@article{boulden_simmons_2025, title={Rural School Counseling Competencies: A Delphi Study}, volume={29}, ISSN={1096-2409 2156-759X}, url={http://dx.doi.org/10.1177/2156759X241310866}, DOI={10.1177/2156759X241310866}, abstractNote={Rural school counseling has garnered increased attention within the school counseling profession. However, guidelines for school counseling practice in these settings are lacking. To address this, utilizing the Delphi method, this study created the first empirical set of rural school counseling competencies to inform rural school counseling practice and preparation. This process resulted in 203 rural school counseling competencies agreed upon by individuals with rural school counseling expertise. We present implications for rural schools, practicing rural school counselors, and preservice rural school counselors, and discuss limitations and future research suggestions.}, number={1}, journal={Professional School Counseling}, publisher={SAGE Publications}, author={Boulden, Rawn and Simmons, Anna}, year={2025}, month={Jan} }
 @inproceedings{boulden_2025, title={Rural school counseling competencies}, booktitle={American Counseling Association Conference}, author={Boulden, R.}, year={2025}, month={Mar} }
 @inproceedings{boulden_simmons_2025, title={Rural school counseling competencies}, booktitle={Evidence-Based School Counseling Conference}, author={Boulden, R. and Simmons, A.}, year={2025}, month={Mar} }
 @inproceedings{boulden_2025, title={The federal DOE Professional Demonstration Grant: Implementation & sustainability}, booktitle={Evidence-Based School Counseling Conference}, author={Boulden, R}, year={2025}, month={Mar} }
 @article{boulden_schimmel_2024, title={Addressing the Rural Youth Mental Health Crisis Through Youth Mental Health First Aid}, volume={45}, ISSN={2643-9662}, url={http://dx.doi.org/10.55533/2643-9662.1413}, DOI={10.55533/2643-9662.1413}, abstractNote={This promising practice describes a statewide effort to address the surging youth mental health crisis through the provision of Youth Mental Health First Aid trainings in West Virginia Public Schools. Youth Mental Health First Aid is an evidence-based training for adults who work with youth. This interactive training increases participants' awareness of signs and symptoms of mental health challenges, adolescent development, the prevalence of mental health challenges among youth, and the steps they should take to ensure students with mental health challenges receive timely referral to mental health professionals. This intervention has proven highly effective in rural schools in West Virginia based on survey data and participant testimonials. In this article, we describe our work and offer implications for rural schools.}, number={2}, journal={The Rural Educator}, publisher={Mississippi State University Libraries - DIGITAL COMMONS JOURNALS}, author={Boulden, Rawn and Schimmel, Christine}, year={2024}, month={Apr}, pages={61–67} }
 @article{stone_ferguson_boulden_2024, title={Culturally Conflicted: Women in Rural Appalachian School Leadership}, volume={45}, ISSN={2643-9662}, url={http://dx.doi.org/10.55533/2643-9662.1367}, DOI={10.55533/2643-9662.1367}, abstractNote={This qualitative case study explores the perceptions of school leadership that future school counselors have regarding leadership roles for women in rural Appalachia. Using a feminist-geographical lens, several cultural, economic, geographic, and identity-based themes were found. Participants' definitions of ideal school leadership included strong community collaboration, advocacy, and leading by example. Some aspects of participants' rural hometowns supported these ideals, such as a community culture offering high levels of cohesion and familial support, leading to them wanting to live there again. However, other characteristics of the community culture, such as being closed to change, sexism against women in leadership, and a lack of women role models, were perceived barriers. In addition, participants' leadership identity was nascent and context based. These factors, combined with poor perceptions of schools in the community, led to participants not to want to live and work in their hometowns. Overall, these participants appear to experience a complex push and pull between pursuing their careers in educational leadership and their desire to take on school leadership roles in rural communities.}, number={2}, journal={The Rural Educator}, publisher={Mississippi State University Libraries - DIGITAL COMMONS JOURNALS}, author={Stone, Jana and Ferguson, Carinna and Boulden, Rawn}, year={2024}, month={Apr}, pages={16–31} }
