The Impact of Student Success Skills on Students’ Metacognitive Functioning in a Naturalistic School Setting

Abstract

Many theories are used to conceptualize adolescent substance use, yet none adequately assist mental health professionals in assessing adolescents' strengths and risk factors while incorporating cultural factors. The authors reviewed common adolescent substance abuse theories and their strengths and limitations, and offer a new model to conceptualize adolescent substance use: The Adolescent Substance Use Risk Continuum. We posit that this strengths-based continuum enables clinicians to decrease stigma and offer hope to adolescents and their caregivers, as it integrates relevant factors to strengthen families and minimize risk. This model is a tool for counselors to use as they conceptualize client cases, plan treatment and focus counseling interventions. A case study illustrates the model and future research is suggested.

Addressing the Social/Emotional Needs of Students During the Pandemic

“…Research continues to emphasize that school counselors employ preventative, evidence-based SEL programming to help students achieve academic and social/emotional success (Brigman et al, 2018; Lemberger-Truelove et al, 2021; Zyromski et al, 2017). When school counselors run comprehensive, data-driven programs and track the impact of their services and interventions, they become active change agents and demonstrate accountability.…”

“…The effectiveness of SSS has been established through several quasi-experimental and experimental empirical studies that have proven the program’s positive impact across a wide variety of outcomes (Lemberger & Clemens, 2012; Lemberger et al, 2015). These outcomes include, but are not limited to: academics (standardized test scores, grades, graduation rates), social/emotional competencies (prosocial skills, connectedness, wellness factors, emotion regulation), and behavior (reduced bullying behaviors, improved attendance, reduced behavior problems; Brigman & Campbell, 2003; Lemberger & Clemens, 2012; Lemberger et al, 2015; Mariani et al, 2015; Miranda et al, 2007; Villares et al, 2012; Webb et al, 2019; Wirth & Villares, 2015; Zyromski et al, 2017).…”

Digital Teaching Materials and Their Relationship with the Metacognitive Skills of Students in Primary Education

“…Today's children are no longer the only ones that have to learn, as adults also need skills to recognize, assess, and reconstruct existing knowledge to tackle everyday challenges in the workplace. Herein lies the importance of metacognition in education for fostering a society that can evolve, thus revealing the need to adopt strategies for learning, thinking, managing information, and equipping oneself with instruments to ensure that students are self-reliant in their personal development [19,21,57].…”

“…Despite this, self-reports are the test most commonly used to collect data from large samples [56]. This study used the Jr. MAI questionnaire due to its simple application to the selected population and its extensive use in the literature, together with its counterpart for other ages: the Metacognitive Assessment Inventory (MAI) [8,26,32,54,57,58]. The instrument used for compiling metrics on the usage time of the digital material was the Smile and Learn platform itself, which was used during the present study with the class.…”

Data-Driven School Counseling: The Role of the Research–Practice Partnership

“…School counselors shape students’ academic, social/emotional, and postsecondary development through the comprehensive, developmental counseling programs they implement. School counseling programs have been associated with improved study skills (Zyromski, Mariani, Kim, Lee, & Carey, 2017), academic proficiency levels (Bruce, Getch, & Ziomek-Daigle, 2009; Carey, Harrington, Martin, & Stevenson, 2012), and graduation and attendance rates (Lapan, Gysbers, Bragg, & Pierce, 2012; White & Kelly, 2010). In the social/emotional domain, counselors have raised awareness about depression and suicide (Erickson & Abel, 2013), decreased problem peer interactions and bullying (Dimmit & Wilkerson, 2012; Johnston, Midgett, Doumas, & Moody, 2018), and supported ethnic identity development (Malott, Paone, Humphreys, & Martinez, 2010).…”