The Effectiveness Of School Counseling On Elementary Students With Adverse Childhood Experiences
Download The Effectiveness Of School Counseling On Elementary Students With Adverse Childhood Experiences full books in PDF, epub, and Kindle. Read online free The Effectiveness Of School Counseling On Elementary Students With Adverse Childhood Experiences ebook anywhere anytime directly on your device. Fast Download speed and no annoying ads. We cannot guarantee that every ebooks is available!
| Author | : Jessica Lyons |
| Publisher | : |
| Total Pages | : 190 |
| Release | : 2020 |
| Genre | : Psychic trauma |
| ISBN | : |
Students with Adverse Childhood Experiences often experience traumatic situations and circumstances including forms of abuse, neglect, violence, parental separation, and parental health issues. These adverse childhood experiences can lead to long term mental, social, emotional and academic effects including limited socioemotional skills, decreased academic achievement, depression and anxiety. Maslow’s Hierarchy of Needs and the 40 Developmental Assets provide a theoretical framework and foundation for this research. This study researches the effectiveness of school counseling as a strategy of reducing a student's behavior risk score and resultant negative life and health consequences, thereby determining operative models for schools to adopt. A local Sacramento area school counselor collected data from students using the Social, Academic, Emotional, Behavior Risk Screener before and after school counseling. The scores from the assessment were compiled as a singular total, and statistical analysis were run that determined that school counseling had a significant impact on lowering the effects of Adverse Childhood Experience’s on students. Findings suggest that school counseling is an effective intervention for elementary school students with adverse childhood experiences. Practice implications include staff training and increased awareness of Adverse Childhood Experience’s, universal screening of students and increased school counselors at schools. Policy implications are screening of every student for Adverse Childhood Experience’s, yearly professional development requirements in trauma informed teaching and school counselors for every school.
| Author | : Margaret Thorsborne |
| Publisher | : Taylor & Francis |
| Total Pages | : 67 |
| Release | : 2017-07-05 |
| Genre | : Education |
| ISBN | : 1351704052 |
Outlines the techniques to learn and apply when planning and facilitating school conferences. This book contains key documents such as preparation checklist, conference script, typical agreement, evaluation sheet and case studies. It includes guidance on: analysing school practice; deciding whether to hold a conference; and preparing a conference.
| Author | : Stacey Rawson |
| Publisher | : Routledge |
| Total Pages | : 223 |
| Release | : 2020-08-05 |
| Genre | : Psychology |
| ISBN | : 1000172279 |
Applying Trauma-Sensitive Practices in School Counseling provides school counselors with the research, knowledge, and skills they need to implement interventions that will impact the academic, social, and emotional outcomes of traumatized students. This guidebook is for school counselors, especially those who work with students with Adverse Childhood Experiences (ACEs). Readers will obtain background information about ACEs and the effects of chronic stress in childhood, trauma-informed programs for school counselors to lead school-wide, and tools and strategies for school counselors to implement in personal practice.
