Matthew Eugene Lemberger-Truelove

• Doctor of Philosophy
• University of North Texas

The purpose of this meta-analysis was to examine the effectiveness of school counselor-led social and emotional learning (SEL) interventions, including an exploration of the moderators that could influence variations in these effect sizes. Drawing from 28 published articles over the last 20 years in school counseling-affiliated academic journals, r...

School counselor educators train future professionals who will adopt a non-dual educator-counselor identity and deliver direct services to culturally diverse students and other education stakeholders. To capture select school counselor educators’ values and practices, the authors of the current study performed a descriptive phenomenological study u...

The purpose of this content analysis was to examine the use of theory in school-counselor-led interventions. Specifically, we examined intervention characteristics, evaluation design, and use of theory in school-counselor-led intervention studies that were published by the American Counseling Association, the American School Counselor Association (...

In this pilot study, we examined the impact of child-centered play therapy (CCPT) on the social and emotional functioning and mindful expressions of preschoolers in Head Start preschool programs. Participants were 23 children from two Head Start preschool programs in the southwestern United States and were referred by school personnel for behaviora...

Classical humanistic philosophy and psychology both infer the persistence of a stable, authentic, and volitional self, which neither fully coheres with the values implicit to professional counseling nor offers sufficient relevance to culturally diverse client groups. As an alternative, the authors suggest that humanistic counseling can emerge as a...

Objectives: The purpose of the current study was to consider the omnibus magnitude and direction of treatment effects associated with parent-inclusive interventions (PII) when compared to no treatment and nonparent-inclusive interventions (NPII) alternatives as well as sample and study characteristics associated with observed treatment effects. Met...

We live in a complex and interconnected world with individual‐ and community‐level development and well‐being shaped by numerous variables. Given this multi‐deterministic nature of development, counselors are called to integrate the social determinants of mental health (SDMH) into key activities including clinical assessment, case conceptualization...

Research in the Schools: Advancing the Evidence Base for the School Counseling Profession provides accessible and actionable strategies for conducting school counseling research with a focus on student outcomes. The text is organized to support new research from the starting point of collaborative relationships with school partners and the ethical...

Research in the Schools: Advancing the Evidence Base for the School Counseling Profession provides accessible and actionable strategies for conducting school counseling research with a focus on student outcomes. The text is organized to support new research from the starting point of collaborative relationships with school partners and the ethical...

We explored the outcomes of a school counselor consultation intervention informed by the Advocating Student-within-Environment theory as delivered to nine teachers of 149 students in a Title I school. Results from hierarchical regression analyses revealed changes in teachers’ perceptions of the teacher–student relationship that predicted students’...

The support and engagement teachers foster in their classrooms likely impact student success in reading achievement. Therefore, we used a multilevel approach to examine if students’ perception of support and engagement at both the individual and classroom levels were associated with students’ overall reading achievement. Perception data collected f...

In this randomized controlled trial, we explored the effects of a combined mindfulness and social/emotional learning (SEL) school counselor consultation intervention. Participants included a diverse sample of 30 secondary educators teaching in Title 1 school districts. Participants received 5 weeks of consultation based on mindfulness and SEL. Resu...

Lower socioeconomic status is related to sleep/wake problems in early childhood, however, the effects are not uniform and there is a need to understand individual differences. We examined whether maternal mindful parenting moderated this association. Participants were 172 mothers of 2- to 5-year-old children (children’s M age = 3.30 years) from div...

There is a need to better understand the influence of daytime parenting behaviors on children’s sleep. We investigated relations between maternal harsh parenting and young children’s sleep and consistent with health disparities and cumulative risk perspectives, socioeconomic status was considered as a moderator of these associations. Participants w...

In this special issue, the editors and each team of contributing authors offer examples of how a combined identity as educator–counselor can affect the various roles and responsibilities associated with school counseling. The suggestion that school counselor identity is always both educator and counselor is neither trivial nor a semantic distinctio...

Minoritized students in Title 1 schools face myriad oppressive forces that can negatively affect their academic and social-emotional development. It is imperative that interventions delivered in schools promote self-empowerment by cultivating student capacities in culturally apposite ways. The authors describe the results of a longitudinal phenomen...

Given the paucity of professional development (PD) opportunities, gaps in cultural competence, and deterioration of direct counseling service opportunities for many school counselors, it is reasonable to conjecture that there is an inadvertent abandonment of skill development and related student outcomes. This mixed-methods study sought to evaluate...

The authors investigated a combined social and emotional learning and mindfulness-based intervention as delivered by school counselors to students in classrooms and their teachers using consultation practices. The study used a cluster-randomized design at the classroom level, with an ethnically diverse sample of 109 middle school students divided b...

