Routine Evaluation Essay

A quantitative study conducted by Wright (2004) supported the findings of Flynn-Piercy’s (2002) qualitative study as it was found that student counsellors (n=200)

Thus, examinees must understand common school-based intervention programs, such as bullying prevention and promoting good health. The foundation of school psychology delves into the importance of culture, background and individual values. Examinees must demonstrate understanding of research design, evaluation and statistics. Finally, the children’s service section covers instructional strategies, curricular accommodations and effective group interventions. In fact, examinees must clearly understand school-based intervention skills and techniques. They must also be familiar with child and adolescent psychopathology, such as common symptoms of mental health problems and how these impact a student’s

According to the American School Counseling Association (ASCA), the “purpose of the school counseling program is to impart specific skills and learning opportunities in a proactive, preventive manner, ensuring all students can achieve school success through academic, career, and personal/social development experiences” (Oberman & Studer, 2011, p. 1). The ASCA National Model is used by school counselors to show devotion to student success (ASCA, n.d.-c, p. 1). The four components of the ASCA National Model are foundation, delivery, management, and accountability (ASCA, n.d.-c, p. 1).

Membride, H., McFayden, J., & Atkinson, J. (2015). The challenge of meeting children’s mental health needs. British Journal of School Nursing, 10(1), 19-25. Retrieved from

Counselling services in schools have been found to be lacking (Adejimola & Tayo-Olajubu, 2009). This subsequently affects students’ access to information and counselling as to what to do when they have been sexually harassed. Okeke and Okorie (2006) reported from a study in South-East Nigeria that there was a lack of counselling centres in schools. This, they noted, had affected the decision-making of students and resulted in maladjusted behaviours. One-on-one counselling interactions between the counsellors and the students was found to be lacking and thus entrenched the belief of counselling unavailability. Offor (2008) concurs that counselling services in most Nigerian schools were non-existent

Guidance and counseling are two very vital services that are needed in every school in Fiji nowadays. It helps students to overcome with any situation and adjust to the real world. Students with guidance and counseling will enable them to minimize problems those are likely to occur and reach high achievement and goals. It helps students to make right choices for example: which subjects to do, identify what they want to become in future, set appropriate goals and it also boost students self esteem and potentialities. In doing this counselor’s come across with many challenges. Thus, this essay seeks to discuss the challenges that are to be faced by school teachers while playing the role of a counselor. Some challenges that teacher encounter are as followed:

The studies aim, discusses the importance of emotional well-being of young people in promoting psychosocial development. The goal of the study is to understand the gaps in the continuum of emotional well-being versus crisis intervention and the young person’s and parent’s perspective (Coverdale & Long, 2015). The introduction describes EWB (emotional well-being), regarding the psychological aspects, social meaning, and attempts to define EWB as being happy, confident and lacking feelings of depression (Coverdale & Long,2015). The remainder of the introduction provides a vague insight into the purpose of the study. The article describes the goal of gaining an understanding of YP, (young people), and the parent’s perceptions regarding EWB and how to facilitate it and promote it (Coverdale & Long,

Teenage mental-health severely impacts a developing child's success in school and their day-to-day lives. Issues like depression and suicide need to be explored in our education because many are being affected.

Looking back, I now have higher expectations about the duties of a school counselor and acknowledge the areas in which the counseling department at my school lacked. Most notably being that I was never given any traditional form of counseling. Unfortunately, I think this is due to the this growing field having not yet obtained its identity of a counseling emphasis. I knew that I could go to my counselor for academic advisement, I was sure that I would get more assistance if I struggled with my classes, but I do not believe that my counselor took an active approach of inquiring about mental health. Instead the counseling department seemed focused on student’s only when grades were down.

Lockhart, Estes J. & Keys, Susan G. (1998). The mental health counseling role of school counselors. Professional School Counseling, 1(4), Retrieved from PsychInfo. ‘

School counseling as always caught my attention. When I started my higher education, I had a focus on studying Elementary Education. However, after completing a college assignment for one of my psychology course, I found a very interested area in Psychology which is counseling. Since then, I have falling in love with counseling, and have spent a lot of time researching the career. I have conducted different interviews and have engaged in different counseling events that have helped me get to know the career. Therefore, when given this assignment, I felt more than prepared because I have spent a lot of time researching this career. However, I used the given source, ONET, to have more of a broad understanding about School Counseling.

'Social and emotional wellbeing' is a holistic concept that encompasses how a child thinks and feels about themselves and others, including developing resilience and coping skills to lead a fulfilling life (Australian Institute of Health and Welfare, 2012). The topic of social and emotional wellbeing is important as research posits that 'at least one in seven children will have significant mental health difficulties with serious associated problems at some time during their childhood' (Australian Government Department of Health, 2012, p. 5). Moreover, studies show that childhood mental health difficulties persist into adulthood (Fazel, Hoagwood, Stephan, & Ford, 2014). Considering, almost all children in Australia attend school, schools are

Much of the research in the field of school-based counselling has so far concentrated on measuring effectiveness (Cooper, 2006). However, if counselling services are to be successfully embedded into school culture, explorative research to understand the perceptions of service-users and stakeholders alike is necessary and will aid the success and survival of provision (Fox and Butler, 2009). With this in mind, the aim of the proposed study is to explore the subjective views of teachers in relation to the indirect impact counselling has on academic attainment; that is, do teachers report any noticeable improvements in academically related outcomes such as the behaviour, learning, or motivation levels, in those pupils who attend counselling and, if so, do they attribute this change to counselling?

The research article in question is about evaluating a school-based counselling service with direct links to CAHM services. The service was evaluated over an 8 month period. It was written by Karen McKenzie, George C. Murray, Seamus Prior and Lynda Stark and was first published in November 2010. The counselling service was based in a mixed gender secondary school in rural Scotland and it was open to all pupils from age 11 to 18 who attended this school. It was commissioned for 2,5 days per week. A person-centred approach was used in this counselling service. Some participants referred themselves, while others were referred by school staff. The counsellor was responsible to the head teacher of the secondary school.

This chapter will focus on the review of the existing literature to the specific idea of effects of guidance and counseling on academic performance in secondary school level. The information gathered from the literature will be used to define a benchmark against which the SGC services may be measured.