Use our essay title generator to get ideas and recommendations instantly
School Counselor oles
The main activities of me being a school counselor would define the main content of this paper. The main aims and responsibilities of the school counselor is the main content of the paper.
The main responsibilities of the school counselor are to make sure that the students of K12 are guided in a proper manner. The kinds of guidance that are provided to the students include education, career, and future goals, academic as well as social competencies. Many kinds of interventions are used by the school counselors in these cases include the developmental school counseling curriculum lessons, annual planning for individual students as well as groups.
The literature has highlighted that some of the old terms that have been used for school counselor is guidance counselor or education counselor. But these days the term school counselor is more used based on the fact that the school counselor…
Bor, R. (2002). Counseling in Schools: Endorsements for counseling in schools. SAGE.
Corey, G., Corey, M.S., and Callanan, P. (2010). Issues and Ethics in the Helping Professions. Edition 8. Cengage Learning.
Corey, M.S., and Corey, G. (2010). Becoming a Helper. Edition 6.Cengage Learning.
Education - Technology
What it Means to be a School Counselor
Careers in education are not easy, but careers in education are necessary and vital to the success of students. School Counselor is one of those challenging and necessary careers in education. It is a challenge to define what exactly a counselor does because a counselor does so much; it can be confusing as to when to the job ends. School Counselors, though, provide many critical services and serve as support to students and teachers alike. People can be school counselors and provide services at all stages of education. Most schools have counselors that have primary and secondary aged students. The School Counselor is not just for students who are having problems. There are a few parts or areas of interest that are within the purview of the school counselor that are related to the emotional and psychological health of…
Ruhl, Carol. "Becoming a School Counselor." Education.org, 2014, Available from: http://www.education.org/career-guidance/becoming-a-school-counselor.html . 2014 February 01.
Interview an educational professional who works in a school and is not a school counselor (i.e., teacher, principal, social w
Counselors - from the perspective of English teacher Chris Sharpe
Although teachers in general need to be very versatile in the workplace, there are limits as to their influence over children. The fact that they need to concentrate on acting in agreement with the curriculum they are in charge of sometimes makes it difficult for them to concentrate on other aspects of the classroom. They are thus left with no alternative but to separate their times into several parts, with counseling actually being one of these respective parts. Even with this, their role means that they also have a limited understanding of the attitudes that a counselor needs to put across children in school.
A school counselor takes on a very general role in his or her field of work…
school counselor/School psychologist in the school?
The role of the school counselor is multi-faceted. As a counselor, I support a student's social and emotional well-being. While people might assume I just help students feel better or help them deal with personal problems, I also aid students when it comes to their career development and academic success. By following the ASCA National Model, I have gained an excellent framework from which I can assist students. The first thing I do is set up monthly and annual calendars ensuring I prioritize my time as well as meet the needs of the students that come and see me. It can get very hectic as I tend to a case load of 250 students.
How are guidance services or psychological services provided in the district level and school level?
They are provided by first doing an initial assessment and partnering with a local community…
People who work as school counselors are both counselors and educators. They have a very important role, and can be central in helping children and young adults with their academic interests and pursuits. They can also help to ensure that these young people are ready for college, even starting at an early age. Many people think that counselors only focus on college issues, but that is actually not the case. Their job is often more than just academic, as they work with career and social issues, as well as personal concerns, too (Bryan, et al., 2011). They are educators, but they are also counselors, and that means that they can counsel students on a wide variety of topics. Often, these topics are tied together because the student is experiencing something in his or her personal life or social circle that is affecting whether he or she is mentally…
Bryan, J., Moore-Thomas, C., Day-Vines, N.L., & Holcomb-McCoy, C. (2011). School counselors as social capital: The effects of high school college counseling on college application rates. Journal of Counseling & Development, 89, 190-199.
Chen-Hayes, S.F., Ockerman, M.S., & Mason, E.C.M. (2014). 101 solutions for school counselors and leaders in challenging times. Thousand Oaks, CA: Corwin.
Attitudes toward the teacher-psychologist working relationship and the utility of advice on classroom management were most positive among promoted teachers, followed by psychologists, and then new and unpromoted staff.
The attitudes of the students are clearly of importance to the school health counselor and must be taken into account in both the consultative and counseling roles. West, Kayser, Overton, and Saltmarsh (1991) note certain student perceptions that inhibit counseling. It was estimated by the President's Commission on Mental Health in 1978 that 5 to 15% of all children and adolescents require some type of mental health service, and considering the number that actually receive help, there is a large population of troubled youth remaining unrecognized and untreated. One problem is that children and adolescents do not have a clear perception of themselves or of counseling and so are seldom self-referred. They are also frequently pointed toward counseling by…
ASCA National Model (2005). American School Counselor Association, retrieved June 12, 2005 at http://www.schoolcounselor.org/content.asp?contentid=134 .
Bandura, Albert. 1986. Social foundations of thought and action: A social cognitive. Englewood Cliffs, NJ: Prentice Hall.
Coopersmith, S. (1967). The Antecedents of Self-Esteem. Francisco, W.H. Freeman and Co.
Golden, L.B. (1988, January). Quick assessment of family functioning. School Counselor, pp. 179-184.
Masters Degree in School Counseling at Barry University
The Catholic intellectual tradition that Barry University embraces is the main reason I have selected the college as I pursue my Masters degree in School Counseling. That tradition has been cultivated for centuries with remarkable results -- results that have helped the world to flourish. It is only with the breakdown of this tradition in the social sphere that we have witnessed the disastrous crumbling of institutional bodies, the evisceration of social justice, and the abomination of desolation in our schools. Today's young people deserve a better and brighter future, and through Barry University I hope to attain the skills necessary to help guide them on their path.
It is the mission of Barry University to also assist its students in the path of reflection and spiritual enlightenment -- essential elements for intellectual growth and aspects of the education offered by the…
School Counselor Case Study: “Tami Smith”
The client is a 14-year-old ninth-grade student who recently transferred to this counselor’s school. The client’s former school counselor reports the family is severely dysfunctional, and characterizes both Tami and her mother as being extremely manipulative. Based on the facts outlined in the case study, this paper describes how Tami’s counselor should handle this situation.
What do you see as your priorities?
There are three overarching priorities involved in Tami’s case as follows:
Compelling this student to faithfully attend class and complete her assignments in a timely fashion;
Persuading Tami and her mother that a referral to the child study team is a prerequisite to Tami’s remaining in this school; and,
Formulating an efficacious counseling intervention that can identify major problem areas in the family home that are adversely affecting Tami’s academic performance and personal life.
How would you accomplish these priorities?
Moal chaacte, that is, having couage, being pesistent, dismissing distactions and so on in pusuit of the goal.
These ae attempts to define ethics by descibing actions, and faily specific constellations of actions at that. Fedeich Paulson, a 19th centuy philosophe of ethics, defined ethics as a science of moal duty (1899).
Almost 100 yeas late, Swenson also used the concept of study in defining ethics, saying that it included the systematic study of concepts such as ight and wong. Othe eseaches note that the idea of systematic study is common in dictionay definitions of ethics, with the Ameican Heitage Dictionay focusing on thee elements: " the study of moal philosophy, the ules of a pofession (o moe boadly the chaacte of a community), and moal self-examination (Soukhanov, 1992).
Hill (2004) offes a 'definition' that is mainly pactical but also incopoates some theoetical content. They believe that ethical…
references for confidentiality of records. Journal of Counseling Psychology, 34, 62-67.
Welfel, E.R. (1992). Psychologist as ethics educator: Successes, failures, and unanswered questions. Professional Psychology: Research and Practice, 23, 182-189.
Welfel, E.R. (1998). Ethics in counseling and psychotherapy: Standards, research, and emerging issues. Pacific Grove, CA: Brooks/Cole.
Welfel, E.R. (2002). Ethics in counseling and psychotherapy: Standards, research, and emerging issues (2nd ed.). Pacific Grove, CA: Brooks/Cole.
School esponse to Student Suicide: Postvention
The emotional impact on family and friends following an adolescent suicide - and the school's response to a suicide - has not been the subject of the same level of intense research as have: a) the causes of suicides; and b) programs to prevent suicides. However, there is now an emerging body of solid research on what protocol a school can put into place, to be more prepared in the unfortunate circumstance of a teen suicide. Indeed, on the subject of tragedy, in the aftermath of the terrorist attacks of September 11, 2001, many schools and communities re-tooled their crisis/response plans for dealing with such threats. And yet, in many ways, the sudden, inexplicable death of a student can cause serious psychological ramifications to fellow students on a part with the shockwaves following an attack by terrorists. And hence, this paper analyzes literature that…
American Association of Suicidology (2003). Remembering Our Children:
Parents of Suicides, A Memorial to Our Precious Sons & Daughters. http://www.angelfire.com/mi2/parentsofsuicide/page1.html
Bratter, Thomas Edward (2003). Surviving Suicide: Treatment Challenges for Gifted, Angry, Drug Dependent Adolescents. International Journal of Reality
Therapy, XXII, 32-36.