 @article{boulden_goodman-scott_2024, title={Initial Development and Validation of the School Counselor 504 Activities Scale}, volume={28}, ISSN={1096-2409 2156-759X}, url={http://dx.doi.org/10.1177/2156759X241290491}, DOI={10.1177/2156759X241290491}, abstractNote={The purpose of this study was to develop and validate the School Counselor 504 Activities Scale, a practical tool to assess how often school counselors engage in various ASCA recommended and non-recommended duties. Utilizing a sample of 379 practicing school counselors, this process resulted in two subscales: (a) Collaboration, Advocacy, and Development and (b) Consultation, Clerical, and Administrative Tasks. This instrument can serve as a vital resource to support school counselors’ role congruence and advocacy efforts specific to Section 504 involvement. We describe implications for preparation and practice, and discuss limitations and future directions for research.}, number={1}, journal={Professional School Counseling}, publisher={SAGE Publications}, author={Boulden, Rawn and Goodman-Scott, Emily}, year={2024}, month={Oct} }
 @inproceedings{boulden_2024, title={Meaningful grant work in schools}, booktitle={Evidence-Based School Counseling Conference.}, author={Boulden, R}, year={2024}, month={Mar} }
 @inproceedings{boulden_henry_2024, title={Supporting rural career development in schools}, booktitle={ASCA Flash Presentation}, author={Boulden, R. and Henry, S.}, year={2024} }
 @article{boulden_henry_2023, title={A Phenomenological Investigation of Rural School Counselors’ Experiences Providing Career Development}, volume={27}, ISSN={1096-2409 2156-759X}, url={http://dx.doi.org/10.1177/2156759X231213324}, DOI={10.1177/2156759X231213324}, abstractNote={The purpose of this phenomenological investigation was to explore the lived experiences of rural high school counselors when providing career development services. Several key themes emerged, including (a) contextual factors, (b) direct services, (c) indirect services, (d) rewarding aspects, and (e) challenging aspects. The findings support increased attention centered on rural career development in both preservice and in-service settings. We offer implications for school counselor practice and preparation, and discuss limitations and future research areas.}, number={1}, journal={Professional School Counseling}, publisher={SAGE Publications}, author={Boulden, Rawn and Henry, Sarah}, year={2023}, month={Feb} }
 @article{boulden_goodman-scott_2023, title={A Quantitative Exploration of School Counselors’ Evidence-Based Classroom Management Implementation: Investigating Culturally Sustaining Practices and Multicultural Competence}, volume={27}, ISSN={1096-2409 2156-759X}, url={http://dx.doi.org/10.1177/2156759X231153346}, DOI={10.1177/2156759X231153346}, abstractNote={Considering professional calls for culturally sustaining, comprehensive school counseling practices, this study examined school counselor factors (e.g., age and years of experience) and school factors (e.g., school size and percentage of students of color enrolled) that predicted school counselors’ implementation of evidence-based, culturally sustaining classroom management. We also examined correlations between school counselors’ classroom management and their multicultural practices. The results indicated (a) that age, previous teaching experience, years of school counseling experience, caseload, and percentage of students of color enrolled at school were the strongest predictors of school counselors’ culturally sustaining classroom management implementation and (b) that evidence-based, culturally sustaining classroom instruction is moderately correlated with school counselors’ multicultural behaviors. We offer implications for school counselor practice and preparation, and discuss limitations and future directions.}, number={1a}, journal={Professional School Counseling}, publisher={SAGE Publications}, author={Boulden, Rawn and Goodman-Scott, Emily}, year={2023}, month={Mar} }
 @inproceedings{boulden_schimmel_2023, title={Addressing the youth mental health crisis through Youth Mental Health First Aid}, booktitle={Evidence-Based School Counseling Conference}, author={Boulden, R. and Schimmel, C.}, year={2023}, month={Mar} }
 @inproceedings{boulden_2023, title={An exploration of school counselors’ classroom management practices}, booktitle={Evidence-Based School Counseling Conference}, author={Boulden, R.}, year={2023}, month={Mar} }
