Exploring the impact of a student-faculty partnership program at a Hispanic Serving Institution

Guided by a strength-based framework and counter-storying lens, we use a qualitative case study approach (Cook-Sather, 2020; Cook-Sather & Motz-Storey, 2016) to explore students’ experiences with a teaching partnership program. A Students as Learners and Teachers (SaLT) model to student-instructor partnership positions students as consultants in a faculty member’s course in which they are not currently enrolled (Cook-Sather, 2020). Following a case study analysis with student and faculty partners in a SaLT program at a HSI, several themes were identified. Themes emerging from student participants included: empathy, personal growth, solidarity, and feedback awareness. Faculty partners’ themes included: receptivity, resistance, and collaboration. Implications for institutions of higher education and Hispanic Serving Institutions are provided

Exploring Latina Clinical Mental Health Counseling Students’ Perceptions of Teaching Practices

Researchers conducted in-depth interviews with clinical mental health counseling students to understand perceptions of their instructors’ teaching practices. Using an-evidenced based teaching model as a theoretical lens (Malott et al., 2014), researchers highlighted students’ experiences, perceptions, and beliefs regarding teaching. Following a discussion, recommendations for researchers and counselor educators to improve teaching practices are provided

Evaluating the Impact of Solution-Focused Brief Therapy on Hope and Clinical Symptoms With Latine Clients

We implemented a single-case research design (SCRD) with a small sample (N = 2) to assess the effectiveness of solution-focused brief therapy (SFBT) for Latine clients experiencing mental health concerns. Analysis of participants’ scores on the Dispositional Hope Scale (DHS) and Outcome Questionnaire (OQ-45.2) using split-middle line of progress visual trend analysis, statistical process control charting, percentage of non-overlapping data points procedure, percent improvement, and Tau-U yielded treatment effects indicating that SFBT may be effective for improving hope and mental health symptoms for Latine clients. Based on these findings, we discuss implications for counselor educators, counselors-in-training, and practitioners, which include integrating SFBT principles into the counselor education curriculum, teaching counselors-in-training how to use SCRDs to evaluate counseling effectiveness, and using the DHS and OQ-45.2 to measure hope and clinical symptoms

Critical Consciousness through an Anti-Racism Lens: Teaching Strategies for Counselor Educators

This teaching brief describes a creative and innovative teaching strategy to create inclusive and anti-oppressive learning spaces. Counselor education faculty can use the instructional strategy described in this teaching brief to: (a) engage in reflexivity and positionality regarding antiracist teaching and racial justice; (b) use specific actions that counter racism; (c) address microaggressions; (d) provide skills for dialogues around difficult conversations such as racial justice (Thurber et al., 2019); and (e) assign learning activities and assessment practices that allow students to reflect on and address racial justice (Gonzalez & Cokley, 2021; Ng et al., 2022; Thurber et al., 2019)

Development of Perceived School Counselor Support Scale: Based on the ASCA Mindsets and Behaviors

This study presents a culturally and psychometrically sound instrument of perceived school counselor support among Turkish high school students. The study has been framed using American School Counseling Association’s Mindsets and Behaviors for Students Success Model to create a valuable instrument that measures students’ perceptions of their school counselors’ support in a different culture, society, and education system. The results of this study supported the theoretical based Perceived School Counselor Support Scale long and short forms providing initial and strong evidence based on internal structure and relations to other variables. Internal consistency estimates on subscales ranged from good to strong

Evaluation of the Short Grit Scale (GRIT-S) with Latinx College Students

In the current study, the psychometric properties of a measure of psychological grit among 344 Latinx college students was investigated. Researchers used confirmatory factor analysis to validate a previously identified two-factor model of the Short Grit Scale (Grit-S). Internal consistency was acceptable as measured by coefficient alpha. A two-factor model of Grit-S had a good model fit with the data. A discussion regarding the importance of these findings is provided and implications for counselors and researchers are offered

The Effects of Barriers, Acculturation, and Academic Goals on Latina/o Students’ Academic Performance

The current study explored 112 Latina/o college students’ perceptions of barriers, acculturation, academic goals, and academic performance. Acculturation to the Anglo culture and academic goals were positively related to college performance. Perceptions of career barriers also had a positive relationship with college performance. A discussion regarding the importance of these findings is provided and implications for counselors are offered

The Road to Doctoral Success and Beyond

The purpose of this study is to gain an understanding of the experiences of women that lead them to pursue a Ph.D in Counseling, as well a study of their experiences in their doctoral program. The goal of this study is to identify those factors related to women’s academic success. This study applies the resiliency and emotional intelligence (EI) framework to analyze the subjects\u27 experiences. Another construct related to EI and resilience, Antonovsky’s (1987) theory of coherence, is employed to explain the way in which the subjects converted negative external factors into achievement motivation. A three and a half hour focus group, facilitated by an open-ended questionnaire, was audio-recorded, transcribed, and analyzed independently by the four researchers. The results found two overarching themes, consistent with previous research by Amini et al. (2008): (a) attributes, attitudes, and motivation and (b) extrinsic supportive factors. Another theme uncovered in this study was the impact of (c) negative external factors. The paper concludes with a discussion of these findings, suggestions for future research, and ideas for ways in which doctoral programs and faculty can promote the success of female doctoral students

Factorial Validity of Teacher and School Counselor Support Scales in Latina/o Students

In the current study, we investigated the psychometric properties of two meaningful measures of support from teachers and school counselors among Latina/o students. Examining factorial stability with diverse populations is important to make sure that measures provide valid information about constructs of teacher or counselor support. While researchers have provided evidence of reliability (i.e., consistency), no study has examined validity (e.g., accuracy) of Teacher Support Scale Revised (TSSR) with Latina/o students. Confirmatory and exploratory factor analyses (CFA and EFA) methods were used to evaluate structural validity of the TSSR and School Counselor Support Scale (SCSS). Two different models of the TSSR were analyzed. Findings from multiple CFAs showed that five-factor 22-item of the TSSR had an acceptable model fit. A parallel analysis and EFA were run to determine the factorial structure of the SCSS. Findings indicated that the SCSS had three factors explaining 68% of the variance in the model. The results and implications for research and practice in Latina/o students were discussed