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Academic Counseling in Schools

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Academic Counseling in Schools

In the confines of the classroom, students are enabled by educators and encouraged to reach their fullest potential. However, schools that are in low income communities do not have all the benefits, such as academic counseling, to help the struggling students that test below the schools standard testing. A solution to this rising issue was implemented through integrated programs for students who are not performing at the school standard (Domitrovich,C.E., Bradshawm C.P., Greenberg, M.T., Embry, D., Poduska, J.M., Ialongo, N.S., 2010). This task can be a difficult process for most children if they struggle with a need that can only be met by individual attention. Past program interventions that have been tailored to reach students that need additional help have demonstrated effectiveness within the classroom through optimistic youth development (Greenberg, M. T., Weissberg, R. P., O'Brien, M. U., Zins, J. E., Fredericks, L., Resnik, H., et al., 2003). This study is to determine if the program intervention used by Cornerstone counseling has been effective and beneficial to the students who are underperforming in the classroom. The study will also determine if the program is more useful to students who have participated in it for longer than one year.

CPS Title 1

This program intervention provides underperforming students an academic advantage based on living in a low income community. This opportunity was made through the Improving America’s Schools Act of 1994, Title 1 (Epstein, J. L., & Hollifield, J. H.,1996). The money offered for the title 1 program is exclusively used for students who come from a low-income community. Nevertheless, many schools do not take advantage of academic counseling b...

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Greenberg, M. T., Weissberg, R. P., O'Brien, M. U., Zins, J. E., Fredericks, L., Resnik, H., et al. (2003). Enhancing school-based prevention and youth development through coordinated social, emotional, and academic learning. American Psychologist.Special Issue: Prevention that Works for Children and Youth, 58(6-7), 466-474.

Hallfors, D., Godette, D. (2002). Will the “Principles of Effectiveness” improve prevention practice? Early findings from a diffusion study. Health Education Review, 17, 461–470.

Hill, A. C., & Grieneeks, L. (1966). An evaluation of academic counseling of under- and overachievers. Journal of Counseling Psychology, 13 (3), 325-328
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