They predict age and gender variations relate to bullying concerns. Of the 25 cartoons implemented in the study, two depict characters with different shades of skin color where skin color appeared to be an issue. One cartoon relating to sexual orientation was not used in several countries. Smith et al. report Olweus to assert bullying to be characterized by the following three criteria:
1. It is aggressive behavior or intentional "harmdoing"
2. which carried out repeatedly and over time
3. In an interpersonal relationship characterized by an imbalance of power. (Smith et al., 2002, p. 1120)
In their study, Smith et al. (2002), participating researchers in the 14 countries to completed the following
1. Listed and selected bullying terms as well as social exclusion in the applicable language.
2. Used fundamental focus groups with participating children to confirm usage and extensive comprehensive of terms.
3. Using cartoons, sorted tasks to…
Anti-Bullying programs for schools. (2009). NoBully.com. Retrieved March 3, 2010 from http://www.nobully.com/index.html
Beaty, L.A., & Alexeyev, E.B. (2008). The Problem of School Bullies: What the Research Tells Us. Adolescence, 43(169), 1+. Retrieved March 3, 2010, from Questia database: http://www.questia.com/PM.qst?a=o&d=5026476147
Beran, T.N., Tutty, L. & Steinrath, G. (2004). An evaluation of a bullying prevention program for elementary schools. Canadian Journal of School Psychology. Vol. 19, Iss. 1/2, p. 99
116 . Retrieved March 3, 2010 from http://proquest.umi.com/pqdweb?did=1188387401&Fmt=4&clientId=9269&RQT=30
School Counseling in a Multicultural Society: An Overview
More and more diversity is becoming the buzzword in society at large and within educational facilities across the nation. As the population in the United States continues to become increasingly diversified and representative of individuals from varying ethnic, socioeconomic and racial backgrounds, educators are realizing an increased need for attention to the specific needs of diverse student populations.
The need for multicultural competencies development among school counseling professionals has recently been acknowledged by the American Psychological Association (1992) and the American Counseling Association (1995) whose ethnical standards dictate that school counselors should achieve a certain level of multicultural competence prior to embarking on a professional career in student counseling.
Despite the acknowledgment of a need for increased awareness and training to ensure a positive student/counselor relationship, there is little evidence that much is being done in the way of establishing a core…
American Counseling Association. (1995). Code of ethics and standards of practice [Brochure]. Alexandria, VA: Author.
American Psychological Association. (1992). Ethical principles of psychologist and code of conduct. American Psychologist, 47, 1597-1611
Arredondo, P., Cheatham, H., Mio, J.S., Sue, D. & Trimble, J.E. (1999). Key words in multicultural interventions: A dictionary. Westport: Greenwood Press.
Atkinson, D.R., Morten, G., & Sue, D.W. (1998). Counseling American minorities: A
School Counseling - Singapore
School Counseling in Singapore
In the article entitled, "Training school counselors in Singapore: first impressions of a multicultural challenge," authors ivera et. al. explored the history and current situation of school counseling in Singapore. In the article, the authors expressed the need to evaluate the kind and quality of training on school counseling in the country, which requires a culture-specific approach rather than implementing curricula and theoretical frameworks developed in the context and experience of 'western countries' such as the United States and European countries.
In determining this need and evaluating the current scenario in the Singaporean setting, ivera et al. conducted an in-depth qualitative article review of two (significant) studies conducted on school counseling, specifically in the Asia/Singaporean contexts. These studies were identified as follows: (1) E. Tan's (2002) exploration of school guidance counseling in Singapore, focusing on its history and eventual development into a…
Rivera, E., S, Nash, B. Wah, and S. Ibrahim. (2008). "Training school counselors in Singapore: first impressions of a multicultural challenge." Journal of Counseling and Development, Vol. 86, No. 2.
This is discussed at length by Fusick and ordeau (2004) "...school-based counselors need to be aware of the disturbing inequities that exist in predominantly Afro-American urban school districts, where nearly 40% of Afro-American students attend school in the United States" (Fusick and ordeau, 2004) This again places emphasis on the need for mental health programs in these areas of concern. This is also related to findings from a study by McDavis et al. (1995) Counseling African-Americans, which refers to research that stresses the "...widening achievement gap between Afro-American and Euro-American students." (McDavis, et al. 1995)
An important study Laura a. Nabors, Evaluation of Outcomes for Adolescents Receiving School-ased Mental Health Services (2002) refers to the particular issue and problems experience at inner-city schools. The author states that, "School mental health (SMH) programs are an important setting for providing mental health services to adolescents, especially urban youth who typically face in-…
Smith, P.B., Buzi, R.S., & Weinman, M.L. (2001). Mental Health Problems and Symptoms among Male Adolescents Attending a Teen Health Clinic. Adolescence, 36(142), 323. Retrieved December 9, 2008, from Questia database: http://www.questia.com/PM.qst?a=o&d=5001042308 www.questia.com/PM.qst?a=o&d=5001243622
Stern, S.B., Smith, C.A., & Jang, S.J. (1999). Urban Families and Adolescent Mental Health. Social Work Research, 23(1), 15. Retrieved December 9, 2008, from Questia database: http://www.questia.com/PM.qst?a=o&d=5001243622 www.questia.com/PM.qst?a=o&d=77001228
Sternberg, R.J., & Dennis, M.J. (1997). Elaborating Cognitive Psychology through Linkages to Psychology as a Helping Profession. Teaching of Psychology, 24(3), 246-249. Retrieved December 9, 2008, from Questia database: http://www.questia.com/PM.qst?a=o&d=77001228 www.questia.com/PM.qst?a=o&d=5000581383
Stock, M.R., Morse, E.V., Simon, P.M., Zeanah, P.D., Pratt, J.M., & Sterne, S. (1997). Barriers to School-Based Health Care Programs. Health and Social Work, 22(4), 274+. Retrieved December 9, 2008, from Questia database: http://www.questia.com/PM.qst?a=o&d=5000581383
School Counseling Program
Education has and will always be an important aspect in the development not only of the person but society as well. The building of a great nation has always been dependent on the knowledge, skills, and experiences the citizenries have that contributed to the betterment of the place they belong to. But all of these of course would never have seen fruition without the education provided to those who were responsible for society and nation building. From the primary education years all the way to the graduate and post-graduate levels, ensuring the right kind of education based on the interest and level of the student or learner is important. This is critical in enabling a person to perform at his or her peak because the right education course or career fit has been provided. A school counselor or education guidance personnel has always been instrumental in providing…
In other words, counselor skill training may cause some counselors-in-training to become more sensitive to the social appropriateness of their counseling behaviors and effects of their presentation style on the counseling relationship. (Judith Crews, et al., 2005)
Functional Transferable Skills
Transferable skills are the skills you have learned by working with information, people, and things. These skills are very versatile and can be used in a variety of jobs and occupations.
Transferable skills are acquired through experience, can be understood using a more universal language, and function across jobs and fields.
Opportunities for counseling skills to be transferred are almost too numerous to list them all.
We'll get into specifics but just a few of the fields that utilize the many skills professional counselors have are: Education, Mental Health, Non-Profit, Law, Government, Health Care, usiness, and the ever-present and popular entrepreneurial arena of starting your own business.
One thing not…
Judith Crews, Michael R. Smith, Marlowe H. Smaby, Cleborne D. Maddux, Edil Torres-Rivera,
John a. Casey, Steve Urbani. (2005). Self-Monitoring and Counseling Skills-Based vs. Interpersonal Process Recall Training. Journal of Counseling and Development, Vol.
Bolles, R. (2009). What Color is Your Parachute? Berkeley, CA.: Ten Speed Press.
CAP. (n.d.). Counseling. Retrieved February 4, 2009, from Civil Air Patrol:
journey as a public school counselor by receiving my bachelors of science degree in counseling. Then I pursued a master's degree in school counseling. Before I received my license, I had to finish a set number of supervised hours while training and complete a test called the Praxis test. My specialty is school counseling and I am affiliated with the American School Counselor Association. My role as a school counselor within a public school is to assess and identify potential avenues for students interested in going to a good high school. I work with middle school aged children.
I have a good working relationship with clients in the sense that they can communicate effectively with me. I would say building rapport begins with asking open-ended questions and really getting a sense of what the client wants and or their personality. By letting clients speak more in the beginning, it lets…
Calgary Public School Board
Models of Consultation and Collaboration
hat model of consultation and collaboration am I going to use -- and why? I am employing a combination of approaches to the issues confronting teachers when it comes to illiam Perry and Janna Small. The model devised by Idol, Nevin, Paolucci-hitcomb (INP) (referred to as the "Collaborative Consultation Model"), was specifically designed to help " . . . learners who may be at risk for school failure," learners in "remedial programs," learners who receive "supportive speech and language instruction" (Idol, et al., 1995). In particular, the INP model has proven to be successful for teachers who have "special needs students in their classrooms" (Idol, 348).
