Nancy Bodenhorn

Development of the School Counselor Self-Efficacy Scale

Abstract This article describes the development and psychometric properties of scores from the 4 3-item School Counselor Self-Efficacy (SCSE) Scale Self-efficacy, according to social cognitive theory. is a mediating factor in performance. Practicing school counselors and master s-level students completed the SCSE. Factor structure, construct validity, and internal consistency are reported.

Relationships between Implementing Character Education, Student Behavior, and Student Achievement.

Over a 4-year period, researchers measured several outcomes in 5 school districts initiating or enhancing character education programs. Based on student, teacher, and administrator surveys, there was a noticeable improvement in character-related behavior. In certain districts, suspension and drop-out rates also decreased after the implementation of the character education programs; however, the relationship between these behavioral indicators and character education was inconclusive. Character education programming had little impact on student achievement, perhaps because of the lack of a direct relationship between character education goals and student achievement goals. In addition, the research examined the relationship between the implementation level of the program within the school and the measured outcomes. As expected, schools with more fully-implemented programs experienced a greater improvement in perceived character-driven behavior and lower suspension rates than schools with less well-implemented programs. The highest degree of implementation in schools resulted when personnel at those schools embraced the program as their own. This underlined the necessity for gaining community and staff support for the implementation of a character education program.

Factor structure analysis of the Schutte self-report emotional intelligence scale on international students

The authors investigated the factor structure of the Schutte Self-Report Emotional Intelligence (SSREI) scale on international students. Via confirmatory factor analysis, the authors tested the fit of the models reported by Schutte et al. and five other studies to data from 640 international students in the United States. Results show that although Gignac, Palmer, Manocha, and Stough’s modified hypothesized nested model fit the sample data, this model was not parsimonious. As a result, this study proposed a new model that also fitted the data. Results further indicate convergent and concurrent criterion-related validities and reliability of the model. The findings support the use of the modified SSREI for international students.

Beyond Role-Playing: Increasing Counselor Empathy through Theater Exercises.

Abstract Approaches utilized in preparing actors are similar to developing empathy. This article defines empathy as a state and a trait and examines the use of theater exercises in the development of empathy. Theoretical, practical, and research bases for utilizing theater exercises are presented. A small study using theater exercises designed to develop empathy is described. While quantitative analysis did not reveal significant results, qualitative results indicated high salience for a participating counselor education class and need for further research.

Unit and Item Nonresponses and Ancillary Information in Web- and Paper-Based Questionnaires Administered to School Counselors

This study examined unit and item nonresponse rates and ancillary information provided for Web- and paper-based versions of a questionnaire administered to school counselors. Results indicate that the unit nonresponse rate was higher for the Web-based version but that the patterns of item nonresponse found generally did not differ between the media. Implications for counselors are discussed.

How Students and School Counselors Use College Computer Search Programs Differently.

The ways in which students use a computer college search program on their own are compared with the ways in which school counselors use the same program. Twelve high school juniors completed two computer searches using the Petersons College Quest Program, one alone and one with a counselor. Three major areas of differences were found. The lists of colleges resulting from the searches differed as a result of the factors selected. The use and understanding of the search process options presented in the computer program differed. Finally, the level of student frustration differed, which affected the decision-making approach. All students expressed more comfort and confidence in the search conducted with the counselor. School counselors need to recognize the potential difficulties that students using the computer college search independently experience in order to best utilize this technological tool.