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Another suicide, because he didn’t know where to run; another teen pregnancy, because she needed acceptance from just one more person. Another alcoholic, another drug addict, another bully, more abuse: where will we draw the line? When will it become too much? Although some school systems have legitimate reasons as to why mandatory counseling is not crucial, recent studies have come to reveal that it is very important. It would allow a deeper level of education and relationship to take place and would be beneficial for students and faculty across the country. This required time would potentially improve GPA and testing scores across the country. Altogether, many feel that mandatory counseling for high school adolescents would be beneficial, if not essential. If mandatory counseling programs were implicated in all of the high schools across America, the standards and quality of life for most people would increase dramatically. There are countless motives as to why this should be enforced in all schools across America. State assessment scores, GPA, and even course grades were found to be increased significantly (Boyle, J. S., & Kehoe, J. J). In a study in Illinois, suicide rates dropped by almost half after mandatory counseling was enforced (Chamberlain, 2003). Rates of bullying, violence, and depression have also been reported throughout the states who have already implemented mandatory counseling (Roaten, G. K., & Roaten, D. J., 2012). Rates of graduation and continued education have increased significantly in these schools as well (Roaten, G. K., & Roaten, D. J., 2012). A higher level of self-efficacy has also been reported. Some experts argue that students would discover a higher level of self-efficacy in most activities ... ... middle of paper ... ...ional School Counseling, 16(5), 333. Ham, P., & Allen, C. (2012). Adolescent health screening and counseling. American Family Physician, 86(12), 1109-1116. Pitcairn, M., & Phillips, K. (n.d.). Retrieved from http://www.counseling.org/Resources/Library/VISTAS/vistas05/Vistas05.art14.pdf RAKAUSKIENE, V., & DUMCIENE, A. (2013). ALTERATION OF ADOLESCENT SELF-EFFICACY WHEN APPLYING BRIEF COUNSELING AT SCHOOL. Social Behavior & Personality: An International Journal, 41(6), 893-899. Roaten, G. K., & Roaten, D. J. (2012). Adolescent Brain Development: Current Research and the Impact on Secondary School Counseling Programs. Journal Of School Counseling, 10(18), State School Counseling Mandates and Legislation. American School Counselor Association. http://www.schoolcounselor.org/school-counselors-members/careers-roles/state-school-counseling-mandates-and-legislation
Group counseling is a viable new option emerging in the school setting. It can be effective and cost-effective for the schooling system by addressing a larger number of students and can be used to address a multitude of topics that children often face. One benefit of group counseling in the school setting is that it teaches children important socializing skills with their peers, as students often learn best from each other (Pérusse, 2009). It provides support, assists with emotional and problem-solving skills, and empowers children to be help each other as well as receive help from their peers (Thompson, 2012). The group setting may be perceived as less threatening, it helps bridge the gap in trust for children by providing a safe environment in which children can connect with others, and it allows for interactions that builds on social skills and the development of empathy for others (Thompson, 2012).
Whiston, S. C., Tai, W. L., Rahardja, D., & Eder, K. (2009, May 27). School Counseling Outcome: A Meta-Analytic Examination of Interventions. Lamar Library Database. Retrieved June 8, 2014, from http://web.b.ebscohost.com.libproxy.lamar.edu/ehost/pdfviewer/pdfviewer?sid=bf1a795d-657c-406a-83fc-99831939c79c%40sessionmgr113&vid=5&hi
Steinberg, Laurence & Morris, Amanda Sheffield. “Adolescent Development.” Annual Review of Psychology, (Annual 2001): 83-110. [E Journal]
When considering the implementation of a school based counseling group it is important to consider the evidence. The use of data-based practices in such groups requires tha...
