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Counseling & Human Services Theses & Dissertations

Theses and dissertations published by graduate students in the Department of Counseling and Human Services, College of Education, Old Dominion University, since Fall 2016 are available in this collection. Backfiles of all dissertations (and some theses) have also been added.

In late Fall 2023 or Spring 2024, all theses will be digitized and available here. In the meantime, consult the Library Catalog to find older items in print.

Theses/Dissertations from 2023 2023

Dissertation: Providing Family Centered Care Within Pediatric Integrated Care Settings , Emily D. Bebber

Dissertation: The Lived Experiences of 911 Dispatchers With Compassion Fatigue: An Interpretive Phenomenology , Angela Johnson

Dissertation: Exploring the Lived Experiences of Self-Identified Politically Conservative Students in Graduate Counseling Programs in Public Universities , Elizabeth A. Orrison

Theses/Dissertations from 2022 2022

Dissertation: Mental Health Counselors’ Perceptions of Professional Identity as Correctional Counselors in an Integrated Behavioral Health Care Setting , Jeanel L. Franklin

Dissertation: Complex Thought for Complex Work: Preparing Cognitively Complex Counselors for Work in Diverse Settings , Alexandra C. Gantt

Dissertation: Trauma and Crisis Counselor Preparation: The Relationship of an Online Trauma and Crisis Course and Counseling Self-Efficacy , Julia Leigh Lancaster

Dissertation: An Investigation of Healthcare Professionals’ Perspectives on the Tasks of Mental Health Counselors in Hospital Settings , Suelle Micallef Marmara

Dissertation: Broaching Race and Race-Related Issues: Phenomenological Inquiry of Doctoral Student Supervisors of Counselor Trainees , Judith Wambui Preston

Dissertation: A Phenomenological Investigation of School Counselor Antiracist Social Justice Practices , Stephanie Deonca Smith-Durkin

Dissertation: Counselor Perceived Competence Diagnosing Disorders from DSM-5 Diagnostic Categories Survey Results and the Development and Validation of Scores on the Diagnostic Self-Efficacy Scale , Erin Elizabeth Woods

Dissertation: The Experiences of School Counselors Providing Virtual Services During Covid-19: A Phenomenological Investigation , Allison Kathryn Worth

Dissertation: A Comparison of Sorority Women and Non-Sorority Women’s Alcohol Use: Perception, Rate of Use, and Consequences , Betsy Zimmerman

Theses/Dissertations from 2021 2021

Dissertation: Effectiveness of College Counseling Interventions in International Student Adjustment to United States Higher Education Systems: A Meta-Analysis , Joshua Ebby Abraham

Dissertation: What Are We Missing?: A Comparison of Experiences of Race-Based Trauma by Black Americans and Black Jamaicans , Bianca R. Augustine

Dissertation: Site Supervisors' Perspectives on Supervision of Counselor Trainees in Integrated Behavioral Health (IBH) Settings: A Q Methodology Approach , Yeşim Giresunlu

Dissertation: The Impact of a Crisis Intervention Team Program on Psychiatric Boarding , Kurtis Hooks

Dissertation: A Case Study on the Application and Implementation of Positive Behavioral Interventions and Supports for Students with Emotional Disabilities in Alternative Education , Kira Candelieri Marcari

Dissertation: Initial Development of the Escala de Fortaleza en Jóvenes para Padres , David Moran

Dissertation: Incivility of Coworker Behaviors and Minority Firefighters’ Belongingness in the Workplace , Alyssa Reiter

Dissertation: A Meta-Analysis of Three Years of Data on Outcomes of Therapy Groups for Inmates in the Virginia Department of Corrections , Abie Carroll Tremblay

Theses/Dissertations from 2020 2020

Dissertation: Improving Veterans’ Psychological Well-Being with a Positive Psychology Gratitude Exercise , Clara Im Adkins

Dissertation: An Examination of the Relationship Among Social Services Support, Race, Ethnicity and Recidivism in Justice Involved Mothers , Ne’Shaun Janay Borden

Dissertation: Development and Validation of the Students With Learning Disabilities School Counselor Self- Efficacy Scale: A Psychometric Study , Rawn Alfredo Boulden, Jr.

Dissertation: Minority Counselor Multicultural Competence in the Current Sociopolitical Climate , Kathleen Brown

Dissertation: A Meta-Analysis of Group Treatment Outcomes for Veterans with Substance Use Disorders , Robert “Tony” Dice

Dissertation: Investigating the Impact of the FAVA Well-Being Protocol on Perceived Stress and Psychological Well-Being With At-Promise High School Students , Renee L. Fensom

Dissertation: Mental Health Counselors' Perceptions on Preparedness in Integrated Behavioral Healthcare in Underserved Areas , Kyulee Park

Dissertation: Group Treatment Effectiveness for Substance Use Disorders: Abstinence vs. Harm Reduction , Jill D. Parramore

Dissertation: Best Practices in Clinical Supervision: What Must Supervisees Do? , Johana Rocha

Dissertation: A Phenomenological Investigation of Counselors’ Experiences With Clients Affected by Problematic Internet Pornography Use , Kendall R. Sparks

Dissertation: Counselor Education Doctoral Students’ Research Self-Efficacy: A Concept Mapping Approach , Zahide Sunal

Dissertation: A Systemic Review and Meta-Analysis of Psychoeducational Groups for the Treatment of Psychopathology Resulting from Child Sexual Abuse , Alexis Lynnette Wilkerson

Dissertation: School Counseling Professionals’ Experiences Using ASCA’s Mindsets & Behaviors for Student Success to Achieve College and Career Readiness , George Wilson

Theses/Dissertations from 2019 2019

Dissertation: Exploring the Lived Experiences of Career Oriented Military Spouses Pursuing Education for Career Advancement , Melody D. Agbisit

Dissertation: Reshaping Counselor Education: The Identification of Influential Factors on Multisystemic Therapy , T'Airra C. Belcher

Dissertation: An Investigation of Posttraumatic Growth Experienced By Parents After a Miscarriage , Barbara Elizabeth Powell Boyd

Dissertation: The Psychometric Properties of the School Counseling Internship Competency Scale , Melanie Ann Burgess

Dissertation: Intersectional Identities and Microaggressions: The Experience of Transgender Females , Cory Daniel Gerwe

Dissertation: Comparing Higher Order Value Differences By Religious and Spiritual Association and Implications for Counseling: An Exploratory Study , Gregory C. Lemich

Dissertation: The Effects of Supervisory Style and Supervisory Working Alliance on Supervisee Disclosure in Supervision: A Moderated Mediation Analysis , Chi Li

Dissertation: A Comparison of College Student-Athletes With Attention-Deficit Hyperactivity Disorder (ADHD) and Nonathletes With ADHD: Academic Adjustment, Severity of Mental Health Concerns, and Complexity of Life Concerns , Sonja Lund

Dissertation: An Experimental Study of Research Self-Efficacy In Master’s Students , Nicola Aelish Meade

Theses/Dissertations from 2018 2018

Dissertation: Multilevel Confirmatory Factor Analysis of the Family Adjustment Measure with Lower-Income, Ethnic Minority Parents of Children with Disabilities , Vanessa Nicole Dominguez-O'Hare

Dissertation: Risk and Resiliency Factors Affecting the College Adjustment of Students with Intersectional Ethnocultural Minority and LGBTQ Identities , Stacey Christina Fernandes

Dissertation: The Relationship Between Childhood Adversity and Adult Relationship Health for Economically Marginalized, Racially and Ethnically Diverse Individuals , Sandy-Ann M. Griffith

Dissertation: An Exploration of Practicum Students' Experiences of Meaning-Making Through Altruism , Debra Paige Lewis

Dissertation: Addiction Counselors' Perceptions of Clinical Supervision Practices , Marla Harrison Newby

Dissertation: Exploring the Variant Experiences Through Which Racial/Ethnic Minorities Select Art Therapy as a Career , Mary Ritchie Roberts

Dissertation: Psychosocial Determinants of Medication Adherence among HIV-Positive Individuals in Mexico City , Anthony Vajda

Theses/Dissertations from 2017 2017

Dissertation: Cross-Racial Trust Factors: Exploring the Experiences of Blacks Who Have Had White Mentors in the Counseling Profession , Eric Montrece Brown

Dissertation: Personality, Motivation, and Internet Gaming Disorder: Understanding the Addiction , Kristy L. Carlisle

Dissertation: The Relationship Between Trauma Exposure and College Student Adjustment: Factors of Resilience as a Mediator , Amber Leih Jolley

Dissertation: Establishing the Psychometric Properties of the Understanding Mental Health Scale: A Dissertation Study , Michael Thomas Kalkbrenner

