scholarly journals Noninstructional Spending Improves Noncognitive Outcomes: Discontinuity Evidence from a Unique Elementary School Counselor Financing System

2010 ◽  
Vol 5 (2) ◽  
pp. 105-137 ◽  
Author(s):  
Randall Reback
Keyword(s):  
Mental Health ◽  
Elementary Schools ◽  
School Counselors ◽  
Skill Acquisition ◽  
Behavioral Problems ◽  
Student Behavior ◽  
School Counselor ◽  
Financing System ◽  
Future Earnings ◽  
The Impact

Children's noncognitive skills, mental health, and behavior are important predictors of future earnings and educational attainment. Their behavior in the classroom also affects their peers' behavior and achievement. There is limited prior evidence, however, concerning the impact of school resources on student behavior. Some elementary schools employ counselors whose primary purpose is to help improve students' behavior, mental health, and noncognitive skill acquisition. This article estimates regression discontinuity models exploiting Alabama's unique financing system for school counselors. Alabama fully subsidizes counselor appointments for all elementary schools, with the number of appointments based on schools' prior year enrollments using discrete enrollment cutoffs. The results suggest that greater counselor subsidies reduce the frequency of disciplinary incidents but do not strongly influence mean student achievement test scores. Increases in counselors moderate relatively severe behavioral problems without necessarily improving systemic behavior affecting classroom learning.

In the Aftermath of a School Hostage Event: A Case Study of One School Counselor's Response

2007 ◽  
Vol 10 (5) ◽  
pp. 2156759X0701000
Author(s):  
Jeffrey A. Daniels ◽  
Mary C. Bradley ◽  
Daniel P. Cramer ◽  
Amy Winkler ◽  
Kisha Kinebrew ◽  
...  
Keyword(s):  
Mental Health ◽  
School District ◽  
School Counselors ◽  
Health Facility ◽  
Crisis Intervention ◽  
School Counselor ◽  
Counseling Students ◽  
Professional School ◽  
Mental Health Facility

The authors interviewed a school counselor to determine her response to an armed hostage event in a classroom. They found that her primary interventions took place after the perpetrator had been taken into custody, through counseling students who had been in the room, contacting professionals from the school district and the local mental health facility for help, and coordinating these other professionals. Results are presented in light of the crisis intervention literature. Finally, implications for professional school counselors are discussed.

Improved Attitude and Achievement: A Case Study of an Elementary School Academic Advisement Intervention

2017 ◽  
Vol 21 (1) ◽  
pp. 1096-2409-21.1.
Author(s):  
Barry Kamrath ◽  
Teresa Brooker
Keyword(s):  
Elementary School ◽  
School Counselors ◽  
School Counselor ◽  
Academic Advisement ◽  
Effective Response ◽  
School Counseling Program ◽  
Future Success ◽  
Elementary School Counseling ◽  
The Impact

School counselors are often called upon to develop and implement academic interventions. In this case study of one urban elementary school, a school counselor conducted a small group academic advisement intervention. The results suggest that integrating the activities into the elementary school counseling program can be an effective Response to Intervention (RTI) component that advances academic achievement and improves attendance and discipline issues. This article presents the impact of the intervention on student and parent attitudes toward school and future success and shares implications for school counselors.

The Impact of School Counseling Supervision on Practicing School Counselors’ Self-Efficacy in Building a Comprehensive School Counseling Program

2019 ◽  
Vol 23 (1) ◽  
pp. 2156759X2094772
Author(s):  
Angela Tang
Keyword(s):  
School Counseling ◽  
School Counselors ◽  
Self Efficacy ◽  
School Counselor ◽  
Best Practice ◽  
Counseling Supervision ◽  
Model Framework ◽  
School Counseling Program ◽  
Quasi Experimental ◽  
The Impact

This quasi-experimental pretest/posttest study using the School Counseling Self-Efficacy Scale examined whether school-counseling-specific supervision increased self-efficacy related to school counseling best practice. The study included supervision of 24 practicing school counselors using the School Counseling Supervision Model framework. Supervision groups had significant increases in self-efficacy scores compared to nonparticipants ( p = .02), with a medium-to-large effect size ( d = .62). Findings suggest that school-counseling-specific supervision can increase school counselor self-efficacy related to professional practice.

