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Professional School Counseling

Professional School Counseling

Published in Association with American School Counselor Association

eISSN: 2156759X | ISSN: 10962409 | Current volume: 25 | Current issue: 1 Frequency: Yearly
Professional School Counseling, the flagship journal of the American School Counselor Association, is a rigorous peer-reviewed journal that publishes high-quality manuscripts on theory, research and best practices for the profession. Also explored are techniques, materials and ideas to assist school counselors and related practitioners at all levels in their professional development. The journal's foci strengthen the bonds among school counselors and help maintain a shared awareness of the roles, problems and progress of school counseling across various settings and levels.

Professional School Counseling journal welcomes original manuscripts on school counseling research, practice, theory and contemporary issues in the field.

Managing Editor
Angela Hickman American School Counselor Association (ASCA)
Associate Editors
Jennifer R. Curry Louisiana State University, USA
Tamara Davis Marymount University, USA
Dana Griffin The University of North Carolina at Chapel Hill, USA
Carol Kaffenberger Johns Hopkins University, USA
Dodie Limberg University of South Carolina, USA
Melissa Mariani Florida Atlantic University, USA
Wendy Rock Southeastern Louisiana University, USA
Sherri Turner University of Minnesota, USA
Brett E. Zyromski The Ohio State University, USA
Editorial Review Board
Nick Abel Butler University, USA
Timothy Baker St. Cloud State University, USA
Jennifer Betters-Bubon University of Wisconsin - Whitewater, USA
Taheera N. Blount University of Cincinnati, OH, USA
Rawn Boulden West Virginia University, USA
Carleton H. Brown University of Texas at El Paso, USA
Julia Bryan Pennsylvania State University, USA
Alan Burkard Marquette University, USA
Nancy Chae Montclair State University, USA
Blaire Cholewa University of Virginia, USA
Richard Cleveland Georgia Southern University, USA
Amy Cook University of Massachusetts, Boston, USA
Carol Dahir New York Institute of Technology, USA
Eric Davis Argosy University, USA
Lorraine DeKruyf George Fox University, USA
Karen L. Dickinson West Chester University of Pennsylvania, USA
Collette Dollarhide The Ohio State University, USA
Peg Donohue Central Connecticut State University, USA
Deborah Drew Husson University, USA
David Duys University of Iowa, USA
Denise B. Ebersole Liberty University, USA
Sejal P. Foxx University of North Carolina, Charlotte, USA
John P. Galassi The University of North Carolina at Chapel Hill, USA
Jan Gay University of Florida, USA
Melinda Gibbons The University of Tennessee, USA
Eva Gibson Austin Peay State University, Clarksville, TN, USA
Shelby K. Gonzales University of South Carolina, USA
Emily Goodman-Scott Old Dominion University, USA
Dana Griffin The University of North Carolina at Chapel Hill, USA
Catherine Griffith University of San Diego, USA
Tim Grothaus Old Dominion University, USA
Paul C. Harris University of Virginia, USA
Ken Hughey Kansas State University, USA
Tracy L. Jackson Loudoun County Public Schools, VA, USA
Kaprea F. Johnson Old Dominion University, USA
Jungnam Kim University of Nevada, Las Vegas, USA
Jered B. Kolbert Duquesne University, USA
Kara Leva Rowan University, USA
Ian P. Levy Manhattan College, USA
Ian Martin University of San Diego, CA, USA
Robert Martinez The University of North Carolina at Chapel Hill, USA
Mary McCormac Nottingham Elementary School, Arlington, VA, USA
Aida Midgett Boise State University, USA
Jill Mueth Rockwood School District, Eureka, MO, USA
Aaron Oberman The Citadel, South Carolina, USA
J.P. Oehrtman Bowling Green State University, USA
Brandie M. Oliver Butler University, USA
Delila Lashelle Owens University of Akron, USA
Elena Perrello Eddington & Holden Elementary Schools, Eddington, ME, USA
Cinzia Pica-Smith Assumption College, USA
Morgan E. K. Reichel Mercer University, USA
Lacy A. Ricks Liberty University, USA
Amanda Rumsey Clemson University, USA
Russell A. Sabella Florida Gulf Coast University, USA
Mariama Cook Sandifer Columbus State University, USA
Rachel Saunders University of Cincinnati, USA
Jack Simons Mercy College, USA
Christopher D. Slaten University of Missouri-Columbia, USA
Sam Steen George Mason University, USA
Kelly Stiltner Haverhill Elementary, Fort Wayne, IN, USA
Julia V. Taylor University of Virginia, USA
Jorge Torres Alliance College-Ready Public Schools, Los Angeles, CA, USA
Judy Trigiani Fairfax County Public Schools, McLean, VA, USA
Malti Tuttle Auburn University, USA
Jeffery Warren North Carolina State University, USA
Jennifer Watkinson Loyola University Maryland, USA
Diana L. Wildermuth Temple University, USA
Leonis Wright Governors State University, USA
Anita Young Johns Hopkins University, USA
  • ERIC (Education Resources Information Center)
  • ProQuest
  • Professional School Counseling journal welcomes original manuscripts on school counseling research, practice, theory and contemporary issues in the field.

