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Although GSCA does not distribute research surveys on behalf of members or the public, in the interest of furthering the research that makes school counselors able to better themselves and assisting those who are in pursuit of higher degrees, we post below surveys which have been screened by the GSCA Journal Editor for validity. We ask that school counselors participate as they are able in order to continue and support research in the field.

If you have a survey you would like posted below, please email


Hello, my name is Stacy Solsaa and I am a doctoral candidate at the University of South Dakota in the Counselor Education and Supervision program. I am working under the direction of my dissertation chair, Dr. Kathleen Brown-Rice. This research study is entitled, “State-Level Resources and Supports for School Counselor Implementation of Comprehensive School Counseling Programs.” The purpose of the study is to discover how support at the state level is related to the full implementation of comprehensive school counseling programs. Comprehensive school counseling programs have been correlated with positive measures of student success, but the implementation of them is scattered (Gysbers, 2006). By conducting this study, I hope to obtain information that will provide state leaders with insight into how they might contribute to develop more widespread implementation of comprehensive school counseling programs.

I respectfully request you to consider participating in this study if you are a school counselor, school counseling supervisor, or a director of counseling currently employed in a school district in a public school district in the United States. Participation in this survey requires answering a web-based survey, and will take approximately 20-30 minutes of your time. Participation in this survey is voluntary, and you may withdraw at any time without penalty. The questions in this survey are not of a sensitive nature, so participating in this study is considered to be a low-risk endeavor. All data collected will be anonymous and confidential. This study was approved by the Institutional Review Board of the University of South Dakota (#2017.020).

If you agree to participate, you can complete the survey online. If you do not wish to complete the survey, clink on the link that reads “I don’t wish to participate.” If you wish to take part in the survey, click on the link that reads “Continue to survey.”

We will keep the information you provide anonymous; however, federal regulatory agencies and the University of South Dakota Institutional Review Board (a committee that reviews and approves research studies) may inspect and copy records pertaining to this research. Your responses will be anonymous to ensure that they cannot be linked to you.

There are no known risks from being in this study, and you will not benefit personally. However, I hope that the school counseling profession may benefit in the future from what we learn as result of this study.

All survey responses that we receive will be treated confidentially. However, given that the surveys can be completed from any computer (i.e., personal, work, school), we are unable to guarantee the security of the computer on which you choose to enter your responses. As a participant in our study, we want you to be aware that certain "key logging" software programs exist that can be used to track or capture data that you enter and/or websites that you visit.

Your participation in this research study is completely voluntary. If you decide not to be in this study, or if you stop participating at any time, you will not be penalized or lose any benefits to which you are otherwise entitled.

If you have any questions, concerns, or complaints now or later, you may contact us at the numbers below. If you have any questions about your rights as a human subject, complaints, concerns, or wish to talk to someone who is independent of the research, contact the Office for Human Subjects Protections at 605/677-6184. Thank you for your time.

Survey Link:


Nora Gerardi is conducting her dissertation study which examines the suicide risk assessment and management practices among mental health practitioners. This study is supervised by Dr. Mark Terjesen and the study is approved by the St. John’s University IRB.

Suicide is the 10th leading cause of death in the United States; alarmingly, among older children and adolescents, suicide is the second leading cause of death. Suicide rates have been increasing for every age group over the past several years, and as such, this study seeks to understand risk assessment and management practices among practicing mental health providers.

This study will identify patterns in risk assessment and management practices and inform training needs at the graduate and continuing education level.

The study will take approximately 30-40 minutes. Please click here to be directed to the survey.



My name is Jack Simons, and I invite you to participate in an online study to support the development of the School Counselor Sexual Minority Advocacy Competency Scale (SCSMACS), a tool that may be used to train school counselors who participate in either counselor education or professional development programs. If you are a certified school counselor who is presently employed full-time in a middle school, junior high school, or high school, I would greatly appreciate your participation -- if you have not participated yet.