Dissertation: Attitudes and Actions that Adoptive Parents Perceive as Helpful in the Process of Raising Their Internationally Adopted Adolescent , Marina V. Kuzmina

Dissertation: Towards a New Profession: Counselor Professional Identity in Italy. A Delphi Study , Davide Mariotti

Dissertation: Exploring the Relationship Between Depression and Resilience in Survivors of Childhood Trauma , Marquis A. Norton

Dissertation: Understanding the Experiences of Women with Anorexia Nervosa Who Complete an Exposure Therapy Protocol in a Naturalistic Setting , Gina B. Polychronopoulos

Dissertation: An Exploratory Factor Analysis Examining Experiences and Perceptions of Campus Safety for International Students , Sonia H. Ramrakhiani

Dissertation: The Role of Self-Care and Hardiness in Moderating Burnout in Mental Health Counselors , Traci Danielle Richards

Theses/Dissertations from 2016 2016

Dissertation: Examining Changes in College Counseling Clients’ Symptomology and Severity over an Eight Year Span , Caroline Lee Bertolet

Dissertation: Initial Development and Validation of the Transgender Ally Identity Scale for Counselors , Jamie D. Bower

Dissertation: A Counselor’s First Encounter with Non-Death Loss: A Phenomenological Case Study on New Counselor Preparation and Experience in Working with Non-Death Loss , Charles P. Carrington

Dissertation: The Relationship Between Counselors' Multicultural Counseling Competence and Poverty Beliefs , Madeline Elizabeth Clark

Dissertation: Counselors’ Perceived Preparedness for Technology-Mediated Distance Counseling: A Phenomenological Examination , Daniel C. Holland

Theses/Dissertations from 2015 2015

Dissertation: Factors Associated with Family Counseling Practices: The Effects of Training, Experience, and Multicultural Counseling Competence , Amanda A. Brookshear

Dissertation: An Examination of Supervisory Working Alliance, Supervisee Demographics, and Delivery Methods in Synchronous Distance Supervision , Robert Milton Carlisle III

Dissertation: A Phenomenological Investigation of Counselors' Perceived Degree of Preparedness When Working with Suicidal Clients , Heather Danielle Dahl

Dissertation: African American Pastors and Their Perceptions of Professional School Counseling , Krystal L. Freeman

Dissertation: A Phenomenological Investigation of Wellness and Wellness Promotion in Counselor Education Programs , Brett Kyle Gleason

Dissertation: Examining Disordered Eating Amongst Sorority Women , Andrea Joy Kirk

Dissertation: Bhutanese Counselors' Experiences with Western Counseling: A Qualitative Study , Susan V. Lester

Dissertation: An Exploration of Health Providers' Responses to Intimate Partner Violence (IPV) in Malaysia , Kee Pau

Dissertation: A Mixed Methods Study of the Intersection of Sexual Orientation and Spiritual Development in the College Experience , Kevin C. Snow

Theses/Dissertations from 2014 2014

Dissertation: Ethical and Legal Knowledge, Cognitive Complexity, and Moral Reasoning in Counseling Students , Matthew W. Bonner

Dissertation: A Grounded Theory of the College Experiences of African American Males in Black Greek-Letter Organizations , David Julius Ford Jr.

Dissertation: The Experiences of School Counselors with Court Involvement Related to Child Custody , Crystal E. Hatton

Dissertation: A Grounded Theory of Suicidality in Children Ten and Younger , Katherine Angela Heimsch

Dissertation: School Counseling Program Models Utilized By School Districts , Tracy L. Jackson

Dissertation: The Relationship Among Counseling Supervision Satisfaction, Counselor Self-Efficacy, Working Alliance and Multicultural factors , Jennifer Dawn Logan

Dissertation: Development of the Profession of Counseling in Kenya, Uganda, and Tanzania: A Grounded Theory Study , Mueni Joy Maweu Mwendwa

Dissertation: Resident Assistants' Self- Efficacy for Participation in Counseling Activities , Miranda Johnson Parries

Dissertation: Role Ambiguity of Counseling Supervisors , Aaron Gabriel Shames

Dissertation: Degree of Implementation of the American School Counselor Association National Model and School Counselor Burnout , Katrina Marie Steele

Dissertation: College Health and Mental Health Outcomes on Student Success , Daniel Joseph St. John

Dissertation: Supervisor Perceptions of Their Multicultural Training Needs for Working with English Language Learning Supervisees , Hsin-Ya Tang

Theses/Dissertations from 2013 2013

Dissertation: Experiences of Resident Assistants with Potentially Suicidal Students: Identification, Referral, and Expectations , Katherine M. Bender

Dissertation: Counselor Demographics, Client Aggression, Counselor Job Satisfaction, and Confidence in Coping in Residential Treatment Programs , Erik Braun

Dissertation: School Personnel Perceptions of Professional School Counselor Role and Function , Caron N. Coles

Dissertation: Factors That Influence Minority Student Enrollment at Various Levels of Postsecondary Education , LaShauna Mychal's Dean

Dissertation: Experiences and Perceptions of Mental Health Professionals Considered Effective in the Diagnosis and Treatment of Adults with Attention Deficit Hyperactivity Disorder , Bonita H. Erb

Dissertation: A Qualitative Study of the Experiences of Gatekeeping Among PhD Counselor Educators , Carol A. Erbes

Dissertation: Investigating Similarities and Differences as Measured by the DUREL and GSQ Between Three Subgroups Attending a Local AA Meeting to Develop a Profile of Long Term Attendees , Keesha Masean Kerns

Dissertation: Experiences of the Process and Outcomes of Group Dream Work , Penny Makris

Dissertation: Initial Development and Validation of the Rural Competency Scale , Cassandra Gail Pusateri

Dissertation: A Consensual Qualitative Research Study of the Transformation From High School Dropout to Second Chance Alumni , Jayne E. Smith

Theses/Dissertations from 2012 2012

Dissertation: Counselor Beliefs and Perceived Knowledge Regarding Clients with Learning Disabilities , Tamekia R. Bell

Dissertation: Using the Counseling Center Assessment of Psychological Symptoms - 34 (CCAPS-34) to Predict Premature Termination in a College Counseling Sample , Sean B. Hall

Dissertation: The Development and Validation of the Preference for Adherence to Theoretical Orientation Scale , Tiffinee S. Hamilton

Dissertation: Factors Impacting Counselor Competency When Counseling Sexual Minority Intimate Partner Violence Victims , Ryan Hancock

Dissertation: An Exploration of the State-Trait Continuum in Counseling and Positive Psychology , Michael A. Keefer

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Counseling students present master's thesis research

2006 School and Community Counseling Master's Degree Thesis Summaries

Master's students in counseling and human development presented their projects and thesis research at the Annual Master's Symposium in Counselor Education in April in the Common Room of the Interfaith Chapel.

Master's theses include three options: scholarly presentation of an issue or theory in relation to counseling practices; development of a therapeutic resource for school/community practitioners and/or clients; development of an intervention or other counseling modality for groups of clients.

The research projects for this year are:

Karyn Sauers, Understanding Self-Injury in Adolescents and Counseling Implications for School Counselors: Self-Injury is a growing problem among groups of adolescents.. The thesis presents school counselors with an understanding of self-injurious behavior as well as knowledge on how to work with students who self-injure.

Jo Kenyon, Narrative Resources for Personal and Political Counseling in a School Setting: Many narrative theories and stories are told from a community counseling perspective, neglecting the values of narrative therapies for school counseling. This thesis resource is a collection of narrative ideas and experiences along with the author’s thoughts. Its purpose is to provide a starting point for any new school counselor interested in learning more about narrative therapy.

Jung Kuo, Self-Efficacy and Self-Management of Battered Women: The psychological distress that often follows an abusive relationship can last up to 10 years or beyond after leaving a violent relationship. The first part of this thesis discusses common needs and challenges of women suffering intimate abuse. The second part focuses on the Trans-Theoretical model of change and the benefits relevant to self-efficacy and self-management of battered women.

Erica Dewey , Identifying and Preventing Suicidal Ideation in Adolescents: Suicide among adolescents is a prevalent issue in the United States . An initial step in preventing adolescent suicide is training school staff, parents, community members, and students on how to identify students, who are at-risk for, or are showing warning signs of, suicidal ideation. The school counselor is integral in each step of intervention and post-vention by developing and implementing supplemental programs, providing intervention counseling to students who are experiencing suicidal thoughts, serving as a liaison among schools, parents, and students, and providing grief counseling for students in the event of a completed suicide.   