 @inproceedings{boulden_schimmel_2023, title={Grant expectations: Recommendations for counselor educators engaging in meaningful federal grant work}, booktitle={Association for Counselor Education and Supervision Conference}, author={Boulden, R. and Schimmel, C.}, year={2023}, month={Oct} }
 @inproceedings{alvarez_boulden_2023, title={Preparing school counselors to support students with disabilities}, booktitle={Evidence-Based School Counseling Conference}, author={Alvarez, A. and Boulden, R.}, year={2023}, month={Mar} }
 @inproceedings{boulden_2023, title={Publishing Your research}, booktitle={Evidence-Based School Counseling Conference}, author={Boulden, R.}, year={2023}, month={Mar} }
 @article{green_evans_litam_hornsby_boulden_shannon_ford_landrum_2023, title={Racial Identity Attitudes and Vicarious Traumatization from Undue Police Violence on Anticipatory Traumatic Reaction Among Black Americans}, volume={39}, ISSN={0886-2605 1552-6518}, url={http://dx.doi.org/10.1177/08862605231198484}, DOI={10.1177/08862605231198484}, abstractNote={Although the viral nature of videos that capture violent and racialized policing of Black Americans in the United States can increase awareness, exposure to race-based violence can result in vicarious traumatization, particularly among Black Americans. The relationship between anticipatory traumatic reactions (ATRs) and racial identity attitudes is not clearly addressed in the extant body of literature. The current study addresses this research disparity by first analyzing group mean differences among Black Americans ( N = 138) who were assigned to audiovisual, written, and imaginal exposure groups. The current study also used a cluster analysis of Black Americans to examine the differences between racial identity attitudes and ATRs following media exposure to undue police violence. Results from the study indicated that no differences in ATRs existed based on types of media exposure. Significant differences across three racial identity clusters existed between ATR in association with attitudes of assimilation, miseducation, self-hatred, anti-dominance, and ethnic-racial salience. Findings from the study suggest that mental health professionals should attend to racial identity attitudes as a relevant factor in how Black American clients experience the psychological impact of media exposure to undue police violence.}, number={3-4}, journal={Journal of Interpersonal Violence}, publisher={SAGE Publications}, author={Green, Darius A. and Evans, Amanda M. and Litam, Stacey D. A. and Hornsby, Tiffany and Boulden, Rawn and Shannon, Jordan and Ford, David J. and Landrum, Dae’Quawn}, year={2023}, month={Sep}, pages={848–868} }
 @misc{stone_ferguson_follmer_curtis_boulden_2023, title={Rural Pre-Service Teachers and Social Justice Advocacy: What is the Story Behind the Numbers?}, ISSN={1814-9316}, url={http://dx.doi.org/10.22318/icls2023.716427}, DOI={10.22318/icls2023.716427}, abstractNote={This sequential mixed methods study applies Lewin's (1947) force field theory as a framework to explore the childhood experiences and current perceptions of pre-service elementary teachers from rural communities regarding social justice advocacy.Results of the quantitative portion of the study indicate that their elementary teachers supporting diverse students may be a supporting factor in multiple ways.The qualitative study is underway, but initial outcomes may provide insights for pre-service teacher programs.}, journal={Proceedings of the International Conference of the Learning Sciences}, publisher={International Society of the Learning Sciences}, author={Stone, Jana and Ferguson, Carinna and Follmer, Jake and Curtis, Reagan and Boulden, Rawn}, year={2023}, month={Oct}, pages={1841–1842} }
 @misc{boulden_chang_mason_lopez-perry_2023, title={Tier 1}, ISBN={9781003306412}, url={http://dx.doi.org/10.4324/9781003306412-6}, DOI={10.4324/9781003306412-6}, abstractNote={This chapter focuses on important aspects of Tier 1 supports within Multi-tiered Systems of Supports (MTSS), including designing and implementing the school counseling classroom instruction. The chapter includes an overview of Tier 1 supports, followed by the school counselor's corresponding role. In addition, four strategies for planning these Tier 1 supports, including the use of data, and determining content and format are described. Finally, the chapter describes approaches for implementing Tier 1 supports, including specific classroom management strategies, followed by consulting and collaborating with teachers, and the use of assessment and evaluation.}, journal={The School Counselor’s Guide to Multi-Tiered Systems of Support}, publisher={Routledge}, author={Boulden, Rawn and Chang, Mia Kim and Mason, Erin and Lopez-Perry, Caroline}, year={2023}, month={May}, pages={150–182} }