When you have finished the survey, you have the option to enter a raffle for one of 20 $20 Amazon gift cards. A literature review and a subsequent survey research study have shown that school counselor advocacy activity related to lesbian, gay, and bisexual (LGB) students varies. The findings of this study, therefore, may support counselor education programs and schools in training students and employees. The survey is anonymous, and takes about 20-25 minutes to complete. If you are interested in participating in this study, please click on the following link.

This research has been approved by the Institutional Review Board for protection of human subjects at Mercy College in Dobbs Ferry, NY as of September 20, 2016. Please feel free to forward or post this e-mail announcement for others who are eligible to participate.



Researchers at Mercer University and the University of Georgia are conducting a qualitative study of school counselors’ strategies for making challenging ethical decisions. We would love to hear about your experiences in the field! What is involved: 1. participation in an informal interview with a Mercer University or UGA graduate assistant interviewer about dilemmas you face in your job, what strategies you use to address these dilemmas, and what you have learned about ethical practice over your years of experience; and 2. completing a short online survey which will be emailed to you. If you are interested in participating, or would like to receive more information about this study, please contact Dr. Morgan Kiper Riechel at This study has been approved by Mercer University’s IRB and Office of Research Compliance, # H1605139.



Dear GSCA:


We are writing to request permission to solicit participation for a phenomenological study entitled “School Counselor Experiences with Response to Intervention for English Language Learners.” Leonissa Johnson, E. Ken Shell and Malti Tuttle, Assistant Professors at Clark Atlanta University and Auburn University will be conducting this study.

The purpose of this study is to examine the attitudes, beliefs, and experiences of school counselors with English Language Learners in the Response to Intervention process. We would like to recruit school counselors who engage in the Response to Intervention process for students identified as English Language Learners. We hope to capture the essence of their experiences through two in-depth, semi-structured interviews. The first interview will last approximately 75 minutes. At this time, we will explain the purpose of the study, review consent procedures, complete a demographic questionnaire and ask questions related to their experiences. The second interview will last approximately 45 minutes. At this time, participants will be asked for additional feedback and clarification.

Before collecting data, the research team will meet to “bracket” or discuss biases and assumptions regarding the RTI experiences with English Language Learners. After each semi-structured individual interview, researchers will write observations and thoughts in a reflexive journal to reflect upon the data collection. Interviews will be transcribed and data analysis will occur using Moustakas’s (1994) “Modification of the Stevick-Colaizzi-Keen Method of Analysis of Phenomenological Data” (p. 122).

  1. Utilize the phenomenological research tradition by describing experiences relating to the phenomenon.
  2. From the verbatim transcript, researchers will list each non-repetitive, non-overlapping statement; identify clusters, meaning units and themes and develop textural (what) and structural (how/ meanings within) descriptions.
  3. Repeat the second step with all remaining transcripts.
  4. Construct a composite textural-structural description of the experience.

Throughout the process, researchers will seek to verify our findings with participants.

Participation in this study is voluntary and all individually identifiable information obtained from the demographic questionnaire and interviews will be kept confidential. There are no personal benefits for taking part in this research however participants will receive a $10 gift card. There are no more than minimal anticipated risks and discomfort in this study. Some participants may experience some discomfort if they become aware of biases or negative attitudes that they have held toward students who are English Language Learners. Participants will have the option of skipping any questions or sections of the interviews to which they are uncomfortable responding.

We believe this study has the potential to highlight school counselors’ beliefs, attitudes, and experiences with English Language Learners in the Response to Intervention process. Capturing school counselors’ experiences may contribute to the knowledge base for counselor educators and practitioners to address issues of disproportionality in special education, counselor education coursework and professional development for school counselors.

If you have any questions about this research, please feel free to contact Leonissa Johnson, at (404) 880-8517 or, E. Ken Shell, at (404) 642-7238 or or Malti Tuttle at

Thank you for your consideration.
Leonissa Johnson, Ph.D.
Elbert Mackenzie (Ken) Shell, Ph.D.
Malti Tuttle Ph. D.

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