School Counseling Integrated Program (SCIP): Preparing School Counselors in Training to Collaborate with School Nurses and ESOL Teachers in Rural Alabama Schools

Authors

DOI:

https://doi.org/10.3776/tpre.2026.v16n1p34-50

Keywords:

school counselors in training, interdisciplinary and cross-disciplinary collaboration, rural schools, school nurses, multilingual learners

Abstract

The School Counseling Integrated Program (SCIP) was funded by United States Department of Education under theMental Health Service Professional (MHSP) Demonstration Grant Program. The aim of SCIP was to increase mental health services in rural Alabama schools by training school counseling students to collaborate with school counselors, school nurses, and ESOL teachers. SCIP demonstrates interdisciplinary and cross-disciplinary collaboration. The purpose of this research study was to discuss the empirical findings from a program evaluation after year one. The current study focused on eight SCIP Fellows’ knowledge, attitudes, and perceptions in implementation of an integrated collaboration between these professional roles to address student mental health concerns while practicing within their ethical boundaries and scope of practice. Findings from the program evaluation revealed a statistically significant enhancement in students’ knowledge, attitudes, and perceptions concerning interdisciplinary collaboration with school counselors, school nurses, and ESOL educators.

Author Biographies

  • Malti Tuttle, Auburn University

    Malti Tuttle, PhD, LPC (GA), CPCS (GA), ATS, NCC, NCSC. Auburn University, Department of Special Education, Rehabilitation, and Counseling. College of Education.

    Dr. Malti Tuttle is a Professor and School Counseling Program Coordinator at  Auburn University. She also serves as the co-director of the Rural Access and Interventions for School Counseling Education (RAISE) Lab. Dr. Tuttle has over 20 years of educational experience which includes serving as a teacher, school counselor, and counselor educator.  Her research science aligns with social justice issues, school counseling advocacy, collaboration, rural school counseling, Multilingual Learners, and Animal Assisted Therapy/Interventions.

  • Morgan Yordy, Auburn University

    Morgan Yordy, DNP, ACNS-BC, RN, FCNS. Auburn Univeristy, College of Nursing. 

    Dr. Morgan Yordy is an Associate Professor at Auburn University College of Nursing with over 22 years of experience in nursing. As an Advanced Practice Registered Nurse specializing in community health, she has published and presented extensively on interventions that enhance children’s health and well-being, as well as interdisciplinary collaboration. Her work reflects a deep commitment to improving health outcomes through evidence-based practice and community engagement.

  • Jamie Harrison , Auburn University

    Jamie Harrison, EdD. Auburn University, Department of Curriculum and Teaching. 

    Dr. Jamie Harrison is a Professor of English to Speakers of Other Languages (ESOL) Education in the Department of Curriculum and Teaching. Her primary research interests center on the role of advocacy in the work of ESOL teachers. She has also conducted research about teachers’ implicit and explicit beliefs and attitudes about multilingual learners. Dr. Harrison teaches several courses in the graduate ESOL education program and is currently acting as the program coordinator.

  • Chih-hsuan Wang, Auburn University

    Chih-hsuan Wang, PhD. Auburn University, Department of Educational Foundations, Leadership, and Technology 

    Dr. Chih-hsuan Wang is a Professor of Educational Research, Measurement, and Assessment in the Department of Educational Foundations, Leadership, and Technology. She teaches courses in research methods and data analysis. Her research and current projects focus on:  (1) issues related to nursing and health education, (2) psychological factors influencing students’ motivation and learning, (3) students’ motivation and learning outcomes in e-learning environments and K–12 STEM education, and (4) factors affecting international students’ motivation and learning.  She also contributes to funded research projects, develops assessment materials for evaluation, conducts data analyses, and prepares research reports

  • Lyndsay Deal , Auburn University

    Lyndsay Deal, Auburn University.

    Lyndsay Deal is a Licensed Professional Counselor in Georgia, a National Certified Counselor, and a Board Certified Telemental Health Provider. Lyndsay earned her Master of Education in Counselor Education with a concentration in Clinical Mental Health Counseling from Georgia Southern University. Her research interests are related to weight and health bias in counselor education and practice.

     

    Dr. Lyndsay Deal is a Licensed Professional Counselor in Georgia, a National Certified Counselor, and a Board Certified Telemental Health Provider. Lyndsay earned her Master of Education in Counselor Education with a concentration in Clinical Mental Health Counseling from Georgia Southern University, and earned her Ph.D. in Counselor Education and Supervision from Auburn University. Her research interests are related to weight and health bias in counselor education and practice.

