The college counseling dilemma: Information and/or advice?

2020 ◽  
Vol 102 (2) ◽  
pp. 40-43
Author(s):  
Gorana Ilic ◽  
James E. Rosenbaum ◽  
Isabelle Matthies ◽  
Lynn Meissner

College counseling has become an increasingly significant part of high school counselors’ jobs, but too often, they focus primarily on college access, without paying attention to whether students are choosing the appropriate college for them. Gorana Ilic, James Rosenbaum, Isabelle Matthies, and Lynn Meissner interviewed counselors to better understand their perceptions of their role and found that, while many made an effort to provide information about college options, they were reluctant to offer personalized advice. However, first-generation students from low-income families have fewer opportunities to receive specific advice from their families. Efforts to improve college-going rates, such as by having all students complete college applications, lead many counselors and students to turn to community colleges and other schools with low admissions standards, even if such schools are an “undermatch” for students’ actual capabilities. The authors suggest that counselors need to provide more individualized advice, while being aware of an array of college options, current labor market trends, and how bias may inform their recommendations.

JCSCORE ◽  
2018 ◽  
Vol 3 (1) ◽  
pp. 125-158
Author(s):  
Delma Ramos ◽  
Judy Marquez Kiyama ◽  
Casandra E. Harper

This multiple case study examines how higher education institutions utilize controlling images to establish guidelines of family engagement, including that of first-generation families, low-income families, and/or families of color. Family engagement is limited to the extent to which it aligns with controlling images that paint families as overly involved or as uninterested, disengaged, and absent from the college experience of their children. This research contributes to our understanding of institutional responsibility when engaging diverse families. By utilizing controlling images as a framework, the article critically examines the stereotypes ascribed to families that shape their engagement experiences. Institutional, practice-based, and research implications are offered.


Autism ◽  
2020 ◽  
pp. 136236132097417
Author(s):  
Carolyn DiGuiseppi ◽  
Steven A Rosenberg ◽  
Margaret A Tomcho ◽  
Kathryn Colborn ◽  
Kristina Hightshoe ◽  
...  

The Screening and Linkage to Services for Autism pragmatic trial examined the effect of family navigation on referral and evaluation for autism spectrum disorder in an urban healthcare system serving low-income families. Children aged 16–30 months with initial scores ⩾3 on the Modified Checklist for Autism in Toddlers–Revised with Follow-up (M-CHAT-R/F) were randomized to usual care ( n = 133) or navigation if indicated ( n = 142). Bilingual, bicultural autism family navigators offered navigation to intervention-group families if the completed M-CHAT-R/F indicated the need for autism spectrum disorder diagnostic evaluation. Autism family navigators also assisted families to arrange for completion of the M-CHAT-R/F interview if not done, and then offered navigation if indicated. Of 49 families for whom navigation was indicated, 45% received navigation, including care coordination, education, and practical support. In intention-to-treat analyses, the intervention did not increase referrals for evaluation but more than doubled completed autism spectrum disorder diagnostic evaluations. Intervention children were also more likely to complete the M-CHAT-R/F interview with fidelity. Research is needed to identify effective methods to improve uptake of family navigation. Family navigation may be an important tool for reducing systemic inequalities in the early identification and treatment of young children with autism spectrum disorder ( ClinicalTrials.gov , https://clinicaltrials.gov/ ; NCT02374541). Lay abstract Young children with autism spectrum disorder can benefit from early detection and intervention to moderate autism spectrum disorder’s effect on their development. Routine screening with standardized instruments facilitates early identification. However, many screen-positive children do not receive referrals for evaluation, complete diagnostic evaluations, or engage in services. This is especially true for children of color and those from less educated or low-income families. The Screening and Linkage to Services for Autism trial evaluated the effect of family navigation on referral and evaluation for autism spectrum disorder in screen-positive toddlers. The trial was conducted in an urban, low-income population. It was designed to test “real-world” implementation of family navigation. We randomly assigned 275 children aged 16–30 months with an initial positive autism spectrum disorder screen to receive navigation if indicated or usual care. Navigation increased the number of at-risk toddlers who were evaluated for autism spectrum disorder. It also improved the quality of autism spectrum disorder screening in primary care clinics. However, many children failed to receive indicated referrals for evaluation. Navigation did not improve referral rates. Furthermore, nearly half of families who were potentially eligible for navigation could not be contacted. Other ways of structuring the navigation program may be necessary to improve families’ access to and acceptance of navigation, especially in the setting of financial, cultural, and linguistic barriers. Our trial nevertheless showed that family navigation may be an important tool for reducing systemic inequalities in the early identification and treatment of young children with autism spectrum disorder.


