Jeffrey M. Warren

Explores the implementation strategies used by seven school counselors who were leading or had led a Recognized ASCA Model Program (RAMP). Suggests that school counselors use implementation strategies that align most closely with the ASCA National Model but often overlook additional strategies that could support their efforts to deliver effective interventions and programs.

Examines how addiction counseling competencies are incorporated into CACREP's foundational counseling curriculum and identifies areas where training may be lacking. Recommends strengthening the integration of addiction counseling competencies to better prepare future counselors to address substance use and related concerns in professional practice.

Assesses the non-cognitive skills of students who apply to and complete school counselor preparation programs. Finds that non-cognitive factors failed to predict first-attempt Counselor Preparation Comprehensive Exam (CPCE) scores or graduate GPA.

Explores how Flip video discussions can support reflection and skill development in experiential counseling courses, particularly in online learning environments. Suggests that incorporating structured video reflection fosters greater self-awareness, engagement, and instructor connection while helping counseling students strengthen their professional skills and prepare for clinical training.

Investigates how school counselors can help develop and sustain effective school-based mental health services in response to growing student mental health needs. Argues that school counselors play a central role in expanding access to mental health support by leading coordinated, comprehensive services that improve student well-being and strengthen school-based care.