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Matt Gill Damon Murray Will Pickens Liberty University EDUC 661 Wiki Article

** Abstract ** Modern counselors are inundated with topics that they must consider. However, some topics should take the forefront. Three of these topics are creating a comprehensive program, running effective groups, and knowing how to deal with bullying. In order to know these topics it is important that counselors stay educated and informed. Comprehensive programs help counselors to meet the needs of all their students. Knowing how to run groups effectively will also help counselors to meet the needs of specific students with specific needs. Lastly, bullying is a hot topic in schools and counselor must be prepared to deal with the effects of bullying and know how to stop bullying before it starts.

The profession of school counseling is one that covers a myriad of topics. From dealing with depression to how to make friends, a counselor must be well versed in a number of topics to effectively implement a program that meets the needs of the students of the school. However, there are three topics that these authors felt were extremely important for all counselors, no matter the level of the school in which he or she works. These three topics are creating a comprehensive counseling program, group counseling, and methods of dealing with bullying. A brief review of these topics follows.

** Creating a Comprehensive Counseling Program ** One issue that is extremely important to school counselors is the ability of the counselor to create a comprehensive school counseling program. The advantage and power of a comprehensive program is that it helps to meet the needs of all students through collaboration with outside agencies, parents, and school personnel ( Lehr, & Sumarah, 2002). In order to insure that the program is effective, the counselor must be able to get all parties involved to buy into the program (Lehr, & Sumarah). However, that is the challenge, bringing together so many varied interests to help insure that students are receiving the attention and help that they need. Counselors will have to be creative to find ways to get people involved in the program. In order to help create an atmosphere in which parents, schools, and communities can collaborate, it is important that counselors create a framework in which these different constituents can work together effectively (Elias, Patrikakou, & Weissberg, 2007). This organized system will allow all the different constituents to communicate efficiently, and work together in such a way that they not only understand and support each other, but they also understand and support the students as well. Furthermore, it is extremely important that counselors create an atmosphere where others are accepted regardless of their background. In order to create a program that is culturally responsive, counselors must help to increase the cultural knowledge of all parties involved in the counseling framework (Li, & Vazquez-Nuttall, 2009). By creating a level of cultural responsiveness, the counselor will allow all parties involved, no matter their ethnic or cultural origin, to feel welcomed and accepted. This kind of acceptance will go a long way in creating an atmosphere that encourages buy-in and collaboration. Lastly, in regards to the topic of creating comprehensive counseling program, counselors must know how to work together. An innovative way to do this would be to create a network in which counselors from other schools can collaborate with each other (Jones, 2009). This school to school consultation and collaboration is key in creating a comprehensive program because it will help counselors to support each other through increase knowledge and experience. Ultimately, this will help counselors support and learn from each other which is a huge benefit to any comprehensive counseling program. ** Effectiveness of group counseling on at-risk students ** More times than not, group counseling in a school setting usually involves a small group of students (up to 9) who come together and benefit from shared experience. Group counseling helps students realize that they are not alone in their problems, and provides multiple perspectives on issues and how they are seen by others. Further, group counseling can be less threatening than individual counseling, and offers a social setting for students to learn new skills and support one another (Rose-Gold, 1991). There are usually eight sessions per group, with the sessions spaced out to one meeting per week. Also, the eight weekly sessions are followed by four follow-up sessions one month apart. Whitel (1982) found the following academic success rates for the number of sessions: (I) 8 or fewer sessions: success rate 1 of 5, (II) 9 to 11 sessions: success rate 5 of 9, (III) 12 or more sessions: success rate of 6 of 8. Time per session varies, although typically elementary sessions should be around 30 minutes, and 45 minutes to an hour for middle and high school aged (Brigman & Campbell, 2003). Group counseling is widely used for both mainstream minority students, and students with behavioral disorders such as oppositional defiant. Although youth problems derive from a range of internal and external factors, students often having problems in school are concerned about other social problems such as poverty, violence and racism (Bemak, Chi-Ying, & Siroskey-Sabdo, 2005) .The academic achievement gap between at-risk and ethnic youth and their counterpart, calls for school counselors to use new innovative interventions. Additionally, school counselors are able to assume a leadership position in the school to help reduce the disparity in academic achievement. However, school counselors should include non- at-risk students in the groups as well. This increase the student chances of developing a positive attitude of the group (Rose-Gold, 1991).Unfortunately, a good amount of school counselors’ work may be clerical or administrative, particularly when administration views counselors as having less