| Author | : R. Martin Reardon |
| Publisher | : IAP |
| Total Pages | : 365 |
| Release | : 2020-05-01 |
| Genre | : Psychology |
| ISBN | : 164802114X |
Recent crises—whether policy-induced (e.g., family separation at the Mexico/U.S. border) or natural disaster-related (e.g., hurricanes in Florida and North Carolina and wildfires in California)—have galvanized the attention of the U.S. and international public on the plight of children who endure these traumatic events. The sheer enormity of such wrenching events tend to overshadow the trauma endured by many children whose everyday life circumstances fall short of affording them a safe, stable, and nurturing environment. At the national level, three rounds of data collection spanning January 2008 through April 2014 constituted the National Survey of Children’s Exposure to Violence (NatSCEV) that—according to Finkelhor, Turner, Shattuck, and Hambly (2013) in reporting on the 2011 round—assessed “a wide range of childhood victimizations” (pp. 614-615). Among many other findings, Finkelor et al. concluded that “overall, 57.7% of the children and youth had experienced or witnessed at least 1 to 5 aggregate exposures (assaults and bullying, sexual victimization, maltreatment by a caregiver, property victimization, or witnessing victimization) in the year before this survey” (p. 619). According to the recent re-visiting of NatSCEV II by Turner et al. (2017), “almost 1 in 4 children and adolescents ages 5-15 in the United States lived in family environments with only modest levels of safety, stability, and nurturance, while about 1 in 15 had consistently low levels across multiple domains” (p. 8). Adverse childhood events (ACEs) have both immediate and long-term impacts on children’s health and well-being (Banyard, Hambly, & Grych, 2017; Bowen, Jarrett, Stahl, Forrester, & Valmaggia, 2018; Walker & Walsh, 2015). Children do not shed their entanglement with ACEs at the schoolroom door. To highlight just one study, Jimenez, Wade, Lin, Morrow, & Reichman (2016) conducted a secondary analysis of a national urban birth cohort and found that experiencing ACEs in early childhood was “associated with below-average, teacher-reported academic and literacy skills and [more] behavior problems in kindergarten” (p. 1).
| Author | : Elizabeth Anderson Burkhardt |
| Publisher | : |
| Total Pages | : 119 |
| Release | : 2020 |
| Genre | : Evidence-based psychotherapy |
| ISBN | : |
Adverse childhood experiences affect millions of children and adults on a daily basis and this results in many people who are unable to effectively navigate the pathways of life to lead a productive life. Schools are in an ideal position to intercede and provide trauma-informed care to children who are experiencing academic or behavioral problems by providing programs aimed at decreasing the effects of these adverse experiences. One such program being implemented is the multi-tiered support system (MTSS) programs, which is incorporated into the entire school day of all students. Interventions are provided in tiers which correspond to the needs of each student. Evidence-based interventions are provided while the results are monitored and used to provide further assistance. School counselors are an integral part of the MTSS team, which includes PBIS and RtI components, but often they do not receive the necessary training. When school counselors are adequately trained, they function as a team member and this increases the amount of time counselors can spend on other important activities.
| Author | : John C. Worzbyt |
| Publisher | : Routledge |
| Total Pages | : 465 |
| Release | : 2003-12-16 |
| Genre | : Education |
| ISBN | : 1135466076 |
Elementary School Counseling is a resource guide for graduate-level elementary school counselors-in-training and for practicing elementary school counselors. Its primary function is to explain how to plan, organize, activate, and control an effective elementary school counseling program. It expands on five developmental dimensions: physical, social, self-conceptual, cognitive, and career-oriented. The book contains 89 activities, each with specific procedures for classroom use. In addition, it outlines methods for helping existing elementary school counseling programs to reach their full potential.
| Author | : Victoria E. Romero |
| Publisher | : Corwin Press |
| Total Pages | : 327 |
| Release | : 2018-05-22 |
| Genre | : Education |
| ISBN | : 1544319428 |
Use trauma-informed strategies to give students the skills and support they need to succeed in school and life Nearly half of all children have been exposed to at least one adverse childhood experience (ACE), such as poverty, divorce, neglect, substance abuse, or parent incarceration. This workbook-style resource shows K-12 educators how to integrate trauma-informed strategies into daily instructional practice through expanded focus on: The experiences and challenges of students impacted by ACEs, including suicidal tendencies, cyberbullying, and drugs Behavior as a form of communication and how to explicitly teach new behaviors How to mitigate trauma and build innate resiliency
| Author | : Michael Eddy |
| Publisher | : |
| Total Pages | : 121 |
| Release | : 2021 |
| Genre | : |
| ISBN | : |
Adverse Childhood Experiences (ACEs) are events in a child's life that negatively affect the child's well-being. Cohort studies demonstrate those affected by ACEs are more likely to develop mental and physical health issues later in life. The Centers of Disease Control calls for a multi-systemic approach to preventing ACEs, including immediate intervention. Nevertheless, there is little research provided of interventions that mitigate or support students within the school system who may be affected by them. Middle-school aged children and adolescents, in general, are particularly susceptible to the effects of prolonged trauma exposure. Positive psychology and mindfulness research provide a framework for intervention that yield positive results. Because of the increasing research in positive psychology, this branch of psychological interventions is widening with increasing viability of substantive positive outcomes for individuals of all ages. The purpose of this study was to evaluate the use of a gratitude journal and direct instruction in positive psychology strategies to help reduce the effects of ACEs in a school setting. Addressing a student's need for social/emotional education is a critical key to help adults advocate and empower students to prevent the effects of ACEs. Twenty-nine school counselors evaluated the curriculum providing insight into their perceptions of the need and impact of these potential interventions. Their perceptions indicate a strong need for early intervention in order to meet the needs of students exposed to ACEs through strategies based on the tenets of positive psychology.
