SCHOOL ADVISORY PROGRAMS: Annotated Bibliography Van Ryzin, M. (2010). Secondary school advisors as mentors and secondary attachment figures. Journal of Community Psychology, 38(2), 131-154.

This study assessed if students in two tiny secondary schools would actually nominate their advisor as part of their attachment hierarchy. The forty percent which nominated their advisor to be a secondary figure of attachment testified even more involvement in school and showed better gains in terms of adjustment and achievement in than those that did not. In accordance to the author, this particular finding could help in the development and refining of new theories regarding the factors which contribute to the success of mentoring relationships, together with the processes that aid in the growth and development of these relationships.

Johnson, B. (2013.) Linchpins or lost time: Creating effective advisories. Horace, 25 (2-3)

This study tested the theory that secondary school advisories are somewhat insidious around the United States and this might be one of the great accidental outcomes of the Coalition of Essential Schools (CES) reform attempt. Bearing that in mind, the author embarks on questioning people in different essential schools to get to know how advisories work, so as to explore the notion that a more ordered and systematic approach to developing advisory may actually assist them in coming up with more effectual schools, and also hoping to create various principles which might assist essential schools develop successful and effectual advisories. In the 2009 spring, the author sent an e-mail to twenty-five different schools. The e-mail entailed a collection of ten questions regarding advisory programs. In this particular article, the questions together with their responses are presented by the author. Additionally, the author goes ahead and gives five important insights which could be acquired from the responses of the five different schools which have one thing in common; gaining from successful advisories.

3. Gewertz, C. (2011). Counselors see conflicts in carrying out their mission. Education Week, 31(13), 12-13.

An online study of 5,300 counselors for the College Board's Advocacy & Policy Center was carried out, this past spring. It is one of the largest-ever survey of counselors. Various trends within the survey are recognized, stressing discontentment amidst counselors who claim that schools ought to concentrate more on student growth, reducing administrative work-loads on the counselors, and also permitting career development for their employees. The counselors testified that a wide and unclear notion of their role actually obstructs them in concentrating on what they trust to be most significant. The report advises that counselors should be viewed as leaders that are focused on keeping learners on track to graduate from high school, prepared for college as well as career, and their activities ought to be tightly tied to that particular vision.

4. Cohen, M. (2012). Seniors Take the Lead. Principal Leadership, 13 (3), 28-31

Many school leaders seek new approaches from their co-workers and education literature on ways to establish and maintain a positive school culture whereby the learners feel protected and are capable of reaching their greatest potential in academic success. Leadership books concentrate on strategies of developing proficient learning communities as well as developing competence amidst school teachers. However, the literature frequently excludes one important aspect: the students' role. At Grafton (MA) High School, the senior leader program is at the core of developing the leadership capacity of the learners. Each year, in the institution, about 55 rising seniors take part in the annual senior leader training with immense passion. The achievement of the freshman advisory program is attributed to the thorough training which prepares seniors in leading and facilitating freshman advisory programs and assists senior leaders in developing a sense of ownership and skills of leadership needed for them to convey the school's core values (such as respect, integrity, and academic excellence).

5. WALL, A. (2013). The Benefits of Advisory, Principal, Vol. 93 Issue 2, p42

This article talks about the benefits of effectual advisory and various ways of providing support for the middle school students. According to the article, effective advisory can assist in empowering young learners in relation to the Developmental Designs for Middle School program to improve their social, physical, and intellectual knowledge together with reinforcement of personal skills to develop their identity. Moreover, it elaborates on ways of giving constant support via activity involvement, encouragement, and protection.

6. Gruman, DH, Marston, T. & Koon, H. (2013). BRINGING MENTAL HEALTH NEEDS INTO FOCUS THROUGH SCHOOL COUNSELING PROGRAM TRANSFORMATION, Professional School Counseling, 16 (5), 333

Skilled school counselors are academic leaders with training and skills needed to deal with the mental health issues of learners. Unfortunately, the work conditions at various schools create barriers in the delivery of effectual mental health services. This particular article...

