AtRisk Youth

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At-Risk Youth
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Red Flags of At-risk Students

• 1. Absent from classes
• 2. Failure of at least 1 grade level
• 3. Late to school or classes
• 4. Low scores in math and reading
• 5. Lack of motivation
• 6. Low grades
• 7. Little identification with school

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Red Flags for At-Risk

• 8. No perceived relationship of education with
  life
• 9. Bored with school
• 10. Rebellious attitude toward authority
• 11. Deficient in language and verbal skills
• 12. Low tolerance for structured experiences

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At-Risk

• 13. Behind age group by at least 2 graduation
  credits
• 14. Acting-out behavior
• 15. Truancy

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Developmental Themes
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Developmental Themes

• Wreens Book, The Counselor in a Changing World,
  solidified the goals of the school counseling
  profession.
• According to Wittmer, this book probably
  impacted school guidance more than any other
• The report recommended the following

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Wrenns Book Recommended

• Providing individual and group counseling to
  students
• Consultation to teachers and parents
• Considerable emphasis for counselors to be
  well-informed about the developmental needs of
  students
• Taking an active part in curriculum development

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The Developmental Model and Its Antcedents
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Assumptions/Principles

• In order to build a comprehensive developmental
  guidance and counseling program at your school,
  it is important to know the basic assumptions and
  principles behind such an approach.

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Developmental Antecedents

• During the 1960s, increased attention was given
  to child study. The developmental needs of
  children were being recognized.
• Theorist emphasized how heredity and environment
  together shaped a childs personality.

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Early Theorist

• Benjamin Bloom (1964)
• Gesell, Ilg and Ames (1946, 1956)
• Havinghurst (1953)

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Developmental Theorist

• They suggested that achievement of developmental
  tasks at one stage of life influenced success
  with tasks at later stages.
• They further assumed that individuals who failed
  to learn developmental tasks at particular
  periods of life were almost certain to have
  difficulty with later tasks.

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Developmental Theorist

• Many theorist see developmental stages as
  patterned, orderly, and distinct.
• These are affected by cultural forces and events
  that take place in a persons life.
• Also, while following some general expectations
  at certain stages, we must also take into account
  individual uniqueness

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Developmental Theories/Stages
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Freuds Theory

• Psychosexual Stages - (oral, anal, phallic,
  latency, genital)
• Ages (0-6) are crucial for personality
  development
• 4 major tensions psychological growth,
  frustrations, conflicts, threats.

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Eriksons Theory

• 8 Psychosocial Stages of Development.
• Each stage presents critical learning
  experiences that exert influence over ones
  remaining lifespan
• If tasks at different stages are not achieved,
  then at each stage emotional consequences occur
  (mistrust, doubt, shame.)

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Eriksons 8 Psychosocial Stages

• Trust vs. Mistrust
• Autonomy vs. Shame and Doubt
• Initiative vs. Guilt
• Industry vs. Inferiority
• Identity vs. Role Confusion
• Intimacy vs. Isolation
• Generativity vs. Stagnation
• Integrity vs. Despair

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Piagets Theory

• Intellectual development takes place in stages/
  people seek equilibrium in their lives. Piaget
  emphasized the cognitive development in children.
  He concluded that intellectual development
  appeared to take place in stages and therefore no
  stage could be eliminated, since each was
  dependent on the preceding.

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Piagets Stages of Intellectual Development

• 1. Ages birth-2 - Sensorimotor Stage -
  object permanence
• 2. Ages 2-6 - Preoperational Stage-
  symbols, language
• Stage 1 Preconceptual
• Stage 2 Intuitive (thinks in terms of
  classes, numbers, relationships

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Piagets Theory

• 3. Ages 7-11 - Concrete Operational - adding,
  subtracting, mental representation, conservatism
• 4. Ages 12 - Formal Stage - abstract thinking
  

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Maslows Theory
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Comprehensive Developmental Guidance and
Counseling Programs
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What is a School Counseling Program? Natl Model
States

• Reaches Every Student
• Comprehensive in Scope
• Academic Domain
• Career Domain
• Personal/Social Domain

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School Counseling Program

• Preventative in Design
• Developmental in Nature
• Integral Part of the Total Educational
• Program
• Designs a Delivery System
• Guidance Curriculum
• Classroom Activities, Interdisciplinary
  Curriculum Development, Group Activities, Parent
  Workshops

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School Counseling Program

• Individual Student Planning
• Individual or small group appraisal Individual
  or small group advisement
• Responsive Services
• Consultation, Indiv and Small Group Counseling,
  Crisis Counseling, Referrals, Peer Facilitation
• Support System
• Professional development, Consultation,
  Collaboration, Program Management

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School Counseling Program

• Implemented by a Credentialed School Counselor
• Conducted in Collaboration
• Monitors Student Progress
• Driven by Data
• Seeks Improvement
• Shares Successes

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ASCA Research for Standards Recognized

• A comprehensive school counseling program is
• 1. Developmental and systematic in nature
• 2. Sequential
• 3. Clearly defined
• 4.Accountable

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• Quality school counseling programs are founded
  on developmental psychology, educational
  philosophy counseling methodology
• Effective programs must enhance academics,
  basic work skills, self-awareness, interpersonal
  skills, life success skills

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• Program is developed by focusing on needs,
  interests, and issues related to various stages
  of growth
• Has a commitment to accept individual uniqueness
• Commitment to maximize development in 3 major
  areas academic, career, and personal/social

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• They provide a framework and a comprehensive
  outline of the needs of all school aged children
• See differences (Wittmer, p. 8)

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Counseling - In Search of a Theoretical Base

• Many models
• Human Development Models - (Blum, 2-34)
• Havinghurst

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A Comprehensive Developmental School Counseling
Program (Wittmer Ch 2)

• 1. Make sure the principal understands the
  comprehensive program and supports the program
• 2. Put the counselors role and function in place
  in writing
• 3. Select a school guidance advisory committee-
  this is a prerequisite to initiating any
  effective developmental guidance program. This
  committee includes

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• parents, teachers, admin., business leader school
  board member. The s c coordinates the meetings,
  its functions and keeps the administration
  informed of the deliberations.
• 4. Develop and write a philosophy statement that
  is locally appropriate for the school and
  developmental in nature.

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• 5. Complete needs surveys to students, staff,
  faculty, and parents. The results tell the
  needs of your customers.
• 6. Write a program rationale statement. This
  states the reasons for your comprehensive,
  developmental program and is based on the results
  of your needs survey.

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• 7. Setting goals, objectives, and developing
  strategies for implementation. Develop a plan
  for making the program meet the needs of the
  students. This is done by setting goals and
  objectives followed by strategies and techniques
  to achieve each.
• 8. Be accountable - evaluate each phase of the
  program