School for School Counselors Podcast

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When Less is More in Your School Counseling Program Nov 18, 2024

Show notes

⭐️ Join the School for School Counselors Mastermind to build a "stress-less" career
In this episode of the School for School Counselors podcast, host Steph Johnson addresses an issue many school counselors face: the overwhelming number of "urgent" student requests.
She argues that constantly "saving the day" might actually hurt student development and introduces a framework for triaging student concerns.
Drawing on research by Ryan and Deci on self-determination theory, she emphasizes the importance of fostering student autonomy for psychological well-being.
Steph outlines key questions counselors can use to decide when to intervene or step back, aiming to balance immediate support needs with opportunities for student growth.
The episode also touches on strategies for explaining this approach to school staff, keeping professional fluency, and joining the School for School Counselors Mastermind group to discuss and refine these practices.

00:00 Introduction: The Overwhelmed School Counselor

00:49 Welcome to the Podcast

01:48 The Problem with Being a Superhero Counselor

07:13 The Importance of Student Autonomy

13:03 A Framework for Triage in School Counseling

20:15 Implementing Autonomy Supportive Strategies

28:45 Building Professional Fluency

30:37 Conclusion and Resources
Link to Decision-Making Question List

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Resources:
Eagle, J. W., Dowd-Eagle, S. E., Snyder, A., & Holtzman, E. G. (2015). Implementing a multi-tiered system of support (MTSS): Collaboration between school psychologists and administrators to promote systems-level change. Journal of Educational and Psychological Consultation, 25(2-3), 160-177.

Epstein, J. L. (2018). School, family, and community partnerships: Preparing educators and improving schools (2nd ed.). Routledge.

Friend, M., & Cook, L. (2017). Interactions: Collaboration skills for school professionals (8th ed.). Pearson.

Reeve, J. (2009). Why teachers adopt a controlling motivating style toward students and how they can become more autonomy supportive. Educational Psychologist, 44(3), 159-175.

Ryan, R. M., & Deci, E. L. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. Guilford Press.

Su, Y. L., & Reeve, J. (2011). A meta-analysis of the effectiveness of intervention programs designed to support autonomy. Educational Psychology Review, 23(1), 159-188.

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Our goal at School for School Counselors is to help school counselors stay on fire, make huge impacts for students, and catalyze change for our roles through grassroots advocacy and collaboration. Listen to get to know more about us and our mission, feel empowered and inspired, and set yourself up for success in the wonderful world of school counseling.
Hang out in our Facebook group
Jump in, ask questions, share your ideas and become a part of the most empowering school counseling group on the planet! (Join us to see if we're right.)
Join the School for School Counselors Mastermind
The Mastermind is packed with all the things your grad program never taught you IN ADDITION TO unparalleled support and consultation. No more feeling alone, invisible, unappreciated, or like you just don't know what to do next. We've got you!
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This work is part of the School for School Counselors body of work developed by Steph Johnson, LPC, CSC, which centers role authority over role drift, consultative practice over fix-it culture, adult-designed systems and environments as primary drivers of student behavior, clinical judgment over compliance, and school counselor identity as leadership within complex systems.

Are You Chasing the Right School Counseling Goals? Nov 11, 2024

Show notes

In this episode of the 'School for School Counselors' podcast, host Steph Johnson discusses a major misstep she nearly made by trying to follow someone else's advice rather than staying true to her authentic style.
She explores the unrealistic expectations placed on school counselors, scrutinizing the ideal ASCA model and encouraging listeners to focus on meaningful change rather than unattainable perfection.
Steph highlights the significance of becoming an expert in areas that create real impact instead of adhering to scripted tasks, and urges school counselors to pursue authenticity and connection in their professional roles.
00:00 Introduction: A Near Miss and a Lesson Learned
00:47 Welcome to the School for School Counselors Podcast
01:59 The Misstep: Following Someone Else's Plan
03:06 The Importance of Authenticity
06:45 Rethinking School Counseling Goals
07:20 The Reality of School Counseling Standards
14:59 Becoming an Expert and Making a Difference
19:15 Conclusion: Embracing Change and Staying Motivated
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Hang out in our Facebook group
Jump in, ask questions, share your ideas and become a part of the most empowering school counseling group on the planet! (Join us to see if we're right.)
Join the School for School Counselors Mastermind
The Mastermind is packed with all the things your grad program never taught you IN ADDITION TO unparalleled support and consultation. No more feeling alone, invisible, unappreciated, or like you just don't know what to do next. We've got you!

