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.

scholarly journals Transformative School Counselor Leadership

2018 ◽  
Vol 22 (1) ◽  
pp. 2156759X1880862 ◽  
Author(s):  
Molly M. Strear ◽  
Patricia Van Velsor ◽  
Daniel A. DeCino ◽  
Gregory Peters
Keyword(s):  
Leadership Development ◽  
School Counselors ◽  
Program Implementation ◽  
School Counselor ◽  
Transformative Leadership ◽  
Urban School District ◽  
School Counseling Program ◽  
Comprehensive School Counseling ◽  
School Counselor Leadership

This descriptive, intrinsic case study explored a transformative leadership professional development opportunity designed for school counselors in a large, urban school district. Interviews with 19 participating school counselors provided increased understanding of school counselors’ beliefs, skills, and agency regarding leadership and comprehensive school counseling program implementation. We discuss the results to support school counselor leadership development and implications for school counselors striving for educational equity.

Maximizing School Counselors’ Efforts by Implementing School-Wide Positive Behavioral Interventions and Supports: A Case Study from the Field

2013 ◽  
Vol 17 (1) ◽  
pp. 2156759X0001700
Author(s):  
Emily Goodman-Scott
Keyword(s):  
Elementary School ◽  
School Counseling ◽  
School Counselors ◽  
Behavioral Interventions ◽  
School Counselor ◽  
Data Driven ◽  
Safe Schools ◽  
Positive Behavioral Interventions ◽  
School Counseling Programs

School-Wide Positive Behavioral Interventions and Supports (PBIS) are school-wide, data-driven frameworks for promoting safe schools and student learning. This article explains PBIS and provides practical examples of PBIS implementation by describing a school counselor-run PBIS framework in one elementary school, as part of a larger, district-wide initiative. The author discusses implications for school counselors, including maximizing school counselors’ efforts to best serve every student by integrating PBIS into existing school counseling programs.

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.

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.

Response to Intervention: An Opportunity for School Counselor Leadership

2011 ◽  
Vol 14 (3) ◽  
pp. 2156759X1101400
Author(s):  
Theresa Ryan ◽  
Carol J. Kaffenberger ◽  
Amy Gleason Carroll
Keyword(s):  
Elementary School ◽  
Response To Intervention ◽  
School Counselor ◽  
Best Practice ◽  
School Level ◽  
Implementation Team ◽  
School Counselor Leadership ◽  
Rti Model ◽  
The Impact

This article describes a novel implementation of a response to intervention (RTI) model at the elementary school level, with particular focus on the role of the school counselor. The RTI process was used with all K-2 students as a way of delivering research-based best practice to all students, and as a way of documenting the educational progress of students identified as at risk for school problems. A member of the development and implementation team, the school counselor collected data to estimate the impact of the model on student progress after the first year of data collection. The article also shares implications for the role of the elementary school counselor.

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.

Critical Incidents in the Development of Supportive Principals: Facilitating School Counselor-Principal Relationships

2007 ◽  
Vol 10 (4) ◽  
pp. 2156759X0701000
Author(s):  
Colette T. Dollarhide ◽  
Alexanderia T. Smith ◽  
Matthew E. Lemberger
Keyword(s):  
Qualitative Study ◽  
School Counseling ◽  
School Counselors ◽  
School Counselor ◽  
Critical Incidents ◽  
Effective Leadership ◽  
Counseling Program ◽  
Structured Interviews ◽  
School Counseling Program ◽  
Prior Experiences

The qualitative study in this article explores critical incidents that may facilitate the support a principal provides for a school counseling program. Through structured interviews, supportive principals are asked to reflect on their prior experiences with school counselors, their educational exposure to school counseling, and their recommendations for school counselors. Results suggest that by demonstrating effective leadership and systemic interactions, school counselors can foster relationships with principals that can help them expand their roles and their programs.

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