    Submit articles via Manuscript Central:

    Writing Your Manuscript for One of the Following Sections

    Featured Research: Manuscripts submitted under this category describe well-designed research studies. This manuscript category encompasses qualitative and quantitative studies, including meta-analyses. They must inform and advance the school counseling profession. Featured Research manuscripts include appropriate sampling procedures and response rate, data-collection methods, data analyses and interpretations. Featured Research manuscripts must include (a) a well-focused literature review that synthesizes the study's foundational research and theory; (b) rationale for and purpose of the study; (c) clearly articulated research question(s) and, when appropriate, hypotheses; (d) comprehensive method section including participants, instruments, variables and procedures; and (e) results and discussion sections. With quantitative findings, appropriate effect sizes should be included. The discussion should summarize the findings in light of previous research and theory, as well as include research limitations, implications and recommendations for school counseling practice and future investigations. Manuscripts submitted in this category should not exceed 20 pages, not including references. Longer manuscripts will be considered if the methodology warrants. Typically, no more than three tables/figures will be published.

    Examples of Featured Research articles include:
    Carney, J.V. (2008). Perceptions of bullying and associated trauma during adolescence. Professional School Counseling, 11, 179-188.

    Scarborough, J.L., & Luke, M. (2008). School counselors walking the walk and talking the talk: A grounded theory of effective program implementation. Professional School Counseling, 11, 404-416.

    Tang, M., Pan, W., & Newmeyer, M.D. (2008). Factors influencing high school students' career aspirations, Professional School Counseling, 11, 285-295.

    Whitson, S., & Aricak, O.T. (2008). Development and initial investigation of the school counseling program evaluation scale. Professional School Counseling, 11, 253-261.

    Conceptual: Conceptual manuscripts provide readers with new and innovative perspectives on timely and relevant topics for school counselors and counselor educators. This manuscript category includes both philosophical and conceptual works and includes comprehensive literature reviews. Relevance of the topic and of the proposed ideas to school counseling must be clearly shown. Support for the ideas must be provided via related literature, and implications for school counseling research and practice must be addressed. Conceptual manuscripts should not exceed 20 pages, not including references.

    Examples of Conceptual articles include:
    Amatea, E.S., & West-Olatunji, C.A. (2007). Joining the conversation about educating our poorest children: Emerging leadership roles for school counselors in high-poverty schools. Professional School Counseling, 11, 81-89.

    Poynton, T.A., & Carey, J.C. (2006). An integrative model of data-based decision making for school counseling. Professional School Counseling, 10, 121-130.