Taryn Spear, The Effects of Developmental Disabilities on the Family Dynamics: Family as System: This thesis discusses the effects of developmental disabilities on family dynamics. Family Systems Theory is reviewed and provides the interpretive framework for this thesis. The purpose of this thesis is to inform the reader of the effects of developmental disabilities on the family dynamics, the importance of viewing the family as a system, and how this theory is guiding counseling theory and practice today.

Tessa Greeno, Bullying in Middle School : Bullying has become an overwhelming problem in today’s middle schools, with many students involved in bullying situations daily. This essay presents a brief history of the study of violence in schools, cultural contexts of violence in schools, an overview of literature devoted to bullying, and a discussion of reactive and proactive solutions to bullying. In addition, implications for the field of school counseling regarding bullying in schools are examined.

Laura Bliss, Self-Esteem and the Learning Disabled Student: This thesis explores the research which establishes that self-esteem has a negative impact on the learning-disabled student. Further, it provides information for how school counselors can help to foster healthy levels of self-esteem through peer mediation, self-help groups, and extracurricular actives.

Lena M. Kieliszak, Gender Inequality In America : The Shared Problems and a Shared Preventive Approach: This paper represents an exploration of barriers rooted in the history of social inequality for women in America . Preventive counseling with families is promoted as an important model in counseling for sharing civic and personal concerns and responsibility for systemic change in gendered cultural practices. An example of changing cultural practice is presented in the case of prioritizing minority, low-income women by instituting mental health practice thereby expanding therapeutic alliances and collaboration in an obstetrics and gynecology setting.

Ashley Wall, Pregnant Adolescents in Academic Settings: Issues and Strategies for School Counselors: Teen pregnancy continues to be an important issue facing all members of society. Because school counselors play an important role in working with pregnant teens, it is critical that they are aware of the effects and consequences of teen pregnancy, as well as the varying emotional and physical reactions that will likely surface. This thesis provides counselors with an understanding of various approaches and techniques that can be utilized when working with this population.

Sara Goodnow, Preventive Interventions for Mothers-Loss Families: One population for which preventive counseling may be particularly useful is families that recently suffered the loss of a mother. This paper aims to explore the unique circumstances of mother-loss families, and addresses some specific needs and risks that that those families may face. An overview of the prevention theory and model will be presented, and the conclusion offers recommendations for preventive intervention strategies to foster adjustment and resilience for members of mother loss families.

Tamara A. Potter, Promoting Cultural Competence and Social Justice:Leading innovative practice in schools for the needs of LGBT youth: Lesbian, gay, bisexual and transgender (LGBT) youth struggle with heterosexism,homophobia and harassment in American school systems. While discourses regarding diversity and multiculturalism have expanded within our schools, issues pertaining to the unique needs and challenges of LGBT students remain largely ignored. The present paper draws attention to the sociopolitical influences contributing to the marginalization of this young population. The author argues for more specialized training and active leadership roles of school counselors in promoting cultural competence and social justice at various levels.

Katie Treahy, The Use of Play Therapy in Elementary Schools: Implications for Counselors: A considerable amount of research has indicated that children’s natural means of expressing themselves is through play. Play therapy is designed to provide children with an alternative voice through toys and other materials to express their thoughts, feelings, and emotions. This paper explores the different theoretical approaches to play therapy, and how they can be applied when working with a variety of children specifically in a school setting.

Brian C. Cool, Walking Free : “Walking Free” provides inmates a resource-based manual identifying educational and rehabilitation programs in the Monroe County Correctional Facility, and how to access these programs. It provides understandable information on common mental health illnesses and client identified ways to treat symptoms while incarcerated. Finally, it gives inmates an opportunity to engage members of their immediate support system in the treatment process while incarcerated and treatment plan post incarceration

Kristina Barbero, Families in Transitions: A Guide for School Counselors: This theses addresses divorce and the effects it has on school-age children, from a school counselor’s point of view. Forms of preventive interventions that are used in schools to aid in helping children cope with divorce are presented. Information on how to facilitate Families in Transition Groups, is shared and school counselors are encouraged to embrace these ideas and incorporate them into their school districts.

Megan McElhinney, The Realities of Teenage Depression: Etiology, Treatment, and Implications for School Counselors: This thesis concentrates on exposing the debilitating nature of depression in teenagers. Depression, often mistaken for other disorders or behavioral problems in teens, can have serious effects if untreated, including isolation from activities, peers, and family, bullying, cutting, and most devastatingly, suicide. Different types of depression will be discussed, as well as the debate on whether depression is rooted in genetics or if the environment is largely to blame for the onset of this mental disorder.

Heather Noto, Resource Guide: Relationships, Sexuality, and Developmental Disabilities: A Professional’s Guide to Implementing a Strength-Based Counseling Approach: This manual was developed as a guide for those who encounter individuals with developmental disabilities who indicate an interest or display behavior warranting education or counseling with respect to interpersonal relationships and/or sexuality. This manual guides individuals with developmental disabilities to explore new realms of possibilities for personal, interpersonal, and social identities. This guide to relationships and sexuality counseling/education will include approaches that encourage new meaning making about individual self-concept, self-esteem, feeling and emotions, desire, relationship building, and companionship in addition to sexuality education.

Douglas Cook, Athletics: A Facilitative and Meaningful Context for Values and Character Education in Student-Athletes: This thesis explores the gap in understanding what values and character mean in relation to school athletic programs. School counselors have to step out of the “norm” of a career and school counselor in a school and expands their role as a Character Educator. As a result, the counselor will be able to assist coaches, parents, and students to help develop a solid sports program.

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“We Are the Heartbeat of the School”: How School Counselors Supported Student Mental Health During the COVID-19 Pandemic

Emily r. alexander.

1 School of Education, Harvard University, Cambridge, MA, USA

Mandy Savitz-Romer

Tara p. nicola, heather t. rowan-kenyon.

2 Lynch School of Education and Human Development, Boston College, Chestnut Hill, MA, USA

Stephanie Carroll

The COVID-19 pandemic and the shift to online learning exacerbated the mental health needs of children and adolescents, especially among minoritized students who were disproportionately impacted by the virus. Although the pandemic has increased the demand for counseling, research finds that school counselors are often hindered by organizational constraints. Using organizational role theory, this study examined school counselors’ perceptions of their role delivering mental health supports during the pandemic. Findings indicate that school counselors reported an increased need for counseling, but faced multiple barriers to supporting students, leaving those who most needed the support particularly vulnerable.

The global COVID-19 pandemic upended students’ lives, creating new challenges for schools as they attempted to deliver instruction to students and address their diverse needs. Students experienced social isolation, parental unemployment, food insecurity, fear of illness, and grief over deaths from the virus, which affected both their academic achievement and well-being ( Hamilton & Gross, 2021 ). Concerns for students’ mental health mounted with evidence that rates of youth anxiety and depression soared during the pandemic ( Singh et al., 2020 ). When schools closed or resorted to hybrid learning models in 2020, many students were also distanced from the stability and support their schools provided, compounding their mental health issues ( YouthTruth, 2021 ). These impacts deepened preexisting racial disparities in learning and educational opportunity ( Office for Civil Rights [OCR], 2021 ).

School counselors are uniquely positioned to promote social/emotional wellness beyond the academic core due to their training and professional standards ( Gysbers & Henderson, 2012 ). The American School Counselor Association ( ASCA, 2020 ) states that school counselors are “qualified to provide instruction, appraisal and advice and short-term counseling to students and referral services to students and families” (para. 6). Specifically, school counselors are trained to address students’ mental health concerns through implementation of data-driven, comprehensive school counseling programs that promote social/emotional wellness via preventative and developmental supports ( ASCA, 2019 ; Goodman-Scott et al., 2020 ).

Emergent research examining school counselors’ professional experiences carrying out their responsibilities during COVID-19 suggests that the absence of in-person, face-to-face interaction with students and an increase in noncounseling duties created significant obstacles to delivering school-based support (e.g., ASCA, 2021 ; Savitz-Romer et al., 2021 ; Strear et al., 2021 ). Our article extends this extant research, using a mixed-methods design to examine school counselors’ experiences supporting students’ social/emotional wellness during a time of remote and hybrid learning. We use the terms mental health, well-being, and social/emotional wellness interchangeably to reflect their synonymous use in the school counseling field, the academic literature, and by our study participants.

Literature Review

The mental health needs of school-aged children are a prominent concern for schools and mental health professionals ( Lambie et al., 2019 ). Anxiety, depression, and suicidal ideation and attempts among youth have become increasingly prevalent over the past decade, with an estimated 20% of children and adolescents meeting the diagnostic criteria for a mental or behavioral disorder ( Centers for Disease Control and Prevention (CDC), 2019 ). The COVID-19 pandemic has exacerbated these mental health issues, particularly among students of color ( OCR, 2021 ). Not only did minoritized youth experience disproportionate impacts of challenges brought on by the pandemic, but they also had to face the racial reckoning unfolding in the United States during 2020 ( Flanagan et al., 2021 ; OCR, 2021 ).