How Can We Truly Support Gifted & 2E Students? Nov 04, 2024

Show notes

In this episode of the School for School Counselors podcast, host Steph Johnson talks through the unique challenges faced by gifted and twice exceptional students. Despite their abilities, these students often struggle with perfectionism, social isolation, and managing dual needs. Steph discusses practical strategies for school counselors to support these students.
She also introduces the new "Technique of the Week" segment as well as insights into the goings-on in her own school counseling program.

00:00 Introduction: The Struggles of Gifted Students

01:34 Understanding Gifted and Twice Exceptional Students

05:14 Diving Deeper into Gifted Students' Challenges

07:44 Strategies for Supporting Gifted Students

13:59 Technique of the Week
GET THE FREE OUTREACH PLANNING GUIDE HERE
GET THE FREE ROLE-PLAY TECHNIQUE GUIDE HERE
References/Resources:
Assouline, S. G., & Whiteman, C. S. (2011). Twice-exceptional learners: Psychological and educational perspectives. Psychology in the Schools, 48(3), 205-214.
Baum, S. M., & Owen, S. V. (2004). To be gifted and learning disabled: Strength-based strategies for helping twice-exceptional students achieve success in school and life. Prufrock Press.
Foley Nicpon, M., Allmon, A., Sieck, B., & Stinson, R. D. (2011). Empirical investigation of twice-exceptionality: Where have we been and where are we going? Gifted Child Quarterly, 55(1), 3-17.
Reis, S. M., Baum, S. M., & Burke, E. (2014). An operational definition of twice-exceptional learners. Gifted Child Quarterly, 58(3), 217-230.

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Dignity-Driven Holiday Outreach Programs Oct 28, 2024

Show notes

How can we create holiday outreach programs that truly lift up our students, without compromising their dignity? Join me, Steph Johnson, and let's discuss the heart of compassionate holiday outreach. We'll explore practical, ethical strategies that make a real impact, especially for students facing economic challenges or homelessness. Together, we’ll look at what works (and what doesn’t) with programs like coat drives and gift trees, and how we can avoid the common pitfalls that sometimes reinforce the very barriers we're trying to break.

It takes more than just good intentions to plan a successful holiday outreach program: it takes foresight, collaboration, and a solid game plan. We’ll walk through the essential steps for organizing an initiative that hits home, from early planning and community buy-in to volunteer coordination and mindful promotion. With a little strategic thinking and support from resources like the School for School Counselors Mastermind Initiatives, even the smallest contributions can make a huge difference. Let's make this holiday season not just a warm memory for our students, but a meaningful experience for the whole school community.
GET THE FREE OUTREACH PLANNING GUIDE HERE

Start planning now to ensure a rewarding holiday outreach effort.

00:00 Introduction: Are Your Holiday Outreach Efforts Effective?

03:18 Empowering vs. Reinforcing Challenges

04:24 Special Populations and Holiday Stress

07:51 Coordinating Outreach Efforts

09:41 Aligning Outreach with Ethical Guidelines

10:49 Inclusive Giving: Everyone Can Contribute

13:12 Creating a Successful Holiday Outreach Program

21:14 Sharing Success and Impact

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References/Resources:
American School Counselor Association (2016). Ethical standards for school counselors. ASCA. Retrieved from ASCA Ethical Standards

Evans, G.W. and Kim, P. (2013), Childhood Poverty, Chronic Stress, Self-Regulation, and Coping. Child Dev Perspect, 7: 43-48. https://doi.org/10.1111/cdep.12013

Gershoff, E. T., Aber, J. L., Raver, C. C., & Lennon, M. C. (2007). Income is not enough: Incorporating material hardship into models of income associations with parenting and child development. Child Development, 78(1), 70-95. https://doi.org/10.1111/j.1467-8624.2007.00986.x

