; George Washington UniversityUsing Consensual Qualitative Research, researchers examined teachers’ experiences in the student referral process, specifically how they determined when and to whom a referral should be made. Results indicate that teachers actively work to engage students and families in strong relationships to avoid referrals and that certain behaviors are more likely to result in specific referrals (e.g., externalizing to discipline). Implications for school counselors and school counseling advocacy and limitations of this study are discussed.Item Examining Indiana’s State-Recognized Comprehensive School Counseling Programs, Caseload, and Academic Outcomes of Diverse Student PopulationsRutledge, Marsha L; Burgess, Melanie; Bledsoe, Kenya G.; Stickl Haugen, Jaimie; Longwood University; University of Memphis; University of Mississippi; William & MaryIn the age of accountability, school counselors are responsible for ensuring that their services are effective for all students by providing evidence of the impact of comprehensive school counseling programs (CSCPs) on student academic outcomes. Numerous studies provide empirical evidence of the impact of RAMP on student outcomes; however, none have disaggregated outcome data by race/ethnicity. Reviewing disaggregated scores will aid in how CSCPs and school counselor caseloads support specific student populations and assist in closing student opportunity gaps. Using an archival dataset from Indiana DOE (n=264), we sought to understand the impact of a state-recognized CSCP and school counselor caseload on populations historically identified as underserved and underrepresented by examining critical demographic variables such as gender, race/ethnicity, and school socioeconomic status. Results indicated significant differences in ELA scores for white students only, whereas lower SC caseload was related to higher academic outcomes for marginalized students.Item Disrupting White Hegemony: A Critical Shift Toward Empowering Black Male Youth Through Group WorkLopez-Perry, Caroline; California State University, Long BeachDespite the unique and pressing needs of Black male students in schools, there has been a significant gap in the availability of culturally responsive group counseling models to support and empower this population. In this commentary article, I discuss the theory and research underlying the ASE group model for Black male middle school youth. Drawing on Steen et al. (2023) use of Critical Race Theory for reconceptualizing the ASE group model, I expound on the concept of white hegemony in school counseling. School counselors may unconsciously impose white cultural norms and values on students, hindering the effectiveness of the ASE model. To counteract white hegemony, I propose several strategies for creating a more inclusive, healing, and growth centered group environment.Item An Analysis of the Reconceptualizing the Achieving Success Everyday Group Counseling ModelDay-Vines, Norma L; John Hopkins UniversityThis article provides an evaluation of Steen et al.’s (2023) systematic review of group counseling interventions with Black male students. The article highlights strengths of the review including the effort to center the specific and unique needs of Black male students, the avoidance of comparative frameworks, and the use of critical race theory as an organizing principle so researchers do not problematize Black boys, the social and cultural heterogeneity of Black boys. Recommendations for future research include the consideration of students’ intersectional identities and studies that exhibit more methodological rigor.Item A Commentary Response to the Article Reconceptualizing the Achieving Success Everyday Group Counseling Model to Focus on the Strengths of Black Male Middle School YouthGoodrich, Kristopher M; University of New MexicoThe purpose of this commentary is to review the article Reconceptualizing the Achieving Success Everyday Group Counseling Model to Focus on the Strengths of Black Male Middle School Youth. In the commentary, the author complements the article authors on their strong foundation of critical race theory, their attention to the current status of scholarship surrounding Black middle school students, as well as their notes about the need for more rigorous methodology in the future. The commentary author offers the article authors suggestions surrounding how they may better situate the Achieving Success Everyday group model for readers less familiar with it so that they can better understand and apply towards their future practice.Item Ecological Barriers to Comprehensive School Counseling Program ImplementationKratsa, Kristi D.; Hilts, Derron; Kolbert, Jered B.; Joseph, Matthew; Nice, Matthew L.; Crothers, Laura M.; Effectively Affective Counseling Center, LLC/ Duquesne University; Niagara University; Duquesne University; Duquesne University; Indiana University of Pennsylvania; Duquesne UniversityAccording to the American School Counselor Association (ASCA), schools designated as Recognized American School Counselor Model Programs (RAMP) demonstrate, through evidence, an alignment with the ASCA National Model, widely recognized as the standard for comprehensive school counseling programs (CSCPs). Empirical investigations of the barriers to achieving the RAMP-designation have primarily focused on the intra- and interpersonal characteristics of the schools’ counselors, with little attention to macro-systemic factors. Grounded in McMahon et al.’s (2014) ecological school counseling framework, we investigated whether macro-systemic characteristics including region, institution type, community setting, and program funding significantly and uniquely predict RAMP-designation above and beyond school counselors’ inter- and intra-personal characteristics. Using a national sample (N = 1,497) of practicing school counselors, our results revealed that school region, institution type, and community setting significantly and uniquely predicted RAMP-designation. Implications for future research, advocacy, and policy for CSCPs and RAMP are discussed.Item Practice Into Policy and Policy Into Practice: An Interview with Dr. Carol DahirNiles, Jennifer K.; William & MaryA leader in the field of school counseling and school counselor education, Dr. Carol Dahir has engaged in policy development at state, national, and international levels. Through her work, she has served as an advocate for the profession and its advancement. Dr. Dahir co-developed the American School Counselor Association (ASCA) National Standards for School Counseling Programs (1997) alongside Dr. Chari Campbell, which became guiding principles for the profession. Through her work, Dr. Dahir believes strongly in the implementation of moving policy into practice, highlighting this as a major theme of her reflection on our interview. The author offers implications for school counselors and counselor educators.Item Introduction to the Special Issue on Advancing School Counseling Groups with Black Male YouthSink, Christopher A; Western Washington UniversityThis article serves as a prologue to a special issue of JSCPE featuring Steen et al.’s (2023) lead paper and three invited commentaries. The topic under consideration is improving academic and social-emotional outcomes of Black male youth using the Achieving Success Everyday Group Counseling Model. After introducing the issue’s focus, the primary overlapping themes posited in the commentaries are summarized. My reflections concerning the focus article’s theoretical underpinnings, research review, and small group counseling model are briefly included. In conclusion, I provide tentative suggestions to enhance small group work using Achieving Success Everyday model.Item Reconceptualizing the Achieving Success Everyday Group Counseling Model to Focus on the Strengths of Black Male Middle School YouthSteen, Sam; Davis, Julius; Bethea, Canaan; George Mason University; Bowie State University; George Mason UniversityScholarship focused on Black male students in school counseling has been intermittent despite being well documented in the larger field of education and other disciplines. In this article, we conducted a systematic review of the school counseling literature that focused on Black male students. We used critical race theory (CRT) to examine the programs and interventions that have been published with Black male participants in school settings within the school counseling literature and examined the role that school counselors took when supporting Black male students’ academic, social emotional, college and career identity development. We reconceptualize the Achieving Success Everyday (ASE) group model (Steen et al., 2014) and call for others to use the ASE group model to combat racism and foster Black excellence.Item A Review of The Ultimate School Counselor’s Guide to Assessment & Data CollectionBoulden, Rawn; Zyromski, Brett; West Virginia University; Ohio State UniversityAbstract This review critiques Sandra (Sandi) Logan-McKibben and Jenna Marie Alvarez’s book: The Ultimate School Counselor’s Guide to Assessment & Data Collection, New York, NY: Springer, 168 pages, $45 (Softcover), ISBN: 9780826185532. We highlight the book’s potential for graduate student, counselor educator, and school counselor utility, and discuss potential limitations. Overall, this book helps fill a longstanding gap in the school counseling literature, providing readers clear and tangible tools and resources to augment one’s assessment and data collection efforts.