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There is a dearth of existing literature pertaining to the use of Acceptance and Commitment Therapy (ACT) in school counseling; which may be beneficial when addressing student concerns such as social anxiety and decreased social networks. This article discusses the overlap of ACT with comprehensive school counseling programs and culminates with a case study highlighting the role of school counselors in using an ACT-informed tiered plan to address students' social-emotional needs following a crisis situation. [ABSTRACT FROM AUTHOR]

This qualitative study explored the experiences and perspectives of eight school counselors who attended a lesbian, gay, bisexual, transgender, and queer (LGBTQ)–related professional development event at a Midwestern University. The researchers identified three themes: (a) commitment and motivation, (b) learning from and connecting with others, and (c) critical takeaways. This article outlines implications for practice and future research regarding how school counselors can become more intentionally engaged in LGBTQ-inclusive professional development activities. [ABSTRACT FROM AUTHOR]

School counselors should be taught about and utilize sexual and gender minority (SGM) identity development models as part of training and advocacy for and with SGM youth in schools. This article reviews several widely used SGM identity development models and provides pedagogical and clinical practice recommendations. Current and future school counselors, including those who train them, are responsible for promoting authentic and healthy human development by reviewing SGM identity development models with students and other school stakeholders. [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]

School-family-community partnerships are associated with positive educational outcomes for students and families. However, there are limited interventions available to assist school counselors in building effective school-family-community relationships with lesbian, gay, bisexual, and transgender parents/guardians and their children. This article outlines strategies that school counselors can implement to enhance the partnerships between school communities and LGBT-headed families across the student, school, and community levels. [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]

This phenomenological study explored the collaborative experiences between school counselors and principals in their work with lesbian, gay, bisexual, and transgender (LGBT) students. The study data revealed four overarching themes: (a) learning through storytelling, (b) leading by example, (c) creating intentional partnerships, and (d) pushing the system. This article includes implications for future research and school counselor practice regarding how school counselors and principals can forge a strong, intentional relationship toward effective advocacy for LGBT youth. [ABSTRACT FROM AUTHOR]