edco592GRPpresentation

The Importance of Elementary School Counselors: A Literature Review: 

The Importance of Elementary School Counselors: A Literature Review Molly K. Turnbull Azusa Pacific University October 25 , 2011

Abstract: 

Abstract On a national level, there is a dramatic lack of school counselors at the elementary level, which is in dire need of change. School counselors are beneficial at a young age where they can provide early intervention strategies Benefits the students academically and developmentally as they continue on through school Discuss studies on elementary school counselors’ roles, the areas that they are needed in, the beneficial strategies they employ, as well as teachers’ perceptions of their effectiveness Table 1 is included to summarize the results of the studies discussed throughout the presentation

My Research Question:: 

My Research Question: Are school counselors needed and important at the elementary age level?

Introduction: 

Introduction School counselors = valuable to elementary schools Improve academic areas Personal and social issues Career development According to the American School Counseling Association (ASCA), “early identification and intervention of children’s academic and personal/social needs is essential in removing barriers to learning and in promoting academic achievement” (ASCA, 2010b, “Elementary School Students,” para. 1). Despite the significant impact the counselors provide, they are absent in many school districts across the nation. I will demonstrate their importance and need by discussing research-based studies on: Elementary school counselor’s roles Key areas of need Effective strategies Teachers’ Perceptions

Statistics: 

Statistics 25 of the 50 United States have mandated school counseling at the elementary level 32 states have mandated school counseling at the high school level, grades (ASCA , 2010 a) Mandated does not require counselors to be on site Creates a loophole where states avoid providing funding for elementary school counselors ASCA recommends a student-to-counselor ratio of 250:1 (ASCA, 2009 ) In 2008-2009 student-to-counselor ratio is 457:1 California had highest ratio at 814:1 (ASCA, 2009 )

Roles: 

Roles

Roles: 

Roles School counselors’ roles at the elementary level differ from middle or high school levels Due to the needs of the younger students Hardesty and Dillard ( 1994 ) study Examined the functions and activities of counselors Compared the differences between the roles of elementary, middle and high school counselors Study revealed 3 significant differences: Elementary school counselors perform more consultative and coordination activities Elementary school counselors perform less administrative-like activities, such as paperwork and scheduling Elementary school counselors tend to work systemically, for example with families or teachers or community agencies, whereas middle and high school counselors seem to work with student concerns on an individual basis (Hardesty & Dillard, 1994 ) The study results communicate that elementary schools have unique needs and concerns that are met by the elementary school counselor.

Areas of Need: 

Areas of Need

Career Development: 

Career Development Elementary students have career development needs School counselors are necessary in order to provide assistance and programs for these requirements Wood & Kaszubowski ( 2008 ) conducted a study aimed to find the dimensions underlying elementary children’s career development and measured their career developmental needs Top childhood career development dimensions in need: Curiosity Information Key figures Planning (Wood & Kaszubowski, 2008) Suggested effective career development program interventions, to be conducted or overseen by the elementary school counselor This distinguishes why elementary school counselors’ presence is so important at such an early age. Implementing these programs could potentially result in expanding awareness and sparking career interests in the developing minds of this age group.

Special Needs/Learning Disabilities: 

Special Needs/Learning Disabilities Often times the needs of students with learning disabilities can be overlooked in elementary school Students miss the opportunity to experience comprehensive developmental programs or receive special services until middle or high school, their needs are not met Reis & Colbert ( 2004) study Comprehensive developmental school counseling programs were not available Very stressful times in elementary and high school years due to the interaction of their abilities and disabilities Negative experiences greatly affected their social and emotional development Internal problems, low self-esteem, low self-confidence, problems with teachers/peers Had elementary school counselors been available: Addressed the social and emotional needs of the students through the implementation of comprehensive developmental programs Helped with identification of learning disability and academically gifted Help counselors prevent the underachievement of the students and promote their healthy emotional and social development

Stress and Coping Strategies: 

Stress and Coping Strategies Even at the elementary school level, students are faced with situations that cause them anxiety and may benefit from employing coping tactics Elementary school counselors can be useful in helping students manage stress and develop coping strategies. Romano ( 1997 ) study The stressors and coping behaviors of a large group of fourth- and fifth-graders and implications for elementary counselors Top 5 stressors: Tests 4. Peer relationships Academic/School 5. Athletic performances Oral presentations Elementary school counselors can respond and more effectively provide guidance to help students manage their stressors Following inquiry, they can implement techniques of coping through written exercises and discussion In turn, this would help students to articulate their stresses and behaviors and, as a result of guidance, adopt more useful coping strategies

Successful Strategies: 

Successful Strategies

Group Counseling: 

Group Counseling Group counseling is beneficial at the elementary age level Reeder, Douzenis, and Bergin ( 1997 ) study Used small group counseling strategy with second-grade students in order to improve racial relationships among them After participating in the group counseling process, the group members felt more comfortable with others of a different race “Group members noted that there is a need to help other children learn more about other races, and all subjects indicated that they could learn from a program like the one in which they participated” (Reeder et. al., 1997 , “RESULTS Racial Relations,” para. 1 ) The group counseling technique is one of the many effective strategies that elementary school counselors exercise. It is a way for the elementary school counselors to facilitate students interacting in a group setting

Family Counseling: 

Family Counseling School-based family counseling can be very beneficial for the parents, the student, and those that surround them Davis ( 2001 ) performed a case study on a family at her school First-grade boy acting out, aggressive, anxious Helped with the transition of the mother being released from prison into the house Shifting of the parenting responsibilities from grandmother to mother Boy gradually became more cooperative Without the successful facilitation of the elementary school counselor in this situation, the rearrangement of the family dynamics may have had far less positive results.