Addressing the Impact of Trauma in High Poverty Elementary Schools

2019 ◽  
pp. 135-153
Author(s):  
La Vera Brown ◽  
Tahani Dari ◽  
Natalie Spencer
Keyword(s):  
Social Justice ◽  
Elementary Schools ◽  
School Counseling ◽  
School Counselors ◽  
Ecological Factors ◽  
High Poverty ◽  
High Poverty Schools ◽  
Multiple Perspectives ◽  
Mental Health Programs ◽  
The Impact

A positioned-subject qualitative approach was used to uncover multiple perspectives held by elementary school counselors as to how they interpret their work with children affected by trauma in high-poverty schools. As such, school counselors' knowledge of the impact of ecological factors that led to childhood trauma was examined. Findings indicated that complex and systemic trauma were common themes that informed the schools counselors' ability to advocate effectively for mental health programs for children in high poverty schools. This qualitative study also introduces an ecological and social justice (ESJ) school-counseling model for school counseling in high poverty elementary schools that demonstrates how social justice-oriented school counselors seek to meet the needs of their students with mental illness who come from high poverty backgrounds.

RAMP and PBIS: “They Definitely Support One Another”: The Results of a Phenomenological Study (Part One)

2017 ◽  
Vol 21 (1) ◽  
pp. 1096-2409-21.1. ◽  
Author(s):  
Emily Goodman-Scott ◽  
Tim Grothaus
Keyword(s):  
School Counselors ◽  
Behavioral Interventions ◽  
School Counselor ◽  
Phenomenological Study ◽  
Phenomenological Inquiry ◽  
Positive Behavioral Interventions ◽  
School Counseling Programs ◽  
Comprehensive School Counseling ◽  
Comprehensive School Counseling Programs ◽  
The Impact

Scholars have explored the impact of comprehensive school counseling programs on student outcomes, including those programs that garnered the RAMP (Recognized ASCA [American School Counselor Association] Model Program) designation. A surfeit of empirical examinations of positive behavioral interventions and supports (PBIS) outcomes also are extant. Although researchers have investigated RAMP and PBIS individually and conceptual articles have suggested models for aligning these two frameworks, scholarly investigations of their interaction are scarce. Researchers in this study conducted a phenomenological inquiry with 10 school counselors employed in schools that featured both a RAMP designation and implementation of PBIS with fidelity. The researchers determined four resulting themes regarding school counselors’ lived experiences working in schools with both the RAMP designation and high levels of PBIS implementation: (a) RAMP–PBIS interaction, (b) “the data is amazing,” (c) “part of the [school] culture,” and (d) challenges and benefits.

Mental Health Services in Public Schools: A Preliminary Study of School Counselor Perceptions

2013 ◽  
Vol 16 (4) ◽  
pp. 2156759X1501604 ◽  
Author(s):  
Laurie A. Carlson ◽  
Nathalie L. Kees
Keyword(s):  
Mental Health ◽  
Public Schools ◽  
School Counselors ◽  
School Counselor ◽  
Comfort Level ◽  
Health Needs ◽  
Mental Health Needs ◽  
School Based ◽  
Counselor Perceptions ◽  
School Counselor Perceptions

This descriptive survey research study (N = 120) examined the self-reported comfort level of school counselors in addressing the mental health needs of their students and school counselor perceptions regarding working relationships with school-based therapists. Survey results indicated that school counselors are generally confident in their counseling skills and comfortable addressing common issues brought to them by their students. However, these same school counselors indicated that they experience some discomfort in working with students living with DSM diagnoses and that specific courses within counselor training programs may have a mitigating effect on this discomfort. Results also revealed that school counselors are willing to lead and work with cross-disciplinary teams and school-based therapists to better meet the mental health needs of their students.