McNeely, C., & Falci, C. (2004). School connectedness and the transition into and out of health-risk behavior among adolescents: A comparison of social belonging and teacher support. Journal of School Health, 74(7), 284-292. https://eric.ed.gov/?id=EJ743601

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Avoid Paper-Pencil Pitfalls in Your School Counseling Office Oct 21, 2024

Show notes

This episode is a comprehensive guide for school counselors aiming to improve their engagement with students. Moving beyond traditional worksheets, it provides information about evidence-based, individualized strategies and innovative interventions, particularly those with special needs.
The discussion emphasizes the critical evaluation of widely-used resources like those from Teachers Pay Teachers, the necessity of culturally responsive and trauma-informed practices, and aligning interventions with students' IEPs and behavior plans.

00:00 Introduction: The Problem with Worksheets

00:43 Rethinking Tools for Special Needs Students

02:17 The Appeal and Pitfalls of Worksheets

04:36 Personal Story: The Backpack Exercise

07:51 The Convenience vs. Effectiveness Debate

10:53 Concerns About Unvetted Resources

16:13 Focus on Special Student Populations

18:29 Individualized Approaches for Special Populations

20:21 Culturally Responsive and Trauma-Informed Practices

21:40 Practical Sensory-Based Interventions

23:27 Art and Movement-Based Techniques

27:10 Role-Playing and Therapeutic Games

30:22 Recap and Final Thoughts
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References/Resources:
Cook, B. G., & Odom, S. L. (2013). Evidence-based practices and implementation science in special education. Exceptional Children, 79(2), 135-144. doi:10.1177/001440291307900201

Dunn, W. (2001). The sensations of everyday life: Empirical, theoretical, and pragmatic considerations. American Journal of Occupational Therapy, 55(6), 608-620. doi:10.5014/ajot.55.6.608

Hammond, Z. (2015). Culturally responsive teaching and the brain: Promoting authentic engagement and rigor among culturally and linguistically diverse students. Corwin Press.

Morgan, P. L., Farkas, G., Tufis, P. A., & Sperling, R. A. (2008). Are reading and behavior problems risk factors for each other? Journal of Learning Disabilities, 41(5), 417-436. doi:10.1177/0022219408321123

Reinke, W. M., Herman, K. C., & Sprick, R. (2011). Motivational interviewing for effective classroom management: The classroom check-up. Guilford Press.

Rimm-Kaufman, S. E., & Hulleman, C. S. (2015). SEL in the classroom: Identifying and disseminating strategies. The Future of Children, 27(1), 149-172. doi:10.1353/foc.2017.0003

Scarpa, A., Williams White, S., & Attwood, T. (2013). CBT for children and adolescents with high-functioning autism spectrum disorders. Guilford Press.

Shaywitz, S. E., & Shaywitz, B. A. (2005). Dyslexia (specific reading disability). Biological Psychiatry, 57(11), 1301-1309. doi:10.1016/j.biopsych.2005.01.043

Shelton, C., & Archambault, L. (2019). Lessons learned from Teachers Pay Teachers: Exploring the educational value of online marketplaces. Journal of Online Learning Research, 5(1), 35-56. Available from: ResearchGate.

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School Counselors' Secret Weapons for Special Pops Success Oct 07, 2024

Show notes

Ever feel like juggling the needs of special populations is pushing you to the brink? It doesn’t have to be that way! Join me, Steph Johnson, as we break down the often overwhelming world of school counseling and dive into real, evidence-based strategies for advocating for your students without burning out. We’ll talk about your ethical and legal responsibilities under ASCA standards, IDEA, and Section 504, and I’ll share ideas on how to lighten the load. Whether you're supporting students in special education, 504 plans, gifted programs, or English language learners, this episode will help you take care of your students and yourself.
00:00 Introduction: The Challenge of Serving Every Student

01:50 Understanding Special Populations

04:53 Ethical and Legal Responsibilities

08:12 Challenges Faced by School Counselors

14:51 Strategies for Effective Support

24:18 Conclusion and Encouragement

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Resources:
As mentioned in the episode, the resources list for this episode is too lengthy to post here. Email the show for a detailed list.
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Habits for School Counselor Hustle Sep 30, 2024