ability to help the educational goals of the school. Seeing as the school counselor ratio is substantial (1:300), and their workload may consist of non-related duties, group counseling may be far more effective than individual counseling when attempting to reach the total student body (Bemak et al., 2005). Group counseling has been shown to be successful in working with at-risk students, and has been linked to improvement student achievement scores and interpersonal relationships. Moreover, school counselors are more likely to encourage under motivated students during group counseling. Throughout group counseling, school counselors are able to gain the trust of students within the group. Gaining students’ trust is a requirement for group counseling to be effective (Campbell, 1991). Focused small-group interventions with students identified as at-risk and/or diagnosed with behavioral disorders can have positive results on student achievement. In addition to group counseling, school counselors are encouraged to utilize family therapy and cognitive behavior therapy. Students for small groups have to be carefully screened, thus it is necessary for school counselors to participate in individual student interviewing. As required by No Child Left Behind, school counselors have to provide data that shows the effectiveness of school counseling programs. School counselors are encouraged review and examine student achievement, behavior, and attendance data before and after administering counseling services. States’ definition of Adequate Yearly Progress (AYP) varies; therefore school counselors should be aware of their states definite measurement of AYP. Today’s educational era is particularly reliant on outcome data, consequently, school counselors are encouraged to synthesize and analyze student data. School counselors have to advocate for students who are disadvantaged and underachieving. Furthermore, school counselors are responsible for collaborating with teachers, administrators, and most importantly, the community. During group counseling, Students, when given the opportunity to explore their own ideas, and problem solve, feel empowered and are likely to work harder and collectively with other group members. Measuring school counselors’ accountability and effectiveness on the number of students seen, is unmerited and outdated. Recent comprehensive school counseling programs are quality based opposed to quantity. The socioeconomic status of students should be taken into consideration when utilizing group counseling. At-risk students’ abilities and talents are often at times overshadowed by conditions beyond their control. Yet, their misfortunes should not be used as justification as to why they are underachieving. ** Methods of Dealing with Bullying for School Counseling ** There are many different programs and interventions available to the school counselor for dealing with bullying incidents in the primary grades. Younger students respond to different interventions than older students, and the types of bullying incidents are different at the primary level when compared to incidents that occur at the upper grade levels. Physical bullying occurs at as much more frequent rate at the lower levels, and emotional and verbal bullying begins to occur more often at the upper levels. Some of the ways counselors may intervene with prevention programs include using stories and young adult literature to help students observe how bullying is reflected in literature, and to relate these incidents to bullying incidents that they may be experiencing or witnessing themselves. Hillsberg and Spak (2006) show us that by using a program utilizing the review of literature, and having students write short reviews identifying the bullying incidents and relating them to their own lives, students do not feel as alienated when they become victims of bullying. By finding common ground with characters in literature, students do not view bullying as a solely personal entity; they view it as a real issue affecting many others. Once the students feel they are not alone in having to deal with bullying, they are not as shy about coming forward and reporting incidents of bullying tom interested adults. McLaughlin, Laux, & Pescara-Kovach (2006) propose an increased use of multimedia methods, including video games and computer software programs to help an ever increasingly technology- influenced student population learn more effective anti-bullying strategies. By reaching students where they are comfortable and more apt to listen, the authors feel that the learning curve will be advanced for primary school children. As younger students viewed bullying solutions by means of multimedia presentations, they were quicker to adapt these remedies to bullying situations they found in their own lives. Scarpaci (2006) tells us that as students become better able to deal with and handle some bullying issues amongst themselves, “I ntervention by a teacher is less necessary when students are involved in a conflict whose outcome can be negotiated.” As students become more confident and self-assured in their abilities regarding bullying intervention, there will be less of a need for outside help. The more confident students can become, the less separated and alone they feel, and the more knowledgeable they are regarding handling bullying situations, the less impact bullies will have on the student population. ** Conclusion ** Though this paper is just a brief look, it is so important that counselors not just look at these topics. The topics included in this paper are critical. Creating a comprehensive program, knowing how to work with groups, and know how to reduce the risk of bullying are three of the most critical topics for today’s school counselors. However, the authors of this article insist that counselors do more extensive research into each of these topics and others topics that are important in the school in which they work. Staying informed is the ultimate way for counselors to be effective and this article is just the beginning.

