Gather, Report & Implement: Building an Elementary School Counseling Program in Central Falls, Rhode Island

Presented at the 2012 American School Counseling Association National Conference, this presentation outlines and summarizes the 2012 grant project aimed at establishing an effective elementary school counseling program in Central Falls, Rhode Island. The grant focused on reducing school counselor-to-student ratios, decreasing discipline referrals, and establishing a school counseling data management system, among other objectives

Trichomonas vaginalis: Clinical relevance, pathogenicity and diagnosis

Trichomonas vaginalis is the etiological agent of trichomoniasis, the most prevalent non-viral sexually transmitted disease worldwide. Trichomoniasis is a widespread, global health concern and occurring at an increasing rate. Infections of the female genital tract can cause a range of symptoms, including vaginitis and cervicitis, while infections in males are generally asymptomatic. The relatively mild symptoms, and lack of evidence for any serious sequelae, have historically led to this disease being under diagnosed, and under researched. However, growing evidence that T. vaginalis infection is associated with other disease states with high morbidity in both men and women has increased the efforts to diagnose and treat patients harboring this parasite. The pathology of trichomoniasis results from damage to the host epithelia, caused by a variety of processes during infection and recent work has highlighted the complex interactions between the parasite and host, commensal microbiome and accompanying symbionts. The commercial release of a number of nucleic acid amplification tests (NAATs) has added to the available diagnostic options. Immunoassay based Point of Care testing is currently available, and a recent initial evaluation of a NAAT Point of Care system has given promising results, which would enable testing and treatment in a single visit

Developing school counselors as change agents for schools of tomorrow

School reform initiatives aimed at increasing student achievement often overlook an available resource, the school counselor. Research literature indicates that the counselor\u27s role in reform is one of an educator helping to improve the learning climate of the school, the educational performances of students, and the links between schools, families, student services personnel, agencies, businesses and other members of the community (College Board, 1994, Campbell & Dahir, 1997). The research question investigated in this study was: What are the properties of an effective school counseling program, and how can they be used to transform counselors into change agents who facilitate reform? A case study method of research was utilized in this investigation. Triangulation of data provided an abundance of information to conduct the study. The 3 sources of data included (a) written literature, (b) interviews with experts in the field of school counseling, and (c) questionnaires distributed to practicing school counselors. The field study conducted for this investigation utilized 2 types of survey instruments: interviews and questionnaires. Interviews with experts in the field of school counseling provided insight into current thinking about the school counselor\u27s role as it is linked to educational reform. Questionnaires distributed to a convenience sample of practicing school counselors provided insight into the perceptions of school counselors regarding their role in educational reform. The review of literature and the data collected in expert interviews provide a preponderance of evidence regarding the essential properties of school counseling programs that help all students reach higher standards and fulfill the counselor\u27s expanding role in educational reform. The 6 properties that emerged from this study are: (a) roles and responsibilities, (b) standards, (c) program delivery system, (d) evaluation, (e) professional development, and (f) equity and access. Of these 6 properties, 3 (standards, professional development, and equity and access) were found to be unarticulated in existing models. This study demonstrated the importance of expanding the counselor\u27s role and contributing to school reform. A major implication is that districts interested in creating or improving their school counseling program will need to fully address all six properties to be successful