SCHOOLCOUNSELINGPROGRAMSLEADTOGREATERACADEMICACHIEVEMENT.docVIP

SCHOOLCOUNSELINGPROGRAMSLEADTOGREATERACADEMICACHIEVEMENT.doc

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SCHOOLCOUNSELINGPROGRAMSLEADTOGREATERACADEMICACHIEVEMENT

School Counseling Programs Lead to Greater Academic Achievement The literature is rich with reports on the effects of comprehensive developmental guidance programs on the academic achievement of students (Boutwell Myrick, 1992; Brigman Campbell, 2003; Cook Kaffenberger, 2003; Dahir Stone, 2003; Fitch Marshall, 2004; Lapan, Gysbers Petroski, 2001; Lee, 1993; Poynton, Carlson, Hopper Carey, 2006; Sink, 2005b), as well as evidence that student counseling improves school attendance, school behavior, increases student achievement and increases students’ levels of self-esteem and attitudes toward school (Beale, 2004; Schmidt, 2003). For example, in 1997, Lapan, Gysbers, and Sun surveyed a statewide sample of high school students and found that in schools where comprehensive guidance and counseling programs existed, several positive relationships between counseling programs and students existed. Those included: (a) higher self-reported grades, (b) student perceptions that they were being better prepared for their futures, (c) student perceptions that their schools were doing a better job providing information on post-secondary opportunities, and (d) student perceptions that school climate was better. What follows is a brief overview of studies that have shown the effects of such programs on the academic achievement of students at various developmental levels. In 2001, Lapan, Gysbers and Petroski studied the effects of comprehensive guidance and counseling programs on several areas of students’ lives. First, they wanted to determine if students who attended schools with comprehensive guidance programs perceived a higher level of safety in school. Second, did these students perceive a higher level of satisfaction with their education? Next, the authors wanted to determine if the programs in place had an effect on student grades and perceptions of their relationships with teachers. Finally, the authors were interested in the perception of students in these schools

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