Show notes

Ready to Tame the School Year Chaos? In this episode of School for School Counselors Podcast, host Steph Johnson dives into the power of building habits that stick—even in the whirlwind of school counseling life.
Discover how to manage your ever-growing to-do list using James Clear’s proven habit loop framework: cue, craving, response, and reward.
Steph’s got you covered with practical tips for mastering new habits (without chasing perfection) and shows how small wins can lead to big changes.
Grab your free Habit Planner here

00:00 Welcome and Introduction

00:59 The Importance of Developing Habits

01:40 Listener Review and Personal Introduction

02:57 Balancing Responsibilities and Habits

07:24 Understanding the Habit Loop

16:41 Implementing Habit Stacking

23:08 Consistency Over Perfection

26:37 Upcoming Topics and Action Plan
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Resources:
Clear, J. (2018). Atomic habits: An easy & proven way to build good habits & break bad ones. Avery.
Harkin, B., Webb, T. L., Chang, B. P. I., Prestwich, A., Conner, M., Kellar, I., & Sheeran, P. (2016). *Does monitoring goal progress promote goal attainment? A meta-analysis of the experimental evidence.* Psychological Bulletin, 142(2), 198-229.

Lally, P., Van Jaarsveld, C. H., Potts, H. W., & Wardle, J. (2010). *How are habits formed: Modelling habit formation in the real world.* European Journal of Social Psychology, 40(6), 998-1009.

Neal, D. T., Wood, W., & Quinn, J. M. (2006). *Habits—A repeat performance.* Current Directions in Psychological Science, 15(4), 198-202.

Wood, W., & Neal, D. T. (2007). *A new look at habits and the habit-goal interface.* Psychological Review, 114(4), 843-863.
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How to Tell If You're a "Good Enough" School Counselor Sep 23, 2024

Show notes

Can trying to solve every student problem actually hold them back? Join us as we explore this provocative question, inspired by Donald Winnicott's concept of the "good enough parent.” We'll dissect the instinct to "fix" and consider how stepping back can empower students, helping them build resilience, self-advocacy, and problem-solving skills, ultimately fostering their independence and emotional strength while lightening your workload.
We'll also challenge the unrealistic standards set by the ASCA National Model, questioning whether the relentless pursuit of perfection is truly beneficial. With only 1.1% of schools achieving RAMP status, it's clear that these high bars can create an unsustainable work environment. Instead, we advocate for "good enough school counseling," embracing imperfection and focusing on meaningful, manageable impacts.
00:00 Introduction: The Well-Meaning Instinct of School Counselors

00:41 Empowering Students by Doing Less

01:06 Listener Reviews and Feedback

02:55 The Urge to Fix: A Common Challenge

04:25 The Concept of 'Good Enough' Counseling

07:54 Statistics and Realities of School Counseling

10:45 Sustainable Practices for School Counselors

21:54 The Importance of Empowering Students

22:42 Conclusion and Final Thoughts
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References/Resources:
Clemens, E. V., & Milsom, A. (2008). The school counselor’s role in addressing the mental health needs of students: A model for prevention, intervention, and crisis intervention. Journal of School Counseling, 6(23).
Winnicott, D. W. (1953). Transitional objects and transitional phenomena: A study of the first not-me possession. International Journal of Psychoanalysis, 34, 89–97.
Winnicott, D. W. (1965). The maturational processes and the facilitating environment. London: Hogarth Press.

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The Hidden Dangers of Toxic Positivity in School Counseling Sep 16, 2024

Show notes

Can adopting a positive mindset inadvertently lead to dismissing genuine struggles?
How can we balance a healthy stress mindset without falling into the trap of toxic positivity?
In this episode of the 'School for School Counselors Podcast, host Steph Johnson addresses the complexities of stress management for school counselors. The episode delves into recognizing the difference between a constructive stress mindset and falling into the trap of toxic positivity.
Steph shares strategies for identifying warning signs of burnout, maintaining realistic expectations, and balancing professional efforts with emotional well-being. Listeners are encouraged to adopt mindful self-reflection, understand contextual limits, and seek peer support to sustain a healthy professional mindset.

