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Counselor Educator Compensation, Work Patterns, and Career Outlook.
Title
Counselor Educator Compensation, Work Patterns, and Career Outlook.
Creator
Isaacs, Madelyn, Sabella, Russell
Abstract / Description
This descriptive study endeavored to uncover information about the nature of several key components of counselor educator careers as these have changed over a five year period between surveys. In addition, data were collected regarding the impact of the current economy on present faculty hiring practices as well as the number of available positions forecasted for a subsequent academic year. Results showed that retiring counselor educators are being replaced by master’s trained instructors and...
Show moreThis descriptive study endeavored to uncover information about the nature of several key components of counselor educator careers as these have changed over a five year period between surveys. In addition, data were collected regarding the impact of the current economy on present faculty hiring practices as well as the number of available positions forecasted for a subsequent academic year. Results showed that retiring counselor educators are being replaced by master’s trained instructors and/or employed on a part-time faculty basis. Programs are reportedly affected by economic conditions, but individual job situations were not. Salaries appear to be competitive, but benefits are shrinking for many. Results and implications for new graduates, current counselor educators, other stakeholders, and the career outlook for counselor educators are discussed.
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Date Issued
2013-01-01
Identifier
fgcu_ir_000318
Format
Document (PDF)
School counselors perceived importance of counseling technology competencies.
Title
School counselors perceived importance of counseling technology competencies.
Creator
Isaacs, Madelyn, Poynton, Timothy A., Sabella, Russell
Abstract / Description
The purpose of this study was to determine levels of perceived importance of technological competencies among school counselors, school counseling students, supervisors, and counselor educators as the competencies relate to their work. Results indicated that technology competencies relating to Ethical Standards and Data Management practices were rated as most important. Technological competencies rated lowest for level of importance related to Multimedia and Web Development. Four of the other...
Show moreThe purpose of this study was to determine levels of perceived importance of technological competencies among school counselors, school counseling students, supervisors, and counselor educators as the competencies relate to their work. Results indicated that technology competencies relating to Ethical Standards and Data Management practices were rated as most important. Technological competencies rated lowest for level of importance related to Multimedia and Web Development. Four of the other subscales were very similar in overall average ratings and included Word Processing, World Wide Web, Communication and Collaboration, and Operating Systems. In addition, findings indicate that neither the participant’s age, level of practice, or position (e.g., graduate student vs. practitioner) affects the perceived importance of technological competencies included in this survey. Implications for practice, training, and future research are included.
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Date Issued
2010-07-01
Identifier
fgcu_ir_000320, 10.1016/j.chb.2009.12.014
Format
Citation
The Importance of Training Marital, Couple, and Family Therapists in Sexual Health.
Title
The Importance of Training Marital, Couple, and Family Therapists in Sexual Health.
Creator
Bachenberg, Molli, Dermer, Shannon
Abstract / Description
Sexual health has been declared a sexual right and part of human rights on health and freedom from discrimination. Over 40 years ago the World Health Organization, and other international organisations since, have called for marital, couple, and family therapists to be trained in working with sexuality in a respectful, positive manner that affirms sexual health and sexual expression. Despite this, there have not been significant strides in helping therapists understand a view of sexual health...
Show moreSexual health has been declared a sexual right and part of human rights on health and freedom from discrimination. Over 40 years ago the World Health Organization, and other international organisations since, have called for marital, couple, and family therapists to be trained in working with sexuality in a respectful, positive manner that affirms sexual health and sexual expression. Despite this, there have not been significant strides in helping therapists understand a view of sexual health focused on freedom of expression and pleasure, nor significant advances in requirements for professional training in a broad conceptualisation of sexuality. There is also evidence that practitioner comfort with the topic has not significantly changed over time. In this paper, ethical issues impeding the advancement of sexual health services within mental health professions are explored and recommendations for training curriculums are provided.
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Date Issued
2015-01-01
Identifier
fgcu_ir_000317, 10.1002/anzf.1122
Format
Citation
Evaluating “Quality” Methods of Filling the “Teacher Gap”: Results of a Pilot Study with Early Career Teachers.
Title
Evaluating “Quality” Methods of Filling the “Teacher Gap”: Results of a Pilot Study with Early Career Teachers.
Creator
Isaacs, Madelyn, McConney, Andrew, Wachholz, Patricia, Greene, Patrick, Greene, Marci, Elliott, Elizabeth M.
Abstract / Description
Challenges for meeting the highly-qualified teacher demand, exacerbated by the critical shortage of teachers, have necessitated a variety of preparation routes for those entering the profession of teaching. This pilot study examined teacher confidence and self efficacy related to teacher preparedness within the first three years of employment. Specifically, the study examined preparation experience perceptions of early career teachers. All teachers who were employed three years or less from...
