Supervision at the Edge: Ethical Gatekeeping and Counselor Development in Managing
Self-Injurious Behavior Among Adolescents

Samuel K. Bore, Vladyslav Logos, LaVelle Hendricks

Abstract 
The rising prevalence of self-injurious behavior (SIB) among adolescents and young adults presents urgent ethical and pedagogical challenges for counselor educators and supervisors. This grounded literature review synthesizes interdisciplinary research to explore the emotional, legal, and clinical complexities of supervising counselors-in-training (CITs) who work with clients engaging in SIB. Drawing upon over 80 sources across clinical and educational settings, the study's authors identify five central supervisory concerns: emotional burden and vicarious trauma, ethical dilemmas in mandated reporting and confidentiality, uncertainty in gatekeeping practices, structural training deficits, and the need for cultural competence. The findings underscore a growing demand for trauma-informed, culturally responsive supervision models and standardized ethical decision-making frameworks. Implications for supervision practice, counselor education curriculum, institutional policy, and future research are discussed. This article advocates for systemic reform to ensure supervisors are adequately prepared to support CITs while safeguarding client welfare in ethically complex, high-risk contexts.

Keywords: self-injurious behavior, supervision, counselors-in-training, ethical gatekeeping, adolescent mental health, counselor education, cultural competence, trauma-informed care



Resilience Theory in Action: How Single Black Mothers Serve as Protective Factors for Their Sons in Rural Schools

Tyre' D. Jenkins, Delarious O. Stewart

Abstract     
The educational attainment of marginalized populations is often hindered by intersecting barriers related to socioeconomic status, race, and geographic isolation. This phenomenological study examines the resilience strategies employed by single Black mothers in rural settings to facilitate their sons’ academic success despite systemic obstacles. Grounded in resilience theory (Rutter, 1999) and Motherwork (Collins, 1994), the study adopts a strength-based perspective, reframing the experiences of these mothers as acts of agency and empowerment rather than deficits. Through semi-structured interviews, focus groups, and field observations, the research identifies key protective factors, including spirituality, reliance on community networks, and the cultivation of an achievement-oriented mindset, which serve as resilience mechanisms that buffer against racial, economic, and educational adversities. Findings indicate that these mothers act as advocates, mentors, and role models, fostering adaptive strategies that enable their children to navigate structural inequalities within the rural education system. The study underscores the need for culturally responsive, trauma-informed school-based mental health interventions that align with the lived experiences and cultural strengths of Black families. Implications for educators, policymakers, and mental health professionals include the integration of community partnerships, professional development on resilience theory, and the implementation of tailored mentoring and support programs for Black students in rural educational settings.



Mentoring for Mental Health: The Role of SEL in Supporting Educator Resilience in Rural Schools

Richard Warren Jr.

Abstract
This study explores the role of mentoring programs in fostering Social and Emotional Learning (SEL) as a mechanism to build resilience among educators and students in rural K–12 schools. Through a phenomenological analysis of mentor perceptions from a rural Maryland school district, the study identifies keyways SEL-focused mentoring addresses challenges such as geographic isolation, limited mental health resources, and high teacher attrition. The themes include the dual role of mentorship as professional and emotional support, the creation of professional learning communities (PLCs), and the cultivation of resilience through SEL competencies. Recommendations include embedding SEL into mentoring frameworks, using technology to mitigate geographic barriers, and prioritizing SEL training for mentors to enhance teacher retention and student well-being. By aligning with rural schools' unique strengths and challenges, these programs contribute to equitable and sustainable mental health practices.

Keywords: Social and Emotional Learning (SEL), Mentoring Programs, Rural Schools Resilience, Teacher Retention



Understanding the Perceptions of Wellness in Rural Communities

Lucas M. Perez, Kara M. Schneider, Regin Dean

Abstract 
By utilizing Interpretive Phenomenological Analysis (IPA), this study explores the strengths and challenges of wellness in rural communities from different areas within the United States, specifically focusing on how individuals conceptualize and practice wellness within their rural communities. Through in-depth interviews, participants highlighted a strong sense of community, close social networks, and access to nature as critical contributors to their overall well-being. Participants also identified barriers to wellness, including limited access to mental health resources, stigma, and a lack of mental health education, particularly within their local school, which aligns with current literature, further driving a need for the prioritization of mental health within rural areas. The findings underscore the importance of adopting culturally sensitive, individualized approaches within wellness counseling in rural settings. By integrating wellness practices and highlighting community strengths while addressing barriers, counselors, stakeholders, and policymakers can better support the well-being of rural populations. This study contributes to the growing research on rural wellness and calls for expanded mental health services and education within these communities.