Also, I will use the two models employed by the Iowa Department of Education since 2009 -- co-teaching and collaborative consultation.
hat factors have I considered in my decision? As the model by INP puts…
Council for Exceptional Children. (2008). Ethical Principles and Professional Practice Standards
for Special Educators. Special Education Professional Ethical Principles. Retrieved February
16, 2017, from https://www.cec.sped.org .
Crowley, A.A., and Sabatelli, R. M. (2008). Collaborative Childcare Health Consultation: A
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.
his study assessed if students in two tiny secondary schools would actually nominate their advisor as part of their attachment hierarchy. he 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)
his study tested the theory that secondary school advisories are somewhat insidious around…
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 contributing to healthy development of kids by encouraging the integration of evidence-based social and economic learning (SEL) programming into the standard educational practice.
I know that a counselor must not be seen as an authority figure, but rather as a resource that can be tapped like a well; old fashioned water pumps need to have water put into them before they can dispense water, and counseling must be approached in this manner. A student (or parent or teacher or coworker) must feel comfortable with their counselor as a peer as well as a guide in order to develop trust and get the most out of the relationship.
These values have been deeply instilled in me through both positive and negative experiences in my life. As a child in the often overly repressive British school system, I was not offered many constructivist learning opportunities by anyone in the school or community. I wanted to believe that my appointed mentors did in fact have my best interests in mind, but it seemed that all of…
Thereby it is important that the professionals in the field must ask for additional advice.
Patient rights also include a freedom towards observing their lives in the clinics in accordance to their cultures and ethnic backgrounds. It has been mentioned that racial disparity is one of the main issues in the clinic so the freedom being given to the already mentally vulnerable patients is lesser that is having a negative impact on their well-being (Lloyd, King, and Deane, 2008, p. 38).
3. Strategies to Ensure Confidentiality
One of the main facts that need to be highlighted here is that the mental healthcare professionals should be aware of the rights of the mentally ill people. One of the main responsibilities that the mental healthcare professionals should have is to make improvements in the mental health of the patients. Patient recovery is the main aim in these cases.
In the mental clinic,…
Almeder, F.R. (2002). Mental illness and public health care, Biomedical ethics reviews. Humana Press.
Backlar, P., and Cutler, L.D. (2002). Ethics in community mental health care: commonplace concerns. Springer.
Barker, P. (2011). Mental Health Ethics: The Human Context. Taylor & Francis.
Bhugra, D., and Malik, A. (2010). Professionalism in Mental Healthcare: Experts, Expertise and Expectations, Cambridge medicine. Cambridge University Press.
Schools and Education
Over the last several years, the field of education has been facing tremendous challenges. This is because of shifts in how they address a host of issues and there are changing demographics of students. These are all signs of broader social implications which are having an effect on individual performance and their ability to adapt with a variety of situations. (Rury, 2013)
Evidence of this can be seen with observations from Rury (2013) who said, "e live in a time of considerable social and political turmoil, marked by economic uncertainty that has directly touched the lives of millions of Americans. Deep divisions and critical problems, as a range of issues are debated fervently, extending from economic policy, to poverty and inequality. If there is anything everyone seems to agree upon it the growing importance of education for the future. ithout expanding our present knowledge and abilities, it…
Ballantine, Jeanne. 2012. Schools and Society. Thousand Oaks: Sage.
Hendrix, L. (2013). Education and Society. (Educational Autobiography).
Morris, Edward. 2012. Learning the Hard Way. New Brunswick, NJ: Rutgers University Press.
Rury, John. 2013. Education and Social Change. New York: Routledge.
And when the parent comes to an event held in the classroom, it makes good sense to have interpreters available, and "invite the extended family," which of course is a very welcoming act of kindness and good judgment. The other parent in this list of "types" is the "Busy Parent," who is a person with a work schedule that is hard to get a hold of, or plan meetings for. Get the cell phone number of parents like this, and the email addresses, and "continue to send home their children's work on a regular basis, including writing samples, artwork, and test copies" - and even consider taking digital photos of class activities and attaching those pictures to emails that go to parents.
On a more serious note, the literature on school administration duties as far as training staff to be parent-active and family-friendly offers an article called "here's the Ministry…
Beaudoin, Nelson. (2006). Giving Stakeholders a Voice. Educational Leadership, 63(8), 74-75.
Flannery, Mary Ellen. (2005). A field guide to parents: famed for its vast appetite for information
And ability to protect its offspring, the parent genus has nonetheless eluded scientific study.
Until now. NEA Today, 24(2), 36-38.
The dedication shown by the principal, M. Jett, and the two instructors was truly tremendous, and it is obvious that the high-risk students attending ACE Academy are well served. The cramped environment, however, provides a challenge whose effects cannot really be mitigated while the school remains in the same space.
Though ACE Academy is only in its first year of operation, one way in which it could improve its educational process would be to establish an ongoing collaborative system of course adjustment and development, especially with the other schools in the county from which ACE's students come. This enables faster, more effective, and more directly needs-based instruction and courses to be developed (Lake 2003). The expansion of the school's physical size could also allow for the hiring of more instructors (in addition to the two currently employed by ACE Academy), which would further reduce the current student-teacher ratio and allow…
Jett, G. (2010). Personal interview, February 11.
Lake, E. (2003). "Course Development Cycle Time: A Framework for Continuous Process Improvement." Innovative higher education 28(10< pp. 21-33.
The researcher suggests further knowledge in this area may heighten "principals' awareness of the need for keeping an open climate and good communication" (p. 339). Unfortunately, Halawah like many other researchers before him fails to describe what constitutes "good" or "open" communication. One of the primary problems that exists in the multi-faceted workplace as described by Halawah is an inability to communicate in an efficient and concise manner. Teachers and principals must not only communicate amongst each other, but most also work directly with students to ensure students have an opportunity to realize their personal goals and objectives while also recognizing their role in school, at home and in the community. A school climate that embraces culture and community is more likely to realize success than one that does not.
School climate is an important element of education. As noted in this article school climate includes the community that…
Halawah, I. (2005) the relationship between effective communication of high school principal and school climate. Education, 126(2): 334.
American school Counseling Association (ASCA) holds various positions when it comes to professional school counselors and their conduct with students. The paper will look at three of these positions carefully and compare with my own view, opinion and expectations of what school counselors actually do.
The professional school counselor and child abuse and neglect prevention
ASCA position on school counselor and child abuse and neglect prevention is that; it is the professional school counselor's ethical, legal and moral responsibility to ensure that they report any case or suspected case of child abuse/neglect to proper authorities. They are also supposed to recognize that child abuse is not only limited to their homes but corporal punishment by school authorities is as well considered to be child abuse. ASCA is in support of any legislation which bans using corporal punishment as a tool for disciplining students in schools. The rationale behind ASCA's position…
American School of Counselor Association, (n.d). ASCA Position Statements.
The assumption here is that ounselor burnout may be heightened as a result of the diversity of students who attend post seondary eduational institutions, and the variety of servies the 2-year postseondary ounselors must provide to these students. This assumption is ongruent with the findings of a study by Wilkerson and Bellini (2006) who advise, "Professional shool ounselors are asked to perform multiple duties as part of their daily work. Some of these duties math the desriptions set forth by national standards for shool ounseling programs, whereas others do not" (p. 440).
Consequently, shool ounselors are required to formulate deisions on a daily basis onerning the best way to perform their jobs (Wilkerson & Bellini). Not surprisingly, many shool ounselors are overwhelmed by these onstantly hanging working onditions and requirements, and a number of ounselors experiene high levels of stress as a result. Beause the onnetion between high levels of…
cited in Angerer, 2003). Unfortunately, it would seem that most helping professionals, including counselors, possess characteristics which predisposed them to this construct. For example, Lambie notes that, "Counselors may have increased susceptibility to burnout because of their training to be empathic which is essential to the formation of a therapeutic relationship. In fact, research has found counselor empathy to account for two thirds of the variance in supporting clients' positive behavioral change" (p. 32). The ability to remain empathic to the plights and challenges typically being experienced by students in community colleges is complicated by the enormous diversity that is increasingly characterizing these institutions, of course, but all helping professionals run the risk of becoming burned out while performing their responsibilities by virtue of their empathic sharing. In this regard, Lambie emphasizes that, "Empathy helps counselors understand the client's experience, but at the same time, a counselor may experience the emotional pain of multiple traumatized clients. Empathy is a double-edged sword; it is simultaneously your greatest asset and a point of real vulnerability; therefore, a fundamental skill of effective counselors, being empathic, may place counselors at high risk for burnout" (p. 33).