Show moreChallenges for meeting the highly-qualified teacher demand, exacerbated by the critical shortage of teachers, have necessitated a variety of preparation routes for those entering the profession of teaching. This pilot study examined teacher confidence and self efficacy related to teacher preparedness within the first three years of employment. Specifically, the study examined preparation experience perceptions of early career teachers. All teachers who were employed three years or less from three Florida school districts were invited to participate. Data were analyzed and aggregated according to teacher preparation type – traditional or non-traditional (alternative) program. Participants indicated their likelihood of remaining in the program, district, and school as well as their degrees of confidence in preparation for the competencies identified. Overall results as well as differences between those who completed a traditional teacher preparation program and those with a non-traditional teacher preparation program are presented. Implications for training priorities and replicating research are discussed.
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Date Issued
2007-10-01
Identifier
fgcu_ir_000149
Format
Citation
Promoting self-efficacy in early career teachers: a principal's guide for differentiated mentoring and supervision.
Title
Promoting self-efficacy in early career teachers: a principal's guide for differentiated mentoring and supervision.
Creator
Isaacs, Madelyn, Chugani, Carla D., Elliott, Elizabeth M.
Abstract / Description
The challenges in meeting the demand for highly qualified teachers are great. This is evident both at the individual school level and in national retention and turnover statistics. The need for individually targeted teacher induction activities based on teacher preparation routes-traditional and alternative certification--are needed to help ameliorate the early career teacher turnover and retention statistics. This study reinterprets data from a previous study of teacher confidence and self...
Show moreThe challenges in meeting the demand for highly qualified teachers are great. This is evident both at the individual school level and in national retention and turnover statistics. The need for individually targeted teacher induction activities based on teacher preparation routes-traditional and alternative certification--are needed to help ameliorate the early career teacher turnover and retention statistics. This study reinterprets data from a previous study of teacher confidence and self-efficacy in terms of mentoring and supervision needs (induction activities). The results suggest that mentoring and supervision activities at the school level can be implemented to improve retention in perception of key competency areas. As frontline supervisors, principals are in a unique position to meet the differential needs of early career teachers.
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Date Issued
2010-10-01
Identifier
fgcu_ir_000319
Format
Citation
A Preliminary Study of the Effects of Group Solution-Focused Guided Imagery on Recurring Individual Problems.
Title
A Preliminary Study of the Effects of Group Solution-Focused Guided Imagery on Recurring Individual Problems.
Creator
Sabella, Russell, Sklare, Gerald B., Petrosko, Joseph M.
Abstract / Description
This article presents a preliminary study of the impact of a technique that incorporates elements of both solution-focused brief counseling and guided imagery methodology. The solution-focused guided imagery approach is a step-by-step procedure that was tested with both practicing and preservice school counselors,who reported positive results.
Date Issued
2003-01-01
Identifier
fgcu_ir_000327
Format
Citation
The ASCA National School Counseling Research Center: A Brief History and Agenda.
Title
The ASCA National School Counseling Research Center: A Brief History and Agenda.
Creator
Sabella, Russell
Abstract / Description
In this article, the American School Counselor Association National School Counseling Research Center's history, development, and future goals are described.
Date Issued
2006-06-01
Identifier
fgcu_ir_000326, 10.1177/2156759X0500900411
Format
Citation
Cyberbullying myths and realities
Title
Cyberbullying myths and realities.
Creator
Sabella, Russell, Patchin, Justin W., Hinduja, Sameer
Abstract / Description
Bullying has long been a concern of youth advocates (e.g., educators, counselors, researchers, policy makers). Recently, cyberbullying (bullying perpetrated through online technology) has dominated the headlines as a major current-day adolescent challenge. This article reviews available empirical research to examine the accuracy of commonly-perpetuated claims about cyberbullying. The analysis revealed several myths about the nature and extent of cyberbullying that are being fueled by media...
Show moreBullying has long been a concern of youth advocates (e.g., educators, counselors, researchers, policy makers). Recently, cyberbullying (bullying perpetrated through online technology) has dominated the headlines as a major current-day adolescent challenge. This article reviews available empirical research to examine the accuracy of commonly-perpetuated claims about cyberbullying. The analysis revealed several myths about the nature and extent of cyberbullying that are being fueled by media headlines and unsubstantiated public declarations. These myths include that (a) everyone knows what cyberbullying is; (b) cyberbullying is occurring at epidemic levels; (c) cyberbullying causes suicide; (d) cyberbullying occurs more often now than traditional bullying; (e) like traditional bullying, cyberbullying is a rite of passage; (f) cyberbullies are outcasts or just mean kids; and (g) to stop cyberbullying, just turn off your computer or cell phone. These assertions are clarified using data that are currently available so that adults who work with youth will have an accurate understanding of cyberbullying to better assist them in effective prevention and response. Implications for prevention efforts in education in light of these revelations are also discussed and include effective school policies, educating students and stakeholders, the role of peer helper programs, and responsive services (e.g., counseling).