Despite their growing mental health needs, students had limited access to school-based mental health services in the months following the pandemic’s onset. Most students who access mental healthcare do so at school ( Freeman & Kendziora, 2017 ); historically marginalized students in particular tend to rely on schools for mental health support ( Ali et al., 2019 ). However, the shift to remote learning created challenges to providing school-based mental health services ( OCR, 2021 ). In fact, a nationally representative survey of school districts found that high-poverty and rural districts—those which serve many low-income students and students of color—especially struggled to provide social/emotional support to their students during COVID-19 ( Vinson & Naftzger, 2021 ).

The pandemic particularly impacted the work of school counselors—school-based mental health professionals who provide social/emotional support to students. Counselors are an integral part of schools’ student support systems, working alongside psychologists, social workers, and nurses to offer direct and indirect group and individual services to students ( ASCA, 2021 ; Gysbers & Henderson, 2012 ). Guided by a set of Multicultural and Social Justice Counseling Competencies, school counselors address educational disparities through their roles as leaders, advocates, and culturally responsive clinicians ( Singh et al., 2020 ).

Although school counselors are trained to deliver social/emotional programming, significant changes to the professional role of the school counselor have led to confusion among education leaders about what counselors can and should do ( Levy & Lemberger-Truelove, 2021 ). The ASCA National Model ( ASCA, 2019 ) explicitly states that school counselors work across three domains: academic, college and career readiness, and social/emotional. School and district leaders are often unaware of what this means in practice and lack understanding of the benefits of implementing comprehensive school counseling programs; as a result, they fail to utilize school counselors as mental health professionals ( Benigno, 2017 ; DeKruyf et al., 2013 ). School counselors—especially those from under-resourced urban and rural schools—frequently report having neither the time nor support to provide counseling services, with their days instead consumed by administrative tasks and other noncounseling duties that draw time away from implementing comprehensive school counseling programs ( Chandler et al., 2018 ; Hilts et al., 2019 ). As such, school counselors’ specialized education, training, and expertise in social/emotional counseling may be underutilized ( Blake, 2020 ).

School counselors, especially in low-income districts or rural settings, may be the only counseling professionals available in a school ( Whitaker et al., 2019 ); thus, they are often called upon as critical resources during times of crisis ( Pincus et al., 2020 ). New research suggests that school counselors encountered challenges supporting students during the pandemic due to organizational constraints. For example, school policies restricting virtual counseling and limited face-to-face interactions made it difficult for counselors to identify and address students’ mental health concerns ( ASCA, 2021 ; Savitz-Romer et al., 2021 ). Thus, school counselors’ experiences during the pandemic were in many ways similar to those prior to its onset. Role confusion and lack of administrative support persisted. School counselors reported spending less time delivering individual and group counseling than they did previously, in part due to school policies that made it difficult to connect with students, such as those prohibiting video conferencing during counseling sessions ( Savitz-Romer et al., 2021 ). The assignment of noncounseling duties also increased in the remote format, with school counselors spending a substantial amount of their time managing attendance, distributing technology, and supporting families ( ASCA, 2021 ). Although these findings provide valuable insight into school counselors’ professional experiences generally during the pandemic, little is known about their role addressing students’ wellness concerns specifically.

This study extends early research on school counselors’ experiences during COVID-19 by examining their enactment of a key element of the ASCA National Model: supporting students’ social/emotional development ( ASCA, 2019 ). We used role theory to understand the highly specialized role of the school counselor as it pertains to administering mental health support within the school context during the pandemic.

Theoretical Framework

Role theory, situated within the organizational theory literature, is a widely used framework for conceptualizing the expectations of actors within a larger organization ( Bidwell, 2001 ). Role theory explains an individual’s role and behavior within an organization and posits that role stress is a major contributing factor to an individual’s performance and efficacy. Role stress is composed of three constructs: role conflict, ambiguity, and overload ( Bidwell, 2001 ; Turner, 2001 ). Individuals experience role conflict when they are subjected to multiple opposing expectations for their role, while role ambiguity occurs when individuals receive unclear or inconsistent expectations regarding their role responsibilities ( Biddle, 1986 ). Role overload occurs when one has limited time and resources to meet work demands ( Biddle, 1986 ). Understanding role stress is critical due to its effects on job performance, satisfaction, and burnout.

Role Theory and School Counseling

Role theory is useful when examining the experiences of school counselors and explaining the dilemmas they face in fulfilling their roles. Scholars investigating role stress have consistently found that school counselors report significant levels of role ambiguity, conflict, and overload ( Blake, 2020 ; Cervoni & DeLucia-Waack, 2011 ; Coll & Freeman, 1997 ). Role ambiguity is prevalent in part because of widespread confusion as to what the role encompasses, including the degree to which counselors are mental healthcare professionals ( Levy & Lemberger-Truelove, 2021 ; Lewis et al., 2020 ). Unclear job descriptions, differing expectations among school stakeholders, and the presence of other school-based mental health professionals (i.e., social workers, psychologists) exacerbate role ambiguity ( DeKruyf et al., 2013 ).

Role conflict and overload may also be attributed to the assignment of noncounseling duties falling outside of the scope of ASCA’s (2019) definition of the school counselor role. Studies show that counselors are often given administrative responsibilities, including scheduling, administering standardized tests, and lunchroom duty ( Benigno, 2017 ; Chandler et al., 2018 ). Several scholars have found that performing noncounseling duties is significantly associated with high levels of exhaustion and burnout ( Holman et al., 2019 ), and takes time away from the job counselors are trained to do—counsel students. Our study draws on organizational role theory to identify how the COVID-19 pandemic shaped the role of the school counselor in their ability to respond to rising student mental health needs.

Purpose and Rationale

Although evidence shows that school counselors positively influence students’ social/emotional well-being ( Whiston & Quinby, 2009 ), studies have yet to document whether counselors were able to enact this support during the pandemic. This study aims to fill that gap in the literature using a mixed-methods approach to capture school counselors’ lived experiences and perspectives during this unique period. We addressed the following research question: What were school counselors’ experiences providing social/emotional support to students during the COVID-19 pandemic?

This project is part of a larger study embracing a pragmatic epistemological approach ( Johnson & Onwuegbuzie, 2004 ) to broadly explore how school counselors enacted their roles during the pandemic. The larger study utilized survey and focus group data through a sequential explanatory, mixed-methods design outlined in Figure 1 (see Savitz-Romer et al., 2021 , for more information). The present study focuses exclusively on qualitative data collected from open-ended survey responses and focus group transcripts.

Explanatory sequential design components used in this study.

Data Collection Procedures and Participants

Our study draws on data from the COVID-19 National Survey of School Counselors (NSSC; N = 1060). Any counselor working in a U.S. public school was eligible to participate. We primarily recruited school counselors via national and state professional organization email lists and social media. We also purchased contact details for 3000 urban and rural school counselors, and invited them to participate to ensure their voices were adequately reflected. Participants represented a range of school contexts, with the sample evenly split by urbanicity (see Table 1 ).

Overview of Survey and Focus Group Samples.

The 80-question online survey, administered during May and June 2020, solicited information from school counselors about their experiences adapting to remote schooling at the onset of the pandemic. The survey included six open-ended response questions about the challenges school counselors faced and how schools, districts, and states could better support them. This study analyzed four of those questions, which focused on school counselors’ perceptions of students’ mental health and experiences enacting the social/emotional component of their role. Questions included, “What are challenges you faced fulfilling the responsibilities of your role during the pandemic?” and “What are three effective things that your school, district, or state education agency did to support counselors during the coronavirus outbreak?”

Focus Groups

Focus groups allowed the research team to delve beyond the numbers in the survey data, gaining deeper insight into the lived experiences of school counselors ( Savin-Baden & Howell Major, 2013 ). Focus group participants consisted of a subsample of school counselors who completed the survey and agreed to be contacted about further research opportunities ( n = 232). We invited survey participants to attend 90-minute, online focus groups during February and March 2021. The demographics of focus group participants ( n = 47) were generally similar to the larger sample of survey-takers (see Table 1 ). To ensure we asked relevant questions, we organized our focus groups by grade levels served. Four elementary/middle school focus groups, six high school focus groups, and one pilot focus group across grade levels were completed. These focus groups facilitated deeper exploration of key themes arising from the survey data, including school counselors’ experiences supporting student mental health. Sample questions included, “What has your role been in providing mental health support to students?” and “What factors have complicated or facilitated you in your ability to deliver these services?”