Citing the alarming results of a national survey of counselors that indicated that incidence may be almost 40%, Lambie also emphasizes that although all professions involve some degree of stress, counselors and other human service providers are at higher risk of burnout compared to other professionals. For example, this author notes that, "Counseling professionals are often in close contact with people who are in pain and distress. This continuous exposure to others' despair, combined with rare opportunities to share the benefits of clients' successes, heightens counselors' risk for burnout" (Lambie, p. 34). Other authorities confirm the incidence of burnout among educators, and cite even higher rates than the foregoing estimate. For instance, Cheek, Bradley and Lan (2003) report that, "Based on several international studies, approximately 60% to 70% of all teachers repeatedly show symptoms of stress, and a minimum of 30% of all educators show distinct symptoms of burnout" (p. 204). Indeed, a study by Lumsden (1998) determined that overall teacher morale was sufficiently severe that fully 40% of the educators who were surveyed indicated they would not choose teaching again as a career, and far more than half (57%) remained undecided at the time concerning ending their teaching career, were actively making plans to leave teaching, or would opt to leave the teaching field in the event a superior opportunity presented itself.
There are some other qualities that typify school counselors that may predispose them to becoming burned out over the course of time (some quicker than others, of course), but which may reasonably be expected to adversely effect the ability of school counselors to maintain their effectiveness in the workplace. For instance, Lambie concludes that, "Common counselor qualities of being selfless (i.e., putting others first), working long hours, and doing whatever it takes to help a client place them at higher susceptibility to burnout. As a result, counselors may themselves need assistance in dealing with the emotional pressures of their work" (p. 34).
Counselors and Characteristics of Burnout
Through descriptive statistics, the mean, mode and percentiles will be obtained in regards to the answers in each item in the questionnaires.
The flow of discussion of results followed by the conclusion is clear and properly written. The purposes of the study stated in the beginning were all given due consideration and were all achieved.
In general, this research paper is very simple. What is good in it is the fact that the topic is very profound and yet the researchers were able to simplify it and formulate their own research questions based on the general topic. However, the methodology involved needs some minor modification because some of the most important aspects of research were not clearly stated.
There was not specific number of audience or participants stated. This is important because this will show if the conclusion will be able to generalize the overall population. Is the number of…
They establish identities or are confused about what roles to play. Additionally, Cherry (2011) states that child must have a conscious sense of self that is developed through social interaction. A child's ego identity is constantly evolving as he or she acquires new experiences and information. Processing these new experiences and information embodies and shapes one's sense of self.
According to Piaget's Stages of Cognitive Development (Berger, 2010), thoughts and expectations profoundly affect attitudes, beliefs, values, assumptions, and actions. In turn, these factors have a direct correlation to the sense of self that motivates competence, positive behaviors, and actions. If a void occurs in developing a sense of self relative to others, he or she will have psychological barriers that are translated into a defense mechanism to conceal one's lack of motivation, fear of failure, and social dysfunction (Berger, 2010). Lowering the affective filters are critical to foster social development…
Berger, S. (2010). The developing person: Through childhood and adolescence. New York: Worth Publishers
Cherry, K. (2011). Erikson's theory of psychosocial development. Retrieved from http://psychology.about.com/od/psychosocialtheories/a/psychosocial.htm
This was prepared by a specialist on the subject and would probably cut down incidences of the disease. (Advocacy Group Issues Guides for Diagnosing ADHD) There are some communities who need constant help and one of them is the Latino community and the help from counselors and advocacy is certainly welcome. Victims in the Latino community suffer due to their language barrier and immigration status. (Counseling and eferral Services for the Latino Community)
III. New Framework for Advocacy in Counseling/Counselor Education Programs
A. Identifying injustices or need to improve conditions within profession:
There has been a finding that developmental framework is required for a developmental framework as the foundation for any type of counseling. This has been noted by different experts and they have stated "that career guidance and counseling services would be greatly improved if theory and research could identify those traits and trends of development observed in adolescence...…
Advocacy Group Issues Guides for Diagnosing ADHD" (28 May, 1997) Education Week.
Retrieved at http://www.edweek.org/ew/articles/1997/05/28/35add.h16.html?querystring=advocacyAccessed 30 August, 2005
Counseling and Referral Services for the Latino Community" Retrieved at http://www.consejo-wa.org/domesticviolence.htm. Accessed 30 August, 2005
Counselors" (2004) U.S. Department of Labor: Bureau of Labor Statistics. Retrieved at http://www.bls.gov/oco/ocos067.htm . Accessed 30 August, 2005
Successful Counseling in Schools: Demonstrating Elements in Client-Counselor Relationships
As influential leaders in an educational setting, counselors are an integral cog in the education process. Often the first and last people to make meaningful contact with students before they embark on life in the real world, effective counselors are important, meaningful parts of the growing and maturing process for young people still trying to find their way in the world. There are some essential elements that can make or break the success of a counselor. The ability to relate and understand the issues students face, ethics and accountability and knowledge of various resources available to help students are just some of the many critical characteristics of an effective counselor. They should also be able to provide additional help as needed to students who face extra challenges.
"As school leaders, counselors are in a unique position to form collaborative partnerships with…
Dolen (2008). Accountability for School Counselors: Implementing a Plan. Retrieved December 4,
2010 from Winona State University, Counselor Education Web site:
Froeschle, J.G. & Nix, S. (2007), "A Solution-Focused Leadership Model: Examining Perceptions of Effective Counselor Leadership," Journal of School Counseling, vol. 7, no. 5, pp. 21.
However, a different kind of problem may arise, when the counselor himself was a user and an addict, and has recovered fully from his addictions, to move on to become a legal counselor of others like him. (NIDA, Introduction and overview)
Take for example, the case of when a drug abuse and substance abuse counselor was among the fifteen people who were arrested recently in Harlem. The police charged this particular individual with being a part of a fifteen-member gang of cocaine and crack distributors on Long Island. Andrew J. Maloney, the United States Attorney for the Eastern District of New York, identified the counselor as Al ichardson, 40 years old, who was allegedly a distributor in a drug-selling ring, in which each 'runner' in the enterprise, or in other words, the individual who makes the actual sale of the drug, cocaine or crack, sold as much as $2,000 a…
ACA Code of Ethics: The ACA Governing Council." Retrieved at http://www.cacd.org/ACA_2005_Ethical_Code10405.pdf. Accessed 20 August, 2006
ACA Code of Ethics and Standards of practice" Retrieved at http://www.cacd.org/codeofethics.html. Accessed 20 August, 2006
Boren, John J; Onken, Lisa Simon; Carroll, Kathleen M. "NIDA, Introduction and overview"
Retrieved at http://www.nida.nih.gov/ADAC/ADAC2.html . Accessed 20 August, 2006
Guidance and Counseling Program for a school or a community Agency
Comprehensive School Counseling Program Guide of the - Public School
Guidance and counseling has been included as a professional course by the Higher Education Commission document publicized in 2010. The teachers must have a basic know how about the school guidance and counseling techniques in order to tackle the personal and social issues which students face within the classroom as per Higher Education Commission (2012). Comprehensive School Counseling Program Guide of the - Public School is a brief explanation of design, application and assessment of SPS school counseling program (Dahir, 2009).
Objectives of the model:
The basic aims of this model are as follows:
Outlining school counseling and transitioning of conventional practice into transformed practice (Dahir, 2009).
Comprehending the different roles the guidance and counseling system entails for backing the students in their future goals and social challenges
Connecticut State Department of Education (2008).Comprehensive School Counseling. Retrieved from http://www.sde.ct.gov/sde/lib/sde/PDF/DEPS/Special/counseling.pdf
Dahir, C. (2009).Comprehensive School Counseling Program Guide. Working Document. Retrieved from http://www.sps.springfield.ma.us/webContent/Policies/Comprehensive%20School%20Counseling%20Program%20Guide%20&%20Appendix.pdf
Higher Education Commission (2012).Introduction to Guidance and Counseling. Retrieved from http://www.hec.gov.pk/InsideHEC/Divisions/AECA/CurriculumRevision/Documents/GuidanceCounseling_Sept13.pdf
Gysbers, N.C., & Henderson, P. (2001). Comprehensive Guidance and Counseling Programs: A Rich History and a Bright Future. Professional School Counseling, 4 (4), 246-259. Retrieved from http://fcett.nu.edu/sites/default/files/file_file/gysbers_history.pdf
Faculty to assist with pre-vocational skills training
6. Linkages to specific programs and services
7. General support for student and parents in all aspects of the student's progress
Of course, the tasks delineated above can double amongst faculty, meaning that there need not be a special and specific staff member set aside to deal with each specific duty. taff-members rather can and do multitask and whole programs may be set up that deal with addressing goal-setting and vocational needs where the different tasks may be delegated amongst the pool of counselors and personnel.
