Increases in Academic Connectedness and Self-Esteem among High School Students who Serve as Cross-Age Peer Mentors

2009 ◽  
Vol 12 (4) ◽  
pp. 2156759X0901200
Author(s):  
Michael Karcher
Keyword(s):  
High School ◽  
High School Students ◽  
School Counselors ◽  
School Counselor ◽  
Self Esteem ◽  
Mentoring Programs ◽  
Peer Mentors ◽  
American School Counselor Association ◽  
School Students ◽  
Peer Helping

Cross-age mentoring programs are peer helping programs in which high school students serve as mentors to younger children. The study in this article compared fall-to-spring changes on connectedness, attachment, and self-esteem between 46 teen mentors and 45 comparison classmates. Results revealed an association between serving as a cross-age peer mentor and improvements on academic self-esteem and connectedness. The American School Counselor Association regards coordinating a peer helping program as an appropriate activity for school counselors; this study supports this position.

scholarly journals ¡Adelante! A Community Asset Mapping Approach to Increase College and Career Readiness for Rural Latinx High School Students

2018 ◽  
Vol 22 (1) ◽  
pp. 2156759X1880027
Author(s):  
Elisabeth Arriero ◽  
Dana Griffin
Keyword(s):  
High School ◽  
High School Students ◽  
School Counselors ◽  
School Counselor ◽  
Career Readiness ◽  
College And Career Readiness ◽  
School Students ◽  
Asset Mapping ◽  
College And Career ◽  
Mapping Approach

Community asset mapping is an approach that school counselors can use to locate resources to meet the needs of families, schools, and communities. This article provides step-by-step instructions on how school counselors might use community asset mapping to address the needs of their population(s), illustrated with an example of implementation in a rural high school. The authors address implications for school counselor practice.

scholarly journals STUDENT READINESS HIGH SCHOOL ENTRANCE EXAMS HIGHER EDUCATION AND THE ROLE OF SCHOOL COUNSELORS

2015 ◽  
Vol 5 (1) ◽  
pp. 50
Author(s):  
Tri Anjar
Keyword(s):  
High School ◽  
High School Students ◽  
School Counselors ◽  
Private Schools ◽  
School Counselor ◽  
Average Score ◽  
School Students ◽  
Average Percentage ◽  
Entrance Exams

Abstract: The process of preparing to take the test SNMPTN is something that often makes prospective students experiencing various problems. I prepare for the selection of the necessary physical, material, and also psychological. This research was initiated from the problems that occurred in the preparation of the admission public universities by students coming from private schools . These problems such as high school rules violations / lack of discipline, learn less motivated to learn. This condition greatly affects the readiness of students to achieve success SNMPTN pass. This study aimed to describe the readiness of high school students college entrance exams and the role of BK teacher / school counselor. The study population is students of SMA Muhammadiyah 1 Metro are 212 students. This type of research is quantitative descriptive, and the questionnaire used as an instrument of collecting data. The results showed that the average score of 80.53 with an average percentage of 26.84%, are in the category is not ready. BK teacher's role in preparing students in private schools that help students related to school by making a counseling program, either individually or in the classical style. Increase cooperation with fellow teachers and parents and guardians to fostering the development of children's potential.Keywords: Readiness, Students, Counselor role

The Cross-Age Mentoring Program: A Developmental Intervention for Promoting Students’ Connectedness across Grade Levels

2008 ◽  
Vol 12 (2) ◽  
pp. 2156759X0801200 ◽  
Author(s):  
Michael J. Karcher
Keyword(s):  
High School ◽  
High School Students ◽  
School Counselors ◽  
Peer Mentoring ◽  
Mentoring Programs ◽  
Mentoring Program ◽  
School Students ◽  
Positive Effects ◽  
Grade Levels ◽  
National Model

In cross-age peer mentoring programs, high school students mentor younger students. Prior research demonstrates the positive effects for mentees as well as for mentors. This context-based, strengths-promoting intervention is designed to help school counselors foster high school students’ leadership and collaboration skills while simultaneously promoting elementary and middle school mentees’ connectedness, self-esteem, and academic achievement. Using a tiered set of students as intervention agents, cross-age peer mentoring programs provide a unique strengths-based intervention for school counselors at any grade level. Consistent with the ASCA National Model®, but unlike most approaches to youth mentoring, cross-age mentoring programs can be structured by a calendar of connectedness themes that informs school counselors’ action and accountability plans and can utilize a connectedness curriculum to guide the delivery of guidance lessons by students to students.

Becoming “Difference Makers”: School-University Collaboration to Create, Implement, and Evaluate Data-Driven Counseling Interventions

2009 ◽  
Vol 12 (6) ◽  
pp. 2156759X0901200
Author(s):  
Erin Camizzi ◽  
Mary Ann Clark ◽  
Summer Yacco ◽  
William Goodman
Keyword(s):  
High School ◽  
High School Students ◽  
School Counselors ◽  
Low Income ◽  
School Counselor ◽  
School Students ◽  
Use Of Data ◽  
Counseling Interventions ◽  
College Bound Students ◽  
Funding Opportunities

High school students seeking to complete a postsecondary degree must properly prepare themselves academically and financially in order to qualify and pay for college. With the use of data, school counselors can target high-achieving students from diverse backgrounds to provide equitable opportunities for all students. In this article, a school counselor along with partners from the school district and local university discuss how school counselors at a high school were able to increase academic and funding opportunities for college-bound students from low-income households. Interventions included enrolling target students in academically challenging courses and advising students in applying for financial aid and scholarships.

