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

Peggy L. Ceballos, Angela I. Sheely-Moore

Research output: Contribution to journalArticlepeer-review


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.

Original languageEnglish
Pages (from-to)131-143
Number of pages13
JournalJournal of Counselor Leadership and Advocacy
Issue number2
StatePublished - 3 Jul 2015


  • low-income
  • minority children
  • school counseling


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