** Test Questions **

1) Bullying is found to be more of a physical nature in which school setting? a) Primary b) Secondary c) School counseling masters students d) Law school

2) As primary grade students become more familiar with handling and identifying bullying situations, they become self-assured and confident in their responses. a) More b) Less c) No different

3) A comprehensive guidance program will collaborate with all of the following except a) Administrators b) Parents c) Students d) Outside Agencies

4) The following conditions need to be in place in order for a student to be considered at-risk except a) A student who is a potential dropout b) A student who is failing two or more courses of study c) A student with a high IQ  d) A student who is not reading on grade level

5) While holding group counseling sessions, what is the recommended time for the sessions for elementary school? a) 15 b) 30 c) 45 d) 60

** References ** Bemak, F., Chi-Ying, R., & Siroskey-Sabdo, L. (2005). Empowerment groups for academic Brigman, G., & Campbell, C. (2003). Helping students improve academic achievement and schools success Behavior. //Professional School Counseling//, //7//(2), 91-98. Campbell, C. (1991). Group guidance for academically undermotivated children. //Elementary School Guidance & Counseling//, //25//(4), 302. doi: 9.606.25.6327 Elias, M., Patrikakou, E., & Weissberg, R. (2007). A competence-based framework for parent—school—community partnerships in secondary schools. //School Psychology International//, //28//(5), 540-554. doi:10.1177/0143034307085657.  Hillsberg, C. & Spak, H. (2006). Young adult literature as the centerpiece of an anti-bullying program in middle school. //Middle School Journal//. //38//(2), 23-28. Jones, J. (2009). The development of leadership capacity through collaboration in small schools. //School Leadership & Management//, //29//(2), 129-156. doi:10.1080/13632430902775509. Lehr, R., & Sumarah, J. (2002). Factors impacting the successful implementation of comprehensive guidance and counseling programs in Nova Scotia. //Professional School Counseling//, //5//(4), 292. Retrieved from Academic Search Complete database. Li, C., & Vazquez-Nuttall, E. (2009). School consultants as agents of social justice for multicultural children and families. //Journal of Educational & Psychological Consultation//, //19//(1), 26-44. doi:10.1080/10474410802462769. McLaughlin, L., Laux, J. M., & Pescara-Kovach, L. [|Using Multimedia to Reduce Bullying and Victimization in Third-Grade Urban Schools]. **// Professional //** **// School //** **// Counseling //** //, 10// (2), 153-160. Rose-Gold, M. (1991). Intervention strategies for counseling at-risk adolescents in rural school districts. //School Counselor//, //39//(2), 122 <span style="font-family: Times New Roman; line-height: 200%; margin: auto auto auto 0.5in; text-indent: -0.5in;">Scarpaci, R. T, (2006). Bullying: Effective strategies for its prevention. //Kappa Delta Pi Record. 42//(4),170-174. <span style="color: black; font-family: Times New Roman; line-height: 200%; margin: 0in 0in 0pt 0.5in; text-indent: -0.5in;">success: An innovative approach to prevent high school failure for at-risk, urban African. //Professional School Counseling//, //8//(5), 377-389. <span style="font-family: Times New Roman; line-height: 200%; margin: 0in 0in 0pt 0.5in; text-indent: -0.5in;">White, F. (2007). The professional school counselor's challenge: Accountability. //Journal of Professional Counseling: Practice, Theory & Research//, //35//(2), 62-70.

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