 @article{boulden_brown_2022, title={"We’re kind of forgotten”: An initial investigation of Appalachian school counselors’ lived experiences responding to the opioid crisis}, volume={32}, number={2}, journal={School Community Journal}, author={Boulden, R. and Brown, C.}, year={2022}, pages={113–138} }
 @article{boulden_zyromski_2022, title={A Review of The Ultimate School Counselor’s Guide to Assessment & Data Collection}, url={http://scholarworks.wm.edu/jscpe/vol4/iss2/2}, DOI={10.25774/zxjc-hb35}, journal={Journal of School-Based Counseling Policy and Evaluation}, publisher={Journal of School-Based Counseling Policy and Evaluation}, author={Boulden, Rawn and Zyromski, Brett}, year={2022} }
 @article{boulden_hommer_sokoto_2022, title={An Initial Investigation of Factors That Influenced Student Experiences throughout the COVID-19 Pandemic}, volume={95}, ISSN={0009-8655 1939-912X}, url={http://dx.doi.org/10.1080/00098655.2022.2038536}, DOI={10.1080/00098655.2022.2038536}, abstractNote={In response to the critical gap in the literature, the research team conducted a phenomenological study of first-semester counseling master’s students’ experiences amid the COVID-19 global pandemic. The following themes emerged: academic supports, external supports, meaning-making, academic stressors, and external stressors. Implications for counselor education programs are explored, along with limitations and areas for future research.}, number={2}, journal={The Clearing House: A Journal of Educational Strategies, Issues and Ideas}, publisher={Informa UK Limited}, author={Boulden, Rawn and Hommer, Catherine and Sokoto, Kalo}, year={2022}, month={Feb}, pages={97–109} }
 @article{goodman-scott_edirmanasinghe_moe_boulden_2022, title={Assessing the Influence of Multitiered Systems of Support Training on School Counselors’ Perceptions of School Counseling Activities: Results of a National Study}, volume={26}, ISSN={1096-2409 2156-759X}, url={http://dx.doi.org/10.1177/2156759X221138232}, DOI={10.1177/2156759X221138232}, abstractNote={School counselors are often integral in implementing multitiered systems of support (MTSS), and training in MTSS is crucial for building school counselors’ MTSS capabilities (Sink, 2016). However, scholarship investigating school counselors’ MTSS training is limited, particularly regarding their school counseling practices. In this study, we assessed school counselors’ training in MTSS in relation to their beliefs about appropriate roles and activities. School counselors indicated whether they completed coursework, continuing education, or supervision focused on MTSS, and whether they had experiences with MTSS. Participants shared their beliefs about appropriate activities for school counselors via the International Survey of School Counselor Activities, United States version (Fan et al., 2019). We found that MTSS training was related to perceptions of career counseling, individual work, group work, leadership, and prevention, highlighting the aspects of MTSS training that corresponded with school counseling roles. We provide implications for practice and future research.}, number={1}, journal={Professional School Counseling}, publisher={SAGE Publications}, author={Goodman-Scott, Emily C. and Edirmanasinghe, Natalie A. and Moe, Jeffry and Boulden, Rawn}, year={2022}, month={May} }
 @article{goodman-scott_boulden_2022, title={Development and Validation of the School Counselor Classroom Management Inventory}, volume={26}, ISSN={1096-2409 2156-759X}, url={http://dx.doi.org/10.1177/2156759x221111878}, DOI={10.1177/2156759x221111878}, abstractNote={School counseling classroom lessons provide all K–12 students with Tier 1 preventive supports. Educators use classroom management strategies to best deliver classroom lesson content to K–12 students, although the existing literature for school counselors in particular is sparse (e.g., Goodman-Scott, 2019; Runyan et al., 2019). We describe the creation and validation of the first known assessment on school counseling classroom management: the School Counseling Classroom Management Inventory, resulting in a five-factor model. Our discussion includes strategies for school counselors at the preservice, practicing, district, and counselor education levels to best use this inventory to serve students in K–12 schools.}, number={1}, journal={Professional School Counseling}, publisher={SAGE Publications}, author={Goodman-Scott, Emily and Boulden, Rawn}, year={2022}, month={May} }