The following programs are available to all high-schools students, and, depending on need, I can introduce them to the special needs student too. These include:
Career center services
Work experience education
Career education / vocational courses.
Implementation of the IEP
The IEP starts with a meeting where all individuals connected with the student's…
IEP Transition Planning Summary Information Tools www.cde.state.co.us/cdesped/download/pdf/TK_TransMtg.pdf
Transition Planning for students with IEPs www.greatschools.org/.../873-transition-planning-for-students-with-ieps.gs
Writing the Transition Plan www.nhspecialed.org/documents/Writing%20the%20Transition%20Plan.pdf
These include: question/answer, lecture, demonstration, discussion, individual student projects, laboratory, technological activities, and supervised practice. Previous research has demonstrated that the use of informal knowledge, real world settings and opportunities to apply mathematical thinking are effective instruction methods for introductory algebra. For this reason, instructional factors are related to achievement in algebra (p. 102).
When comparing the test scores from Japan and the United States, House and Telese (2008) found a correlations between positive beliefs in the student's mathematical ability and their test scores. Those who believed they could do well in math performed better than those who expressed a negative opinion about their skills, when compared to their peers. In addition, students who worked problems on their own had higher test scores. This supports Silver's (1998) analysis that much of the reason why American students have poorer test scores than their international peers is due to the classroom instructional…
Falco, L., Crethar, H. & Bauman, S. (Apr 2008). "Skill-builders: Improving middle school students' self-beliefs for learning mathematics." Professional School Counseling, 11(4). p. 229-235.
House, D. & Telese, J. (Feb 2008). "Relationships between student and instructional factors and algebra achievement of students in the United States and Japan: An analysis of TIMSS 2003 data." Educational Research & Evaluation, 14(1). p. 101-112.
Silver, E. (Mar 1998). Improving mathematics in middle school. Lessons from TIMSS and related research. Retrieved December 14, 2010, from http://www2.ed.gov/inits/Math/silver.html .
Even the most lackadaisical student is familiar with the role of the high school guidance counselor. Even an individual whom never attended an American high school would be familiar with the common image of the high school guidance counselor today, in the American media, as viewed through the deflationary 1980's eye of many a John Hughes film such as "Pretty in Pink," or most particularly one scene from the 1990's popular independent hit classic "Clerks" that portrays a guidance counselor, driven mad because of the supposed uselessness of his occupation, in the process of inspecting eggs for breakage at a local convenience store, to allegedly give him a sense of purpose in life.
Yet, according to social science analysts Hackman and Oldham, one of the five core job characteristics are that of skill variety, and one of the difficulties faced by many high school guidance counselors is not…
Clerks." (1990) Directed by Kevin Smith.
Hackman & Oldman. (1976) "Job Characteristics Model." http://www.hrm.strath.ac.uk/teaching/classes/41203-core/2003-4/Performance%20Appraisal2004.pdf
Latham & Locke. (1990). "Goal Setting Theory." http://www.hrm.strath.ac.uk/teaching/classes/41203-core/2003-4/Performance%20Appraisal2004.pdf
Debra S. Osborn. (Fall 2004) "School Counselors' Perceptions of Career Counseling and Career Testing: Preferences, Priorities, and Predictors." Journal of Career Development
Leadeship Skills Impact Intenational Education
CHALLENGES OF INTERNATIONAL EDUCATION
Pactical Cicumstances of Intenational schools
THE IMPORTANCE OF LEADERSHIP IN EDUCATION
What is Effective Leadeship fo Today's Schools?
Challenges of Intecultual Communication
Challenges of Diffeing Cultual Values
Impotance of the Team
Cuent Leadeship Reseach
APPLYING LEADERSHIP IN AN INTERNATIONAL SETTING
Wagne's "Buy-in" vs. Owneship
Undestanding the Ugent Need fo Change
Reseach confims what teaches, students, paents and supeintendents have long known: the individual school is the key unit fo educational impovement, and within the school the pincipal has a stong influence upon the natue of the school, the conditions unde which students lean, and upon what and how much they lean. Despite this ageement about the cental ole of the pincipal, thee is little eseach concening the chaacteistics of pincipals associated with effective leadeship and with pupil accomplishment, and even less insight…
Allen, K.E., Bordas, J., Robinson Hickman, G., Matusek, L.R., & Whitmire, K.J. (1998). Leadership in the twenty-first century. Rethinking Leadership Working Papers. Academy of Leadership Press. http://www.academy.umd.edu/scholarship/casl/klspdocs/21stcen.html
Bennis, W.G. (1997). "The secrets of great groups." Leader to Leader, No.3. The Peter F. Drucker Foundation for Nonprofit Management. http://www.pfdf.org/leaderbooks/L2L/winter97/bennis.html
Crowther, F., Kaagan, S., et. al. (2002). Developing Teacher Leaders. Thousand Oaks: Corwin Press.
In short, there are numerous reasons to state the need for intervention of school counselor during the middle years, all of which can be summed up under the discovery that middle school students perform better academically, consider more intensively their future, and possess more achievement -- styled goals when they are in touch with a mentor (Zirkel, 2002). Students, at all ages, make choices, but middle school students are likely, for the first time, to make autonomous and independent choices that may significantly effect the rest of their life. Students seek differentiation from parents, responsibility, and independence, and it is the role of the counselor to assist students with decision-making skills and to help them select choices that are healthy and growth promoting.
Other areas that students need assistance in dealing with are class electorates as well as negotiating their way between multiple teachers and new peer groups. This complex…
Akos, R, Konold, T., & Niles, S. (2004). A career readiness typology and typal membership in middle school. The Career Development Quarterly, 53, 53-66.
Cobb, N. (2001). Adolescence: Continuity, change, and diversity (4th ed.). Mountain View, CA: Mayfield.
Eccles, J., & Templeton, J. (2002). Extracurricular and other after-school activities for youth. Review of Research in Education, 26, 113-180.
Mahoney, J., Cairns, B., & Farmer, T. (2003). Promoting interpersonal competence and educational success through extracurricular participation. Journal of Educational Psychology, 95, 409-418.
Ethnography of Communication in High School Film
The EOC (ethnography of communication) is the analysis of communication within a culture, and practices of speech of a number of community. The EOC refers to the discourse analysis in linguistic drawing the anthropological field investigating the use of speech, their meaning or interpretation as being found in human groups or particular communities. The normative and cultural are two important concepts in the ethnographic communication analysis, which are used to analyze language, cultural norms, and situation context that influence communication among people.
The objective of this paper is to demonstrate the concept ethnographic of communication using the film titled "High School" directed by Frederick Wiseman.
Part 1 of Project
The study uses the film titled "High School" to illustrate the concept ethnographic communication. High School is an American film directed by Frederick Wiseman in 1968. High School is an ethnographic film depicting Northeast…
Gudykunst, W. B. (2005), Theorizing about intercultural communication (pp. 55-68). Thousand Oaks, CA: Sage.
Knippenberg, D. V. & Hogg M. A. (2004), Leadership and power: Identity processes in groups and organizations (pp. 210-223). London: Sage
Shimanoff, S. B. (1980). Communication rules: Theory and research. Beverly Hills, CA: Sage
Moseley, chair of the Coalition advisory board and president and CEO of the Academy for Educational Development. "It is not a luxury that can be addressed at some point in the future, but rather it provides people with the tools to survive and improve their lives" (Basic Education Coalition 2004). There is no one magical, quick fix solution to Bermuda's dropout problem. The problem is complex and requires a complex array of solutions. It is the intent of this paper to study the scope of this hidden crisis, the poor dropout and graduation rates of Bermuda's Public High School System, by reviewing the most recent and accurate data on graduation and dropout rates, exploring the reasons that young people drop out of school, and presenting the most promising models for helping high school students graduate with their peers.
CHAPTER TO: LITERATURE REVIE
This chapter provides a review of the…
Winters, K.C.; Rubenstein, M.; and Winters, R.A. An Investigation of Education Options for Youth-at-Risk, Ages 9 to 15: Demographics, Legislation, and Model Programs. Research Report No. 88-10. Washington, DC: National Commission for Employment Policy (DOL), May 1988.
Wood, G.D., & Ellis, R.C. (2003). Risk management practices of leading UK cost consultants. Engineering, Construction and Architectural Management, 10(4), 254-62.
Wood, L.A. "An Unitended Impact of One Grading Practice." Urban Education 29/2 (1994): 188-201.