This article examines the advocating student‐within‐environment (ASE) approach to school counseling through the concept of historicity. Acknowledging and assessing how historicity influences students' views of their environment and school system can provide the ASE school counselor a deeper understanding of students' perceptual reality and a point...

The authors delivered a school counseling intervention grounded in advocating student‐within‐environment theory (Lemberger, 2010) to 57 kindergarten students. Using an action research design, 2 school counselors implemented the intervention in 5 classrooms. Program participation resulted in enhanced executive function and social‐emotional learning...

Evidence-based school counseling requires that practitioners and scholars utilize formal counseling theory. Theories that inform school counseling must cohere with the unique needs of students and school environments. Therefore, we propose that school counseling theories must include the following constituents: (a) qualities of students and school...

The authors investigated disruption of core beliefs, deliberate rumination, and perceived social support as each might relate to posttraumatic growth (PTG) for a sample of 1,121 Korean undergraduate students. Results from a structural model supported the hypothesized relationships among the 2 cognitive factors, social support, and PTG. The higher t...

The authors discuss the results from an early childhood mental health consultation (ECMHC) intervention delivered by a professional counselor to 6 teachers in urban, culturally diverse, and economically challenged school environments. Results from a phenomenological analysis of the data evince the influence of the ECMHC intervention, which combined...

Objective We describe the Child Observation of Mindfulness Measure (C-OMM), a new instrument designed to assess young children’s outward expressions of self-regulated attention and orientation to experience. Methods Twenty-three 3- to 4-year-old children were assessed using the C-OMM. Using Generalizability theory, differentiated variances were ex...

Research Findings: Given the variable nature of early childhood settings, practitioners and researchers need better guidance on what conditions influence observations conducted within early childhood settings (National Research Council, 2008). Using 230 observations from 23 three- and four-year-old children, we conducted a Generalizability study to...

Research Findings: Given the variable nature of early childhood settings, practitioners and researchers need better guidance on what conditions influence observations conducted within early childhood settings (National Research Council, 2008). Using 230 observations from 23 three- and four-year-old children, we conducted a Generalizability study to...

First-generation college students have received considerable attention in education research , yet there is still much that is unknown about their unique college experiences. This mixed-methods study provides a unique perspective on first-generation college students through the application of McClusky's theory of margin to first-generation students...

The authors analyzed findings from a counselor‐delivered social and emotional learning and mindfulness‐based intervention with twenty‐three 3‐ and 4‐year‐olds from economically disadvantaged backgrounds. Using a multilevel modeling approach to illustrate students' growth across multiple behavioral observations in a randomized controlled design, the...

Constructivist and existential psychologies both contain tensions pertaining to self-centric and social-centric perspectives. The authors explicate these tensions and offer an alternative scheme based on dialogical philosophy. The dialogical alternative presented in this article has implications for counseling and social justice praxis.

Researchers in group counseling often encounter complex data from individual clients who are members of a group. Clients in the same group may be more similar than clients from different groups and this can lead to violations of statistical assumptions. The complexity of the data also means that predictors and outcomes can be measured at both the c...

Social-emotional learning (SEL) is an effective intervention focus associated with personal growth, student achievement, and behavioral regulation. The authors suggest that school counselors extend SEL practices into their leadership dispositions and behaviors. The authors offer implications for socially just school counseling practice, scholarship...

The authors suggest that social justice praxis is required of any humanistic practitioner. Inspired by a metamodern interpretation of humanistic psychology, the authors offer five propositions for the bases of a socially just humanistic praxis. Based on these propositions, the authors suggest that the humanist practitioner consider socially just ce...

The authors propose a process for school counseling researchers to conduct evidence-based research consistent to the person-centered humanistic perspective. Informed by three tenets for research, including relationship building in the school community, the use of moderators pertaining to the student and the therapeutic relationship, and valuing con...

The authors of this article discuss race-based trauma as it might be explained by Adlerian theoretical tenets. To illustrate the relevance of Adler’s theory to race-based trauma, the authors introduce the Transcultural Adlerian Conceptualization and Therapy (TACT) model. The TACT model is used to illustrate how issues such as institutional and inte...

The authors of the current study examined the influence of repeated exposure to the Student Success Skills (SSS) counseling intervention program on feelings of connectedness, behavioral and metacognitive skills, and reading achievement for 201 students in a predominately Hispanic, low-income middle school district in the Southwest United States. Re...

Influenced by the philosophy of Derrida, the authors present deconstructive humanism as a postmodern lens for humanistic counseling. In this article, the authors describe the basic elements of this perspective and offer initial implications for counseling practice.