Data Analysis

We used thematic coding and subcoding to analyze the survey and focus group data ( Saldaña, 2013 ). The text responses from the NSSC and the theoretical framework guided the formation of an initial codebook, developed after three team members open-coded 100 responses in Dedoose. Each transcript was coded by two team members, using the established codebook. The research team met regularly to discuss and refine codes and make meaning of salient themes.

Trustworthiness and Reflexivity

We utilized several strategies to attain trustworthiness. First, the sequential mixed-methods study design facilitated triangulation of the data ( Creswell, 2015 ). By comparing the thematic consistency across the survey responses and the focus group transcripts, we gained confidence in the validity of our findings. Second, at least two team members coded each piece of data and met frequently with the research team to discuss and refine codes. Finally, we used memos to critically reflect on how our positionalities may have affected participants and the information gleaned from them, as well as our interpretations of the data.

A team of five researchers conducted this study, each bringing a distinct lens to the work. Authors 1, 3, and 5 are current or former graduate students interested in promoting school counseling research, while Author 4 is a higher education faculty member whose work focuses on college access and student success. Author 2 is a counselor educator and a former school counselor. Authors 2 and 4 have extensive experience conducting mixed-methods research and have closely mentored the graduate students involved in this research. All team members identify as White, cis-gendered women. Our use of memo writing allowed us to remain cognizant of these identities and our varied backgrounds and experiences with school counseling.

Limitations

The findings from this study should be interpreted with recognition of their limitations. First, our survey-takers are broadly representative of the school counseling profession, but survey participants are not necessarily representative of all counselors nationally. Similarly, the limited number of focus groups conducted, and the fact that we recruited participants from the survey sample, impacts the generalizability of findings. Second, our findings largely highlight the experiences of White and female school counselors, and thus do not necessarily reflect those of male counselors and counselors of color. Third, this study is cross-sectional and solicited information from participants during spring 2020 and fall/winter 2021. Given the rapidly shifting nature of the pandemic, our findings pertain to specific time points in the pandemic and may not accurately reflect the state of schools today.

We first discuss school counselors’ perceptions of the state of student mental health during the COVID-19 pandemic, and then describe their experiences delivering services in remote and hybrid learning contexts.

School Counselors Perceived High Need for Mental Health Support

The school counselors in our study overwhelmingly expressed concern for the mental health of their students. As demands for counseling increased during the pandemic, school counselors saw their role as essential to supporting students, especially given limited access to many local mental health providers.

Increased Worry about Students’ Well-Being

Counselors underscored the deterioration of students’ mental health during the pandemic, largely due to the social isolation, anxiety, depression, grief, and trauma brought on by COVID-19. One focus group participant shared her concern: “I think the social/emotional welfare can kind of keep you awake at night because you know there’s kids that are struggling that you don’t know how to reach out and support.” Other counselors in communities with high infection rates described their heartbreaking experiences consoling students who lost family members to the virus. One survey participant wrote, “Unlike before the outbreak, when a few of my students would have major life traumas happening, since the outbreak many of my students have major life traumas happening, and this has been terribly difficult to keep up with.”

Participants reported that many of the students they counseled experienced a form of “distance learning loneliness,” brought on by “feelings of isolation, disconnect with school and . . . with other people in general.” School counselors emphasized that low engagement and lack of motivation were common across their schools. Some participants explained that students who had been making progress in counseling before the pandemic regressed. One focus group participant shared, “We’ve had a number of students who last year were doing well and probably would have progressed out of therapy, [but] this year are now just going backward day after day.”

Heightened Demand for Mental Health Counseling

School counselors observed increases in both the number of counseling referrals from teachers and those that they themselves made for students to access outside mental health resources. Several participants noted changes in the content of referrals, with marked increases in those focused on coping with grief and loss. Participants reported that local mental health providers were inundated with requests during the pandemic, with one focus group participant explaining that in her community, it was “difficult for parents and families to get in quickly if they need to see some of the local agencies, especially those who take Medicaid or state insurance.”

One of the most notable consequences of the increased demand for counseling was an uptick in counselors’ time devoted to social/emotional support. Participants emphasized that although they are trained to provide short-term mental health counseling, they tended to engage in longer-term counseling to ensure students had access to support in a timely manner. This was especially true in cases where students were left on long waitlists for appointments with local social service agencies. According to one participant: “I think normally the students that we might have referred out, I’m more likely to see for a little bit because I know it’s going to be a little bit of a wait and we can provide some support.” An elementary school counselor shared a similar experience, stating, “I have had a few kiddos that I’ve had 30-minute sessions with all year. And normally that would not be what I think a school counselor would do.” Other counselors in our study emphasized that meeting consistently with students was one way of supporting those who may not have a “mental health qualifying problem” to get a referral.

School Counselors Struggled to Remotely Deliver Counseling Services

The second major theme reflects the obstacles school counselors faced in trying to provide mental health support to their students. School counselors shared that they saw themselves as “the heartbeat of the school,” offering critical resources to meet increased needs during the pandemic and the return to in-person learning. Participants reported that the rapid transition to remote and hybrid learning strained their efforts, a byproduct of both the nature of being virtual and of school-level organizational constraints. Here, three central subthemes emerged: limited access to students, difficulty forming meaningful connections with students and confidentiality issues.

Limited Access to Students

School counselors expressed frustration with school administrators who overemphasized an academic focus despite warnings about emerging mental health needs. Participants experienced this protection of instructional time as reducing their access to students. One school counselor remarked, “It hasn’t been written policy, but admin has made it explicit that I’m not allowed to take up class time.” Counselors reported barriers to accessing classrooms for the delivery of preventative, social/emotional programming, and explicit restriction from making appointments for individual or group counseling during instructional time. Even with the return to hybrid models of schooling, participants recounted stories of teachers who were reluctant to relinquish any in-person time with students. Counseling work continued to be relegated to remote connections.

Among our sample, we did have a few outlier cases in which counselors found that remote schooling allowed for increased access to classrooms. One school counselor described, “Teachers have been really generous about letting me go in and do little bits and pieces of my mental health first aid in their classes, just to kind of remind kids about potential symptoms and triggers.” However, with instructional time carefully safeguarded and prioritized in most cases, many participants reported not having sufficient time and space to carry out classroom lessons.

Participants found that endless administrative duties that fall outside of their role created another barrier to accessing students. Tasks such as temperature checks and extra lunch duties resulted in school counselors spending a significant amount of time not performing counseling duties. One elementary counselor shared, “My role has changed from being a counselor to being just the secretary . . . attendance takes the vast majority of my time.” School counselors were especially frustrated by administrative requests that indicated a lack of understanding of the counselor role. One high school counselor lamented:

You know, if you look at it in the sense of when a doctor goes to school to be a neurologist or to be a cardiologist, when they come out of school and they go into their practice, do they all of a sudden become a foot surgeon or become a pediatrician? No. . . . It's confusing to me that I feel like I learned something and then somebody is trying to tell me to do something totally opposite.

As this participant highlighted, organizational barriers prevented school counselors from interacting with students, a requisite for their work.

Lack of Meaningful Connections

A common thread across stories about limited access included school counselors’ difficulty forming meaningful connections with students. Participants believed that these connections were essential for all students, especially those who did not have previous relationships with counselors. As one high school counselor noted in a focus group:

We have our freshmen who never stepped foot on campus. . . . And then our sophomores, they’ve only had, what, seven or so months with those few teachers? And they haven’t had the opportunity to connect with us as a counselor to know who to come to with some of those concerns.

Many participants similarly lamented the challenges of relationship building with students in a remote environment. One survey participant recalled their experience at the onset of the pandemic, noting that it was “tough to deal with student needs when we can’t be with them. We are relationship driven, and face-to-face makes our jobs easier.” This lack of connection in a physical school building and inability to check in with students casually throughout the day inhibited school counselors from identifying those students who most needed support.

Scheduling difficulties and student disengagement in a remote environment further compounded counselors’ attempts at relationship building. Focus group participants shared that scheduling was difficult because students did not “always respond, and then 50% of the time they don’t show up because they forget or whatever it might be. They’re just tired.” Similarly, one high school counselor lamented:

When you are a school counselor and you have students that are readily available, meaning they're in the classroom, down the hall or in the cafeteria, you can easily have conversations with them. But they're not in the building and you can't easily get a kid who doesn't show up on Zoom, doesn't answer the phone, doesn't respond to a text, doesn’t respond to an email, doesn't respond to you calling the parent. They've, you know, I guess the word is “ghosted” you.

Even when school counselors managed to connect remotely with students, they recalled difficulty overcoming the “virtual barrier” between themselves and their students and felt the quality of the connection was not the same. As one survey participant said, “You can’t give a hug over the phone.”

