Addressing the Needs of Low-Income School-Age Children: A Teaching Model

Authors

Peggy L. Ceballos, University of North Texas
Angela Sheely-Moore, Montclair State UniversityFollow

Document Type

Article

Publication Date

7-3-2015

Journal / Book Title

Journal of Counselor Leadership and Advocacy

Abstract

With a disproportionate number of children living in poverty in the United States, counseling preparation programs have the responsibility to enhance social justice and multicultural competencies for counseling trainees. The authors delineate a teaching model for an advanced school counseling course to enhance counseling trainees’ commitment to social justice and leadership skills when working at low-income schools. Course assignments, videos, experiential activities, as well as students’ reported perceptions of their participation will be explored.

DOI

10.1080/2326716X.2015.1054076

Montclair State University Digital Commons Citation

Ceballos, Peggy L. and Sheely-Moore, Angela, "Addressing the Needs of Low-Income School-Age Children: A Teaching Model" (2015). Department of Counseling Scholarship and Creative Works. 9.
https://digitalcommons.montclair.edu/counseling-facpubs/9

Published Citation

Ceballos, P. L., & Sheely-Moore, A. I. (2015). Addressing the needs of low-income school-age children: A teaching model. Journal of Counselor Leadership and Advocacy, 2(2), 131-143.