(Stasz, and Bodilly, 2004)
In the press release by Mike Bowler and David Thomas (2005), High School Students Using Dual Enrollment Programs to Earn College Credits, New eports Say. According to this report, the federal budget proposes to increase access to "dual enrollment" programs for at-risk students. Out of the approximately 2,050 institutions with dual enrollment programs, almost 110 institutions, or 5% (about 2% of all institutions) offered dual enrollment programs specifically aimed toward high school students "at risk" for failing academically. Two new reports by the U.S. Department of Education's National Center for Education Statistics also confirm that high school students currently take advantage of programs to earn college credits. The High School Initiative, designed to help prepare high school students to graduate with skills needed to succeed, permits states and districts to utilize funding for:
individual performance plans, dropout prevention efforts, demanding vocational and technical courses, college awareness…
References www.eric.ed.gov:80/ERICWebPortal/Home.portal?_nfpb=true&_pageLabel=ERICSearchResult&_urlType=action&newSearch=true&ERICExtSearch_SearchType_0=au&ERICExtSearch_SearchValue_0=%22Ahola+Sakari%22Ahola, Sakari & www.eric.ed.gov:80/ERICWebPortal/Home.portal?_nfpb=true&_pageLabel=ERICSearchResult&_urlType=action&newSearch=true&ERICExtSearch_SearchType_0=au&ERICExtSearch_SearchValue_0=%22Kivela+Suvi%22Kivela, Suvi. (2007). "Education Is Important, but..." Young People outside o Schooling and the Finnish Policy of "Education Guarantee." Routledge. Retrieved March 5, 2008, at http://www.eric.ed.gov/ERICWebPortal/Home.portal?_nfpb=true&eric_viewStyle=listERICExtSearch_SearchValue_0=high+school+vocational+courses&searchtype=basic & RICExtSearch_SearchType_0=kw&pageSize=10&eric_displayNtriever=false&eric_dis ayStartCount=11&_pageLabel=RecordDetails&objectId=0900019b801cf28f&accno=EJ 73348&_nfls=false
Bowler, Mike & Thomas. David. (2005). "High School Students Using Dual Enrollment Programs to Earn College Credits, New Reports Say." Retrieved March 5, 2008, at http://www.ed.gov/news/pressreleases/2005/04/04062005a.html www.eric.ed.gov:80/ERICWebPortal/Home.portal?_nfpb=true&_pageLabel=ERICSearchResult&_urlType=action&newSearch=true&ERICExtSearch_SearchType_0=au&ERICExtSearch_SearchValue_0=%22Cavanagh+Sean%22Cavanagh, Sean. (2006). Perkins Bill is Approved by Congress; Editorial Projects in Education. RetrievedMarch 5, 2008, from: http://www.eric.ed.gov/ERICWebPortal/Home.portal?_nfpb=true&eric_viewStylelist&EICExtSearch_SearchValue_0=high+school+vocational+courses&searchtype=bas & ERICExtSearch_SearchType_0=kw&pageSize=10&eric_displayNtriever=false&eric_ isplayStartCount=11&_pageLabel=RecordDetails&objectId=0900019b8015ea43&accn =EJ748517&_nfls=false www.questiaschool.com/PM.qst?a=o&d=5020969480
Chang, E.S., Chen, C., Greenberger, E., Dooley, D., & Heckhausen, J. (2006). What Do They Want in Life?: The Life Goals of a Multi-Ethnic, Multi-Generational Sample of High School Seniors. Journal of Youth and Adolescence, 35(3), 321+. Retrieved March 5, 2008, from Questia database: http://www.questia.com/PM.qst?a=o&d=5020969480 www.questiaschool.com/PM.qst?a=o&d=5024401870
Christle, C.A., Jolivette, K., & Michael, N.C. (2007). School Characteristics Related to High School Dropout Rates. Remedial and Special Education, 28(6), 325+. Retrieved March 5, 2008, from Questia database: http://www.questia.com/PM.qst?a=o&d=5024401870 www.questiaschool.com/PM.qst?a=o&d=5023042611
Dymond, S.K., Renzaglia, a., & Chun, E. (2007). Elements of Effective High School Service Learning Programs That Include Students with and without Disabilities. Remedial and Special Education, 28(4), 227+. Retrieved March 5, 2008, from Questia database: http://www.questia.com/PM.qst?a=o&d=5023042611 www.eric.ed.gov:80/ERICWebPortal/Home.portal?_nfpb=true&_pageLabel=ERICSearchResult&_urlType=action&newSearch=true&ERICExtSearch_SearchType_0=au&ERICExtSearch_SearchValue_0=%22Gentry+Marcia%22Gentry, Marcia; www.eric.ed.gov:80/ERICWebPortal/Home.portal?_nfpb=true&_pageLabel=ERICSearchResult&_urlType=action&newSearch=true&ERICExtSearch_SearchType_0=au&ERICExtSearch_SearchValue_0=%22Peters+Scott+J.%22Peters, Scott J.; www.eric.ed.gov:80/ERICWebPortal/Home.portal?_nfpb=true&_pageLabel=ERICSearchResult&_urlType=action&newSearch=true&ERICExtSearch_SearchType_0=au&ERICExtSearch_SearchValue_0=%22Mann+Rebecca+L.%22Mann, Rebecca L. (2007). Differences between General and Talented Students' Perceptions of Their Career and Technical Education Experiences Compared to Their Traditional High School Experiences. Prufrock Press Inc. Retrieved March 5, 2008, at http://www.eric.ed.gov/ERICWebPortal/Home.portal?_nfpb=true&ERICExtSearch_SearchValue_0=high+school+vocational+courses&searchtype=keyword&ERICExtSearch_SearchType_0=kw&_pageLabel=RecordDetails&objectId=0900019b801cbe46&accno=EJ773183&_nfls=false www.questiaschool.com/PM.qst?a=o&d=5002014218
Threat ssessments and Crisis Interventions in the Public Schools
llen, M. & Burt, K. (2002). School counselors' preparation for and participation in crisis intervention. Professional School Counseling, 6(2), 96-101.
uthors cite the increasing number of crisis situations being experienced in the nation's public schools and describe the trauma, cognitive dissonance and loss of a sense of security that can adversely affect all students and teachers who experience these types of events, even when they are resolved safely. While the list of crisis situation types is virtually infinite in public school settings, some of the more common types of crises that have been experienced in the public schools in the past include natural disasters such as floods, hurricanes, tornadoes and earthquakes) as well as anthropogenic sources including school shootings, suicide, student or teacher deaths, sexual and physical abuse, and gang-related activities. Fires in the schools may be either natural or manmade.…
A number of states implemented crisis response planning requirements following the shootings at Colorado's Columbine High School in April 1999. Authors note, though, that notwithstanding the increase in high-profile crisis situations in the nation's public schools such as school shooting, teachers will be more likely to have to respond to crisis situations that involve child abuse and neglect, emotional abuse or bullying on a more frequent basis. Likewise, even events that occur outside the school doors such as the death or injury of a family member, the divorce of parents or an abusive home environment can have an adverse effect on students while they are in school. Finally, for schools that do not already have a crisis intervention plan in place, authors recommend forming a task force to develop one at the earliest opportunity.
Pascopella, A. (2008, January). Threat assessment plans: Every district needs an action plan for averting violence. District Administration, 44(1), 34-37.
Authors cites the ongoing need for assessing threats in the nation's public school districts and recommends that all district administrators secure a copy of the guide to managing threat situations and creating safe school environments published collaboratively by the U.S. Department of Education and the U.S. Secret Service. In fact, the guide is based on the U.S. Secret Service's plans for protecting the President of the United States from various threats. Although every school district is unique, the types of threats that can occur share some commonalities that make threat assessment an overarching priority. While all public school districts are required to have emergency management plans in place in the event of natural disasters, there is no corresponding requirement for having threat assessment plans in place. Therefore, district administrators must take the lead in creating an organizational culture that places a high priority on threat assessment in order to ensure that all stakeholders are aware of the problem and understand how to respond when threats materialize.
Administrative Strategies for Effective Communication
Education contains multiple responsibilities. One starts the learning process in the world from within the family nurture, before continuing to pursue formal education in schools and academy. However, human does not stop learning from their family. Getting exposed to higher education, they also learn things from hands-on experiences and from what are happening in their surroundings.
This reveals the fact that family and environment are two contributing factors, in addition to formal education process in official institution in a community. The three factors determine how education makes one person in the society a distinct, honorable man.
With the great potentials, now education has been a regional issue. Fully conventional learning processes have been attempted within the education system. However, with the growing needs to perform effective schooling and to gain the best academic result, educators realize the need to incorporate the three factors: school, parents,…
Chalkboard Tips and Resources. 1996. The Family Resource Coalition's Report "Parents Leading the Way" Vol. 15 No. 2. Web site: http://www.handinhand.org/parentinvolve.html.
ERIC Document. Communities Connecting Family and Schools. Strong Families, Strong Schools. Web site: http://eric-web.tc.columbia.edu/families/strong/community.html
ERIC Document. School-Family Web site: http://eric-web.tc.columbia.edu/families/strong/sfp.html.
ERIC Documents. Family Involvement. Strong Families, Strong Schools. http://eric-web.tc.columbia.eu/families/strong/involve.html.