Confidentiality Challenges

School counselors’ inability to have confidential conversations was another barrier to their connecting deeply with students and supporting their mental health. When schools moved online, counselors were reliant on parents to connect them with students for counseling sessions. One survey respondent wrote:

My district made it a requirement for me to get parent consent before reaching out to the student. This made my job very difficult because the parents with mental health stigma did not allow for me to talk to the student.

Other participants described some parents’ behaviors as overly involved in counseling sessions, thereby straining confidentiality. Survey and focus group participants reported instances in which parents listened offscreen and answered questions meant for students. Counselors sensed a palpable discomfort among their students when privacy was limited, and family members were “never out of earshot” during counseling sessions.

Some school counselors were able to address sensitive topics via texting or the chat features of video conferencing services, but others felt uncomfortable having sensitive conversations. One participant detailed a suicide assessment she completed over video conference without knowing that the student’s “mom was right there. He was being supervised with what he said because she doesn’t want him discussing those issues.” Multiple counselors described the challenge of filing an abuse or neglect complaint, with one focus group participant sharing:

When a student discloses something that is, like, potentially something that could be filed on a 51A, you have that conversation with the kid. . . . There's no conversation I can have with this kid right now. He wrote what he wrote and if I'm going off of what he's saying is accurate; I can't just call him up and talk about it because he's right there with the parent that he's talking about. So that was terrible.

As mandated reporters, school counselors rely on trust and confidentiality that they nurture in their relationships with students. Remote schooling made these facets of their job more difficult.

Confidentiality issues continued to surface in hybrid schooling as school counselors found themselves relegated to remote connections. Participants described the challenges of finding private spaces within the school, with one school counselor sharing in a focus group:

I see some of my students in my office, but then others, I'm supposed to see while they’re in school, but we're both on a computer. And . . . where are they going to go? And I had to be really clear that they actually need some place that they're going to talk to me. And I lucked out, I think, because I pushed really hard to get them a space where they could shut the door. But I do have some colleagues who are seeing kids sitting outside their classroom just with headphones on.

Counselors thus felt they were struggling to maintain confidentiality during virtual counseling sessions.

The findings from this study provide a valuable description of school counselors’ professional experiences delivering social/emotional support to students during the pandemic. Findings emerged around two primary themes: school counselors’ perceptions of increased mental health needs among students and the unique barriers they faced in attempting to address those needs. School counselors were concerned for their students’ well-being and perceived increased demand for both counseling services and mental health referrals, especially in light of the dual pandemics that were disproportionately impacting students of color. However, school counselors felt constrained in their ability to effectively support students due to consequences of remote schooling and organizational structures that impeded their work.

Applying organizational role theory to these findings, we found evidence that school counselors experienced role stress when trying to execute the social/emotional facets of their role. First, school counselors perceived high demand for counseling services yet had limited time and resources to meet these demands—an exacerbated form of role overload. An increase in noncounseling duties and novel challenges to virtual counseling (e.g., policies that protected instructional time at the expense of individual counseling) restricted school counselors from delivering social/emotional support. Finally, school counselors’ experiences revealed heightened role ambiguity and conflict as they encountered a lack of alignment between what they believed was needed to support students’ mental health and administrators’ expectations. The assignment of noncounseling duties only further increased role stress. These findings align with previous research on role stress and its negative effects on the counseling profession ( Blake, 2020 ; Cervoni & DeLucia-Waack, 2011 ; Coll & Freeman, 1997 ). Drivers of role stress are deleterious because they can compromise the quantity and quality of the social/emotional support counselors are trained to provide.

Implications

These findings reveal practical implications for school counselors and educational leaders as they transition to a postpandemic era of schooling. First, education leaders must recognize school counselor expertise in promoting students’ social/emotional development, especially considering the collective trauma and grief brought on by the pandemic. Students of color and those who experience conditions related to poverty were disproportionately impacted by the dual pandemics and will heavily rely on schools for support. School leaders would be wise to leverage school counselors as partners in articulating counselors’ roles and expectations for helping students and the school community recover from disruption. Recovery plans should elevate social/emotional counseling responsibilities, structure time in the schedule for students to access support, and prioritize counseling duties that fall within the scope of the school counselor role. School leaders might pay specific attention to the role overload that counselors experience by relieving them of administrative tasks that were added during the pandemic. This can help alleviate role stress so that school counselors can focus on the support they are trained to provide. Moreover, since school counselors struggled to maintain confidentiality while providing virtual counseling, school and district leaders need to protect counselors’ time and the spaces that enable them to hold confidential conversations with students.

Second, school counselors recognized that social service providers that support families on medical assistance were especially overwhelmed with referrals for long-term support, and low-income students relied on school counselors for mental health services more than ever. Thus, school counselors’ ability to identify and support students’ mental health needs is especially critical for marginalized students who may not have access to non–school-based, clinical support. Therefore, administrators should utilize school counselors as mental health professionals, and counselors must continue to advocate for this aspect of their role. This includes clarifying school counselors’ role as mental healthcare providers, ensuring they have adequate time to address students’ increased mental health needs, and supporting preventative social/emotional programming. In light of rapid changes in school delivery models and student needs, school counselors need ongoing access to professional development to guide adaptations to their in-person practices.

Finally, with more students seeking support from school counselors, counselors will need to scale social/emotional support. Although individual counseling will remain important, many counselors found such support to be unsustainable given increased demand for these services during the pandemic. School counselors might employ multi-tiered systems of support that target student programming at different levels of need and utilize distributive counseling that leverages teachers and other educators as screeners and information providers.

Several recommendations for future research also emerged from this study. First, further scholarship on school counselors’ professional experiences during the COVID-19 pandemic is needed. Although this study put a spotlight on how counselors enacted their social/emotional counseling roles, researchers could profile innovative practices and role adjustments that occurred during this unique time, especially in schools that serve high proportions of minoritized youth. Likewise, large-scale survey and qualitative studies will be necessary to understand the long-term impact of the pandemic on student mental health and school counselors’ work in this domain. These studies should examine how marginalized students disproportionately bear such long-term, mental health impacts of the pandemic. Studies might also explore what virtual practices were most effective and, therefore, should be carried forward into a postpandemic era or applied in continued online learning environments.

The COVID-19 pandemic brought unprecedented disruptions, professional obstacles, and personal challenges to all educators, including school counselors. Our findings indicate that counselors were hindered in supporting student mental health when their services were most needed. The pandemic has highlighted the myriad organizational constraints that undermine students’ access to meaningful school counseling and the unique challenges of virtual counseling. Moving forward, school counselors must be better positioned to support the whole student and respond to students’ postpandemic needs, whether in person or virtually.

Author Biographies

Emily Alexander , Ed.M. is a program manager in the Office of Evaluation, Research, and Accountability for the School District of Philadelphia. She received her master’s in education in Prevention Science and Practice at the Harvard University Graduate School of Education in Cambridge, MA. Email: ude.dravrah.esg@rednaxelae .

Mandy Savitz-Romer , PhD, is the Nancy Pforzheimer Aronson Senior Lecturer in Human Development and Education and Faculty Director of the Certificate of Advanced Study in Counseling program with the Graduate School of Education at Harvard University.

Tara P. Nicola is a doctoral student in the Culture, Institutions, and Society concentration at the Harvard University Graduate School of Education.

Heather T. Rowan-Kenyon , PhD, is a professor with the Lynch School of Education and Human Development at Boston College in Boston, MA.

Stephanie Carroll is a doctoral student at the Lynch School of Education and Human Development at Boston College.

Declaration of Conflicting Interests: The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

Funding: The author(s) received no financial support for the research, authorship, and/or publication of this article.

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Home > College of Education > Special Ed, Rehab & Counseling > Edu. Psyc. and Counsel Theses, Projects, and Dissertations

Educational Psychology and Counseling Theses, Projects, and Dissertations

Theses/projects/dissertations from 2017 2017.

