Brockport Counselor Education Faculty Publications
Counselor Education Admissions: A Selection Process that Highlights Candidate Self-Awareness and Personal CharacteristicsThis article describes an experiential model for applicant selection in a master?s level counselor education graduate program. While nonintellectual aspects are emphasized in the model, some traditional measures are also considered. The program?s emphasis on counselor self-awareness and personal characteristics is articulated. A discussion of the model's rationale, the interpersonal aspects of candidate selection and a discussion of the group- oriented interviewing process is provided. Contemporary and future challenges for application selection models in Counselor Education programs are articulated.
Student Knowledge of Signs, Risk Factors, and Resources for Depression, Anxiety, Sleep Disorders, and Other Mental Health Problems on CampusA mixed methods study sought to assess student knowledge of signs, risk factors, and campus services available for mental health disorders. A survey was completed by 831 students and three focus groups were conducted. Respondents felt more knowledgeable about depression than about anxiety and sleep disorders. Graduate students and seniors had a keener awareness of risk factors for anxiety and sophomores were in the greatest danger of failing to recognize these risks. Males often failed to recognize signs and risk factors for mental health problems. Support groups, courses, and workshops on managing relationships, transition to college, and specific mental health disorders are advocated.
School Counselors Support Student Spirituality Through Developmental Assets, Character Education, and ASCA Competency Indicators.This article identifies the Search Institute's Developmental Assets, character education, and the ASCA National Model's Competency Indicators as education-based programs in which spirituality is accessed for children to enhance resiliency. The author presents school counselor interventions based on these three programs that mutually support spiritual with other developmental domains. He also identifies responsibilities of school counselors, professional organizations, district stakeholders, and counselor educators to address ethical and legal concerns.