Academic Skills Subscales
The Brief Battery for the WJJ-NU consists 9 tests given in the entire exam with three broad academic tests that include:
Broad Written Language, Broad Math, and Broad eading.
The Brief Battery of the tests include: Applied Problems, Letter-Word Identification, calculation, Spelling, Passage Comprehension, Writing Samples, Fluency, eading, Writing Fluency and Math Fluency.
Describe the age range: Ages 2-90+ (K to graduate school)
State the purpose of the instrument:
The instrument is designed to administer achievement measurement as well as designing the diagnostic capabilities for clinical, educational and research purposes. The Brief Battery instrument is also to assist professionals with the tool to yield information in a lesser testing time. Moreover, the testing tool is used as screen tool, instrument for monitor, tool for revaluation the progress of students, and assessing students' academic strengths and weakness. The instrument can also be used as problem solving models.
References (provide APA formatted reference based on test review found in the MMY)
Here is a sample of a correct APA reference for a pretend test review in the MMY
Yearbook and Tests in Print. Yearbook: #.
R. A. Spies, J. F. Carlson, & K. F. Geisinger (Eds.), The eighteenth mental measurements yearbook. 2010.
Personal Response: After reviewing this test and considering all that you have learned in this review, would you recommend that this test be used to assess the students that it is designed for? State why you believe that this test would or would not be useful in assessing this population.
In addition, Boggs (1998) suggests that family relationships and background issues should be discussed. Even though Sophia's family is supportive and encouraging her to go to college, they are also focusing on their own unfulfilled dreams. Sophia should be encouraged to determine her own dreams.
The role of the counselor is critical here. As the United States has become a nation where those with college degrees typically earn significantly more than those without, it is important that Sophia make informed academic and career decisions. owan-Kenyon et al. (2011) assert that "occupational aspirations are shaped directly and indirectly by context, including characteristics of a student's school" (p. 332). This is especially true for Sophia, as she does not have family role models who have completed college to guide her.
American Counseling Association (2005). ACA Code of Ethics. Alexandria, VA: Author
American School Counselors' Association. (2010). Ethical standards for school counselors.…
American Counseling Association (2005). ACA Code of Ethics. Alexandria, VA: Author
American School Counselors' Association. (2010). Ethical standards for school counselors. Retrieved from http://asca2.timberlakepublishing.com//files/EthicalStandards2010.pdf
Boggs, K.R. (1998). Career decisions: The Campbell and Ms. flood. The Career Development Quarterly, 46(4), 311-319. Retrieved from http://search.proquest.com/docview/219384727?accountid=27965
Boggs, K.R. (1999). Campbell interest and skill survey: Review and critique. Measurement and Evaluation in Counseling and Development, 32(3), 168-168. Retrieved from http://search.proquest.com/docview/195602453?accountid=27965
Perpetuated by the media, a culture of fear encourages students to mistrust the world and to expect negative events to happen. Students might also inherit their fears and worries from their parents or peers. Counselors might want to examine the possibility that the students most afraid of terrorism are those who might harbor irrational prejudices against persons of Muslim descent. Any sign that students are developing biases toward their classmates can be addressed if not redressed by counselors with compassion. Likewise, students who experience discrimination because of current world events might need extra care and attention on the part of school counselors.
The Burnham & Hooper (2008) report inspires future research on the impact the economy is having on American school children. Parents who are strapped for cash because of gas prices, mortgage payments, and rising costs of consumer goods will be passing on their fears and anxieties to their…
Burnham, J.J. & Hooper, L.M. (2008). Professional School Counseling. Alexandria: Aug 2008. Vol. 11, Iss. 6; pg. 395, 9 pages
asset to your project. Please note that 1 of the sources must be a source for biblical integration. (i.e., P.R.A.I.S.E. by Beth Ackerman).
Ackerman, B. (2007). P.R.A.I.S.E. Purposeful Design Publications. This book truly emphasizes the value in orchestrating a proactive approach to classroom management and, by extension, that for bullying. It was really fundamental to the entire campaign of this project, including its visuals and the planned assemblies as well.
Peets, K.; Poyhonen, V., Juvonen, J., Salmivalli, C. (2015). Classroom norms of bullying alter the degree to which children defend in response to their affective empathy and power. Developmental Psychology. 51(7), 913-920. This source was instrumental to the project largely because it helped to provide evidence for the proper context in which to frame the anti-bullying campaign. Due to its focus on empathy and social cost, it provides cogent evidence that the best way to create materials and slogans for…
school known as St. Martin de Porras. There were two portions to the case study…a part "A" and a part "B." The two parts were very much a "before" and "after" of a school that was in very rough shape and in every measurable way. This report will have a brief literature view, a methodology section, a study section and an analysis section. The literature review and methodology section are fairly self-explanatory. The study section asks the author of this report to identify the problems, goals and concerns of the stakeholders as well as the problems or critical issues that existed prior to the revolution that later occurred at the school. The analysis section asks the author of this report to compare the findings of the study to the findings in the literature review as well as some identification and analysis of alternative solutions. While some may shy away from…
Chiao-Ling, H., Shu Ching, Y. & An-Sing, C. (2015). The relationships among students'
achievement goals, willingness to report academic dishonestly and engaging in academic dishonesty. Social Behavior & Personality: An International
Journal, 43(1), 27-37. doi:10.2224/sbp.2015.43.1.27
Savage-Austin, A., & Honeycutt, A. (2015). Servant leadership: A phenomenological study of practices, experiences, organizational effectiveness and barriers.
Another way to reinforce teaching is through quizzes and classroom participationg. Quizzes do not only test student knowledge, but also evaluate comprehension, which is a good measure of the job that the counselor educator is doing. Likewise, having students engage in classroom presentations and other peer-to-peer teaching is important because that opens up the opportunity for students to put theory into practice.
Techniques and Methods to Engage Students
Anything that can encourage students to discuss their experience is going to help get students engaged. There are several techniques that teachers can use to encourage that discussion including: assisting students to understand the subject matter by giving them practice in thinking; challenging students to evaluate logic of and evidence for their own and others' positions; giving students opportunities to formulate applications of principles; developing motivation for further learning; helping students articulate what they've learned; and getting prompt feedback on student understanding…
Bass, B. (1996). A new paradigm of leadership: An inquiry into transformational leadership.
Alexandria, VA: U.S. Army Institute for Behavioral & Social Sciences.
Bernard, J.M., & Goodyear, R.K. (2009). Fundamentals of clinical supervision. (4th Ed.) Upper
Saddle River, NJ: Pearson.
The constant help I try to offer her represents an important emotional achievement. Despite the natural consequences such a diagnosis has on both the girl and me, I consider that her stay in a community that has offered her more than medical support is an essential element in her well being. From this perspective, I am convinced that school counseling can be a factor of real use for pupils and students alike. However, it cannot be done without a proper mental, emotional, and theoretical preparation. This is why I consider that the graduate program will help me in achieving all three states of readiness.
Aside from studies, experience is important in working with vulnerable children and young adults. However, my goal is to succeed in helping them find the answers to their questions or at least guiding them towards different reflection paths. Nonetheless, my experience as a case manager at…
Children in this program would learn practical skills needed to grow the plants. The food produced could be donated to the area families and to shelters, helping the participants develop the bond of commitment to their community. Furthermore, since gardening demands significant involvement in terms of time, children who participate in the gardening program would have less time to be idle or to participate in criminal activities.
The development of the last bond - belief - is a long-term goal, one that students achieve when they accept social values as their own. It is hoped that by helping to develop the bonds of attachment, commitment and involvement, Bowers Park After-school gardening program will nurture the growth of children who will grow into productive, well-adjusted citizens who develop the bonds…
What Methods Can Schools in the United States Implement to Prevent Violence in Schools?
Statement of the problem
The recent upswing in high-profile violent incidents in the United States has focused increasing attention on the causes of this public health threat and what types of response are most appropriate. The debate over the most appropriate responses to increased violence in American society has also extended to the nation’s schools. Although it has always been present to some extent, violence has become a major problem in the nation’s schools in recent years (Kelly, 2010; Killam & Roland, 2014). While the potential for enhanced awareness of the problem and improved reporting mechanisms may account for some of the reported increase in school violence in recent years (Blosnich & Bossarte, 2011), the research that follows will clearly show that any level of violence in the schools can be enormously harmful to students and…
principal of the school has the most power at any given time. Ahead of the principal is the superintendent, but since that authority figure is not a constant presence in the school, the superintendent does not count. Because the principal was assigned the job due to experience (both formally and informally) the principal assumes the position of power legitimate power. Legitimate power imbibes the authority figure with the ability to make demands of an expect obedience from others within the workplace. Although the school gives the principal legitimate authority, the principal also has expert power.