00:00 Introduction and Podcast Overview

01:33 Understanding Stress Mindset vs. Toxic Positivity

01:45 Listener Reviews and Reflections

03:19 Reinterpreting Stress: A Deeper Dive

05:03 Growth Mindset and Its Pitfalls

08:12 Warning Signs of Toxic Positivity

08:59 Personal Experience with Hustle Culture

19:35 Strategies to Maintain a Healthy Mindset

26:10 Conclusion

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References/Resources:
American School Counselor Association. (2019). The ASCA national model: A framework for school counseling programs (4th ed.). American School Counselor Association.
Dweck, C. S. (2006). Mindset: The new psychology of success. Random House.

Tao W, Zhao D, Yue H, Horton I, Tian X, Xu Z and Sun H-J (2022) The Influence of Growth Mindset on the Mental Health and Life Events of College Students. Front. Psychol. 13:821206. doi: 10.3389/fpsyg.2022.821206

Tsai, Min-Ying. 2023. Comparing Perfectionism, Cognitive Mindset, Constructive Thinking, and Emotional Intelligence in Gifted Students by Grade and Gender. Social Sciences 12: 233. https://doi.org/ 10.3390/socsci12040233

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School Counseling Stress: What If We’re Wrong? Sep 09, 2024

Show notes

What if stress wasn't your enemy, but your secret weapon? In this enlightening episode, Steph Johnson reveals how school counselors can transform stress from a debilitating burden into a powerful strength. We tackle the overwhelming caseloads, emotional toll, and resource scarcity head-on, offering a fresh perspective supported by robust, peer-reviewed research. Discover how your mindset about stress can radically alter your health outcomes, boost resilience, and promote professional growth. Sound too good to be true? The research says otherwise.
00:00 Understanding School Counseling Stressors

00:39 Introduction and Podcast Welcome

01:01 Exploring Stress Solutions

02:35 Challenging Traditional Views on Stress

03:05 Listener Reviews and Feedback

04:44 Rethinking Stress in School Counseling

07:31 Harnessing Stress for Positive Outcomes

11:59 Practical Strategies for Stress Management

14:40 Research Insights on Stress Mindsets

25:54 Final Thoughts
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References/Resources:
Crum, A. J., Akinola, M., Martin, A., & Fath, S. (2017). The role of stress mindset in shaping cognitive, emotional, and physiological responses to challenging and threatening stress. Anxiety, stress, & coping, 30(4), 379-395.

Crum, A.J., Jamieson, J.P., & Akinola, M. (2020). Optimizing stress: An integrated intervention for regulating stress responses. Emotion, 20(1), 120-125. http://dx.doi.org/10.1037/emo0000670

Crum, A. J., Salovey, P., & Achor, S. (2013). Rethinking stress: The role of mindsets in determining the stress response. Journal of Personality and Social Psychology, 104(4), 716–733. https://doi.org/10.1037/a0031201

Jamieson, J.P., Crum, A.J., Goyer, J.P., Marotta, M.E. & Akinola, M. (2018). Optimizing stress responses with reappraisal and mindset interventions: an integrated model, Anxiety, Stress, & Coping, 31(3), 245-261. DOI: 10.1080/10615806.2018.1442615

Jamieson, J. P., Mendes, W. B., & Nock, M. K. (2013). Improving acute stress responses: The power of reappraisal. Current Directions in Psychological Science, 22(1), 51-56. https://doi.org/10.1177/0963721412461500

Keller, A., Litzelman, K., Wisk, L. E., Maddox, T., Cheng, E. R., Creswell, P. D., & Witt, W. P. (2012). Does the perception that stress affects health matter? The association with health and mortality. Health Psychology, 31(5), 677–684. https://doi.org/10.1037/a0026743

Liu JJW, Ein N, Gervasio J, Vickers K (2019) The efficacy of stress reappraisal interventions on stress responsivity: A meta-analysis and systematic review of existing evidence. PLoS ONE 14(2): e0212854. https://doi.org/10.1371/journal.pone.0212854

Mind & Body Lab. (n.d.). Stress and performance. Stanford University. https://mbl.stanford.edu/stress

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