RESTORATIVE JUSTICE PRACTICES IN EDUCATION: A QUANTITATIVE ANALYSIS OF SUSPENSION RATES AT THE MIDDLE SCHOOL LEVEL , Barbara Katic

Theses/Projects/Dissertations from 2015 2015

USING NARRATIVE AND RE-MEMBERING CONVERSATIONS IN A BEREAVEMENT GROUP WITH STUDENTS IMPACTED BY SUICIDE , Krystal J. Howard and Caryn L. Kruse

EFFECTIVENESS OF ANTI-BULLYING TEAMS FROM PRACTITIONERS' PERSPECTIVES , Dorry Lillard

Theses/Projects/Dissertations from 2014 2014

Narrative Conflict Coaching , Ashley J. Pangborn

Theses/Dissertations from 2001 2001

Job satisfaction for rehabilitation counselors , Louis Dudash IV

Psychosocial impact of head injury on the family , Elizabeth Seccombe Palmer

Theses/Dissertations from 2000 2000

Rehabilitation and the meaning of color , Hazel Ganther

Agency influence on best practices with adults with developmental disabilities , Kristine Annette Harwood

Theses/Dissertations from 1999 1999

Construction of a best practices instrument , Bridgette Anne Browning

The human service scale: A better measure of success , Ina Joyce Miller

Theses/Dissertations from 1998 1998

The rehabilitation of Mexicans: A comprehensive guide , Saul Humberto Perches

Team research on intrinsic motivation in student populations: A continuing project , Marian Brow Petrovick

Theses/Dissertations from 1997 1997

Sexuality and related social skills training: Meeting the challenge for adults with developmental disabilities , Caroline Mary Adkison

Family issues and rehabilitation: Do job descriptions incorporate family involvement in rehabilitation services? , Corina Miki Joseph

Disabling language and AIDS: An analysis of language in mainstream media , Victoria Lynn La Cues

Theses/Dissertations from 1995 1995

Rehabilitation in the state sector: Do job descriptions accurately reflect expected duties? , Douglas Edward Allen

Theses/Dissertations from 1993 1993

Current needs and practices of rehabilitation in Fiji and Pakistan , Anjum Masood

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Theses and Dissertations--Educational, School, and Counseling Psychology

Theses/dissertations from 2024 2024.

PROFILES OF SATISFACTION AND FRUSTRATION OF UNDERGRADUATE GENERAL CHEMISTRY STUDENTS’ BASIC PSYCHOLOGICAL NEEDS AT THE BEGINNING AND END OF THE SEMESTER , Cara E. Worick

Theses/Dissertations from 2023 2023

SOCIOCULTURAL PREDICTORS OF WHITE VETERANS’ ATTITUDES TOWARDS VA MENTAL HEALTH CARE , Elyssa Christine Berney

The Role of Authenticity in the Link Between Self-Determination, Gender Minority Stress, Psychological Well-being and Distress in Transgender, Nonbinary, and Gender Expansive Individuals , Zakary Alexander Clements

An Investigation of Individualized Education Programs for Students With Autism , Jordan Findley

THE EFFECT OF EXCEPTIONALITY LABEL ON SCHOOL PSYCHOLOGISTS DURING THE EVALUATION PROCESS , Rachel Jacob

“WHO DO YOU LOVE, AND ARE YOU FOR SURE?”: BLACK RELATIONSHIP ATTITUDES AND PARTNER PREFERENCES , Chesmore Simon Montique

Exploration of Factors Associated with Rural Appalachian Women's Use of Buprenorphine Prior to Incarceration , Kelsey A. Redmayne

"It's All Lateral Violence": How Sexual Minority Men Cope With Appearance Discrimination , Matthew T. Richardson

AN EXAMINATION OF FACTORS IMPACTING HOME-SCHOOL COLLABORATION IN HEAD START POPULATIONS , Madison Mei-Mei Yee

Theses/Dissertations from 2022 2022

HERSTORY: WOMEN’S PROFESSIONAL CAREER EXPERIENCES IN SPORT PSYCHOLOGY , Rena M. G. Curvey

“Don’t feel like you have to do this all on your own”: Exploring perceived partner support of breastfeeding among Black women in Kentucky , Jardin Dogan

COLLEGE STUDENTS’ SELF-REGULATION IN ASYNCHRONOUS ONLINE COURSES DURING COVID-19: A CONVERGENT MIXED METHODS APPROACH , Jaeyun Han

APPALACHIANS’ INTENTIONS TO USE ONLINE AND IN-PERSON COUNSELING , Jade Hollan

APPLICATIONS OF THE JOHN HENRYISM HYPOTHESIS: MITIGATING ASSOCIATIONS BETWEEN INCARCERATION, DRUG USE, AND SEX PARTNER CHARACTERISTICS , Paris Wheeler

Theses/Dissertations from 2021 2021

WHITENESS AND MULTICULUTRAL COMPETENCE: COUNSELING PSYCHOLOGY FACULTY AS GATEKEEPERS TO UNDERSTANDING WHITENESS , Blanka Angyal

THE PERSON OF THE THERAPIST: THERAPISTS’ PERSONAL CHARACTERISTICS AS PREDICTORS OF WORKING ALLIANCE AND TREATMENT OUTCOMES , Alyssa Laura Clements

Framing Early Adolescents’ Self-Efficacy Development: Precursors to the Sources of Math Self-Efficacy , Calah J. Ford

“I FELT SEEN”: A MIXED-METHODS INVESTIGATION OF CULTURALLY RESPONSIVE TEACHING IN POSTSECONDARY EDUCATION , Caiti Siobhan Griffiths

WHEN WORLDS COLLIDE: AN INTERSECTIONAL APPROACH TO UNDERSTANDING THE RELATIONSHIP EXPERIENCES OF BISEXUAL-IDENTIFYING ASIAN MEN WITH SAME AND DIFFERENT GENDER PARTNERS , Cheryl Kwok

"Now Thinking About It, It's Freedom": Conceptualizing Sexual Pleasure for Fat, Queer Women , Carolyn Elizabeth Meiller

“I KNEW I WANTED MORE FOR MYSELF”: SEXUAL MINORITY MEN’S NARRATIVES ABOUT GETTING HELP FOR INTIMATE PARTNER VIOLENCE , Jonathan Ryser-Oatman

EXPLORING PRESERVICE TEACHERS’ PRACTICES AND PERSPECTIVES ON WHITENESS: DEVELOPMENT AND INITIAL VALIDATION OF THE WHITENESS COMPONENTS SCALE , Falynn Amor Thompson

Theses/Dissertations from 2020 2020

Is Seeing Believing? Leveraging Modality and Similarity in a Belonging Intervention , Xiao-Yin Chen

THE APPLICABILITY OF THE PARTNERS FOR CHANGE OUTCOME MANAGEMENT SYSTEM FOR PSYCHOTHERAPY IN SOUTH KOREA: EXPLORING KOREAN THERAPISTS’ EXPERIENCES , Sang-hee Hong

What Does it Mean to be White: Investigating White Culture, White Privilege and Allyship Through the Lens of Aspiring White Allies , Brett Kirkpatrick

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Victor Mukhin

• Scientific Program

Title : Active carbons as nanoporous materials for solving of environmental problems

However, up to now, the main carriers of catalytic additives have been mineral sorbents: silica gels, alumogels. This is obviously due to the fact that they consist of pure homogeneous components SiO2 and Al2O3, respectively. It is generally known that impurities, especially the ash elements, are catalytic poisons that reduce the effectiveness of the catalyst. Therefore, carbon sorbents with 5-15% by weight of ash elements in their composition are not used in the above mentioned technologies. However, in such an important field as a gas-mask technique, carbon sorbents (active carbons) are carriers of catalytic additives, providing effective protection of a person against any types of potent poisonous substances (PPS). In ESPE “JSC "Neorganika" there has been developed the technology of unique ashless spherical carbon carrier-catalysts by the method of liquid forming of furfural copolymers with subsequent gas-vapor activation, brand PAC. Active carbons PAC have 100% qualitative characteristics of the three main properties of carbon sorbents: strength - 100%, the proportion of sorbing pores in the pore space – 100%, purity - 100% (ash content is close to zero). A particularly outstanding feature of active PAC carbons is their uniquely high mechanical compressive strength of 740 ± 40 MPa, which is 3-7 times larger than that of  such materials as granite, quartzite, electric coal, and is comparable to the value for cast iron - 400-1000 MPa. This allows the PAC to operate under severe conditions in moving and fluidized beds.  Obviously, it is time to actively develop catalysts based on PAC sorbents for oil refining, petrochemicals, gas processing and various technologies of organic synthesis.

Victor M. Mukhin was born in 1946 in the town of Orsk, Russia. In 1970 he graduated the Technological Institute in Leningrad. Victor M. Mukhin was directed to work to the scientific-industrial organization "Neorganika" (Elektrostal, Moscow region) where he is working during 47 years, at present as the head of the laboratory of carbon sorbents.     Victor M. Mukhin defended a Ph. D. thesis and a doctoral thesis at the Mendeleev University of Chemical Technology of Russia (in 1979 and 1997 accordingly). Professor of Mendeleev University of Chemical Technology of Russia. Scientific interests: production, investigation and application of active carbons, technological and ecological carbon-adsorptive processes, environmental protection, production of ecologically clean food.   

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40 facts about elektrostal.

