Laura A. Hayden

Growing up in the Kayamandi Township: II. Sport as a setting for the development and transfer of desirable competencies

With calls for increasing accountability in sport programmes, it is critical for researchers to rigorously examine how sport can contribute to the development of young people. This study was designed as an attempt to understand the nature of sport and sport-based youth development in the community of the Kayamandi Township in South Africa. Three topics related to sport-based youth development in a South African Xhosa township were examined: (a) required competencies for young people to develop in order to have a happy and productive life; (b) competencies acquired by young people through sport participation; and (c) transferable competencies from the sport domain into the everyday lives of young people. A phenomenological methodology was used by gathering participants’ perceptions and meanings through semi-structured interviews. Individual interviews were conducted with 10 coaches, 11 community members, and 19 athletes, with the data analysed through independent comprehensive inductive content analysis with constant comparison and critical reflection. The results of this investigation identified specific competencies developed through sport and transferred out of the sport domain, including the southern African philosophy of ubuntu (e.g. respect and caring for others), self-concept, self-discipline, and group skills. These competencies may help young people prepare to overcome the challenges of growing up in this community. The community-driven nature of the study allowed culturally relevant topics to emerge from the data, thus highlighting the need for community-driven research and programmes with widespread community involvement.

Conceptual and Curricular Frameworks for Infusing Social Justice in Urban School Counselor Education

Conceptual and curricular frameworks are needed for school counseling education programs seeking to promote social justice in urban settings by eliminating achievement and opportunity gaps that exist for some student groups. Key areas for the application of social justice in school counseling education include: program goals, admission criteria, coursework, cultural diversity, urban experience, community engagement, and service learning. These conceptual and curricular frameworks will assist school counselor educators to infuse social justice in their program’s philosophy and practices. A sample school counselor education program is presented that focuses on developing future counselors’ competencies in urban settings that incorporates social justice throughout integral facets of the curriculum.

Growing up in the Kayamandi Township: I. The role of sport in helping young people overcome challenges within their community

While the growth of the sport-for-development movement has coincided with the establishment of a number of sport-for-development organisations, many of these organisations have been top-down development projects or outside-in globalisation projects, which are not as effective as they could be. In an effort to address the gap in the literature on inside-up sport-for-development programmes, this study focused on one specific community in South Africa that is being served by various sport programmes. Interviews were conducted with 40 participants, divided into three sub-groups: community members, coaches and athletes. The methodological framework of the study, a description of the community and the role of sport in the community are described in detail. Additionally, the barriers that prevent young people from participating in sport are addressed, along with a look at how sport can help young people overcome the challenges of growing up in this community. The practical implications of these findings are also addressed, with a focus on how to support existing sport programmes in these communities, develop coaching education programmes to better serve young athletes and design and implement new sport programmes within similar communities.

An exploration of life skill development through sport in three international high schools

The positive relationship between adolescents’ sport participation and life skill development is widely acknowledged by various researchers. However, minimal research has explored the role of life skill development through school-based sport participation, specifically within international settings. In light of this consideration, this study examined the life skills developed through sport participation at three international high schools. Data were collected through semi-structured interviews conducted with high school student-athletes (n = 29). Participants’ responses were analysed using a constructivist approach. Results indicated that: (1) participants used sport as a means of social, emotional, and academic self-improvement, and (2) sport helped participants develop an ability to work with others. Most participants identified how they used life skills within the sport environment and the deliberate strategies they used to transfer them to other domains, while few participants indicated that their coaches used intentional strategies to facilitate life skill transfer from the sport environment to other domains.

Enhancing School Counselor Research and Practice in Data-Based Assessment Through Single-Case Research Design

Abstract School counselors are increasingly called upon to implement evidence-based practice interventions and demonstrate their outcomes. Pre-/posttest designs are helpful in assessing intervention efficacy but do not provide progress monitoring as interventions unfold. This article describes ways to enhance school counselor skills in data-based assessment using single-case research design (SCRD), an underutilized design by school counselors that has demonstrated success to inform intervention in related fields. Examples of SCRD are provided, including application to professional practice and research. Implications of employing SCRD in school counseling practice as a research design that enhances data-based decision-making are also explored.

Literacy, Personal Development, and Social Development Among Latina Youth: Exploring the Use of Latino Literature and Dance

A culturally responsive group counseling intervention was conducted that merged literacy acquisition with personal and social development. Employing an embedded mixed methods design, 20 fifth-grade Latina students were randomly assigned to engage in an 18-week group counseling curriculum consisting of culturally meaningful readings, discussions, and physical activities involving Latino literature and dance (n = 10) or to attend character enrichment, serving as the active control (n = 10). A two-group quasi-experimental analysis using non-parametric tests indicated a significant improvement in literacy grades but limited change in personal and social development among intervention participants. No significant differences in literacy grades were found between intervention and active control groups. Feasibility and service outcomes were examined through completion of group leader checklists, student and educator surveys, and semi-structured interviews with parents. Findings warrant further examination of employing cultural sensitivity with Latina youth in counseling group work.

Revealing School Counselors' Perspectives on Using Physical Activity and Consulting with Coaches.

This study reveals school counselors’ perspectives on using physical activity and a consultative process with coaches to provide school-based support for youth. Emerging from this exploration are ways that school-based physical activity might be used to help students develop life skills and to remove barriers to systemic integration of socioemotional development through physical activity into the school system. Practical implications focus on system-based change and collaborative opportunities using the ASCA National Model.

Exploring the Use of Shared Reading as a Culturally Responsive Counseling Intervention to Promote Academic and Social-Emotional Development

The present study examined outcomes of using culturally responsive shared reading in a group counseling setting to promote academic and social-emotional development with a group of seven Latina third graders. Through conducting a mixed methods case study that included quantitative behavioral observation data and qualitative content analysis, participants demonstrated improvement in academic engagement and social-emotional learning (SEL), including respect for others, effective communication and problem solving, self-management, self-awareness, and self-confidence. Implications for employing shared reading as a culturally responsive counseling intervention are described.

Evaluating Fieldwork and a Targeted Curriculum on Urban Counselor Trainees’ Self-Efficacy

This study explored counseling trainees’ development of self-efficacy within an urban high school practicum experience. The following two research questions were addressed: (a) Did a field placement experience in an urban school increase counseling trainees’ self-efficacy? and (b) What fieldwork factors affected counseling trainees’ development of self-efficacy as urban counselors? Quantitative analysis indicated that participants self-reported overall improvement in counseling skills and greater confidence in executing school counseling activities in an urban environment, while qualitative analysis suggested the positive impact of using a targeted supervisory curriculum to develop counseling students’ self-efficacy in working with urban youth. Implications for counselor educators are provided.

Exploring Outcomes of a Targeted Supervisory Training Curriculum on Developing Multicultural Competency and Social Justice Advocacy

Although there is extensive literature addressing the need to incorporate multicultural competency and social justice advocacy training in school counseling coursework, there are few empirical studies that have examined outcomes of incorporating such curriculum into field placement course work. Qualitative content analysis was employed to examine the use of targeted instruction on developing multicultural competency and social justice advocacy with a sample of 21 counseling students during a school practicum placement. Analyses of semi-structured interviews suggested the potential benefit of infusing targeted instruction on multicultural competency and social justice advocacy. Implications for counselor training and research are provided.