  • John McCall, Auburn University

    John McCall, PhD. Auburn University, Department of Special Education, Rehabilitation, and Counseling. College of Education.

    Dr. John McCall (he/him) is an Assistant Professor and School Counseling Practicum and Internship Coordinator at Auburn University. He earned a Doctor of Philosophy in Counselor Education from the University of Georgia. He is a licensed professional school counselor (Georgia). His research interests include chemical and behavioral addictions, adverse childhood experiences, emotion-regulation, and school counseling paradigms including AI.

References

Abramson, A. (2022, January 1). Children’s mental health is in crisis. Monitor on Psychology, 53(1). https://www.apa.org/monitor/2022/01/special-childrens-mental-health

American School Counselor Association. (2022). ASCA ethical standards for school counselors. https://www.schoolcounselor.org/getmedia/44f30280-ffe8-4b41-9ad8-f15909c3d164/EthicalStandards2022.pdf

American School Counselor Association. (n.d.). Student-to-school-counselor ratio 2020-2021. https://www.schoolcounselor.org/getmedia/94308d43-98a1-426f-83c0-2fbcd19ceed8/ratios-20-21-alpha.pdf

American School Counselor Association. (2019). The ASCA national model: A framework for school counseling programs. (4th ed.).

Centers for Disease Control and Prevention (2022). Adolescent and school health: Mental health.

Comprehensive Center Network Region 7. (2022). Alabama improving English learner student academic achievement. https://region7comprehensivecenter.org/project/alabama-improving-english-learner-el-student-academic-achievement/

De Oliveira, L. C, & Wachter Morris, C. A. (2015). Preparing school counselors for English language learners. TESOL Press.

Gantt, A. C., Johnson, K. F., Preston, J. W., Suggs, B. G., & Cannedy, M. (2021). School counseling interns’ lived experiences addressing social determinants of health. Teaching and Supervision in Counseling, 3(3), 1-13. https://doi.org/10.7290/tsc030307

Ghassemi, A.E. (2017). Interprofessional collaboration between mental health counselors and nurses. Creative Nursing, 23(4), 242-247. https://doi:10.1891/1078-4535.23.4.242

Johnson, K. F., Clemons, K. L., Robins, L., B., Gantt-Howrey, A., Shaikh, A. N., & Jones, H. A. (2023a). Experiences of school counselor trainees in a primary care integrated behavioral health care practicum. Teaching and Supervision in Counseling, 5(2), 13-27.

https://doi.org/10.7290/tsc05LqLx

Johnson, K. F., Cunningham, P. D., Tirado, C., Moreno, O., Gillespie, N. N., Duyile, B., Hughes, D. C., Goodman-Scott, E., & Brookover, D. (2023b). Social determinants of mental health considerations for counseling children and adolescents. Journal of Child and Adolescent Counseling, 9(1), 21-33. https://doi.org./10.1080/23727810.2023.2169223

Kirkbride, J. B., Anglin, D. M., Colman I., Dykxhoorn, J., Jones, P. B., Patalay, P., Pitman, A., Soneson, E., Steare, T., Wright, T., & Griffiths, S. L. (2024). The social determinants of mental health and disorder: Evidence, prevention and recommendations. World Psychiatry, 23(1), 58-90. https://doi.org/10.1002/wps.21160

Kirkpatrick, D. L. (1959). Techniques for evaluating training programs. Journal of the American Society of Training and Development, 13, 3-9.

Mahoney, A. D., & Parker, M. (2024). Harnessing school nurse and school counselor collaborations. Nurse Educator, 49(2), 101. https://doi.org/10.1097/NNE.0000000000001469

Mancini, M. A., Maynard, B., & Cooper-Sadlo, S. (2020). Implementation of an integrated behavioral health specialization serving children and youth: Processes and outcomes. Journal of Social Work Education, 56(4), 793-808. https://doi.org/10.1080/10437797.2019.1661905

Mason, E. C. M, Robertson, A., Gay, J., Clarke, N., & Holcomb-McCoy, C. (2021). Antiracist school counselor preparation: Expanding on the five tenets of the transforming school counseling initiative. Teaching and Supervision in Counseling, 3(2), 4-14. https://doi.org/10.7290/tsc030202

