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The COVID-19 pandemic has had a significant impact on the propensity to use public transport, with many countries seeing a decline in patronage to as low as 20% of the pre-pandemic levels. Although public transport use is recovering with 60% of pre-COVID-19 levels being a common statistic, there is a view that it could take many years to fully recover, if at all. This paper presents evidence on societal perceptions and attitudes about the use and return to public transport that was obtained from surveys undertaken during COVID-19 at a period in early 2021 in which there were no lockdowns, and during a subsequent period of varying durations of lockdowns in the Greater Sydney Metropolitan Area and South East Queensland. Together with views on future plans, this paper offers policy useful evidence on the challenges that the public transport sector currently faces, and is likely to continue to face, in developing a plan to support a return to using the more sustainable mode of public transport, rather than increased use of the private car. The focus of the paper is on an analysis of attitudinal and open-ended qualitative responses using a mixture of descriptive interpretation and analytical methods of factor and cluster analysis to identify the spectrum of attitudes and concerns about using public transport as a way of guiding future messaging. [ABSTRACT FROM AUTHOR]

March 2020 will forever be etched in our minds as the beginning of the most concerning health pandemic faced by all generations of the living population. Two-and-three quarter years on, we are starting to see signs for what the future might evolve into through structural change brought about by many events, and no more so than the burgeoning growth in working from home (WFH). WFH is no longer associated with negative stigma, and along with remote working more generally, has become recognised across most sectors of society as a way of work that has benefits for many and is to some extent here to stay. We draw on the research undertaken since March 2020 to summarise the evidence that we use to speculate on what are likely to be the big changes in the land transport sector that would not have been considered, at least to the same extent, pre-COVID-19. [ABSTRACT FROM AUTHOR]

Individuals who identify as gifted or LGBTQ + often have qualitatively different academic, social, and emotional experiences throughout their adolescent development. However, scant research exists exploring the development of individuals who hold these intersecting identities. Using an anonymous retrospective qualitative survey, 75 participants who identify as both gifted and LGBTQ + shared narratives about their development as gifted LGBTQ + students. Using interpretive phenomenological analysis, the data revealed three superordinate themes that articulated the overall description of the gifted LGBTQ + participants' development. Implications of the results for school counselors are provided. [ABSTRACT FROM AUTHOR]

Employees (and/or their employers) have also likely made investments in the last six months to enable WFH (e.g., improved home office capability) and given the duration of the pandemic, new strategies and habits are likely being developed to make WFH work for them. Governments and employers working with employees can, and should, take advantage of the unintended positive consequences of COVID-19 Finally, we are truly in Liminal ("Threshold") Time - the gateway between two stages in life!. [Extracted from the article]

This phenomenological study is an examination of nine elementary school counselors' experiences working with young children who are suicidal. Elementary school counselors were interviewed and asked to describe the phenomenon of suicidal ideation and behaviors they identified within their schools. Five themes emerged from the data, including school counselor role related to suicide, uniqueness of suicide at the elementary level, student interactions with suicide, school counselor reactions to students who are suicidal, and barriers in suicide work. [ABSTRACT FROM AUTHOR]

The purpose of this study was to provide insight to the lived advocacy experiences of principals and school counselors who received state and/or national recognition for their work on behalf of lesbian, gay, bisexual, and transgender (LGBT) students. I identified three themes and related subthemes regarding the meaning derived across the participants' advocacy experiences on behalf of LGBT students. The first theme was "It began with me" with subtheme (a) knowing your school. The second theme was advocacy identity with subthemes (a) being a role model, and (b) taking a stand. The third theme was credibility and confidence with subtheme (a) giving back. These findings provide school counselors and principals with stories and practical examples from exemplary and dedicated professionals regarding how to create safer school environments for LGBT students. [ABSTRACT FROM AUTHOR]

Prilleltensky's emancipatory communitarian approach (ECA) is proposed as a theoretical framework for American School Counselor Association (ASCA) National Model school counseling. The ECA emphasizes self-determination, compassion, collaboration and democracy, human diversity, and distributive justice. The ECA may benefit marginalized communities such as lesbian, gay, bisexual, transgender, queer, and intersex (LGBTQI) students, within the auspices of school counseling practices, supports, and programming. We discuss commonalities of ECA with the ASCA Model, methods in which ECA principles can be taken up, and implementation at the confluence of ECA and the ASCA Model in a case study. [ABSTRACT FROM AUTHOR]