Expert power means the person has the capabilities and knowledge to outperform others. A person must be highly qualified in order to attain the position of principal. Although the principal is not a celebrity, the principal also demonstrates referent power. This is because the majority of the staff and students in the school admire and…
Kirst-Ashman, K. (2011). Human behavior in the macro social environment. Belmont, Calif.: Brooks/Cole.
Roloff, M. (2012). Communication Yearbook 22 (p. 22). Routledge.
School Choice Program
This study aimed to determine the impact of school choice through a comparative study of two private schools, which serve primarily, or exclusively African-American students, and a public school.
Data in student achievement in math and reading and data on student attendance were used to determine the impact of choosing a school. Qualitative data derived from interviews with administrators and faculty as well as classroom observation were used to provide additional insight regarding the intellectual climate of the two private schools and the public school.
The focus of this study was on mathematics and reading in middle school students in both public and private schools in Milwaukee, as well as the focus of reform in the state -- reading in Michigan, writing in Vermont and California. This approach enabled me to adequately address my research questions and prove or disprove my hypotheses.
To begin, I conducted structured…
Brown, Andrew (1995). Organizational Culture. London: Pitman Publishing.
Dianda, Marcella. Corwin, Ronald. (February 1993). What a Voucher Could Buy: A Survey of California's Private Schools. Far West Lab for Educational Research and Development, San Francisco, California and Southwest Regional Lab Survey Results.
Fuller, Bruce. (1995). Who Gains, Who Loses from School Choice: A Research Summary. ERIC Document Reproduction Services No. ED385928.
Greene, Jay. Peterson, Paul. Du, Jiangtao. (1997). Effectiveness of School Choice: The Milwaukee Experiment. Occasional Paper 97, Program in Education Policy and Governance Center for American Political Studies, Department of Government, Harvard University.
Being a counselor can sometimes be a really tough job. Counseling can only be effective and beneficial when the counselor places himself or herself in the shoes of his or her client. If he or she is unable to do so, he or she will never become an effective counselor. Placing oneself in the circumstances of someone else is not easy, let alone placing oneself in the shoes of a person who is of a different race, religion or culture. That is the real test of a counselor. In this paper I shall discuss what is required to understand the cross-cultural relationships in counseling to help the client get over their problem easily. All the dimensions pertaining to counseling (of a client of a different background that the counselor) will discussed with the case scenario.
When clients and counselors have different cultural (or ethnic or racial)…
Cannon, E.P. (2008). "Promoting moral reasoning and multicultural competence during internship." Journal of Moral Education, 37(4), 503-518.
Crethar, Hugh C. And Ratts, Manivong J. (2008). "Why Social Justice is a Counseling Concern?"
Gilbert, Jane. (2002). "Cross-cultural issues in counseling skillstraining: lessons from Lesotho."
Journal of Social Development in Africa. New York, NY: John Wiley & Sons.
Integrating Students Who Change Schools
When students change schools often, and particularly when they enter and exit schools at times other than the actual starting and ending dates, they can experience academic, psychological, and social setbacks. When a student body is in a relatively constant state of flux, the impact is felt by all students in the classrooms, and not just by students who are referred to as frequent movers. While the size of the stable core of students ranges widely, the mobility of frequent movers generates a chaos factor -- a term used to identify the inevitable disruption that occurs from having to constantly adapt to the unexpected change.
The literature shows a negative correlation between school switching and academic achievement; a correlation that is evident in schools that have experienced multiple years of non-compliance with federal academic achievement regulations due to high numbers of students who are frequent…
psychodynamic counselors facilitate change?
In order to understand how psychodynamic counselors facilitate change through a therapeutic relationship with their client, it is worth discussing what psychodynamic therapy is, how it is used, how it originated, and who some of its most notable founders were. Towards the end of this document, in the description of how psychodynamic therapy is used, descriptions of recent psychodynamic therapy sessions that the author undertook in a triad setting will be described.
The mind, personality, and psyche are terms that refer to the interrelationships of a person's mental, emotional, or what could be termed psychological characteristics. Another way to think of this is that the psyche, mind, and personality are the forces that drive a person to think what they do, to act out how they choose, the way a person relates to themselves and how they relate to the world around them particularly the role…
Bowlby, John 1999, Attachment and Loss: Vol I, 2nd Ed. Basic Books, New York.
"Depth Psychology" Stepping Stones: bringing depth psychology to everyday life [online] viewed March 23, 2011, www.depthpsychologytoday.com.
Gay, P 1989, The Freud Reader, W.W. Norton & Company, Inc., New York.
Hall, CS 1954, A Primer in Freudian Psychology. Meridian Books, New York.
Public/high School Gaduate Audience) And 5 Annotated Pofessional, Pee-Reviewed Souces (aimed at a Pofessional/academic/college Student/gaduate Student Audience)
Annotated Pofessional, Pee-eviewed Souces (aimed At A Pofessional/academic/college Student/gaduate Student Audience)
Jounal of Attachment & Human Development (http://www.tandf.co.uk/jounals/titles/14616734.asp)
Routledge. 6 issues a yea. Is child-development oiented. Focuses on child attachment theoy and eseach. Povides empiical pespective with cutting edge studies, eviews, and clinical case obsevations. Cosses ove the fields of psychiaty, psychology, nusing, social wok and elated fields whilst pesenting ideas, methods, and eseach on attachment theoy.
Jounal of Child & Family Behavio Theapy (http://www.tandf.co.uk/jounals/titles/07317107.asp)
Routledge. 4 issues a yea. Teating all aspects of the child and adolescent's life within a behavioal fomat, this issue shaes extensive case methods and pactical behavioal techniques fo anyone involved in the child / o adolescent's life (including paent, teache, and counselo). Thee ae extensive book eviews, case studies, and the latest behavioal techniques with step-by-step details…
references) related to that age are extant.
5. Parenting School Years Magazine
( http://www.magazines.com/product/parenting-school-years )
Part of Parenting magazine, this new edition discusses the challenges that educators, counselors, and parents may face with school-age children. Parenting School Years targets children age 6-11. Has 11 issues per year and in popular style targets a general audience. Articles include dealing with sibling rivalry, and helping kids adjust to parents' divorce and remarriage. In this way, it targets issues that exceed the school parameters and that anyone dealing with children, in whichever capacity, will encounter.
Decisions by School Superintendents
Improper Attitude and Unprofessional Conduct of Teachers
To educate a person in mind and not in morals is to educate a menace to society - President Theodore oosevelt.
That teaching is at one and the same time an intellectual as well as a moral endeavor, is an idea that is well entrenched in the minds of men since centuries past. The sayings of great teachers of ancient times bear ample testimony to this premise, which continues to hold sway across nations and vastly differing civilizations over the years.
In the sense that it takes care of the general well being of young students entrusted to the care of an educational institution and ensures that they are treated fairly and accorded the respect they are due as persons, teaching is most certainly a moral activity. It is concerned with building and maintaining relationships of trust with pupils…
Anderson, D.S., & Biddle, B.J. (Eds.) (1991). Knowledge for Policy: Improving Education through Research. New York: The Falmer Press.
Ave, M. (2002, April 24). Jesuit High teacher fired amid misconduct claim. Retrieved December 19, 2002 at http://www.sptimes.com/2002/04/24/TampaBay/Jesuit_High_teacher_f.shtml .
Barth, R.S. (1990). Improving schools from within. San Francisco: Jossey-Bass Publishers.
Benson, P. (1997). All Kids Are Our Kids: What Communities Must Do To Raise Caring and Responsible Children and Adolescents. San Francisco: Jossey-Bass.
These standards set forth clear expectations for school districts, schools, teachers, and students for the core subjects of reading, science and math. Each state's standards and testing are different, but all have the same goal of providing consistent, quality education, as defined by the No Child Left Behind Act (NCLB). Beginning in 2014, students must not only be determined to be 'proficient' in these three core subjects, but schools must make Adequate Yearly Progress overall and for specific demographic subgroups (Murnane & Pappay, 2010).
Although there are benefits to the NCLB, including the accountability measures that have been established that have set clearer expectations, there are also drawbacks to these standards as well. There has been an increasing concern regarding the inordinate amount of time that teachers must spend preparing students for the standardized tests. Although this prep may improve students scores on these tests, teachers have reported that there…
Bakic-Miric, N. (Jun 2010). "Multiple intelligences theory: A milestone innovation in English language teaching at the University of NIS Medical School." Acta Medica Medianae, 49(2). p. 15-19.
Financing America's public schools. (No date). Retrieved November 29, 2010, from http://www.nga.org/cda/files/PUBLICSCHOOLS.pdf.
Flook, L. & Fuligni, a. (May/Jun 2008). "Family and school spillover in adolescents' daily lives." Child Development, 79(3). p. 776-787.
Koshy, V., Ernest, P., & Casey, R. (2009). "Mathematically gifted and talented learners: Theory and practice." International Journal of Mathematical Education in Science & Technology, 40(2). p. 213-228.