Ellen S. Amatea

• University of Florida

Objectives Parents’ early school involvement is central to successful school transition. However, results of parenting programs aimed at improving kindergarten transition for children from disadvantaged backgrounds are inconclusive and the achievement gap is increasing. Using a family resilience model, we examine relationships between a set of pare...

Scholars have shown that educational experiences within the classroom may marginalize students of color which may result in psychological distress. However, the utilization of culturally responsive educational practices (CRE) can create environments in which marginalized students can thrive not only academically, but psychologically. The authors pr...

Systemically trained counselors have a distinctive set of skills that make them well suited to prepare teachers to work with students’ families. In this article, we discuss our experiences as family counselors in developing and teaching a required course in family–school collaboration to elementary teachers in training. We first describe the teache...

There is a growing literature revealing the complexity of family–school relationships and the significant power imbalances and mismatches between the role expectations of caregivers and teachers who differ by class and race. This study investigates a course at a large research university in the Southeastern United States designed to influence the a...

This article introduces marriage and family therapists (MFT) to some of the common issues faced by families that have a child with autism spectrum disorder (ASD). First, autism is defined and common myths surrounding it are discussed. Next, relational challenges are presented that families report experiencing during early childhood through the elem...

Culturally responsive educational practices have arisen as effective means of increasing culturally diverse students’ academic achievement and psychological well-being; however, the relational processes involved are not well understood. Using grounded theory, this study examines the relational processes of one culturally responsive teacher and her...

School counselors bring special skills to the effort of educating low-income children. A review of literature on poverty and social class as correlates of student success, teacher expectations, and parent involvement provides a rationale for school counselors expanding their leadership roles in high-poverty schools by (a) serving as cultural broker...

This paper describes when and how reversal strategies can be used within the school setting to modify problematic student behavior. Three common problem situations are described in which reversal strategies might appropriately be applied. In addition, guidelines are provided for introducing school helping professionals to the use of this class of c...

This study explored the contributions of role stressors and personal resources in predicting strain symptoms experienced by 117 professional women employed full-time in academia. Results of multiple regression analyses revealed that, while role stressors alone accounted for only a moderate amount of the variance in reported strain symptoms, 51 % of...

This article presents an overview of a researchinformed family resilience framework, developed as a conceptual map to guide school counselors' preventive and interventive efforts with students and their families. Key processes that characterize children's and families' resilience are outlined along with recommendations for how school counselors mig...

This qualitative study utilized a grounded theory methodology to assess the conceptions about the school counselor role held by 26 administrators employed in public elementary, middle, or high schools. The study was designed to build a deeper understanding of how school administrators conceptualized the school counselor role. Four distinctive role...

This article presents an overview of a research-informed family resilience framework, developed as a conceptual map to guide school counselors’ preventive and interventive efforts with students and their families. Key processes that characterize children's and families’ resilience are outlined along with recommendations for how school counselors mi...

The researchers examined the perceptions of 23 teachers in elementary, middle, and high schools regarding necessary counseling and guidance services, how these services might best be delivered, and teachers' expectations about school counselor contributions and working relationships. The researchers also examined the resulting reflections of the gr...

A 3-year project of school-wide change undertaken by a team of school counselors, administrators and counselor educators was initiated to create strong working relationships among a school's counselors, teachers, and students' families. This article delineates the goals and history of this consultation project and gives detailed examples of the int...

By expanding the school leadership team to include the school's counselors, the staff of a K-12 school successfully transformed many of their existing family-school routines into more collaborative efforts. We delineate the history of this change initiative, the goals and objectives for the change project, and the primary organizational change stra...

Proposes a variety of different epistemological lenses for viewing the process of school change, for use by the school administrator. Applies these lenses in an actual case study depicting school change. Analyses the impact on administrative practice and training of using these lenses.

Examined the impact of the initial phase of family therapy (FT) training on 99 novice family therapists' skill acquisition. The influence of 4 trainee characteristics on skill acquisition was also investigated. Ss, who were drawn from 5 graduate training programs in counselor education or marriage and FT, completed 3 assessment instruments. Results...

Asserts that ecosystemic (ES) therapy can be approached from 2 different epistemological perspectives, each of which provides a different way of thinking about the nature of human systems, the way problems develop, and the means by which a mental health counselor understands and works within these systems. The 1st-order view is demonstrated by fami...

Studied 141 academic women (29–68 yrs old) exploring levels of stress, career satisfaction, career commitment, personal resources, and coping strategies among 4 role groups: single, single-parent, married, and married-parent women. Each S completed a Life Role Development Questionnaire. Although all groups of women had high levels of career commitm...

The authors describe an application of the Mental Research Institute (MRI) brief therapy model for working with schoolchildren who either do not want to change or feel they cannot change their problematic behavior. This short‐term, problem‐focused approach centers on changing the cycles of interaction surrounding a student's problem, in which schoo...

A newly developing mode of brief, problem-focused intervention, known as brief strategic intervention, has begun to be used by special services practitioners to resolve persistent student problems. In this article, the brief strategic intervention approach is described and illustrated by means of a case involving a third grader who avoided doing hi...

This article describes an intervention employed in working with a 5-year-old girl who had frequent temper tantrums at school and at home. Using a brief systemic approach, the interactional cycle between the child and involved adults was assessed, and an intervention was developed and implemented to interrupt the tantrums. This involved prescribing...

An alternative method for classifying women's interrole coping efforts is proposed based upon current stress and coping theory. This coping classification method is then used to examine the coping responses and reported satisfaction of a sample of 135 professional women employed full-time as college faculty. Distinctive patterns of coping response...

This study reviews the development of the Life Role Salience Scales (LRSS), which were designed to assess men's and women's personal expectations concerning occupational, marital, parental, and homecare roles. Two aspects of personal role expectations were assessed by means of the scales: (a) the personal importance or value attributed to participa...

This study examines the relationships among career, marital, and family-role salience variables, parenthood motivations, and childhood paternal and maternal relationships for two groups of married graduate-student women—those who were mothers and those voluntarily choosing to remain childless. Both discriminant and multiple analyses of variance pro...

Describes a short-term workshop designed to assist young dual career couples in developing effective personal and couple-based lifestyle coping strategies. Discusses coping elements and strategies, characteristics of dual career couples, workshop goals and format, workshop implementation, and workshop experiences (areas of concentration). (WAS)

Discusses current ideas about development in adulthood. These theories deal with (a) the kind of changes that may be expected, (b) whether they occur in a predictable sequence, (c) how they come about (i.e., are the causes physiological, psychological, or environmental?), (d) how they are dealt with by the "healthy" individual, and (e) what factors...

Professional women may have difficulties combining the role of professional worker with that of wife and mother. Describes common issues which face women, discusses methods for coping with competing demands, and presents a structured approach for helping women conceptualize the issue and choose appropriate intervention strategies. (Author)

Describes a career guidance program for high school students and their parents. "Going Places" focuses on learning self-management skills and exploring options. It enables parents to help themselves and their children in career planning and decision making through group activities, home assignments, skill rehearsal, and reading materials. (JAC)

To examine the effect of sex on the connotative meaning of 6 vocal emotional expressions, a 2 x 6 x 2 factorial design with correlated groups was used. Speaker and listener sex and emotional expression were fixed independent variables. Summed ratings on 9 semantic differential scales representing 3 factors, general evaluation, social control, and a...

"Brief Strategic Intervention for School Behavior Problems" has been written for school helping professionals—specifically, school counselors, school psychologists, and school social workers. Part One discusses the distinctive premises about the nature of human problems and their resolution on which this approach is based. Part Two, consisting...