Effective school counseling programs require school counselors to serve as advocates for all students. However, there is limited research that explores the lived experiences of school counselors as advocates. This phenomenological study captured the perspectives of 14 ASCA School Counselor of the Year (SCOY) finalists. The data revealed five themes, including: understanding advocacy as an ongoing process, stand up and be the expert—professional advocacy, building a principal-counselor partnership, constructing equitable individual and systemic change, and investing and giving back. [ABSTRACT FROM AUTHOR]

Unsafe and ill-prepared school environments exist for many lesbian, gay, bisexual, transgender, and queer (LGBTQ) students in foster care. School counselors are uniquely positioned to develop safe and inclusive schools for this vulnerable student population; however, strategies for interdisciplinary collaboration and advocacy with schools, families, and systems incorporated with LGBTQ youth in foster care are limited. This article explores how school counselors can advocate across disciplines for LGBTQ youth in foster care, including K-12 education systems, family/caregivers, and social service organizations providers. [ABSTRACT FROM AUTHOR]

Research shows that teachers’ and educators’ responses to gender diversity issues in schools either improves or limits the experiences of students. The school counsellor has an important role to play in this process by working closely with other stakeholders to advocate for transgender, intersex and genderqueer (TIG) students. Following a review of recent developments in the USA, recommendations are made and resources identified to assist school counsellors in validating TIG students, and improving school systems in pursuit of their academic, social and emotional success. [ABSTRACT FROM AUTHOR]

The school counseling literature contains little research and practice-based scholarship to support school counselors' work with LGBT youth within school contexts, which may be at odds with the ethical and professional responsibilities of the school counselor. This article adopts an ecological framework to help school counselors navigate potential ethical issues when working with and advocating on behalf of LGBT students. Ecological and systemic recommendations are outlined to help strengthen the ethical practice of school counselors. [ABSTRACT FROM AUTHOR]

There is a dearth of existing literature pertaining to college, career, and lifestyle development, which can assist school counselors in their work with lesbian, gay, bisexual, queer, and questioning (LGBQQ) students in these areas. Using the work adjustment theory and the Association for Lesbian, Gay, Bisexual, & Transgender Issues in Counseling's Competencies for Counseling Lesbian, Gay, Bisexual, Queer Questioning, Intersex, and Ally Individuals, school counselors can prepare LGBQQ students for the world of college and/or work by reflecting on workplace satisfaction, advocating for inclusive workplace practices, and exploring values within and obstacles to career and lifestyle success. This article offers a discussion of LGBQQ-inclusive strategies for school counselors, including mindsets, core curriculum planning, responsive services, and student assessment. [ABSTRACT FROM PUBLISHER]

The purpose of this investigation is to study the relationship between types of bullying and victimization and problematic behaviors, which include both internalizing and externalizing behaviors. Social and relational data was examined on 22 fourth-grade elementary school students. Results of bivariate (Pearson) correlations indicate that internalizing problems demonstrated a positive relationship with verbal and relational bullying and externalizing problems demonstrated a positive relationship with physical, verbal, and relational victimization. The authors discuss implications and strength-based strategies for bullying prevention. [ABSTRACT FROM AUTHOR]

This article outlines the role of counselor educators to assist school counselors-in-training in developing effective working relationships with school principals regarding lesbian, gay, bisexual, and transgender (LGBT) topics in K-12 settings. The author provides a rationale for implementing the school counselor–principal alliance in the preparation program, where future school counselors and principal trainees can work across programs and collaboratively address ways to strengthen each other's future roles as effective decision makers that promote success for LGBT students. Pedagogical recommendations for supporting and strengthening the school counselor-principal alliance within school counseling training programs are provided. [ABSTRACT FROM AUTHOR]

To better serve the lesbian, gay, bisexual, transgender, queer, intersex, and questioning (LGBTQIQ) youth population, counselor educators can assist school counselors-in-training in developing advocacy competencies within their training programs. A focus on advocacy competencies outlined by the American Counseling Association (ACA) and the American School Counselor Association (ASCA) standards, and infusion of techniques throughout the education process, may increase levels of comfort for neophyte school counselors-in-training when working with LGBTQIQ youth. To increase efficacy in this multicultural population, myriad environments representative of the systemic nature of the school environment and culture must be examined and explored through training processes. These authors discuss intervention strategies for counselor educators to develop future school counselor advocacy, which align with the ACA advocacy competency domain areas. [ABSTRACT FROM PUBLISHER]