    Practitioner Research: These manuscripts provide evidence of effective school counseling practices. These manuscripts answer the question, "What works?" (or, "What doesn't work?") and can include outcome studies, case studies, action research and other small studies evaluating an intervention or program. Ideally, Practitioner Research manuscripts provide accountability or effectiveness data. These manuscripts are shorter than Featured Research manuscripts, with less emphasis on an extensive literature review and a rigorous research design and more emphasis on describing the methodology and procedures used and on the results (i.e., what you did and what you found). These manuscripts need not adhere to the rigorous research design standards expected of Featured Research manuscripts, but authors must describe their methods in enough detail so their programs or interventions could be replicated. These studies are not meant to be generalizable, but implications for school counseling research and practice must be addressed. Practitioner Research manuscripts should not exceed 14 pages, not including abstract, references and appendices.

    In an effort to increase the publication of practitioner-focused manuscripts, support for practicing school counselor authors is offered. Practitioners may submit a proposal to Carol Kaffenberger, associate editor for practitioner research. If the proposal is accepted, a writing mentor will be offered. See practitioner-focused guidelines for details about this process.

    Examples of Practitioner Research articles include:
    Olson, S.D., Korcuska, J.S., & Paez, S.B. (2007). Creating narrative leagues in schools. Professional School Counseling, 10:520-523.

    Scherrod, M. D., Getch, Y. Q., & Ziomek-Daigle, J. (2009). The impact of positive behavior support to decrease discipline referrals with elementary students. Professional School Counseling, 12, 421-427.

    Submitting Your Manuscript for Review

    Preparing Your Manuscript
    1. Do not submit material under consideration by another periodical.
    2. Manuscripts must conform to the guidelines in the 2019 edition of the American Psychological Association (APA) Publication Manual (7th ed.). The manual is in most libraries and major bookstores and available online. You may also contact APA Order Department, 750 First St., N.E., Washington, DC 20002-4242, (800) 374-2721.
    3. Refer to the APA guidelines to eliminate bias based on gender, sexual orientation, racial or ethnic group, disability, or age. Avoid using passive voice.

    4. Please note that PSC uses a blind review process; therefore, please exclude authors’ names, institutions, and clues to the authors’ identities that exist within the manuscript.
    5. ASCA style does not allow footnotes (except in tables and figures) or bibliographies. For reference, endnote, and in-text citations, follow APA style.
    6. Keep article titles and headings within the article as short as possible.
    7. For the reviewers' benefit, double space all material, including references and quotations, and allow wide margins.

    8. Manuscripts will be reviewed by an average of three reviewers and feedback submitted to the authors as appropriate. 

    Professional School Counseling only accepts manuscript submissions electronically. To submit a manuscript, please follow the instructions below:

    Getting Started
    1. Launch your Web browser and go to Professional School Counseling’s Manuscript Central website:
    2. Log-in or, if you are a first-time user, click the “Create Account” option.
    3. If you are creating a new account:

    After clicking on “Create Account,” enter your name and e-mail information and click “Next.” Your e-mail information is very important.
    Enter your institution and address information as prompted, and then click “Next.”
    Enter a user ID and password of your choice (we recommend using your e-mail address as your user ID), and then select your area of expertise. Click “Finish” when done.
    4. Log-in and select “Author Center.”

    Submitting Your Manuscript
    1. After you have logged in, click the “Submit a Manuscript” link in the menu bar.
    2. Enter data and answer questions as prompted.
    3. Click on the “Next” button on each screen to save your work and advance to the next screen.
    4. Your will be prompted to upload your files:

    Click on the “Browse” button and locate the file on your computer.
    Select the description of the file in the drop down next to the "Browse" button.
    When you have selected all files you wish to upload, click the “Upload” button.
    5. Review your submission (in both PDF and HTML formats) before sending to the editors. Click the “Submit” button when you are done reviewing. Ensure that your Main Document file does NOT have your name or any other identifying information on it, in order that we may do a blind review. Do NOT submit an additional copy of your manuscript with identifying information on it.

