Adlerian Theory Essay

Introduction and RationaleSchool counselors work with students in academic development, tender and emotional skill development, and college/career development. Their work supports student success through knowledge in these domains, improvement of skills, reduction of stress, and improvement in mental health functioning. As I read the article, School Counseling Outcome A Meta-Analytic Examination of Interventions, I couldnt help but realize the importance of go on query on the pithiveness of tutor charge interventions. This article focuses on the effectiveness of an array of school counseling interventions and not solely on private and group counseling.The primary aim of this research was to review various literature pieces that relate to school counseling and identify their outcome and implications to the practice of school counseling. In this study, Meta-analysis 1 involved treatment control comparisons and Meta-analysis 2 involved pretest-posttest differences. The overall average weighted effect size for school counseling interventions was .30. The study examined whether pertinent moderator variables influenced effect sizes.See muchSocial Satire in The Adventures of Huckleberry Finn EssayThe pretest-posttest size was not signifi arseholet, so moderator analyses were conducted on treatment control comparisons. Analyses of moderator variables indicated school counseling program activities or interventions varied in effectivenessStrengths and WeaknessesA meta-analysis of school counseling outcome research found an overall effect size of .30. Students who participated in the interventions improved almost a third of the standard deflection more than their peers who did not receive the interventions. In other words, school counseling interventions have a larger effect size than aspirin for preventing heart attacks (ES of .06) and an equivalent effect size to sertoline (Zoloft) compared to placebo, fortreating major depressive disorder (ES of .31).(Whist on & Quimby, 2009). The use of meta-analysis offers some weakness on the research which is actually a common thing for meta-analytic researches. This results from the item that the effect sizes quality is dependant on the quality of research and accuracy. Sampling incorrect of ineffective research cases may overly render the meta-analytic research weak due to the weakness of the researches samp guide.The meta-analytic research may also be stronger due to the fact that it samples a mean of similar variables under various researches and thus providing an average that is a true representative of all researches. In order to improve the meta-analytic execution it is good to first make an analysis of the article and ensure that they are classified appropriately and their content has risque validity so that they may not negatively affect the analysis (Sexton, L.T., & Whiston, S., 1998).Summary of Research OutcomeA meta-analysis of school counseling research (117 studies, 153 school co unseling interventions, and 16, 296 students) found an overall effect size of .30. The authors found that students who participated in school counseling interventions tended to score on various outcome measures about a third of a standard deviation above those who did not receive the interventions. School counseling interventions produced quite large effect sizes in the areas of discipline, problem-solving, and increasing career knowledge.The effect sizes were smaller, but signifi lott, related to school counseling interventions impact on academic achievement. Surprisingly little school counseling research was found related to individual counseling. Concerning guidance curriculum, small groups were more effective than interventions that involved entire classrooms. Outcome research reflects that group counseling can be effective with students who are experiencing problems and difficulties.Applying this Research to PracticeSchool counselors can improve the climate in their schools. Th ey can also draw from a vast array of interventions that will help students increasetheir academic achievement (Brown, 1999). oneness intervention that has been used for more than a quarter of a century is behavioral contracts. Behavioral contracts must have specific objectives, set attainable short goals, be monitored regularly, allow for immediate reinforcement, and be adjusted when they are not promoting the desired change.Other direct interventions frequently employed by school counselors include study skills groups, time management training, classroom guidance units aimed at improving test taking skills, and achievement motivation groups. Achievement motivation groups are led by the counselor, but involve input from the teachers and support for increased achievement from the students in the group. When students have educational and career goals, they do better in school.Counselors can facilitate the development of educational and personal goals by engaging students in indivi dual and group activities that focus on goal setting. Some school counselors routinely ask students about interests, educational plans, and occupational goals and record these in their portfolios as one way of emphasizing the importance of goal setting.Research supports what educators have grand understood parent involvement is an important factor in student achievement (Brown, 1999). Parents who have a high level of commitment to their children, set high standards, maintain a stable home environment, and support achievement, have children who do better in school. Counselors can involve parents through parent consultation, parent education classes that teach parents how to support their children in schools as well as parenting skills, and by advocating for parents and students when students are not treated fairly by the educational establishment.They can also help keep the parents of children who are having difficulty in school apprised of their childrens progress by encouraging te achers to communicate more frequently with parents than once per range period.ConclusionSchool counselors are under pressure to assist in the effort to increase student achievement. They can respond to this challenge by work to improve the school climate, using direct interventions such as teachingstudy skills and involving students in achievement motivation groups, and by increasing the involvement of parents in the educational process. As our culture and educational institutions change, school counseling practices are emerging to better meet the needs of todays students.ResourcesBrown, D (1999). proved strategies for improving learning and academic achievement. Greensboro, NC CAPS PublicationsSexton, L.T., and Whiston, S.C. (1998). A review of school counseling outcome research Implications for practice. Journal of Counseling and Development volume 76, issue exit pp 412-426.Whiston & Quinby (2009). Review of school counseling research. Psychology in the Schools 46(3), 267-272. Schatzberg & Nemeroff (2009). Textbook of Pyschopharmacology. Arlington, VA The American Psychiatric Publisher.Whiston, Susan C Wendi, Lee Tai Rahardja, Daryn Eder, Kelly. Journal of Counseling and Development. Winter 2011. Vol. 89. result 1, p. 37-55.