Keywords: Rural Wellness, Mental Health Access, Interpretive Phenomenological Analysis (IPA), Community Strengths, Wellness Counseling, Mental Health Stigma, Social Connectedness, Rural Education



The Impact of Ultra-Processed Food Consumption on Depressive Symptoms in Adolescents: A Scoping Review

James L. Maiden, Peter Gordon, Phronie Jackson, Joseph Dorer

Abstract
Adolescent mental health disorders, particularly depression, have been rising globally, and recent research suggests a potential link between dietary habits and the onset of depressive symptoms. This scoping review examines the relationship between the consumption of ultra-processed foods (UPFs) and depressive symptoms in adolescents, exploring both the prevalence of UPF intake and the underlying mechanisms that may contribute to mood disturbances. The review, guided by Arksey and O’Malley’s framework, synthesizes evidence from 78 peer-reviewed studies published between 2000 and 2024. The findings highlight a concerning trend of high UPF consumption among adolescents, which is associated with increased depressive symptoms. Potential mechanisms, including the effects of food additives, artificial sweeteners, and gut microbiota disruption, are identified as contributing factors. Despite the compelling association observed, limitations such as reliance on self-reported data and cross-sectional study designs hinder the ability to establish causality. The review underscores the need for longitudinal and experimental research to clarify the direction of this relationship and inform targeted dietary interventions. Public health strategies aimed at reducing UPF intake, alongside dietary education in mental health care, may offer promising avenues for mitigating the risk of depression in youth.

Keywords: Ultra-processed foods (UPFs), Adolescent mental health, Depressive symptoms, Gut-brain axis, Dietary interventions


Multi-Tiered Systems of Support and School-Based Counseling: A Scoping Review

Karrie Swan, Chris Wilder

Abstract
Multi-tiered system of support (MTSS) is a widely used evidence-based and integrated academic, social-emotional, and behavioral framework designed to address the needs of all children and adolescents. This scoping review was conducted to examine knowledge gaps and to synthesize counseling literature related to multi-tiered system of support, including intervention and prevention programs utilized in the counseling literature. This review was limited to articles published in the Journal of Child & Adolescent Counseling, Professional School Counseling, and Journal of School Counseling from 2015 through 2022, resulting in an initial 584 articles and a final inclusion of 21 studies. Characteristics associated with participants (e.g., gender, ethnicity), alignment with multi-tiered systems of support (e.g., screening, progress monitoring, treatment integrity), and study outcomes were coded and analyzed. Findings and related implications for school-based counselors are included.

Keywords: multi-tiered systems of support, systematic review, intervention



Exploring two worlds of school counseling: the lived experiences of rural school counselors who provide services online and face-to-face

Amanda Faucher, Ajitha Chandrika Prasanna Kumaran, Colleen Pinto, James Wilkins 

Abstract
This study explores the experiences of school counselors in rural Georgia who have provided both online and face-to-face services, highlighting the increasing significance of non-traditional learning environments. Amidst the rising trend of virtual and hybrid education formats, the research investigates the impact of such modalities on school counseling. Using a phenomenological approach, the researchers collected data through semi-structured interviews and questionnaires from six school counselors who have worked in both settings. The analysis revealed five major themes: virtual counseling challenges (with a sub-theme on confidentiality), virtual counseling benefits, adaptation of classroom guidance lessons, mental health issues, and ideas for training future counselors. Key findings indicate that virtual counseling presents challenges like technological barriers and confidentiality concerns. However, it also offers significant benefits, including increased student and parent engagement and more direct counseling time. The study underscores the need for specialized training in virtual counseling for future school counselors and provides recommendations for optimizing online school counseling practices. These insights are critical for adapting school counseling practices to meet the evolving educational landscape and addressing the mental health needs of students in various learning environments.

Keywords: school counseling, virtual, qualitative, rural area
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Reducing Barriers to Mental Health Equity in Rural Education: Strategies for Overcoming Challenges and Empowering Students
 
Paulette Williams-Tillery, Angel Randall
 
Abstract
Due to the limited access to mental health resources and support services in rural areas, there has been a significant increase in the number of children facing mental health problems. Neglecting these issues during the early stages of life could hinder development, especially in rural areas where resources are scarce. Although there are options for mental health services, their accessibility and affordability are often a challenge, particularly for students in rural areas. Schools continue to serve as a supportive environment for students. Rural students face barriers such as lack of knowledge, social stigma, and limited resources when seeking mental health services. Despite the impact of childhood and adolescent mental health problems on overall health, workforce, and economics, there is inadequate research on the effectiveness of interventions for students in rural areas (Golberstein et al., 2024). Mental health is a crucial aspect of students’ overall well-being and academic success, yet significant challenges hinder mental health equity and equality in rural environments. This practice brief will examine mental health access challenges and suggest potential interventions from social workers and school counselors and their effectiveness.
 
Keywords: mental health, rural education, social work, equity, equality, school counselors, children and adolescents