Laurie Craigen

Assessment and Self-Injury: Implications for Counselors.

This article provides readers with an understanding of self-injury assessment. The article begins with a critical review of a number of self-injury assessments. The latter section of the article introduces a comprehensive two-tiered approach to accurately assessing self-injury. Implications for counselors related to the assessment of self-injury are also provided.

Self-Injurious Behavior in Gifted and Talented Youth: What Every Educator Should Know

Self-injurious behaviors (SIBs) are increasing in the general adolescent population, giving rise to concerns about the impact these behaviors have on gifted and talented youth. Educators of the gifted may not have adequate understanding of these behaviors, limiting their effectiveness in supporting gifted students engaging in SIB. This article provides an overview of definitions, demographics, and influencing factors, which may enlighten teachers of gifted students about how best to work with those who are struggling with this behavior. The article concludes with a set of suggested best practices for educators of the gifted that can be implemented in schools and classrooms to support students who are self-injuring and to potentially prevent other gifted students from engaging in SIB.

Building partnerships with low-income families of students with Attention Deficit Hyperactivity Disorder: Implications for professional school counselors

Parental involvement is vital in helping students with attention deficit hyperactivity disorder (ADHD) perform successfully in schools. Often, low-income families are not involved in their childrens education. Therefore, the school counselors role in partnering with families of students with ADHD to work for their childrens academic and social success in school is addressed. Effective ways professional school counselors can encourage parental involvement, such as trainings and family education programs, are also explored.