Mayes, R. D., & Byrd, J. (2022). An antiracist framework for evidence-informed school counseling practice. Professional School Counseling, 26(1a), 1-10. https://doi.org/10.1177/2156759X221086740

Moen, O. L. & Jacobsen, I. C. R. (2022). School nurses/ experiences in dealing with adolescents having mental health problems. SAGE Open Nursing, 8,23779608221124411 https://doi.org/10.1177/23779608221124411

National Association of School Nurses. (2022). The behavioral health and wellness of students. Position Statement. https://doi.org/10.1177/10598405261473651

Nunnally, J. C. (1978). An overview of psychological measurement. In B. B. Wolman (Ed.), Clinical diagnosis of mental disorders (pp. 97-146). Springer. https://doi.org/10.1007/978-1-4684-2490-4_4

Office of Disease Prevention and Health Promotion. (n.d.). Social determinants of health. Healthy People 2030, U.S. Department of Health and Human Services. https://health.gov/healthypeople/priority-areas/social-determinants-health

Purgason, L. L., Johnson, G., Vallecillo, O., Covington, C., Parker, R. H., & Airhart-Larraga, S. (2024). English as a second language teacher’s perspectives on interprofessional collaboration with school counselors: Supporting emergent bilingual students. Journal of Educational and Psychological Consultation, 34(2). 168-197. https://doi.org/10.1080/10474412.2023.2240304

Rural Health Information Hub. (2026). Need for addressing social determinants of health in rural communities. https://www.ruralhealthinfo.org/toolkits/sdoh/1/need-in-rural

Sugarman, J., & Lazarin, M. (2020). Educating English learners during the COVID-19 pandemic: Policy ideas for states and school districts. Washington, DC: Migration Policy Institute. https://www.migrationpolicy.org/sites/default/files/publications/mpi-english-learners-covid-19-final.pdf

TESOL. (2024). Position statement on terminology: An asset-based approach (Position Statement]. https://www.tesol.org/media/aemfcp1u/2024-terminology-position-statement-final.pdf

Tuttle, M., Harrison, J., Johnson, L. V., & Mecadon-Mann, M. (2021). What’s in a word?: School counselor and ESOL teacher perceptions and attitudes about collaboration. Journal of School Counseling, 19(22). 1-35. http:/www.jsc.montana.edu/articles/v19n22.pdf

Tuttle, M. & Johnson, L.V. (2018). Navigating language brokering in K-12 schools. Journal of Mental Health Counseling, 40(4), 328-340.

Tuttle, M., Johnson, L. V., & Harrison, J. (2022). English learners. In H. S. Hamlet (Ed.), School counseling practicum & internship: 30+ essential lessons. (2nd ed., pp. 140-153). Cognella.

Tuttle, M., Yordy, M., Appling, B., & Hanley, E. (2018). School counselor and school nurse collaboration: Partnering for K-12 student success. Journal of School Counseling, 16(4). 1-26. http://www.jsc.montana.edu/articles/v16n4.pdf

Whitman, M. V., Davis, J. A., & Terry, A. J. (2010). Perceptions of school nurses on the challenges of service provision to ESL students. Journal of Community Health, 35, 208-213. https://doi.org/10.1007/s10900-009-9211-3

World Health Organization (2022). Adolescent mental health. https://www.who.int/news-room/fact-sheets/detail/adolescent-mental-health#:~:text=Emotional%20disorders&text=It%20is%20estimated%20that%203.6,%2D19%2Dyear%2Dolds

Downloads

Published

2026-10-13

Issue

Vol. 16 No. 1 (2026): Theory and Practice in Rural Education

Section

Research Forum

License

Copyright (c) 2026 Malti Tuttle, Morgan Yordy, Jamie Harrison , Chih-hsuan Wang, Lyndsay Deal , John McCall

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

Copyright Notice

Articles will be published using a Creative Commons Attribution Non-commercial Sharealike license. (For more information on this license, please visit the Creative Commons license page.) Please also note that the authors are explicitly granting permission for Academic Library Services to store a copy of the article in The ScholarShip, ECU's Institutional Repository under the terms of the current ScholarShip license. As a North Carolina agency, ECU contributes copies of all publications to the North Carolina State Archives.

How to Cite

School Counseling Integrated Program (SCIP): Preparing School Counselors in Training to Collaborate with School Nurses and ESOL Teachers in Rural Alabama Schools. (2026). Theory & Practice in Rural Education, 16(1). https://doi.org/10.3776/tpre.2026.v16n1p34-50