 @article{boulden_schimmel_2022, title={Factors that Affect School Counselor Retention in Rural Settings-An Exploratory Study}, volume={43}, ISSN={2643-9662}, url={http://dx.doi.org/10.55533/2643-9662.1334}, DOI={10.55533/2643-9662.1334}, number={4}, journal={The Rural Educator}, publisher={Mississippi State University Libraries - DIGITAL COMMONS JOURNALS}, author={Boulden, Rawn and Schimmel, Chris}, year={2022}, month={Oct}, pages={1–14} }
 @inproceedings{boulden_schimmel_2022, title={Factors that affect school counselor retention in rural settings: An exploratory study}, booktitle={WVU Research Week}, author={Boulden, R. and Schimmel, C.J.}, year={2022}, month={Apr} }
 @article{boulden_2022, title={Initial Validation of the ASCA-Informed Student Needs Assessment—High School Version}, url={https://doi.org/10.1177/2156759X221098938}, DOI={10.1177/2156759X221098938}, abstractNote={This study aimed to develop and validate the ASCA-Informed Student Needs Assessment—High School Version, an ASCA-informed and practitioner-friendly instrument that high school counselors can administer to students to identify pressing student needs. The results revealed a four-factor model consisting of the following dimensions: (a). school connectedness and prosocial skills, (b). social/emotional support, (c). academic and career development, and (d). relationships and emotional regulation. The study's findings suggest suitable reliability and validity. This article discusses implications and areas for future research.}, journal={Professional School Counseling}, author={Boulden, Rawn A.}, year={2022}, month={Jan} }
 @article{boulden_2022, title={Initial Validation of the ASCA-Informed Student Needs Assessment—High School Version}, volume={26}, ISSN={1096-2409 2156-759X}, url={http://dx.doi.org/10.1177/2156759X221076851}, DOI={10.1177/2156759X221076851}, abstractNote={This study aimed to develop and validate the ASCA-Informed Student Needs Assessment—High School Version, an ASCA-informed and practitioner-friendly instrument that high school counselors can administer to students to identify pressing student needs. The results revealed a four-factor model consisting of the following dimensions: (a) school connectedness and prosocial skills, (b) social/emotional support, (c) academic and career development, and (d) relationships and emotional regulation. The study’s findings suggest suitable reliability and validity. This article discusses implications and areas for future research.}, number={1}, journal={Professional School Counseling}, publisher={SAGE Publications}, author={Boulden, Rawn A.}, year={2022}, month={Feb} }
 @inproceedings{boulden_2022, title={Meaningful grant work/funding in schools}, booktitle={Evidence-Based School Counseling Conference}, author={Boulden, R}, year={2022}, month={Mar} }
 @inproceedings{boulden_2022, title={Rural school counselors and RAMP}, booktitle={American School Counselor Association Conference}, author={Boulden, R.}, year={2022}, month={Jul} }
 @inproceedings{boulden_2022, title={School counselors’ experiences utilizing SFBT techniques in school settings}, booktitle={2022 Solution Focused Brief Therapy Association Conference}, author={Boulden, R.}, year={2022}, month={Oct} }
 @article{moe_goodman-scott_boulden_edirmanasinghe_tarver_2022, title={The Relationship Between School Counselors’ Role Beliefs and Practice with and on Behalf of LGBTQQI Youth}, volume={26}, ISSN={1096-2409 2156-759X}, url={http://dx.doi.org/10.1177/2156759X221096349}, DOI={10.1177/2156759X221096349}, abstractNote={School counselors completed measures of school counselor activity and role beliefs; competence with lesbian, gay, bisexual, transgender, queer, questioning, and intersex (LGBTQQI) issues; and school-based LGBTQQI advocacy and awareness. Hierarchical multiple regression identified that LGBTQQI clinical skill predicts school counselor LGBTQQI advocacy and awareness, adjusting for school counselor demographics, sexual-affective and gender identities, activity beliefs, building level, and LGBTQQI training. We discuss implications for school counselor training and practice.}, number={1}, journal={Professional School Counseling}, publisher={SAGE Publications}, author={Moe, Jeff and Goodman-Scott, Emily and Boulden, Rawn and Edirmanasinghe, Natalie and Tarver, Shuntay Z.}, year={2022}, month={May} }