    You may stop a submission at any phase and save it to submit later. After submission, you will receive a confirmation via e-mail. You can also log-on to Manuscript Central any time to check the status of your manuscript. The editors will inform you via e-mail once a decision has been made.

    Editorial policies:

    Authorship: All parties who have made a substantive contribution to the article should be listed as authors. Principal authorship, authorship order, and other publication credits should be based on the relative scientific or professional contributions of the individuals involved, regardless of their status. A student is usually listed as principal author on any multiple-authored publication that substantially derives from the student’s dissertation or thesis

    Acknowledgements: All contributors who do not meet the criteria for authorship should be listed in an Acknowledgements section. Examples of those who might be acknowledged include a person who provided purely technical help, or a department chair who provided only general support.

    Funding: Professional School Counseling requires all authors to acknowledge their funding in a consistent fashion under a separate heading. Please visit the Funding Acknowledgements page on the SAGE Journal Author Gateway to confirm the format of the acknowledgment text in the event of funding, or state that: This research received no specific grant from any funding agency in the public, commercial, or not-for-profit sectors

    Declaration of conflicting interests: PSC encourages authors to include a declaration of any conflicting interests and
    recommends you review the good practice guidelines on the SAGE Journal Author Gateway.

    Please include any declaration in file separate from the main text, after any acknowledgements, under the heading 'Conflicts of Interest.' When making a declaration the disclosure information must be specific and include any financial relationship that all authors of the article has with any sponsoring organization and the forprofit interests the organization represents, and with any for-profit product discussed or implied in the text of the article.

    Publishing policies

    Publication ethics: SAGE is committed to upholding the integrity of the academic record. We encourage authors to refer to the Committee on Publication Ethics’ International Standards for Authors and view the Publication Ethics page on the SAGE Author Gateway. Journal policy prohibits an author from submitting the same manuscript for consideration by another journal and does not allow publication of a manuscript that has been published in whole or in part by another journal.

    Plagiarism: PSC and SAGE take issues of copyright infringement, plagiarism or other breaches of best practice in publication very seriously. We seek to protect the rights of our authors and we always investigate claims of plagiarism or misuse of published articles. Where an article, for example, is found to have plagiarized other work or included third-party copyright material without permission or with insufficient acknowledgement, or where the authorship of the article is contested, we reserve the right to take action including, but not limited to: publishing an erratum or corrigendum (correction); retracting the article; taking up the matter with the head of department or dean of the author's institution and/or relevant academic bodies or societies; or taking appropriate legal action.

    Prior publication: If material has been previously published, it is not generally acceptable for publication in a SAGE journal. However, there are certain circumstances where previously published material can be considered for publication. Please refer to the guidance on the SAGE Author Gateway or if in doubt, contact the Editor at the address given below.


    As part of our commitment to ensuring an ethical, transparent and fair peer review process SAGE is a supporting member of ORCID, the Open Researcher and Contributor ID. ORCID provides a unique and persistent digital identifier that distinguishes researchers from every other researcher, even those who share the same name, and, through integration in key research workflows such as manuscript and grant submission, supports automated linkages between researchers and their professional activities, ensuring that their work is recognized.

    The collection of ORCID iDs from corresponding authors is now part of the submission process of this journal. If you already have an ORCID iD you will be asked to associate that to your submission during the online submission process. We also strongly encourage all co-authors to link their ORCID ID to their accounts in our online peer review platforms. It takes seconds to do: click the link when prompted, sign into your ORCID account and our systems are automatically updated. Your ORCID iD will become part of your accepted publication’s metadata, making your work attributable to you and only you. Your ORCID iD is published with your article so that fellow researchers reading your work can link to your ORCID profile and from there link to your other publications.

    If you do not already have an ORCID iD please follow this link to create one or visit our ORCID homepage to learn more.

    ASCA maintains the copyright on all articles it publishes in the journal. If your article is accepted, you will be asked to fill out a copyright transfer form before your article can be published.

    Journal Contact Information
    Questions? Contact Angela Hickman.

    Institutional Subscription, E-access