Written by Lanette Mayes

Modified & Updated: 02 Mar 2024

Reviewed by Jessica Corbett

Elektrostal is a vibrant city located in the Moscow Oblast region of Russia. With a rich history, stunning architecture, and a thriving community, Elektrostal is a city that has much to offer. Whether you are a history buff, nature enthusiast, or simply curious about different cultures, Elektrostal is sure to captivate you.

This article will provide you with 40 fascinating facts about Elektrostal, giving you a better understanding of why this city is worth exploring. From its origins as an industrial hub to its modern-day charm, we will delve into the various aspects that make Elektrostal a unique and must-visit destination.

So, join us as we uncover the hidden treasures of Elektrostal and discover what makes this city a true gem in the heart of Russia.

Key Takeaways:

• Elektrostal, known as the “Motor City of Russia,” is a vibrant and growing city with a rich industrial history, offering diverse cultural experiences and a strong commitment to environmental sustainability.
• With its convenient location near Moscow, Elektrostal provides a picturesque landscape, vibrant nightlife, and a range of recreational activities, making it an ideal destination for residents and visitors alike.

Known as the “Motor City of Russia.”

Elektrostal, a city located in the Moscow Oblast region of Russia, earned the nickname “Motor City” due to its significant involvement in the automotive industry.

Home to the Elektrostal Metallurgical Plant.

Elektrostal is renowned for its metallurgical plant, which has been producing high-quality steel and alloys since its establishment in 1916.

Boasts a rich industrial heritage.

Elektrostal has a long history of industrial development, contributing to the growth and progress of the region.

Founded in 1916.

The city of Elektrostal was founded in 1916 as a result of the construction of the Elektrostal Metallurgical Plant.

Located approximately 50 kilometers east of Moscow.

Elektrostal is situated in close proximity to the Russian capital, making it easily accessible for both residents and visitors.

Known for its vibrant cultural scene.

Elektrostal is home to several cultural institutions, including museums, theaters, and art galleries that showcase the city’s rich artistic heritage.

A popular destination for nature lovers.

Surrounded by picturesque landscapes and forests, Elektrostal offers ample opportunities for outdoor activities such as hiking, camping, and birdwatching.

Hosts the annual Elektrostal City Day celebrations.

Every year, Elektrostal organizes festive events and activities to celebrate its founding, bringing together residents and visitors in a spirit of unity and joy.

Has a population of approximately 160,000 people.

Elektrostal is home to a diverse and vibrant community of around 160,000 residents, contributing to its dynamic atmosphere.

Boasts excellent education facilities.

The city is known for its well-established educational institutions, providing quality education to students of all ages.

A center for scientific research and innovation.

Elektrostal serves as an important hub for scientific research, particularly in the fields of metallurgy, materials science, and engineering.

Surrounded by picturesque lakes.

The city is blessed with numerous beautiful lakes, offering scenic views and recreational opportunities for locals and visitors alike.

Well-connected transportation system.

Elektrostal benefits from an efficient transportation network, including highways, railways, and public transportation options, ensuring convenient travel within and beyond the city.

Famous for its traditional Russian cuisine.

Food enthusiasts can indulge in authentic Russian dishes at numerous restaurants and cafes scattered throughout Elektrostal.

Home to notable architectural landmarks.

Elektrostal boasts impressive architecture, including the Church of the Transfiguration of the Lord and the Elektrostal Palace of Culture.

Offers a wide range of recreational facilities.

Residents and visitors can enjoy various recreational activities, such as sports complexes, swimming pools, and fitness centers, enhancing the overall quality of life.

Provides a high standard of healthcare.

Elektrostal is equipped with modern medical facilities, ensuring residents have access to quality healthcare services.

Home to the Elektrostal History Museum.

The Elektrostal History Museum showcases the city’s fascinating past through exhibitions and displays.

A hub for sports enthusiasts.

Elektrostal is passionate about sports, with numerous stadiums, arenas, and sports clubs offering opportunities for athletes and spectators.

Celebrates diverse cultural festivals.

Throughout the year, Elektrostal hosts a variety of cultural festivals, celebrating different ethnicities, traditions, and art forms.

Electric power played a significant role in its early development.

Elektrostal owes its name and initial growth to the establishment of electric power stations and the utilization of electricity in the industrial sector.

Boasts a thriving economy.

The city’s strong industrial base, coupled with its strategic location near Moscow, has contributed to Elektrostal’s prosperous economic status.

Houses the Elektrostal Drama Theater.

The Elektrostal Drama Theater is a cultural centerpiece, attracting theater enthusiasts from far and wide.

Popular destination for winter sports.

Elektrostal’s proximity to ski resorts and winter sport facilities makes it a favorite destination for skiing, snowboarding, and other winter activities.

Promotes environmental sustainability.

Elektrostal prioritizes environmental protection and sustainability, implementing initiatives to reduce pollution and preserve natural resources.

Home to renowned educational institutions.

Elektrostal is known for its prestigious schools and universities, offering a wide range of academic programs to students.

Committed to cultural preservation.

The city values its cultural heritage and takes active steps to preserve and promote traditional customs, crafts, and arts.

Hosts an annual International Film Festival.

The Elektrostal International Film Festival attracts filmmakers and cinema enthusiasts from around the world, showcasing a diverse range of films.

Encourages entrepreneurship and innovation.

Elektrostal supports aspiring entrepreneurs and fosters a culture of innovation, providing opportunities for startups and business development.

Offers a range of housing options.

Elektrostal provides diverse housing options, including apartments, houses, and residential complexes, catering to different lifestyles and budgets.

Home to notable sports teams.

Elektrostal is proud of its sports legacy, with several successful sports teams competing at regional and national levels.

Boasts a vibrant nightlife scene.

Residents and visitors can enjoy a lively nightlife in Elektrostal, with numerous bars, clubs, and entertainment venues.

Promotes cultural exchange and international relations.

Elektrostal actively engages in international partnerships, cultural exchanges, and diplomatic collaborations to foster global connections.

Surrounded by beautiful nature reserves.

Nearby nature reserves, such as the Barybino Forest and Luchinskoye Lake, offer opportunities for nature enthusiasts to explore and appreciate the region’s biodiversity.

Commemorates historical events.

The city pays tribute to significant historical events through memorials, monuments, and exhibitions, ensuring the preservation of collective memory.

Promotes sports and youth development.

Elektrostal invests in sports infrastructure and programs to encourage youth participation, health, and physical fitness.

Hosts annual cultural and artistic festivals.

Throughout the year, Elektrostal celebrates its cultural diversity through festivals dedicated to music, dance, art, and theater.

Provides a picturesque landscape for photography enthusiasts.

The city’s scenic beauty, architectural landmarks, and natural surroundings make it a paradise for photographers.

Connects to Moscow via a direct train line.

The convenient train connection between Elektrostal and Moscow makes commuting between the two cities effortless.

A city with a bright future.

Elektrostal continues to grow and develop, aiming to become a model city in terms of infrastructure, sustainability, and quality of life for its residents.

In conclusion, Elektrostal is a fascinating city with a rich history and a vibrant present. From its origins as a center of steel production to its modern-day status as a hub for education and industry, Elektrostal has plenty to offer both residents and visitors. With its beautiful parks, cultural attractions, and proximity to Moscow, there is no shortage of things to see and do in this dynamic city. Whether you’re interested in exploring its historical landmarks, enjoying outdoor activities, or immersing yourself in the local culture, Elektrostal has something for everyone. So, next time you find yourself in the Moscow region, don’t miss the opportunity to discover the hidden gems of Elektrostal.

Q: What is the population of Elektrostal?

A: As of the latest data, the population of Elektrostal is approximately XXXX.

Q: How far is Elektrostal from Moscow?

A: Elektrostal is located approximately XX kilometers away from Moscow.

Q: Are there any famous landmarks in Elektrostal?

A: Yes, Elektrostal is home to several notable landmarks, including XXXX and XXXX.

Q: What industries are prominent in Elektrostal?

A: Elektrostal is known for its steel production industry and is also a center for engineering and manufacturing.

Q: Are there any universities or educational institutions in Elektrostal?

A: Yes, Elektrostal is home to XXXX University and several other educational institutions.

Q: What are some popular outdoor activities in Elektrostal?

A: Elektrostal offers several outdoor activities, such as hiking, cycling, and picnicking in its beautiful parks.

Q: Is Elektrostal well-connected in terms of transportation?

A: Yes, Elektrostal has good transportation links, including trains and buses, making it easily accessible from nearby cities.

Q: Are there any annual events or festivals in Elektrostal?

A: Yes, Elektrostal hosts various events and festivals throughout the year, including XXXX and XXXX.

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