| Author | : Sandra L. Christenson |
| Publisher | : Springer Science & Business Media |
| Total Pages | : 839 |
| Release | : 2012-02-23 |
| Genre | : Psychology |
| ISBN | : 1461420172 |
For more than two decades, the concept of student engagement has grown from simple attention in class to a construct comprised of cognitive, emotional, and behavioral components that embody and further develop motivation for learning. Similarly, the goals of student engagement have evolved from dropout prevention to improved outcomes for lifelong learning. This robust expansion has led to numerous lines of research across disciplines and are brought together clearly and comprehensively in the Handbook of Research on Student Engagement. The Handbook guides readers through the field’s rich history, sorts out its component constructs, and identifies knowledge gaps to be filled by future research. Grounding data in real-world learning situations, contributors analyze indicators and facilitators of student engagement, link engagement to motivation, and gauge the impact of family, peers, and teachers on engagement in elementary and secondary grades. Findings on the effectiveness of classroom interventions are discussed in detail. And because assessing engagement is still a relatively new endeavor, chapters on measurement methods and issues round out this important resource. Topical areas addressed in the Handbook include: Engagement across developmental stages. Self-efficacy in the engaged learner. Parental and social influences on engagement and achievement motivation. The engaging nature of teaching for competency development. The relationship between engagement and high-risk behavior in adolescents. Comparing methods for measuring student engagement. An essential guide to the expanding knowledge base, the Handbook of Research on Student Engagement serves as a valuable resource for researchers, scientist-practitioners, and graduate students in such varied fields as clinical child and school psychology, educational psychology, public health, teaching and teacher education, social work, and educational policy.
| Author | : Jack Leonard |
| Publisher | : |
| Total Pages | : 366 |
| Release | : 2020-05-27 |
| Genre | : Psychology |
| ISBN | : 9781648021138 |
Adverse childhood experiences (ACEs) may include major disruptive events (e.g. earthquakes, hurricanes, or floods), but more pervasive is the impact of the daily stress of coping with one of more of the facets of family challenges (e.g. economic hardship and its attendant issues) or even dysfunction (e.g. parent or guardian divorce or separation, or living with neglectful or abusive parents). The use of the term pervasive is warranted. For example, as highlighted in the Introduction, a 2019 study of the findings emerging from the 2016 National Survey of Children's Health found that, among the more than 45,000 children on whom parents reported data, more than one-fifth experienced economic hardship and parent/guardian divorce. The consequences for educators of children exposed to ACEs are far-reaching and have galvanized the attention of a broad swath of educational researchers and practitioners. As discussed in a 2019 insightful five-part series in Education Week (https: //www.edweek.org/ew/collections/trauma-sensitive-schools/index.html), the consequences include the imperative for teachers and educational leaders to adopt an informed approach to alleviating the educational impact of ACEs on their students while making provision for their own well-being. In this volume, various authors explore the educational context of ACEs and describe and reflect on their research-inspired endeavors to integrate the resources of schools, universities, and communities to sustain a safe and supportive educational environment for and build the resilience of all students.
