Hearing the Voices of Youth at Risk for Academic Failure: What Professional School Counselors Need to Know

Slaten, Christopher D.; Elison, Zachary M.; Hughes, Hayley A.; Yough, Mike; Shemwell, Daniel A.

doi:10.1002/johc.12012

Cited by 23 publications

(13 citation statements)

References 34 publications

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“…The results indicated that school connectedness was a moderator between negative family relationships and conduct concerns. Therefore, school belonging has been shown to be highly effective in school dropout prevention (Kuperminc et al, 2008;Pittman & Richmond, 2007;Slaten et al, 2015).…”

Section: Maladaptive Behavioursmentioning

confidence: 99%

“…This current literature shows that the school environment is a salient variable in predicting student belonging (Loukas et al, 2010;Slaten et al, 2015). Studies investigating environmental contributions to school belonging have identified a number of influential themes such as classroom climate, the availability of recreational spaces, opportunities to play and socialise, and school size (Anderson, Hamilton, & Hattie, 2004;Chan, 2008;Waters, Cross, & Shaw, 2010).…”

Section: Predictors Of School Belongingmentioning

confidence: 99%

“…The main objective of this literature review is to generate a greater understanding of school belonging that may assist future research and practice aimed at investigating school belonging to school and university levels. The implications of a greater understanding of this field may assist educational and developmental psychologists, researchers, and school leaders to address growing concerns related to drop-out rates by students in secondary schools (Kuperminc, Dranell, & Alvarez-Jimenez, 2008) and attrition rates at university-level training (Slaten, Elison, Hughes, Yough, & Shemwell, 2015).…”

mentioning

confidence: 99%

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School Belonging: A Review of the History, Current Trends, and Future Directions

Slaten

Ferguson

Allen

et al. 2016

The Educational and Developmental Psychologist

Self Cite

173

116

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School belonging, at both a school and university level, has been well documented as a predictor of academic and psychosocial success. The construct has been examined by scholars in a variety of different professional disciplines (e.g., education, psychology, sociology) and continues to be consistently researched. Although significant contributions have been made in the field, there are still additional areas of investigation needed, as well as interventions that need to be designed and explored. The current article was designed to review the theoretical foundations of belonging, conceptualise school belonging with respect to how it is presented in the literature, discuss the key variables related to school belonging, present a summary of the predictors of school belonging, discuss school belonging in a university setting, and posit future directions for research.

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Section: Maladaptive Behavioursmentioning

confidence: 99%

Section: Predictors Of School Belongingmentioning

confidence: 99%

mentioning

confidence: 99%

See 1 more Smart Citation

School Belonging: A Review of the History, Current Trends, and Future Directions

Slaten

Ferguson

Allen

et al. 2016

The Educational and Developmental Psychologist

Self Cite

173

116

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“…Although research shows the importance of building relationships with students and showing empathy [58], school counselors have shifted to a more technical approach to their occupations [59]. This was evidenced in the way that the students reported their interactions with their counselors.…”

Section: Discussionmentioning

confidence: 99%

Pushed Out for Missing School: The Role of Social Disparities and School Truancy in Dropping Out

2020

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Research: The goal of this study is to understand the experiences of Black and Latino former high school students who dropped out, or were pushed out, of a large urban school district in Southern California. Specifically, this paper examines the barriers students faced that contributed to them leaving high school and their journey afterward. Thirty-nine former high school students who “dropped out”, or were pushed out of school, 61.5% males (n = 24) and 38.5% females (n = 15), were interviewed. Findings: The findings indicate the use of punitive truancy control for dealing with health and psychological needs of students, transportation issues, personnel–student relationships, and standardized testing. Examining the experiences of students who have been pushed out of school can help educators and policy makers address some of the inequities within schools. Results: We argue that pushout prevention can be developed by changing truancy and other discipline policies in schools. Implications from this study help us understand how we can better support students before they are pushed out.

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“…O'Connor (2018) analiza qué pueden hacer los centros educativos para que los orientadores jueguen un rol clave a la hora de que los alumnos alcancen buenos objetivos académicos, y tengan un desarrollo emocional adecuado. De hecho, algunos estudios sugieren que los alumnos que se encuentran en riesgo de fracasar en sus estudios desean y valoran muy positivamente el papel de los orientadores (Slaten, Elison, Hughes, Yough y Shemwell, 2015).…”

Section: Metodologías Activasunclassified

Aprendizaje basado en proyectos en educación secundaria: el orientador como agente de cambio/Project-based learning in secondary education: the school counselor as change agent

Aguilar

Valverde

2018

REOP

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RESUMEN El Aprendizaje Basado en Proyectos (ABP) es una metodología activa que está adquiriendo una gran importancia a la hora de promover la implicación de toda la comunidad educativa, dar respuesta a las necesidades de su alumnado, y atender a las demandas sociales emergentes. En el presente estudio, se indaga en el papel desarrollado por el orientador como agente de cambio y asesor para el desarrollo de innovaciones educativas y metodologías activas en un instituto de educación secundaria (IES) en el que se aplica ABP. Entre otros aspectos, se analizan las funciones que desempeña el orientador a la hora de aplicar dicha metodología; qué conceptos manejan el orientador, los docentes y el alumnado sobre metodologías activas; los cambios provocados por el ABP en términos de coordinación, organización y relación entre personas; así como la relevancia y proyección de futuro de esta metodología en el currículo. Para ello, se lleva a cabo una investigación cualitativa basada en el paradigma fenomenológico o etnográfico, en el que se analizan las opiniones del orientador, director, docentes, y alumnos de este centro educativo. Para la recogida de información con los docentes y el orientador, se escogió la técnica de la entrevista semi-estructurada. A partir de los resultados obtenidos, se concluye que el orientador es un agente de cambio fundamental no solo por el asesoramiento y apoyo que ofrece al equipo directivo, sino también para toda la comunidad educativa en la que se involucra.ABSTRACT Project-Based Learning (PBL) is an active methodology that is becoming increasingly important in promoting the involvement of the entire educational community, responding to the needs of its students, and meeting emerging social demands. The present investigation analyzes the role of the school counselor as an agent of change and advisor for the development of educational innovations and active methodologies in a secondary school in which PBL is applied. In particular, they are analyzed the functions that the school counselor plays when applying this methodology; the information the counselor, teachers and students have about active methodologies; the changes caused by the ABP in terms of coordination, organization and relationship between people; as well as the relevance and future projection of this methodology in the curriculum. To this end, qualitative research is carried out based on the phenomenological or ethnographic paradigm, in which the opinions of the advisor, director, teachers and students are analysed. The semi-structured interview technique was chosen for the collection of information with the teachers and the counsellor. From the results obtained, it is concluded that the school counsellors are important agents of change not only because of the advice and support they offer to the management team, but also the entire educational community.

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Hearing the Voices of Youth at Risk for Academic Failure: What Professional School Counselors Need to Know

Cited by 23 publications

References 34 publications

School Belonging: A Review of the History, Current Trends, and Future Directions

School Belonging: A Review of the History, Current Trends, and Future Directions

Pushed Out for Missing School: The Role of Social Disparities and School Truancy in Dropping Out

Aprendizaje basado en proyectos en educación secundaria: el orientador como agente de cambio/Project-based learning in secondary education: the school counselor as change agent

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