This study evaluated relationships between a school counselor's implementation of
the Student Success Skills (SSS) program with 203 students in grades K-3 and
teacher ratings of student competency on five learning behaviors from the ASCA
Mindsets & Behaviors for Student Success (American School Counselor
Association, 2014). Using a paired samples t test, the authors discovered
significant increases in all five behavior variables. The most substantial
results were related to Coping Skills, Listening Skills, and Positive/Supportive
Relationships.
Get full access to this article
View all access options for this article.
References
1.
American School Counselor
Association. (2012). The ASCA National Model:
A framework for school counseling programs(3rd ed.).
Alexandria, VA:
Author. doi:10.1037/e504812012-001
BradshawC.
P., Evian
WassdorpT.,
O'BrennanL.
M., &
GulemetovaM.
(2011). Findings from the National Education
Association's nationwide study of bullying: Teachers’ and education support
professionals’ perspectives.Washington, DC: National
Education Association. Retrieved from http://nea.org/assets/docs/2010_survey.pdf
5.
BridgelandJ.,
& BruceM.
(2011). 2011 National survey of school counselors:
Counseling at a crossroads.New York, NY: College Board
National Office for School Counselor Advocacy. Retrieved
from http://eric.ed.gov/?id=ED527749
BrigmanG.,
& CampbellC.
(2003). Helping students improve academic
achievement and school success behavior.
Professional School Counseling, 7,
91–98.
8.
BrigmanG.,VillaresE.,
& WebbL.
(2011). The efficacy of individual psychology
approaches for improving student achievement and behavior.
The Journal of Individual Psychology, 67
(4), 408–419.
9.
BrigmanG.A.,
& WebbL.D.
(2003). Ready to learn: Teaching kindergarten
students school success skills. The Journal of
Educational Research, 96 (5),
286–292. doi:10.1080/00220670309597641
10.
BrigmanG.,WebbL.,
& CampbellC.
(2007). Building skills for school success:
Improving the academic and social competence of students.
Professional School Counseling, 10
(3), 279–288. doi:10.5330/prsc.10.3.v850256191627227
11.
CampbellC.A.,
& DahirC.A.
(1997). The national standards for school counseling
programs.Alexandria, VA: American School
Counselor Association.
CohenJ.
(1988). Statistical power analysis for the behavioral
sciences.Hillsdale, NJ:
Erlbaum. doi:10.4324/9780203771587
14.
DahirC.,
& StoneC.
(2003). Accountability: A M.E.A.S.U.R.E. of the
impact school counselors have on student achievement.
Professional School Counseling, 6,
214–221.
15.
DahirC.,
& StoneC.
(2006). School counselor accountability: A MEASURE of
student success.Saddle River, NJ: Merrill
Prentice Hall.
16.
DunlapW. P.,
CortinaJ.M.,
VaslowJ.B.,
& BurkeM.J.
(1996). Meta-analysis of experiments with
matched groups or repeated measures designs.
Psychological Methods, 1,
170–177. doi:10.1037//1082-989x.1.2.170
17.
Education Trust.
(2003). Transforming school counseling
initiative.Washington, DC:
Author.
18.
ErfordB. T.,
HouseR.,
& MartinP.
(2007).Transforming the school counseling
profession. In
ErfordB. T.
(Ed.), Transforming the school counseling profession(2nd ed.;
pp.1–36). Upper Saddle River,
NJ: Merrill Prentice
Hall.
19.
EspelageD.,
& SwearerS. M.
(2003).Research on school bullying and
victimization: What have we learned and where do we go from
here? School Psychology Review,
32, 365–383.
20.
FarringtonC.
A.,
RoderickM.,AllensworthE.,
NagaokaJ.,
KeyesT.S.,
JohnsonD.W.,
& BeechumN.O.
(2012). Teaching adolescents to become learners. The
role of noncognitive factors in shaping school performance: A critical
literature review.Chicago: University of Chicago
Consortium on Chicago School Research. Retrieved from
https://consortium.uchicago.edu/sites/default/files/publications/Noncognitive%20Report.pdf
21.
GysbersN.
C., &
HendersonP.
(2005).Designing, implementing, and managing a
comprehensive school guidance and counseling program. In
SinkC. A.
(Ed.), Contemporary school counseling: Theory, research, and
practice(pp.151–183).
Boston, MA: Houghton
Mifflin.
22.
LembergerM.,SeligJ.,BowersH.,
& RogersJ.
(2016). Effects of the Student Success Skills
program on the executive functioning skills, feelings of connectedness, and
academic achievement in a predominantly Hispanic, low-income middle school
district. Journal of Counseling &
Development, 93,
25–36. doi:10.1002/j.1556-6676.2015.00178.x
MarianiM.,WebbL.,VillaresE.,
& BrigmanG.
(2016). Effects of participation in Student
Success Skills on pro-social and bullying behavior.
The Professional Counselor, 5
(3), 341–353. doi:10.15241/mm.5.3.341
25.
McGannonW.,CareyJ.,
& DimmittC.
(2005, May). The current status of school counseling
outcome research(Research Monograph No. 2). Amherst, MA: Center for
School Counseling Outcome Research, School of Education, University of
Massachusetts. Retrieved from http://umass.edu/schoolcounseling/uploads/OutcomeStudyMonograph.pdf
26.
National Commission on Excellence
in Education. (1983). A nation at
risk.Washington, DC:
Author. Retrieved from http://www2.ed.gov/pubs/NatAtRisk
VillaresE.,LembergerM.,BrigmanG.,
& WebbL.
(2011). Student Success Skills: An
evidence-based school counseling program grounded in humanistic
theory. The Journal of Humanistic Counseling,
Education and Development, 50,
42–55. doi:10.1002/j.2161-1939.2011.tb00105.x
32.
WeiszJ. R.,
DonenbergG.R.,HanS.,
& WeissR.
(1995). Bridging the gap between laboratory and
clinic in child and adolescent psychotherapy.
Journal of Clinical Child Psychology, 63,
688–701. doi:10.1037//0022-006x.63.5.688
33.
WhistonS.C.,
& SextonT.L.
(1998). A review of school counseling outcome
research: Implications for practice. Journal of
Counseling & Development, 76,
412–426. doi:10.1002/j.1556-6676.1998.tb02700.x