 @inproceedings{goodman-scott_boulden_2022, title={Use data to take your classroom management to a whole new level}, booktitle={Evidence-Based School Counseling Online Conference}, author={Goodman-Scott, E. and Boulden, R.}, year={2022}, month={Mar} }
 @inproceedings{boulden_2022, title={Validation of the ASCA Student Needs Assessment-High School Version}, booktitle={Evidence-Based School Counseling Online Conference}, author={Boulden, R.}, year={2022}, month={Mar} }
 @misc{boulden_borden_2022, title={Voices from the Field of School Counseling: Promoting Anti-Racism in School Settings}, ISBN={9783030954505 9783030954512}, url={http://dx.doi.org/10.1007/978-3-030-95451-2_15}, DOI={10.1007/978-3-030-95451-2_15}, journal={Developing Anti-Racist Practices in the Helping Professions: Inclusive Theory, Pedagogy, and Application}, publisher={Springer Nature Switzerland}, author={Boulden, Rawn and Borden, Ne’Shaun}, year={2022}, pages={305–327} }
 @article{brookover_boulden_hanley_johnson_2022, title={“She Went Above and Beyond”: How Comprehensive School Counseling Programs Benefit First-Generation College Students through Personalized Support}, url={https://doi.org/10.1080/00098655.2022.2080632}, DOI={10.1080/00098655.2022.2080632}, abstractNote={This qualitative research study contains a focus on first-generation students’ perceptions of their school’s comprehensive school counseling program and their school counselor. Through a social capital theory lens, three themes emerged, (a) received school counselors’ emotional, motivational, and tailored support, (b) increased social capital through accessing school counselors’ knowledge & skills, and (c) benefited from varied modalities of structured support. Implications for school counselors and counselor educators to improve first- generation student outcomes are included.}, journal={The Clearing House: A Journal of Educational Strategies, Issues and Ideas}, author={Brookover, Dana L. and Boulden, Rawn and Hanley, Erin M. and Johnson, Kaprea F.}, year={2022}, month={Jul} }
 @article{boulden_brown_coffield_2022, title={“The single fish in the sea”: Exploring the Lived Experiences of Rural School Counselors Earning RAMP}, volume={26}, ISSN={1096-2409 2156-759X}, url={http://dx.doi.org/10.1177/2156759X211044145}, DOI={10.1177/2156759X211044145}, abstractNote={Empirical scholarship exploring the Recognized ASCA Model Program (RAMP) process in rural school communities is notably lacking. In response to this gap, we conducted a phenomenological study with eight rural school counselors who successfully navigated the RAMP process. Participants shared influential reasons for pursuing RAMP, supporting factors in that work, obstacles that occurred during their RAMP pursuit, and outcomes related to earning the distinction. The findings support the need for RAMP resources geared toward school counselors working in rural settings. We discuss further implications in the article.}, number={1}, journal={Professional School Counseling}, publisher={SAGE Publications}, author={Boulden, Rawn and Brown, Candice and Coffield, Erin}, year={2022}, month={Feb} }
 @article{boulden_2021, title={Adaptation of the Teaching Students With Disabilities Self-Efficacy Scale}, url={https://doi.org/10.1177/2156759X211042311}, DOI={10.1177/2156759X211042311}, abstractNote={This study aimed to adapt the Teaching Students With Disabilities Self-Efficacy Scale for contemporary school counseling practice. The adaptation, titled the Students With Learning Disabilities School Counselor Self-Efficacy Scale, is a resource that assesses school counselors’ belief in their ability to counsel and support students identified as having learning disabilities. The findings suggest that the scale has sound validity and reliability metrics, with a few considerations. This article also discusses implications.}, journal={Professional School Counseling}, author={Boulden, Rawn}, year={2021}, month={Jul} }
