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

Peggy L. Ceballos, Angela Sheely-Moore

Research output: Contribution to journalArticle

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.

Original languageEnglish
Pages (from-to)131-143
Number of pages13
JournalJournal of Counselor Leadership and Advocacy
Volume2
Issue number2
DOIs
StatePublished - 3 Jul 2015

Fingerprint

Counseling
counseling
Teaching
low income
Social Justice
trainee
school
social justice
Poverty
number of children
video
poverty
commitment
leadership
Students
responsibility
participation
student

Keywords

  • low-income
  • minority children
  • school counseling

Cite this

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Addressing the Needs of Low-Income School-Age Children : A Teaching Model. / Ceballos, Peggy L.; Sheely-Moore, Angela.

In: Journal of Counselor Leadership and Advocacy, Vol. 2, No. 2, 03.07.2015, p. 131-143.

Research output: Contribution to journalArticle

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