A Correlational Study of the Relationships between the Big Five Aspects of Personality and Career Interest: Practical Implications for Teachers in Guidance Counseling Roles

Classroom teachers are often required to teach advisory courses that include career counseling and social emotional learning components. The author used a combination of personality and career assessments to guide students into careers that were a good fit, not only for their interests but their temperaments as well. This holistic approach to advising allowed the author to address a wide variety of personal issues (e.g., unmet needs) that students were having and help them to discover their own motivations for approaching these issues. While the study is focused on collecting information from working adults, the results of this study could provide information for teachers who are taking on coaching, advising, and counseling roles within small, rural school districts. The purpose of this positivist cross-sectional correlational research is to explore the relationships between the Big Five Aspects of personality and Holland’s Codes of career interest in working individuals in a rural Midwestern county. Multiple correlations were found between personality and career interest, personality and job satisfaction, and personality and career fit. This exploratory study will give teachers tools to incorporate career-related activities into existing lessons with little additional work, administrators strategies for identifying ideal teacher candidates for retention, and businesses the opportunities for collaboration with schools to begin early exposure to careers in the classroom

Improving Behavior Using the CICO Intervention with a Fourth Grade Student With a Disability

The purpose of this project was to investigate the effectiveness of the Check-In, Check-Out (CICO) intervention on a fourth-grade student with a disability. The main problem behaviors addressed during this project were not following directions and interrupting. The student met with his special education teacher and general education teachers several times throughout the day. During these meetings, they discussed behavior expectations and goals for the day. The student had a goal of getting nineteen out of twenty-four points. Results showed the CICO intervention was successful in increasing appropriate behavior for this student. This reinforced past research that has shown the CICO as an effective intervention (Bunch-Crump & Low, 2017). Further studies are needed to assess the intervention\u27s impact on students with disabilities

Teacher Recruitment and Retention as a School Improvement Strategy

Fewer issues have received more attention by education researchers than understanding the global teacher shortage, especially in public schools. Concurrent with this issue is the concern that the rate of teacher hires is insufficient to meet the needs of an increasingly diverse body of students. This phenomenon gains significance considering policymakers’ calls for restructuring the way schools do business to meet the needs of students and schools in the era of school accountability. It is crucial not to overlook the substantial body of research which suggests how the practices under No Child Left Behind have complicated the retention of teachers and highlight the need for improved strategies under the Every Student Succeeds Act. This white paper is intended to encourage policymakers to rethink their assumptions about school accountability policy and examine how a comprehensive approach to school improvement can include teacher recruitment and retention strategies. Finally, implications for practice are also discussed

Senior Living: Filling the Gap

This white paper explores how colleges and universities can help address the housing crisis for Americans aged 65 and older by integrating seniors into college campuses. This approach not only helps to fill dormitories but also provides students with valuable work experience. The paper examines three key issues: the Silver Tsunami (the growing senior population), declining enrollment leading to campus housing vacancies, and the financial burden of higher education. By advocating for intergenerational living, the proposal offers an innovative solution that benefits seniors, students, and universities

My Story: Analysis of Self

For this analysis of self-project, an in-depth exploration was conducted that explored both personal and professional facets learned throughout the counseling program and through relevant background information. Exploring different aspects of relevant background history to theories that were used to conceptualize development. To deepen the analysis of this project, assessments were conducted, results were used to understand more, and interviews with loved ones were all conducted. Lastly, identifying a plan for continued personal and professional development. Keywords: development, theoretical orientation, assessments, background, educatio

Cultivating the Identity Development of Multiracial Clients: A Group Psychotherapy Manual for Young Adults

Within the United States, the multiracial community is the fastest growing demographic group (Yoo et al., 2016). Multiracial people defy how American society understands race, leading to a variety of concerns, such as racial identity invalidation and other acts of racism and discrimination, which negatively impact the identity development of young multiracial people. Inadequate identity development can lead to a variety of mental health concerns. Therefore, it has become increasingly more pressing for mental health providers to be knowledgeable about the unique mental health needs of the multiracial community as well as how to provide adequate care. The following literature review provides mental health practitioners with education about the identity development of multiracial people as well as practical assessments and group treatment interventions that can be used to better understand and promote the identity development of multiracial adults. Following the literature review, the writer provides a 6 week, integrative group counseling manual that aims to assist young multiracial individuals in developing a strong sense of self and confidence in their multiple identities, through the exploration of values, beliefs, past experiences, and future goals

