How Important is Personal/Social Development to Academic Achievement? The Elementary School Counselor's Perspective

2011 ◽  
Vol 14 (3) ◽  
pp. 2156759X1101400
Author(s):  
Jennifer S. Barna ◽  
Pamelia E. Brott
Keyword(s):  
Academic Achievement ◽  
Elementary School ◽  
School Counseling ◽  
School Counselors ◽  
Statistical Difference ◽  
State Standards ◽  
Academic Standards ◽  
Elementary School Counselors ◽  
Social Standards ◽  
Elementary School Counseling

This study explored elementary school counselors’ perceptions of importance and implementation for state standards in support of academic achievement. Results indicate that Academic and Personal/Social standards are important to achievement with no statistical difference between the standards. Further, counselors implement Personal/Social standards at slightly higher levels in their programs compared to Academic standards. Counselors consistently rated principles of character and qualities of effort, hard work, and persistence as most important and of highest implementation. This article also discusses implications for elementary school counseling practice.

Experiences With Elementary School Counseling Advocacy

2022 ◽  
Vol 26 (1) ◽  
pp. 2156759X2110679
Author(s):  
Emily Goodman-Scott ◽  
Emily Brown ◽  
Carolyn Berger ◽  
Sarah Blalock
Keyword(s):  
Elementary School ◽  
School Counseling ◽  
School Counselors ◽  
Well Being ◽  
Elementary Level ◽  
Counseling Services ◽  
Elementary School Counselors ◽  
Job Opportunities ◽  
Elementary School Counseling ◽  
K 12

Elementary school counselors are instrumental in student success and well-being; unfortunately, school counselors at the elementary level also have higher caseloads and more tenuous job opportunities. Thus, there exists a need to advocate for elementary school counseling. Previous research has examined school counseling advocacy across K–12 settings and included advocacy as one aspect of larger studies. Given this gap in the literature, we conducted a phenomenological investigation to examine the lived experiences of professionals who reported successfully advocating for elementary school counseling positions and roles. We discuss findings and implications, including applying results to the school counseling profession, in an effort to bolster elementary school counseling and better school counseling services to students.

Using Stories in Elementary School Counseling: Brief, Narrative Techniques

2009 ◽  
Vol 12 (5) ◽  
pp. 2156759X0901200
Author(s):  
Christie Eppler ◽  
Jacob A. Olsen ◽  
Lory Hidano
Keyword(s):  
Elementary School ◽  
School Counseling ◽  
School Counselors ◽  
Professional School ◽  
Career Outcomes ◽  
Story Telling ◽  
Elementary School Counseling ◽  
Professional School Counselors ◽  
Narrative Techniques ◽  
Narrative Counseling

This article describes using stories and story-telling techniques so that elementary professional school counselors can facilitate brief, narrative counseling. These approaches help counselors and students build rapport while assisting in understanding and externalizing the problem. Additionally, these interventions may help generate ideas for unique and positive academic, personal/social, and career outcomes. This article will address four story-based techniques for use in elementary school counseling: biblionarrative, displaced communication, bibliocounseling, and using movie clips.

scholarly journals School Counseling Faculty Perceptions and Experiences Preparing Elementary School Counselors

2016 ◽  
Vol 6 (4) ◽  
pp. 303-317 ◽  
Author(s):  
Emily Goodman-Scott ◽  
Jennifer Scaturo Watkinson ◽  
Ian Martin ◽  
Kathy Biles
Keyword(s):  
Elementary School ◽  
School Counseling ◽  
School Counselors ◽  
Faculty Perceptions ◽  
Elementary School Counselors ◽  
Counseling Faculty

Making the Grade: The Importance of Academic Enablers in the Elementary School Counseling Program

2013 ◽  
Vol 17 (1) ◽  
pp. 2156759X0001700
Author(s):  
Jennifer S. Barna ◽  
Pamelia E. Brott
Keyword(s):  
Elementary School ◽  
School Counselors ◽  
Study Skills ◽  
Elementary School Counselors ◽  
Academic Enablers ◽  
School Counseling Program ◽  
Elementary School Counseling ◽  
Comprehensive Programs ◽  
Practical Recommendations

Elementary school counselors can support academic achievement by connecting their comprehensive programs to increasing academic competence. One valuable framework focuses on academic enablers, which are identified as interpersonal skills, motivation, engagement, and study skills (DiPerna, 2004). In this article, the authors (a) discuss the essential role of elementary school counselors in supporting student achievement, (b) provide an overview of the academic enablers’ framework, and (c) offer practical recommendations for implementing this framework.

Growth in Middle School Students’ Curiosity, Executive Functioning, and Academic Achievement: Results From a Theory-Informed SEL and MBI School Counseling Intervention

2021 ◽  
Vol 24 (1_part_3) ◽  
pp. 2156759X2110076
Author(s):  
Matthew E. Lemberger-Truelove ◽  
Peggy L. Ceballos ◽  
Citlali E. Molina ◽  
Kira J. Carbonneau
Keyword(s):  
Middle School ◽  
Academic Achievement ◽  
Middle School Students ◽  
Executive Functioning ◽  
School Counseling ◽  
School Counselors ◽  
School Students ◽  
Delayed Treatment ◽  
Counseling Intervention ◽  
Randomized Design

The authors investigated a combined social and emotional learning and mindfulness-based intervention as delivered by school counselors to students in classrooms and their teachers using consultation practices. The study used a cluster-randomized design at the classroom level, with an ethnically diverse sample of 109 middle school students divided between treatment and delayed treatment groups. Analyses found significant intervention effects for the treatment group in students’ changes in stress tolerance, social curiosity, executive functioning (i.e., shift, plan and organize, and task monitoring), and academic achievement (i.e., mathematics, science, English, and social studies). Implications of these findings evince how theory-informed school counseling can contribute to important outcomes in educational settings.

The Elementary School Counselor's Role in Fostering Caring School Communities

2008 ◽  
Vol 12 (2) ◽  
pp. 2156759X0801200 ◽  
Author(s):  
Jennifer J. Lindwall ◽  
Hardin L. K. Coleman
Keyword(s):  
Elementary School ◽  
School Counselors ◽  
School Environment ◽  
School Counselor ◽  
Elementary School Counselors ◽  
School Communities ◽  
Effective Strategies ◽  
Core Set ◽  
Personal Experiences ◽  
Caring School Community

The school counselor can play a key role in fostering a caring school community (CSC). The counselor can engage in a comprehensive, preventive, and developmental intervention that helps to promote a sense of belongingness. Furthermore, this intervention reflects a strengths-based counseling approach because it considers how contextual changes can be made to promote overall development of youth. Seven elementary school counselors’ perspectives were examined for their understanding about what constitutes a CSC and how they help to facilitate such a context. The school counselors in the study reported the following: There are a core set of elements that they believe make up a CSC; they draw upon their personal experiences within the school environment to help them understand how their CSC efforts can best be implemented; they implement a set of effective strategies to foster a CSC; and they utilize a shared guiding philosophy that is reflected by their efforts to foster a CSC.

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