PEDIATRICS ◽  
1994 ◽  
Vol 93 (3) ◽  
pp. 497-500 ◽  
Author(s):  
Paul W. Newacheck ◽  
Dana C. Hughes ◽  
Jeffrey J. Stoddard ◽  
Neal Halfon

Incorporating these suggestions would necessitate a significant commitment of funds and other resources on the part of federal and state governments. This level of commitment is necessary if children with chronic conditions from low-income families are to receive appropriate care and their sponsors receive fair value. However, attending to the suggestions made in this commentary—while necessary—will not automatically assure that chronically ill children receive the services they need. All too often the emphasis of Medicaid managed care is on managing costs rather than managing care. It is only through a more enlightened perspective—one that places a greater emphasis on what is best for children and a lesser emphasis on what is best for budgets—that chronically ill children will receive the care they deserve.


2011 ◽  
Vol 15 (2) ◽  
pp. 2156759X1101500 ◽  
Author(s):  
Heather A. Bower ◽  
Dana Griffin

The literature has lauded parental involvement as an effective strategy to increase student achievement, but schools still struggle with how to effectively involve parents of color and low-income families. In an effort to assess the effectiveness of the Epstein Model of Parental Involvement in high-poverty, high-minority schools, the authors conducted a case study of an urban elementary school that uses parental involvement practices stipulated in the model. This article provides implications for school counselors and suggestions for future research.


2021 ◽  
Vol 24 (1_part_3) ◽  
pp. 2156759X2110118
Author(s):  
Timothy A. Poynton ◽  
Richard T. Lapan ◽  
Sophie W. Schuyler

This study examined inequalities in college knowledge across the high school years. Twelfth graders had significantly more college knowledge than ninth and 10th graders. Although college knowledge increased during high school among both first- and continuing-generation college-going students, we found significant between-group differences. Continuing-generation students had significantly more college knowledge than first-generation students, and the gap between groups widened across the high school years. School counselors are uniquely positioned within the K–12 education system to address inequalities such as the college knowledge gap through their roles as educators and leaders.


2019 ◽  
Vol 52 (5) ◽  
pp. 704-733
Author(s):  
David B. Monaghan ◽  
Jamie Hawkins ◽  
Anthony Hernandez

Prior research has discussed high school counselors’ role in students’ experience, but counselors’ understandings of their work and of students has received little commentary. We interviewed counselors in a high-poverty, low-performing urban school district in which two structural elements shape how counselors make sense of their work. First, counselor “success” is contingent on convincing students to act in (what schools see as) students’ own best interest, and many students do not do so. Second, resource constraints severely limit planned one-on-one counseling. We find that counselors see students as both victims of crushing circumstances and as agents actively undermining their own opportunities, as holding ambitions misaligned with performance and as vulnerable to despair. Counselors’ strategies follow from these conceptions: building self-efficacy, emphasizing the importance of goals, and nudging plans toward realizability while maintaining hope. We discuss how counselors cope with the rarity with which they experience professional “success,” given student outcomes.


2013 ◽  
Vol 16 (3) ◽  
pp. 2156759X1701600
Author(s):  
Jean Sunde Peterson

School counselors facilitated group guidance for children from low-income families and assisted in classrooms with a full economic range during a summer academic program for young gifted children in order to increase knowledge about giftedness. This qualitative study explored how the counselors experienced being immersed with gifted children. The main theme in their language was that they had not expected such differentness. They viewed the children in new ways and considered how school counselors could support them.


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