The authors examined the effects of the Student Success Skills program on executive functioning, feelings of connectedness, and academic achievement of a sample of 193 middle school students in a predominantly Hispanic and economically challenged school district in the southwestern United States. Using multilevel regression analyses in a two-level...

The authors present a framework designed to assist the counselor in integrating the qualities of art and creativity in therapeutic intervention. This framework is based on the idea that client disclosures are a personal aesthetic. We suggest that the client’s construction of a personal aesthetic, or the client’s subjective interpretation and expres...

To begin the special issue and set the stage for the subsequent articles, the authors provide an overview of humanism. Specifically, the authors discuss ideological foundations, cultural barriers to the adoption of humanism, and visions for the future of humanism in the counseling profession.

The authors introduce critical race theory as a decisional framework for ethical counseling, with a focus on racial disparities when working particularly with African American clients. The authors provide a fictional case example that explains how this framework can be implemented when conducting cross-cultural counseling with African American clie...

The authors present an overview of a therapeutic perspective for school therapists (counselors, psychologists, social workers) based on humanistic and social justice principles called Advocating Student-within-Environment (ASE). An ASE-influenced school therapist is directed by the assumption that the student has to be a participant in any social c...

Hansen (2012b) responds to the author’s (Lemberger, 2012) critique of his humanistic vision by dividing their arguments as either individual or cultural in design. In this reply, the author contends that the individual cannot be extracted from her or his culture and, therefore, what is sufficient for a humanistic counseling culture must also be suf...

In his extension of the humanistic vision, Hansen (2012) recommends that counseling prac-titioners and scholars adopt operations that are consistent with his definition of a multiple-perspective philosophy. Alternatively, the author of this article believes that Hansen has reduced the capacity of the human to interpret meaning through quantitative...

Relative to their suburban peers, inner-city African American elementary school students are often situated at a disadvantage insofar as social and in-school opportunities are concerned (Bolland, Lian, & Formichella, 2005; Glickman & Scally, 2008). As a way to confront these forms of inequity, evidence-based interventions tailored to support the pe...

This study tested the developmental trajectories of career maturity (CM) and parental attachment (PA), the longitudinal influence of both, and gender as a moderator. Findings showed developmental progressions in adolescents' PA and CM over 4 years. The change in PA was positively related to the developmental change in CM. For gender, there was a st...

An overview of the Student Success Skills (SSS) program is offered, including descriptions of the curricular structure, extant research support related to SSS effectiveness for academic achievement and improved school behaviors, and a theory of change for student development. Recent research has demonstrated the value of the SSS program as it conne...

The Student Success Skills program is an evidence-based, counselor-led intervention founded on a variety of humanistic principles. Five studies and a recent meta-analysis provide evidence that integrating human potential practices into the school by teaching students foundational learning skills strengthens the link between school counseling interv...

The author introduces a humanistic theory for school counseling called Advocating Student-within-Environment (ASE). According to this theory, the student is an adaptive agent who operates within ever-evolving environments. With ASE, a school counselor can use the capacities of the student, the school environment, and their shared agency to promote...

This study examined the effectiveness of a supervised mentoring program designed to improve the academic achievement of 834 low‐income elementary and secondary school students in Seoul, South Korea. When compared to the control group, both elementary and middle school students exposed to the mentoring program improved in mathematic and reading comp...

The authors describe an innovative practice in classroom pedagogy for teaching counseling theories. In an attempt to make the counseling process “transparent” for students, instructors demonstrated clinical thinking using monologue and dialogue during role plays conducted in class. Support for this approach is offered, and feedback from students in...

The qualitative study in this article explores critical incidents that may facilitate the support a principal provides for a school counseling program. Through structured interviews, supportive principals are asked to reflect on their prior experiences with school counselors, their educational exposure to school counseling, and their recommendation...

The qualitative study in this article explores critical incidents that may facilitate the support a principal provides for a school counseling program. Through structured interviews, supportive principals are asked to reflect on their prior experiences with school counselors, their educational exposure to school counseling, and their recommendation...

In this qualitative study, 210 school counselors responded to a Web-based national survey exploring the effects of the No Child Left Behind legislation. They described how much they knew about the legislation, outlined the positive and negative effects of the legislation on their school counseling programs, and detailed their role in the testing pr...

In this qualitative study, 210 school counselors responded to a Web-based national survey exploring the effects of the No Child Left Behind legislation. They described how much they knew about the legislation, outlined the positive and negative effects of the legislation on their school counseling programs, and detailed their role in the testing pr...