Via the utilization of data-based decision making, an automated identification system, and school-wide advisory, the counseling program of the school now provides a more effectual and timely delivery of mental health interventions required by students.
7. Van Ornum, J.W. (2014). Evaluation and Improvement of an Advisory Program, Doctor of Education (Ed.D.) thesis, Walden University.

This project study examines the effectiveness of a student advisory program at a rural high school located at Hawaii. The advisory program was applied so as to assist learners track their progress and get them ready for post-high school college and career choices. Directed by Erickson's theoretical framework, this quantitative survey assessed the views of advisory participants of; student-advisor associations, help in making post-high school plans, advisor content knowledge, and recommendations for program enhancement. Advisors revealed that they required additional training, extra planning time, and that program assessments should actually be shared in a faculty meeting. It is advised that the advisory program carries on, and that further, ongoing training as well as planning time be given to the program advisors. Enhancements to the advisory program shall definitely promote positive change.

8. Phillippo, K.L. & Kelly, M.S. (2013) On the Fault Line: A Qualitative Exploration of High School Teachers' Involvement with Student Mental Health Issues, School Mental Health, 6 (3), 184-200

School-based mental health (SBMH) studies frequently underestimate the role played by educators in supporting student mental health, even as educators frequently find themselves coming across mental health concerns in their students. Moreover, educators' and school-based mental health practitioners' (SBMHPs) work with shared learners in the past has tended towards independent instead of team work. This particular article explores the virtual boundary whereby educators' and SBMHPs' work crisscross, in terms of student mental health concerns. Making use of qualitative data collected from three different high schools, which at different levels, needed engagement of educator with the student mental issues, this study assesses the nature of the work of teachers in this area. The study particularly identifies means via which teachers gave psychosocial support, and how teachers' and SBMHPs' work actually overlapped. According to findings, doubt existed at the three schools regarding the involvement of teachers with the student mental health concerns, and this particular doubt was strengthened by organizational structures which encouraged an alienation of teaching from SBMH. Other aspects discussed are consequences for practice, professional learning, together with research.

9. Bierman, Karen L., Coie, John D., Dodge, Kenneth A., Greenberg, Mark T., Lochman, John E., McMahon, Robert J., Pinderhughes, Ellen. (2010). Conduct Problems Prevention Research Group. Journal of Consulting and Clinical Psychology, Vol 78(2), 56-168

This article investigates the effect of a universal social-emotional program of learning, the Fast Track PATHS (Promoting Alternative Thinking Strategies) program and teacher consultation, incorporated within the Fast Track selective prevention model. Measures examined educator and peer reports of violence, hyperactive-disruptive conducts, as well as social skills. Starting in the first grade and all through three consecutive years, teachers acquired training and support, and incorporated the PATHS program in their classrooms. The study investigated the major impacts of intervention and ways in which the child's traits and the environment in the school influenced results. The study concluded that properly-implemented multiyear social-emotional programs of learning could actually have important preventive impacts on the population-level aggression rates, social competency, as well as academic involvement in the elementary school years.

10. Durlak, J.A., Weissberg, R.P., Dymnicki, A.B., Taylor, R.D. & Schellinger, K.B. (2011). The impact of enhancing students' social and emotional learning: a meta-analysis of school-based universal interventions. Child Dev. 82(1): 405-32. doi: 10.1111/j.1467-8624.2010.01564.x.

This particular article presents results from a meta-analysis of 213 school-based, worldwide social and economic learning (SEL) programs entailing 270,034 kindergartens through high school learners. In comparison to controls, social and economic learning participants illustrated considerably better social and emotional skills, outlooks, manners, as well as academic performance which reflected an eleven percent point gain in success. School teaching personnel successfully carried out SEL programs. The utilization of four suggested practices for developing skills together with the presence of execution issues moderated the outcomes of the program. The findings of this study actually add to the growing experimental evidence-based outcome on the positive impact of social and emotional learning programs. Teachers, policy makers, and the general public are capable of…