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Despite growing attention to the subject, a dearth of information exists regarding college students' perceptions and process of meaning-making related to the act of oral sex. Such perspectives and allied social sexual scripts can have considerable consequences on the sexuality and sexual health of older teens and college-aged populations. The present research serves to elucidate such perspectives and presents a profile of college students' degree of agreeing that oral sex is not sex. Over half (62.1%) of a sample of college students (N = 781) at a large southeastern university agreed that oral sex is not sex. Response rates across demographic groups are presented and factors that influence such perspectives are examined. Sexual script theory serves as the theoretical framework. Implications and limitations are explored.

This article begins with an exploration of the issues facing beginning school counselors and the educational requirements for school counselor education programs. Following this exploration, the discussion moves into a description of how service-learning can be used to foster understanding and transfer abstract professional concepts into practice. A case example of a class incorporating service-learning is presented, providing counselor educators with an in-depth understanding of the key foundational underpinnings necessary for effective service-learning projects in school counseling coursework. Potential challenges are discussed and suggestions for future research are shared.

School counselors may be in the best position to identify troubled students and intervene before an act of school violence occurs. Current education literature challenges school counselors to expand their knowledge of social, environmental and family dynamics and the influences of those dynamics on student violence. This article will (a) introduce the structural elements of a family system (b) describe links between dysfunctional family structure and child aggression, (c) propose school-based strategies for working with students and their families that address the structural antecedents of aggression, and (d) underscore the feasibility and benefits of a systemic approach to violent students.

In today's technological world, school librarians planning to be leaders should be ready to keep up with advances in standards significant to the profession. The professional standards, specifically American Association of School Librarians (AASL) Standards and International Society for Technology in Education (ISTE) Standards for Coaches offer direction for effective practices for school teacher/librarians. Attention to these standards can have a common purpose in moving learners towards the skills and behaviors needed in the digital age. Attention to professional standards will strengthen instruction, giving school librarians opportunity to play an ever growing role within the schools. Pre-service graduate programs are in unique positions to emphasize standards through program internships that prepare future school librarians for their pivotal role in supporting teachers with understanding and use of technology. This study examined the standards interns in library science graduate programs practiced in order to prepare pre-service librarians for their future librarian roles.

Family-school-community partnerships are critically important for the academic success of all students. Unfortunately, in the face of specific barriers, Mexican immigrants struggle to engage in partnership efforts. In the hopes of promoting the engagement of Mexican immigrant families in partnerships, this article presents the findings of a transnational ethnography, exploring family-school-community partnership experiences of Mexican nationalists in Veracruz and Mexican immigrants in North Carolina. A portrait of partnerships in Mexico is contrasted with a portrait of partnerships in the United States, highlighting similarities and differences in role, structure, and function. School counselors are offered strategies for utilizing the knowledge of partnerships in Mexico to promote and support the engagement of Mexican immigrants in partnerships in the United States.

Race and culture continue to be conceptualized within a polarized, Black-White dichotomy in U.S. education, rendering the Latino population a silenced minority. Partnerships, when developed with intentionality and critical consciousness, provide a vehicle for inviting the participation of all families. This article offers school counselors a template for developing inclusive partnerships involving Mexican immigrant families. Suggestions for future research are shared in hopes of further illuminating the complexities and benefits of effectively engaging immigrant families.

The authors define broaching as the counselor's ability to consider how sociopolitical factors such as race influence the client's counseling concerns. The counselor must learn to recognize the cultural meaning clients attach to phenomena and to subsequently translate that cultural knowledge into meaningful practice that facilitates client empowerment, strengthens the therapeutic alliance, and enhances counseling outcomes. A continuum of broaching behavior is described, and parallels are drawn between the progression of broaching behavior and the counselor's level of racial identity functioning., Demographic shifts in U.S. society necessitate that counselors possess the requisite awareness, knowledge, and skills to work effectively within and across varying racial, ethnic, and cultural groups (Constantine, 2001; Day-Vines, [...]

Rurality is a vital component of cultural diversity, making it essential to train future counselors on comprehensive mental health counseling practice with rural populations. In this article, we describe the development of a master's level course that reflects an integrated approach to providing mental health counseling services in rural communities. First, the pedagogical foundation for the course design and positionality are discussed. Second, the course objectives are outlined, and corresponding teaching methods and creative learning assignments are provided. Last, we discuss the strengths and challenges of the course design and implementation. [ABSTRACT FROM AUTHOR]

Greater attention to sexual identity development from an inclusive and affirmative perspective must be incorporated into counselor education training. Counselors are well positioned to address issues related to human sexuality; however, without reflection across the spectrum of sexuality-related issues, counselors may rely on personal bias, or they may choose to avoid the topic altogether. In order to adequately train counselors, it is important to identify learning activities that counselor educators can utilize. Given the significance of sexuality across the lifespan, we propose that counselor educators actively guide their students through reflection about their own sexual identity development. This article presents the Sexual Identity Timeline (SIT) as a reflective learning activity to incorporate into the counseling curriculum. [ABSTRACT FROM AUTHOR]

Relational-cultural theory (RCT) proposes that establishing and fostering positive relationships are central to human development, as well as self-awareness and culturally sensitive therapeutic skills. The authors of this study used RCT as a platform to interpret the cultural experiences and multicultural competence development of counselor education students (n = 8) who engaged in a study abroad program to Honduras. Participants' responses to four journal prompts given throughout the immersion experience were analyzed within an RCT framework using content analysis. Written self-reflections revealed that participants challenged controlling images and experienced mutual empathy, which positively affected relational connections with members of the host culture. Findings suggest that there is evidence of cultural competence development through study abroad programs under the RCT tenants. Implications for counselor education programs are discussed. [ABSTRACT FROM AUTHOR]

The stigma attached to mental illness can serve as barrier for help-seeking among individuals who experience a mental health issue. In an effort to contribute to the professional understanding of mental illness stigma and barriers to help-seeking, the authors conducted a phenomenological study to explore the perceptions of 10 full-time university employees. Analysis of interview data from two focus groups (group one = six participants; group two = four participants) resulted in the identification of themes related to the meaning of mental illness stigma, negative cultural views in the United States about mental illness, and seeking assistance for mental illness. Implications for counselor education and practice are discussed. [ABSTRACT FROM AUTHOR]

This article begins with an exploration of the issues facing beginning school counselors and the educational requirements for school counselor education programs. Following this exploration, the discussion moves into a description of how service-learning can be used to foster understanding and transfer abstract professional concepts into practice. A case example of a class incorporating service-learning is presented, providing counselor educators with an in-depth understanding of the key foundational underpinnings necessary for effective service-learning projects in school counseling coursework. Potential challenges are discussed and suggestions for future research are shared. [ABSTRACT FROM AUTHOR]

School counselors may be in the best position to identify troubled students and intervene before an act of school violence occurs. Current education literature challenges school counselors to expand their knowledge of social, environmental and family dynamics and the influences of those dynamics on student violence. This article will (a) introduce the structural elements of a family system (b) describe links between dysfunctional family structure and child aggression, (c) propose school-based strategies for working with students and their families that address the structural antecedents of aggression and (d) underscore the feasibility and benefits of a systemic approach to violent students. [ABSTRACT FROM AUTHOR]