El Deafo Bibliotherapy

The goal of this assignment was for preservice teachers to practice writing a chain of questions that focused on the social and/or emotional needs of young learners. Bibliotherapy is therapeutic in nature to help individuals understand themselves and the world around them through guided reading experiences (American Library Association, 2025; Delisle & Galbraith, 2002). Further, bibliotherapy allow individuals to identify a personal problem mirrored by a character in a book. As the reader connects with the character, the reader experiences the emotions expressed by the character. Finally, the reader applies the character’s experience to their own personal problem (American Library Association, 2025; Delisle & Galbraith, 2002). This bibliotherapy reader’s guide focuses on friendship using the graphic novel, El Deafo by Cece Bell

Investigating Racial Attitudes in Higher Education Student Affairs Professionals using the Color-Blind Racial Attitudes Scale (CoBRAS)

Abstract While the literature has documented the existence of colorblind racism in college students and faculty members, data about student affairs professionals (SAPs) are not yet clear. The purpose of this quasi-experimental interventional single group research was to assess SAPs using the Color-Blind Racial Attitudes Scale (CoBRAS) to investigate whether colorblind racism is present within the culture of the student affairs profession. A pretest involved survey questions about Diversity, Equity and Inclusion (DEI) statements and actions within higher education and reactions to quotations from public figures about race and society. Following a brief self-reflection about racial identity and related access to power and resources, participants completed the CoBRAS. Student affairs professionals employed at a small midwestern university participated in this study. Results documented a relationship between racial identity self-reflection and colorblind racism. Participants indicated race evasion in text entry responses despite low CoBRAS scores. Additional research is needed with meaningful pretest and posttest involving a larger sample. Considerations for future DEI trainings are offered. Note: this paper uses the term colorblind as used in the literature and as it relates to the CoBRAS. The author acknowledges that some scholars prefer the term race evasion to avoid any tone of ableism. Additionally, white is capitalized when referring to human beings, but capitalization of white is otherwise avoided, a practice used by some scholars to reduce its power

Depression and Anger in Male Adolescents: A Cognitive Behavioral Group Manual

Depression is a common mental health disorder experienced by children and adolescents. Depression in male adolescents often does not follow the DSM criteria as it does in girls. This literature review and manual will explore gender differences in the manifestation of depression symptoms, as well as the link between depression and anger in adolescent males. Additionally, effective treatments for depression and anger will also be explored. Treatment approaches include cognitive behavioral therapy (CBT), dialectical behavior therapy (DBT), and pharmacological treatments. This group manual provides evidence-based CBT interventions that are effective in managing and treating symptoms of major depressive disorder, especially when it comes to anger and aggression in male adolescents. Interventions include psychoeducation and mood monitoring, pleasant activity scheduling and behavioral activation, cognitive restructuring and identifying negative automatic thoughts, and CBT skill-building techniques. Psychoeducation focuses on the causations and symptoms of depression and dysfunctional cognitions. This manual was established to provide clinical practitioners with the proper tools to foster a counseling environment where adolescent clients feel safe to learn about their symptoms, process their feelings, and regulate emotions

THE IMPACT OF EDUCATORS’ PERCEPTIONS OF NEURODIVEGENCE ON THEIR SELF-EFFICACY IN TEACHING MIDDLE AND HIGH SCHOOL STUDENTS WITH ADHD AND AUTISM IN RURAL MINNESOTA

ABSTRACT The purpose of this phenomenological qualitative study was to explore how we can best support our teachers in matching our ever-changing educational landscape, specifically our neurodivergent learners. When educating neurodivergent students (students with autism or attention deficit hyperactivity disorder), we must understand how to teach these creative, sometimes misunderstood individuals and unleash their full potential. To do so, we need educational practitioners who have healthy perceptions of what it means to be neurodivergent and educators who understand both the talents and hurdles that being neurodivergent may entail. This study examined how non-special education teachers\u27 perceptions of neurodivergence correlated with the level of self-efficacy that they had when educating students with ADHD and autism in their classrooms. The research questions covered educators’ perceptions and knowledge of neurodivergence along with questions about their self-efficacy in the classroom working with neurodivergent students. Data were gathered via open-ended, one-on-one interviews with six educators working in middle or high school classrooms in rural Minnesota. Interviews were transcribed and analyzed for themes from the transcripts. Keywords: Neurodivergent, neurodiversity, self-efficacy, autism spectrum disorders, attention deficit hyperactivity disorder, special education, inclusio