More Than “Just a Friend”: Exploring the Therapeutic Needs of Adult Survivors of a Suicide Loss of a Friend

Individuals who are bereaved by the suicide loss of a loved one (also known as “suicide survivors”) face high rates of complicated grief, mental illness, social isolation, experiences of stigma, and suicide attempts. While suicide loss therapy (or “postvention”) attracts many individuals grieving familial suicides, those impacted by the suicide loss of a close friend are underrepresented in both individual and group therapies, despite indications that friend suicide survivors are impacted at an equivalent level and frequency to family members. Using a constructivist grounded theory method, this study aimed to investigate the lived experiences and therapeutic needs of 8 adults who identified as suicide survivors and attended psychotherapy to address grief after the suicide loss of a friend. Findings suggest that friend suicide survivors benefit from both individual therapy and suicide loss support groups; specifically, friend suicide survivors view therapy as a space to process complex emotions, challenge self-blame, obtain education about grief, and connect with group members. However, friend suicide survivors also desire to receive more specialized care from individual therapists with experience and training in suicide bereavement. While friend suicide survivors may experience challenges to help-seeking, including stigma and a perceived lack of social permission to grieve friends, they may feel motivated by the “wake-up call” of friends’ suicides and existing relationships with therapists. Outside of therapy, friend suicide survivors appear to benefit from social support from other suicide survivors and engaging in meaning-making activities. Results of this study have implications for training of mental health professionals and best practices for working with suicide survivors

Designing a Peer-Mentoring Program for Education Doctorate (EdD) Students

Objectives: In preparation for creating a peer-mentoring program for education doctorate (EdD) students, we conducted a literature review to learn about the characteristics of peer-mentoring programs for graduate students and EdD students specifically. Method: Our search criteria included articles about peer mentoring for graduate students only; published in peer-reviewed journals since the year 2000; and about programs that involved more experienced students, students farther along in the program, or recent graduates. These criteria resulted in 15 articles. Results: We applied what we learned about program design and characteristics in the creation of a voluntary peer-mentoring program for first year students, including purposeful selection and assignment of mentors and mentees along with stated expectations for the type and frequency of mentor/mentee conversations. Conclusions: More research is needed that addresses a consistent definition of peer mentoring, methodological concerns about research, challenges of these programs, and how certain aspects of peer-mentoring programs relate to program completion rates. Implications for Theory and/or Practice: Continued investigation into the benefits and challenges of mentoring programs will inform our service to students. Investigation into multiple programs and peer mentoring in the later stages of the doctoral journey will strengthen the extant literature about peer mentoring for doctoral students

Self-Regulated Learning of Mentees and Mentors in an Education Doctorate Peer Mentoring Program

In this case study of a peer mentoring program developed for first-year education doctoral (Ed.D.) students, we sought to understand how participants’ experiences in the program might yield understanding about the mentoring process. Study participants included 11 mentees and 4 mentors. Interview and focus group data were analyzed through the conceptual model of self-regulated learning and mentoring. Four themes relevant to the phases of self-regulated learning emerged. Participants engaged in goalsetting in conversations about pre-planning for the dissertation and professional goals. During the post-mentoring phase, mentors’ reflections on their conversations informed future conversations. Mentors transferred their knowledge by engaging in self-reflection about their professional practice. Finally, mentoring conversations increased mentees’ self-efficacy. Implications for peer mentoring programs include paying attention to demographics and issues of pair compatibility. Future research ought to include the collection of longitudinal data and observations of mentoring conversations

School Counselors\u27 Perceptions of Comprehensive School Counseling (CSC) Adherence and Implementation

Many states are introducing or revamping evaluation systems for school counselors. The viability of such systems depends greatly on their ability to help school counselors implement and adhere to comprehensive school counseling programs. This study illuminates counselors’ perceptions of the evaluation process regarding the four components (foundation, management, delivery, accountability) of the American School Counselors Association national model. Surveys of school counselors reveal they perceive the evaluation process to help very little in implementing and adhering to the foundation, management, and accountability components of comprehensive school counseling programs, and to be only somewhat helpful in implementing and adhering to the delivery component. This study indicates a need for renewed emphasis on preparing principals to effectively facilitate the evaluation process

Creating, Implementing, and Redefining a Conceptual Framework for Mentoring Pathways for Education Doctorate Students

Supporting the proficiencies scholar-practitioners need to be successful in Doctor of Education (EdD) programs typically differ from the needs of traditional doctoral students in other types of programs; however, EdD students may benefit from participating in a mentoring program during the progression of their academic career. Several theoretical and conceptual frameworks that influence mentoring programs exist at the doctoral level despite the lack of research conducted that is specific to EdD degrees. In this article, we review several frameworks that influenced the creation and redesign of the Mentoring Pathways Program, developed explicitly to address the needs of scholar-practitioners attending a midwestern university. Through this process, we developed a Mentoring Pathways Program Model, by exploring the domains of sustainability, networking, and expected outcomes, with each domain enhanced through the foundational disciplines of readiness, self-efficacy, and progress. The development and implementation of the MPP model guides the mentoring approach for our EdD students while allowing for the flexibility to accommodate changing needs and requests. In this article, we present a reflective and responsive practice towards EdD mentor and mentee relationships, which are assessed yearly through surveys, interviews, and focus groups

Improving School Counselor Efficacy Through Principal-Counselor Collaboration: A Comprehensive Literature Review

The school counselor and principal have vital roles within a school which have a significant impact upon the way a school functions. One area of pressing conflict within principal-counselor relationships is disagreement over the appropriate role and function of the counselor. In order to investigate perceptions of the counselor role, as well as the elements of healthy relationships between principals and counselors, the authors conducted an extensive literature review. The following themes were found within the literature and are discussed: 1) school counselor roles and responsibilities, 2) principal and school counselor collaboration, and 3) characteristics of effective school counselor/principal relationships

Designing a Peer-Mentoring Program for Education Doctorate (EdD) Students

Objectives: In preparation for creating a peer-mentoring program for education doctorate (EdD) students, we conducted a literature review to learn about the characteristics of peer-mentoring programs for graduate students and EdD students specifically. Method: Our search criteria included articles about peer mentoring for graduate students only; published in peer-reviewed journals since the year 2000; and about programs that involved more experienced students, students farther along in the program, or recent graduates. These criteria resulted in 15 articles. Results: We applied what we learned about program design and characteristics in the creation of a voluntary peer-mentoring program for first year students, including purposeful selection and assignment of mentors and mentees along with stated expectations for the type and frequency of mentor/mentee conversations. Conclusions: More research is needed that addresses a consistent definition of peer mentoring, methodological concerns about research, challenges of these programs, and how certain aspects of peer-mentoring programs relate to program completion rates.SIN FINANCIACIÓNNo data 201