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Information about the quality of local habitat can greatly help to improve an individual's decision-making and, ultimately, its fitness. Nevertheless, little is known about the mechanisms and significance of information use in reproductive decisions, especially in unpredictable environments. We tested the hypothesis that perceived breeding success of conspecifics serves as a cue for habitat quality and hence influences breeding decisions (nest site choice and clutch size), using the zebra finch (Taeniopygia guttata) as a model species. Zebra finches breed opportunistically in the unpredictable, arid zone of Australia. They often inspect the nests of conspecifics, potentially to prospect on conspecific reproductive success, i.e., to collect social information. We conducted a clutch and brood size manipulation to experimentally create the perception of high and low quality areas. In six areas, clutch sizes of almost 300 zebra finch nests were either all increased (N=3 areas) or reduced (N=3 areas) throughout one breeding season. The number of breeding pairs and sizes of newly laid clutches were not significantly affected by the manipulated reproductive success of the areas. Thus, zebra finches did not use social cues for their reproductive decisions, which contrasts with findings of species in temperate zones, and could be an adaptation to the high unpredictability of their habitat. Even the personal experience of rebreeding birds did not directly affect their clutch size. Our study suggests that zebra finches employ a high level of opportunism as a key strategy for reproduction. Further, this is the first study to our knowledge using an experimental approach in the wild to demonstrate that decision-making in unpredictable natural environments might differ from decision-making in temperate environments with seasonal breeding.

In vertebrates, brain lateralization has been described as a left hemispheric specialization for information processing and decision-making and a right hemispheric specialization for intense emotional reactions and fear responses. Accordingly, we may expect that ungulates will instinctively orientate their body in order to use their left eye for the detection of threats and social information. In this study, we investigate the factors influencing the body orientation of individuals during feeding activities in 55 captive common elands in two socially stable captive herds. Do lateralized postures differ while individuals perform activities with different vulnerability risks, and what are the factors affecting lateral exposure preferences? We recorded a large number of observations of the activity of the elands, the number of animals on each side, the positions and distances of the closest neighbour, the dominant individual and the closest visual barrier. Statistical analyses determined the positioning preferences of the animal according to these factors, including the influence of age, sex and ranking (own and that of the closest). At herd and individual levels, common elands have a left bias in lateral exposure preference to herdmates, dominant and closest individuals. Body orientation choice seems to be based on a trade-off between the perceived threat a nearby animal represents and the distance between them. Situations of higher vulnerability, like grazing, are characterized by a more intense lateralized pattern. This supports the theory that the animal would use its left side senses to more quickly and accurately detect and process danger and social stimuli.

Limited research has focused on exploring the collaboration between home and school to address cyberbullying. In this qualitative study, we interviewed 17 school counselors to explore their experiences working with parents and caregivers in addressing cyberbullying. We identified four themes: (a) connections with parents and families, (b) digital citizenship, (c) blurred boundaries, and (d) family/counselor support. We discuss the themes and offer implications for school counselors to address cyberbullying in schools, including highlighting strategies for bridging the gap between families and schools through policies and communication about cyberbullying.

School counselors are one of the few professions that remain split on their professional title. We replicated a previous study to determine whether the results of the original study measuring the impact of language on perceptions of school counselors’ competency were replicable by surveying a sample of the general population. Participants who completed the surveys with the term “guidance counselor” were statistically less likely to believe that school counselors were able to perform the 25 tasks assessed on the survey. Results suggest that the title impacted participants’ perceptions of the competence of school counselors.

This study examined the self-efficacy of school counselors’ college knowledge in the college process. Exploratory factor analysis revealed five characteristic factors: school counselors’ knowledge related to the college application process, systems advocacy, direct services with disadvantaged populations, direct service with special populations, and coordination of college access events. Hierarchical regression analyses revealed that both school counselors’ individual characteristics (e.g., years of experience, race/ethnicity, time engaged in advising, conducting lessons, and using technology and data) and ecological factors (e.g., school level, rate of college-going culture) were significant predictors of school counselors’ self-efficacy for promoting college knowledge. We discuss implications for equity and school counselors’ training.

The American School Counselor Association Closing-the-Gap Action Plan template is a tool created to help school counselors identify educational gaps and track interventions. We applied a transcendental, phenomenological qualitative research method to explore school counselors’ use of the template to advocate for students. Our findings demonstrate the rationale for using the Closing-the-Gap Action Plan template and we discuss how school counselors use it for advocacy. We also present implications for using the template as a training tool for school counselors in training.

We examined the moderating effect of gender on witnessing bullying, defending, and internalizing symptoms among sixth-grade students at one middle school in the northwestern United States. Results indicated that for females, witnessing bullying was positively associated with depressive symptoms and social anxiety, whereas for males, defending was positively associated with depressive symptoms. Findings suggest the importance of equipping female students with strategies to cope with witnessing bullying and providing male students with appropriate intervention skills for defending targets.

The authors evaluated a brief, school-wide, bystander bullying intervention (STAC) designed to establish school counselors as leaders in curriculum delivery. Elementary school students trained in the program reported an increase in perceived knowledge and confidence to act as “defenders,” utilizing the STAC strategies when they observed bullying, and a decrease in bullying victimization and perpetration at a 4-month follow-up. We discuss implications for school counselors.

This qualitative study focused on examining the roles and experiences of high school counselors supporting students experiencing homelessness in their college preparation. To be included in the study, participants needed to have experience working with high school students experiencing homelessness. Findings indicated that the participants supported students experiencing homelessness by (a) enhancing access and exposure to college, (b) providing hands-on and individualized college-going support, and (c) building partnerships with universities to support college going.

Using a purposeful, convenience sampling method, we explored six school counselors’ experiences of ethical decision making. We used a transcendental phenomenology research method and identified the themes of consulting, referring to ethical guidelines, documenting, contributing factors, and engaging in professional development. This article discusses implications for school counselor preparation programs and practicing school counselors.