 @article{boulden_2021, title={Developing 21st-Century Skills through Restorative Practices}, volume={94}, ISSN={0009-8655 1939-912X}, url={http://dx.doi.org/10.1080/00098655.2021.1915740}, DOI={10.1080/00098655.2021.1915740}, abstractNote={School counselors are an important cornerstone in addressing inequities and supporting student success. A thorough review of the literature promotes the unification of contemporary school counselor practice, restorative practices, and the development of students' 21st-century skills. This article sheds light on this concept, illustrating how school counselors can infuse skill-building within the restorative practices framework.}, number={5}, journal={The Clearing House: A Journal of Educational Strategies, Issues and Ideas}, publisher={Informa UK Limited}, author={Boulden, Rawn}, year={2021}, month={Jun}, pages={205–215} }
 @article{boulden_schimmel_2021, title={More Than Just an Internship: One University’s Collaboration with a Rural School District to Attract, Develop, and Retain School Counselors}, volume={42}, ISSN={2643-9662 0273-446X}, url={http://dx.doi.org/10.35608/ruraled.v42i3.1237}, DOI={10.35608/ruraled.v42i3.1237}, abstractNote={This promising practice describes an innovative collaboration between West Virginia University, a land grant institution situated in the middle of rural Appalachia, and Kanawha County Schools, located in Charleston, WV. The partnership aimed to assist the rural school district by supporting children in three elementary schools and by providing the university’s school counseling students an immersion experience in rural schools, with the hope of retaining them in the school district following graduation. The collaboration fulfilled the original mission of the program in two ways; first, the school district retained one-third of the school counseling students who participated. Secondly, the collaboration was met with overwhelming support by district leadership, resulting in an increase in school counseling students entering the program in the next academic year.}, number={3}, journal={The Rural Educator}, publisher={Mississippi State University Libraries - DIGITAL COMMONS JOURNALS}, author={Boulden, Rawn and Schimmel, Christine}, year={2021}, month={Nov}, pages={56–62} }
 @article{boulden_stone_ali raisa_2021, title={Supporting the College and Career Needs of Gifted and Talented Learners in Rural Elementary Schools: Strategies for School Counselors}, volume={94}, ISSN={0009-8655 1939-912X}, url={http://dx.doi.org/10.1080/00098655.2021.1939248}, DOI={10.1080/00098655.2021.1939248}, abstractNote={Rural school communities face an array of systemic barriers that often impact students' college and career readiness (CCR). These barriers often extend to students identified as gifted and talented, a subsection with differing CCR readiness needs than their non-gifted peers. Despite these barriers, school counselors are well positioned to address the career development needs of all students. Regrettably, elementary-level CCR, particularly within the rural context, is often overlooked in educational research. In response to this gap, this article highlights strategies school counselors in rural settings can employ to support the CCR needs of elementary-level gifted learners, conceptualized within the framework of the American School Counselor Association National Model.}, number={5}, journal={The Clearing House: A Journal of Educational Strategies, Issues and Ideas}, publisher={Informa UK Limited}, author={Boulden, Rawn and Stone, Jana and Ali Raisa, Sumaia}, year={2021}, month={Jul}, pages={223–235} }
 @article{goodman-scott_boulden_2019, title={School Counselors’ Experiences With the Section 504 Process: “I want to be a strong team member…[not] a case manager”}, volume={23}, ISSN={1096-2409 2156-759X}, url={http://dx.doi.org/10.1177/2156759x20919378}, DOI={10.1177/2156759x20919378}, abstractNote={In response to a gap in the literature and to inform school counseling practice, we conducted a phenomenological study of school counselors in five states and 10 school districts, examining their experiences with Section 504 of the Rehabilitation Act of 1973 in pre-K–12 schools. Overall, school counselors communicated challenges in their involvement with the 504 process including four themes: (a) time-consuming coordination/management; (b) relational strain with teachers, students, and families; (c) lack of expertise in Section 504; and (d) ambiguity of the Section 504 process. We discuss implications for practicing school counselors, school leaders, and school counselor educators centered on increased education, support, and advocacy.}, number={1}, journal={Professional School Counseling}, publisher={SAGE Publications}, author={Goodman-Scott, Emily and Boulden, Rawn}, year={2019}, month={Jan}, pages={2156759X2091937} }