Kruczek Theresa, Geesa Rachel Louise, Mayes Renae D, Odell Kaylee M
Ball State University, Muncie, IN, USA.
The University of Arizona, Tucson, AZ, USA.
Prof Sch Couns. 2022 Oct 12;26(1):2156759X221134661. doi: 10.1177/2156759X221134661. eCollection 2022 Jan-Dec.
Collaborative efforts by school counselors and school administrators that are grounded in social capital principles have the potential to better support students' educational success, health, and well-being in the wake of challenging and adverse events, such as the COVID-19 pandemic. The purpose of this study was to assess perceptions of school counselors and administrators to determine the extent to which they had a shared vision of the challenges and strengths in their school's initial response to the pandemic. We also explored their sense of the anticipated future needs within the context of social capital theory and trauma-informed practices. Participants included 381 current pre-K-12 school administrators and school counselors throughout the United States who completed a mixed-methods survey in spring 2020. Use of these findings can help school stakeholders continue to foster students' social/emotional, academic, and career and college readiness development during continued and future mass trauma events.
学校辅导员和学校管理人员基于社会资本原则的合作努力，有可能在诸如新冠疫情等具有挑战性和不利的事件之后，更好地支持学生在教育上取得成功、保持健康并实现幸福。本研究的目的是评估学校辅导员和管理人员的看法，以确定他们在多大程度上对学校应对疫情初期的挑战和优势有共同的愿景。我们还在社会资本理论和创伤知情实践的背景下，探讨了他们对预期未来需求的认识。参与者包括美国各地381名现任学前班至12年级的学校管理人员和学校辅导员，他们在2020年春季完成了一项混合方法的调查。利用这些研究结果可以帮助学校利益相关者在持续和未来的大规模创伤事件中，继续促进学生的社会/情感、学业、职业和大学准备方面的发展。
