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Adverse Childhood Experiences, Work-related Stress, and Trauma-informed Care among Novice Counselors
Get PDFThe current study examined the prevalence of Adverse Childhood Experiences (ACEs) among novice counselors and demonstrated the relationships among ACEs, work-related stress, and familiarity with Trauma-informed Care. Specifically, the results showed that counselors’ ACEs scores significantly predicted secondary traumatic stress while the ACEs score did not predict burnout and compassion satisfaction. Additionally, the level of familiarity with Trauma-informed Care among novice counselors had a negative association with secondary traumatic stress. The meaning of the results and the limitations of the study are discussed
Gaining Insight into Lithic Technology in Eastern Pennsylvania through the Study of an Amateur Collection
Get PDFThe farm fields of east-central Pennsylvania contain an abundance of artifacts that span much of regional prehistory. Not surprisingly, many of these artifacts have been collected by local amateurs. Here, we analyze an assemblage of projectile points collected from the Kramer Farm in Kutztown, Pennsylvania. We explore how morphometric attributes (e.g., size, shape), indices of retouch, and raw material vary in relation to projectile point type. Our analysis provides insight into projectile point design, lithic resource preferences, technological organization, and land use. Despite the imperfections that often characterize amateur collections and the controversy that surrounds their study, our analysis demonstrates that collaboration between archaeologists and collectors can be beneficial, as archaeologists gain access to artifact assemblages that expand our understanding of the past
Pennsylvania School Social Workers’ Trauma-Informed Practices: Status and Future Needs
Get PDFThe idea of trauma-informed practices is a broad concept that can be utilized to create a safe environment in which individuals, families, communities and organizations that have been exposed to trauma can be and feel supported. Trauma-informed practices are important due to the pervasive nature of trauma exposure (Kilpatrick et al., 2013). Traumatic experiences can impact individuals’ physical and mental health over the course of their lifespans (Avery, et al., 2021; Centers for Disease Control, 2021; Gonzalez et al., 2016; McWey, 2020; Mersky et al., 2019; Porche et al., 2016; SAMHSA, 2014a; Trauma Informed Care Implementation Resource Center, 2021; Zyromski et al., 2022). Absent appropriate interventions, affected individuals may demonstrate various trauma reactions, suffer from mental health symptoms, and exhibit difficulties in the school setting as a result of their experiences (Brandell & Ringel, 2019; Clearly et al., 2017; Dodd et al., 2023; Dorsey et al., 2017; Ellis & Tate, 2022; Gilboa-Schectman et al., 2010; Gonzalez et al., 2016; Krystal, 1978; McLaughlin et al., 2013; Perfect et al., 2017; SAMHSA, 2022; Trauma-Informed Care Implementation Resource Center, 2021; U.S. Department of Homeland Security, 2021; van der Kolk, 2000). Schools are in a unique position to provide support to students who have experienced traumatic events due to the number of hours spent in school each day. This study surveyed 239 Pennsylvania school social workers and obtained qualitative data from 10 school social workers via focus groups to obtain information regarding their use of trauma-informed practices and interest in professional development regarding trauma-informed practices. Despite variables in the work setting influencing their use and interest in professional development related to trauma-informed practices, participants reported that they are using this form of engagement and wanting to learn more via quality professional development sessions that are tailored to their learning needs
A Counseling Student’s Experiences with Vision Impairment: A narrative Inquiry
Get PDFThis article explores a female counseling student’s experience with vision impairment in a counselor education program. By using narrative inquiry, three main themes (perceptions, received supports, and challenges for a visually impaired student) and seven subthemes (perceptions of herself, perceptions of others, daily commute, attitudinal barriers, barriers to access, practicum experiences, and disability services) emerged from the analysis. Recommendations for counselor preparation and research are provided
Using Fink’s Taxonomy in Counseling Practicum and Internship Courses
Get PDFFink’s Learning Taxonomy expanded upon Bloom’s Learning Taxonomy to provide concrete suggestions on development of significant learning experiences. Limited research exists on implementation of Fink’s learning Taxonomy in counselor education curriculum. As such, this conceptual article illuminates how the integration of Fink’s Learning Taxonomy could be used by educators to develop significant learning experiences within counseling internship and practicum courses