Student’s lack of success can occur for many reasons but some believe that that it stems from poverty. Many families are forced to work more than one job in order to maintain the household and the children end up staying at home without adult supervision. Adult supervision is needed in order to provide structure, rules, and teach children basic social skills. Social skills are essential in our daily life as it is what we use to communicate with people to get what we want or need. In my experience, I have also noticed that the majority of at risk youth come from single mom or grandparent homes. I have experienced talking to single moms or guardians who do not implement discipline at home because they do not know how to discipline. Other times, they feel bad that the child’s other parent or parents are not in the picture so they try to composite by not enforcing consequences. The mental health of a child is another important concept that schools should consider when they are dealing with troubled youth. Many students have experienced trauma in their lives that has never healed. Teaching children to properly express their emotions is something that sometimes parents do not know how to teach. Having mental health services such as counseling is a great way to help the student heal from the trauma that has been keeping them from being successful. Schools should require all student to receive a mental health screening along with their physical in order to know the student’s history and to understand and help
The compressive school programs are driven by student data and are based on academic, career, and personal/ social development. The programs are collaborating between the counselor, parents, and many other educators to create an environment that promotes student excellences (ASCA, 2016). A productive school counselor will focus on their skills, time and energy on direct and indirect services to all students. Therefore, to achieve those goals, the ASCA recommends that a school counselor should not have more than 250 students and that 80 percent or more of a counselor’s time in direct and indirect services. As a result, we will focus on the delivery of those services.
Adolescence is a time when many teenagers are struggling to determine where they fit in the world. No longer a child, but not yet an adult, issues surrounding the decisions and rights of adolescents prove to be a difficult subject to tackle. Adolescents are gradually awarded various privileges such as the right to drive, smoke, and drink, meaning there is no clear defining moment when an adolescent is fully considered an adult. Because of this, research on adolescent brain development should be heavily considered when resolving issues surrounding the well being of adolescents.
American School Counselor Association. (2012). The ASCA National Model: A Framework for School Counseling Programs, Third Edition. Alexandria, VA: Author.
I believe that humans are responsible for their behavior and that every individual is capable of riding himself or herself of their undesired problem only if they choose to. William Glasser (1975) writes in Reality Therapy, “ [In therapy] someone cares enough about the patient to make him face a truth he has spent his life truing to avoid: he is responsible for his own behavior.” (p.34). Adolescents and children are responsible for their personal behavior and as a society we must look beyond structural reasons for educational gaps and look into the choices and decision that adolescents make that are hindering their educational attainment. With Texas ranking in the 50th place when compared nationwide among other adolescents receiving high school diplomas the need for highly qualified school counselors is imperative (Texas on the Brink,
Spinks, S. (2000). Adolescent brains are a work in progress. Retrieved November 18, 2011 from http://www.pbs.org/wgbh/pages/frontline/shows/teenbrain/work/adolescent.html
Self-efficacy emerged from theories related to motivation, competence and a feeling of control. Rodgers’ (1993) stated that the “evolutionary” method of concept analysis is used in clarifying the concept of interest. By following this approach, abstract characteristics of a concept can be identified and grouped for the purpose of developing a clear and useful definition of the concept. Once the concept is defined, a model case can be described to demonstrate the concepts attributes, antecedents, and consequence. A literary search and a grouping of characteristics will be used to process a constant comparative analysis and to refine the data into a clear and concise definition appropriate for our use.
A positive mood in the classroom increases the students self-efficacy. I stand at the doorway and greet each child as he or she enters the classroom. A simple, “Hello, how are you?” is often enough to put a smile on the face of most students. Choice is also a very important motivator in increasing the self efficacy of a student (Brozo & Flint, 2008). I allow the students to demonstrate choice in several ways. I give each student several appropriate leveled books to select from. The student chooses from a “menu” of interesting and engaging group activities to demonstrate mastery. I need to change the students’ thinking from “I can’t” to “I can.” One strategy is to increase the chances that a student will have a successful academic experience. The student should be assigned short attainable tasks that are moderately challenging. The assignment should not be so easy that the student is insulted or so hard that he gives up. Once the student demonstrates mastery and realizes that he can be successful, I gr...
The school counselors implement a comprehensive school counseling program that promotes and enhances student achievement through a guidance curriculum, individual planning strategies, responsive services, and comprehensive school counseling program support and advocacy. The comprehensive school counseling program should meet the needs of all the students.
According to Bandura (1993, p.118), self-efficacy can be defined as “people’s beliefs about their capabilities to exercise control over their own level of functioning and over events that affect their lives”. More to the point, these beliefs will mobilize the cognitive, emotional, and social resources to serve purposes.
Casey, B. J., Jones, R. M., & Hare, T. (2008). The adolescent brain. Annals of the New York Academy of Sciences, 1124, 111–126. Eaton Reyna, V.F. and Rivers, S.E. (2008).