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Date Issued
2013-11-01
Identifier
fgcu_ir_000325, 10.1016/j.chb.2013.06.040
Format
Citation
Involving Students in Violence Prevention: Anonymous Reporting and the Need to Promote and Protect Confidences.
Title
Involving Students in Violence Prevention: Anonymous Reporting and the Need to Promote and Protect Confidences.
Creator
Isaacs, Madelyn, Stone, Carolyn
Abstract / Description
Researchers queried school counselors throughout the United States 2 months prior to and 2 months following the April 1999 Columbine (CO) High School shootings. The counselors were asked whether or not they would breach a student's confidentiality in 26 specific scenarios. The "before" and "after" groups were demographically similar but differed significantly in their predictions as to whether or not they would breach confidentiality. Resultsfrom two focus groups on school violence prevention...
Show moreResearchers queried school counselors throughout the United States 2 months prior to and 2 months following the April 1999 Columbine (CO) High School shootings. The counselors were asked whether or not they would breach a student's confidentiality in 26 specific scenarios. The "before" and "after" groups were demographically similar but differed significantly in their predictions as to whether or not they would breach confidentiality. Resultsfrom two focus groups on school violence prevention provide recommendations for principals and other educators to facilitate student disclosures to trusted adults and to encourage anonymous reporting.
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Date Issued
2002-12-01
Identifier
fgcu_ir_000322, 10.1177/019263650208663305
Format
Citation
Data-driven decision making: The engine of accountability
Title
Data-driven decision making: The engine of accountability.
Creator
Isaacs, Madelyn
Abstract / Description
Accountability is an exercise in hope. When we raise academic standards, children raise their academic sights. When children are regularly tested, teachers know where and how to improve. When scores are known to parents, parents are empowered to push for change. When accountability for our schools is real, the results for our children are real. -U.S. President George W. Bush
Date Issued
2003-04-01
Identifier
fgcu_ir_000321
Format
Citation
Using Technology to Promote Your Guidance and Counseling Program Among Stake Holders.
Title
Using Technology to Promote Your Guidance and Counseling Program Among Stake Holders.
Creator
Sabella, Russell, Booker, Beverly L.
Abstract / Description
Part of a special issue on comprehensive school counseling programs. Advice on using technology to promote school guidance and counseling programs among stakeholders is provided. The advice focuses on ways in which a multimedia presentation can be automatically and efficiently converted and distributed using media that include disk, print, video, the Web, e-mail, and a local area network or Intranet. In addition, the advice addresses benefits and drawbacks of using technology to promote a...
Show morePart of a special issue on comprehensive school counseling programs. Advice on using technology to promote school guidance and counseling programs among stakeholders is provided. The advice focuses on ways in which a multimedia presentation can be automatically and efficiently converted and distributed using media that include disk, print, video, the Web, e-mail, and a local area network or Intranet. In addition, the advice addresses benefits and drawbacks of using technology to promote a school counseling program.
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Date Issued
2003-02-01
Identifier
fgcu_ir_000328
Format
Citation
Confidentiality With Minors: The Need for Policy to Promote and Protect.
Title
Confidentiality With Minors: The Need for Policy to Promote and Protect.
Creator
Isaacs, Madelyn, Stone, Carolyn
Abstract / Description
This article presents research about school counselors' attitudes toward breaching confidentiality that the authors conducted immediately before and after the tragic shootings at Columbine High School in April 1999. Two groups of school counselors were demographically similar but differed significantly in their predictions as to whether they would breach confidentiality and in their attitudes toward certain aspects of school counselor practice such as informed consent. School counselors at...
Show moreThis article presents research about school counselors' attitudes toward breaching confidentiality that the authors conducted immediately before and after the tragic shootings at Columbine High School in April 1999. Two groups of school counselors were demographically similar but differed significantly in their predictions as to whether they would breach confidentiality and in their attitudes toward certain aspects of school counselor practice such as informed consent. School counselors at all levels of employment reported that they were less likely to breach confidentiality after the highly publicized high school shootings and that they were more responsible to their minor clients than to the parents of those clients. Implications for policy makers are discussed.
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Date Issued
2003-01-01
Identifier
fgcu_ir_000323, 10.1080/00220670309598802
Format
Citation
Confidentiality with minors: Mental Health Counselors' attitudes toward breaching or preserving confidentiality.
Title
Confidentiality with minors: Mental Health Counselors' attitudes toward breaching or preserving confidentiality.
Creator
Isaacs, Madelyn, Stone, Carolyn
Abstract / Description
Isaacs and Stone describe the results of research that explored how mental health counselors consider the confidentiality of minors and conditions under which they would breach it. Mental health counselors are protective of their minor clients' confidentiality rights with variation based on degree of seriousness and age of the client. Recommendations are made concerning future research and clarity of policies.
Date Issued
2001-12-01
Identifier
fgcu_ir_000324
Format
Citation