From Homeless to Student Housing: School Counselor Roles and Experiences in Preparing Students Experiencing Homelessness for College

2021 ◽  
Vol 25 (1) ◽  
pp. 2156759X2110504
Author(s):  
Stacey Havlik ◽  
Madeline Duckhorn ◽  
Shelby Rohrer ◽  
Patrick Rowley
Keyword(s):  
High School ◽  
High School Students ◽  
School Counselors ◽  
College Preparation ◽  
School Counselor ◽  
High School Counselors ◽  
School Students ◽  
College Going ◽  
Hands On ◽  
Study Participants

This qualitative study focused on examining the roles and experiences of high school counselors supporting students experiencing homelessness in their college preparation. To be included in the study, participants needed to have experience working with high school students experiencing homelessness. Findings indicated that the participants supported students experiencing homelessness by (a) enhancing access and exposure to college, (b) providing hands-on and individualized college-going support, and (c) building partnerships with universities to support college going.

High School Students Understanding of the Risks of Online Game Addiction

10.32698/0772 ◽  
2019 ◽  
Vol 2 (2) ◽  
pp. 113
Author(s):  
Eryzal Novrialdy ◽  
Herman Nirwana ◽  
Riska Ahmad
Keyword(s):  
High School ◽  
High School Students ◽  
School Counselors ◽  
Sampling Technique ◽  
Online Games ◽  
Average Score ◽  
Online Game ◽  
School Students ◽  
Game Addiction ◽  
Use Of Technology

Adolescents are currently in the midst of technological sophistication, which is very helpful for its development. On the other hand, many adolescents are trapped in the problem of technology addiction. Adolescents are the most age group who experience problems with the use of technology, including online games. Online game addiction is the loss of control over the use of online games, which makes other daily activities are disrupted. Online game addiction in adolescents have an impact on several aspects of life, such as health aspects, psychological aspects, academic aspects, social aspects, and financial aspects. Lack of understanding about the risks of online game addiction can get adolescent stuck in online game addiction. This research aims to describe high school students understanding about the risks of online game addiction. The sample consisted of 255 high school students selected by proportional random sampling technique. Data was collected using a scale measuring understanding of the risks of online game addiction. Data analysis used a quantitative approach with descriptive methods. The results showed that high school students understanding about the risks of online game addiction was included in the moderate category with an average score of 198,48 and an achievement score level of 55,14%. Therefore, school counselors must to improve high school students understanding of the risks of online game addiction.

Alienation, Self-Esteem and Attitudes toward Drinking in High-School Students

1968 ◽  
Vol 29 (2) ◽  
pp. 350-354 ◽  
Author(s):  
Howard T. Blane ◽  
Marjorie J. Hill ◽  
Elliot Brown
Keyword(s):  
High School ◽  
High School Students ◽  
Self Esteem ◽  
School Students

scholarly journals The High School Competencies Scale (H-Comp Scale): A First Validation Study

2021 ◽  
Vol 11 (2) ◽  
pp. 570-584
Author(s):  
Diego Boerchi ◽  
Paola Magnano ◽  
Ernesto Lodi
Keyword(s):  
High School ◽  
Academic Performance ◽  
High School Students ◽  
Family Relationships ◽  
Self Efficacy ◽  
Concurrent Validity ◽  
Extrinsic Motivation ◽  
Self Esteem ◽  
Emotional Reactions ◽  
School Students

Researchers widely explored non-intellective study factors because they play a central role in academic performance and are potentially more modifiable than intellective ones. The scientific literature suggests that the non-intellective factors can be classified into three main areas: self-concept, which refers to self-esteem and efficacy, motivation and emotional reactions; the area of study, related to study dedication and operative skills; and the area of relationships, comprising those with family, fellow students and teachers. Basing on these findings, the C-Comp Scale has been developed and tested in the past, addressed to college students. This study aimed to adapt and test a new version of this questionnaire on high school students. Methods. A pilot study was conducted on 364 Italian high school students to adapt and test the new version of the questionnaire, called the H-Comp Scale. The following study, conducted on 792 Italian high school students, provided further evidence of its reliability, structural validity, and concurrent validity with general self-efficacy, academic self-efficacy, social self-efficacy, and academic performance. Results. The H-Comp Scale showed to possess excellent reliability and structural and concurrent validity. The final version is composed of twelve subscales, aggregated in three areas, with just 48 items: Study (Intrinsic Motivation, Extrinsic Motivation, Time Management, Study Dedication), Self (Learning Assessment, General Self-Esteem, Self-Efficacy, Reaction to Failures, Emotional Control), and Relationships (Family Relationships, Fellow Student Relationships, Teacher Relationships). Conclusions. The H-Comp Scale would be a useful and easy-to-use instrument to support school counselors, tutors, teachers, and researchers in exploring different types of non-intellective variables, to better project educational intervention aimed to improve high school students’ academic performance and satisfaction.

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