Wilkins, N. J., Krause, K. H., Verlenden, J. V., Szucs, L. E., Ussery, E. N., Allen, C. T., Stinson, J., Michael, S. L., & Ethier, K. A. (2023). School connectedness and risk behaviors and experiences among high school students — Youth Risk Behavior Survey, United States, 2021. Morbidity and Mortality Weekly Report, 72(1), 13–21. https://doi.org/10.15585/mmwr.su7201a2

This study examines the connection between school connectedness and risk behaviors in students grades 9-12. There has been substantial evidence before that school connectedness can lead to positive outcomes that can continue into adulthood. As well as lower rates of in school bullying and drug use. This source is physiological study. It is a useful source because it provides evidence that interconnectedness in schools is important. This supports my capstone project because it shows that school interconnectedness is a researchable topic and has proven benefits. The study is a reliable source because it is written by professionals and is featured on the official CDC website which is under the U.S. government. This study did not change my feeling about the problem, it only enhanced my understanding of the topic. I knew that school interconnectedness could be helpful, but being able to see the effects was really powerful.

Mullen, P. R., & Gutierrez, D. (2016). Burnout, Stress and Direct Student Services Among School Counselors. The Professional Counselor, 6(4), 344–359. https://doi.org/10.15241/pm.6.4.344

The main argument of this source is that counselor burnout has a negative effect on student service. The point is to examine the relationship between counselor stress and the quality of service received by students. The study covers many of the reasons why burnout rates are so high among counselors. The paper is a research study from The Professional Counselor journal for The National Board for Certified Counselors. It is a trustworthy source because it comes from a well reviewed journal and is peer reviewed. The information is most likely unbiased because it is a scientific paper that went through vicarious reviews. This source is useful to consider because it shows that counselor burnout is both a well documented occurrence and that it has repercussions on student service. However, it is important to keep in mind that the survey is from 2016 and is thus eight years out of date. It is likely that stress levels have only increased, though, after Covid and the decrease in student mental health. Thus, I believe this source can still be taken into consideration despite its publication date.

Breen, Audrey. “Q&A: How Can Schools Help Students after a Mental Health ER Visit?” UVA Today, 28 Mar. 2024, news.virginia.edu/content/qa-how-can-schools-help-students-after-mental-health-er-visit. Accessed 10 Dec. 2024.

This article talks about the support for students returning to school from an ER visit that was due to a mental health crisis. It is an interview with Lora Smith, an assistant professor at University of Virginia who is also a licensed psychologist. Smith outlines the research found that very few kids who are referred to the ER are admitted. Many return to school the next day. Smith also goes on to recommend an interconnect systems framework that integrates resources to better support students. School reentry meetings could be held to form a plan to support the kid. The source is an article posted by a college. It is a fairly trusted source because it is a well known school and the interviewee is licensed. The information tracks fairly well with other sources and even my own experiences. The goal of the source is to raise awareness on the lack of attention these students receive and possibly even lead to change. I thought this article was important because a lot of the solutions here at J-D are just outsourcing and that’s fine, but what support is there for them when they do return? The plan said that they would be supported when they return, but I am not sure that it is true. Being supported on their return can reduce the risk of another ER visit. The proposed solution of a meeting would take time out of the counselor's schedules, but it could drastically improve the quality of care the student is receiving. This article made me think more about the aftercare of students.

Panchal, Nirmita, et al. “The Landscape of School-Based Mental Health Services.” KFF, 6 Sept. 2022, www.kff.org/mental-health/issue-brief/the-landscape-of-school-based-mental-health-services/.

This source is an overview of the landscape of mental health services provided by schools. It draws in various statistics from previous studies to back up its summary. The topics mentioned are about what is being offered at schools, the barriers preventing care, and the effect of recent policies. The article’s main point is that much is being done to support students’ mental health, but there are still issues that prevent care policies from being implemented. The source is trustworthy because it has been rated as factual in its reporting, even if its narrative can be somewhat left-leaning. However, this source is so factual there is little room for bias. This source is useful because it gathers a large wealth of information in one place and arranges it in an easily understandable way. This article is helpful to my topic because it provides data to both inform and back up my claims about the necessity of mental health support at J-D. Additionally, it broadens my understanding of what is already being done. It has changed my thinking to be more aware of how funding factors into providing care and the provider shortage. In short, I have gained more context on why things are the way they are.