Classroom Guidance: 

Classroom Guidance Group classroom guidance Offers the counselor the opportunity to work with larger groups of students at one time To respond to students within a preventive, proactive, and developmental framework (Lee, 1993) Lee ( 1993 ) study Emphasize the positive link between group guidance, performed by elementary school counselors, and academic achievement Students in the treatment group improved their grades significantly in the area of mathematics Study shows that school counselors at the elementary age level can be effective in increasing students’ academic achievement utilizing the classroom guidance strategy.

Comprehensive School Counseling Programs: 

Comprehensive School Counseling Programs There is research supporting that comprehensive school counseling programs (CSCPs) are beneficial in raising achievement test scores at the elementary school level. The counselors at the elementary age level play an important role in implementing comprehensive school counseling programs (CSCPs) Sink and Stroh ( 2003 ) study Q: Does school counselors' work in elementary schools with well-established CSCPs promote higher academic achievement in students? A: Yes! younger students appear to do better on a variety of norm-referenced and criterion-referenced tests of academic achievement Achievement gaps closed when CSCPs were in place “Students are helped academically and interpersonally by attending schools with elementary counselors in place” (Sink & Stroh, 2003 , Discussion section, para. 3 )

Teachers’ Perceptions of Effectiveness: 

Teachers’ Perceptions of Effectiveness

Teachers’ Perceptions of Effectiveness: 

Teachers’ Perceptions of Effectiveness It is important to understand how elementary school counselors are perceived by teachers to gain a better understanding of the impact of a counselor’s contribution to a school Beesley (2004) study of K- 12 teachers “Elementary school teachers reported significantly greater satisfaction with school counseling services than either middle/junior high or high school teachers” ( Beesley , 2004 , Results section, para . 1 ) Top four service domains rated by the teachers as strengths: Classroom Guidance ( 80 %) Individual/Group Counseling ( 53 %) Consultation ( 50 %) Coordination of Special Education Services ( 45 %) ( Beesley , 2004 ) To further support the importance of elementary school counselors, it is helpful to consider their value and effectiveness from a teacher’s perspective and to take account of the areas in which they view them as essential.

Slide 19: 

Elementary school counselors have an undeniably positive impact on students, teachers, parents, and communities. Research supports the need for counselors at the elementary age level. “The knowledge, attitudes and skills that students acquire in the areas of academic, career and personal/social development during these elementary years serve as the foundation for future success” (ASCA, 2010 b, “Elementary School Students,” para. 1 ). Conclusion

Slide 23: 

American School Counseling Association. (2009). Student-to-Counselor Ratio. Retrieved from http:/ / www .schoolcounselor.org/content.asp?contentid= 460 American School Counseling Association. (2010a). School Mandates for Each State . Retrieved from http:/ / www .schoolcounselor.org/content.asp?pl=325& sl =133&contentid= 535 American School Counseling Association. (2010b). Why elementary school counselors . Retrieved from http:/ / www .schoolcounselor.org/content.asp? contentid = 230 Beesley, D. (2004). Teachers’ perceptions of school counselor effectiveness: Collaborating for student success. Education , 125 , 259-270. Davis, K. M. (2001). Structural-strategic family counseling: A case study in elementary school counseling . Professional School Counseling , 4 , 180-186. Hardesty, P. H., & Dillard, J. M. (1994). The role of elementary school counselors compared with their middle and secondary school counterparts. Elementary School Guidance & Counseling, 29, 83-91. References

Slide 24: 

Lee , R. S. (1993). Effects of classroom guidance on student achievement. Elementary School Guidance & Counseling , 27, 163-171. Lenhardt, A. C., & Young, P. (2001). Proactive strategies for advancing elementary school counseling programs: A blueprint for the new millennium. Professional School Counseling, 4 , 187-195. Reeder, J., Douzenis, C., & Bergin, J. J. (1997). The Effects of Small Group Counseling on the Racial Attitudes of Second Grade Students. Professional School Counseling , 1, 15-18. Reis, S., & Colbert, R. (2004). Counseling needs of academically talented students with learning disabilities. Professional School Counseling , 8 , 156-167 . Romano, J. L. (1997). Stress and coping: A qualitative study of 4th and 5th graders. Elementary School Guidance & Counseling , 31 , 273-282. Sink, C. A., & Stroh, H. R. (2003). Raising achievement test scores of early elementary school students through comprehensive school counseling programs. Professional School Counseling , 6 , 350-364. References Cont.

Slide 25: 

References Cont. Wood , C. & Kaszubowski, Y. (2008). The career development needs of rural elementary school students. The Elementary School Journal, 108, 431-444. doi: 10.1086/589472