“Stop Doing That!”: Effects of Teacher Reprimands on Student Disruptive Behavior and Engagement

2020 ◽  
pp. 109830072093510
Author(s):  
Paul Caldarella ◽  
Ross A. A. Larsen ◽  
Leslie Williams ◽  
Howard P. Wills ◽  
Joseph H. Wehby
Keyword(s):  
Elementary Schools ◽  
Disruptive Behavior ◽  
Behavioral Problems ◽  
Student Behavior ◽  
Emotional And Behavioral Disorders ◽  
Classroom Engagement ◽  
Short Term ◽  
Disruptive Student Behavior ◽  
Time Limitations ◽  
Over Time

Many teachers resort to using reprimands in attempts to stop disruptive student behavior, particularly by students with emotional or behavioral problems, although this may not be effective. This study examined short-term longitudinal data on teacher reprimands of 149 teachers in 19 different elementary schools across three states, as well as disruptive behavior and classroom engagement of 311 students considered at risk for emotional and behavioral disorders. A cross-lag analysis showed that teacher reprimands did not decrease students’ future disruptive behavior or increase their engagement or vice versa. While teacher reprimands may suppress misbehavior momentarily, they do not appear to be effective in decreasing students’ disruptive behavior or increasing their engagement over time. Limitations and implications are discussed.

scholarly journals The Impact of the School Counselor Supervision Model on the Self-Efficacy of School Counselor Site Supervisors

2017 ◽  
Vol 21 (1) ◽  
pp. 1096-2409-21.1. ◽  
Author(s):  
Carleton H. Brown ◽  
Arturo Olivárez ◽  
Lorraine DeKruyf
Keyword(s):  
Identity Development ◽  
School Counselors ◽  
Self Efficacy ◽  
School Counselor ◽  
Counselor Supervision ◽  
Critical Element ◽  
Supervision Training ◽  
Site Supervisors ◽  
Supervision Model ◽  
The Impact

Supervision is a critical element in the professional identity development of school counselors; however, available school counseling-specific supervision training is lacking. The authors describe a 4-hour supervision workshop based on the School Counselor Supervision Model (SCSM; Luke & Bernard, 2006) attended by 31 school counselors from three southern U.S. school districts. Employing a pre-experimental pretest-posttest research design using the Site Supervisor Self-Efficacy Survey-revised (DeKruyf, 2011), the authors found a significant positive relationship (t (30) = 9.31, p & .001; Cohen's d = 1.67) between supervision training and supervisor self-efficacy. These findings bolstered the efficacy of the SCSM. The authors discuss research and practical implications of this study.

School Counselors’ Involvement with a School-Wide Positive Behavior Support Intervention: Addressing Student Behavior Issues in a Proactive and Positive Manner

2013 ◽  
Vol 16 (5) ◽  
pp. 2156759X1201600 ◽  
Author(s):  
Katie Martens ◽  
Kelsey Andreen
Keyword(s):  
School Counselors ◽  
Positive Behavior Support ◽  
Student Behavior ◽  
School Counselor ◽  
Positive Behavior ◽  
Behavior Support ◽  
Implementation Team ◽  
Behavior Issues ◽  
Prevention Model ◽  
Using Data

For schools using School-Wide Positive Behavior Supports, the school counselor is an essential member of the implementation team. Moreover, the prevention model corresponds with the school counselor standards and the ASCA National Model. This article shows how a school counselor teams with school staff in a K-3 elementary school of 600 pupils to implement and manage a School-Wide Positive Behavior Support targeted intervention called Check-in/Check-out (CICO). The authors review current research relevant to CICO and provide sample student data, daily behavior report cards, referral forms, and home reports. The article gives suggestions on using CICO to support students with mental health concerns including using data to collaborate with other community professionals.

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