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• W1506821135 abstract "Data from the National Education Longitudinal Study of 1988-2000 (NELS: 88) were used to examine the characteristics of students who see their school counselor about general, academic, career, and academic issues. Study results indicated that overall, school counselors were more likely to have contact with students who are identified as at-risk for school failure. Implications for future school counseling research are discussed. Characteristics of Students 3 Characteristics of Students Who Receive School Counseling Services: Implications for Practice and Research The purpose of this study was to use a national longitudinal study, the National Education Longitudinal Study of 1988-2000 (NELS: 88), to examine the characteristics of students who receive school counseling services overall and for academic, career, and personal issues. Professional school counselors and school counseling programs serve all students regardless of achievement level, gender, sexual orientation, family structure, language or other aspects of diversity (Green & Keys, 2001; Gysbers, 2001; House & Martin, 1998). More specifically, The ASCA National Model (ASCA, 2005) asserted that every student should benefit from comprehensive school counseling programs. School counselors are valuable sources of guidance and support for all students and especially for those experiencing academic failure and risks of dropping out. Research data have suggested, however, that all students, especially those of color and those from low socioeconomic statuses, are not receiving adequate school counseling service (Lapan & Gysbers, 1997). These findings are particularly disturbing given research which suggests that students most at risk for academic failure and dropping out of school are typically from urban, low-income, and/or minority backgrounds with low levels of school-based parent involvement (Croninger & Lee, 2001; Fusick & Bordeau, 2004; Henderson & Mapp, 2002). Furthermore, students who drop out may feel alienated from school, have less academic and social support, and less access to help and guidance from school personnel (Croninger & Lee, 2001). They also tend to have less parental involvement in their education (Bryan, 2005; Henderson & Mapp, 2002). Characteristics of Students 4 These findings, coupled with significant issues related to school reform, academic achievement, and increasing racial, cultural, and contextual diversity, lead to important questions regarding student contact with school counseling services. Contact with the professional counselor must be examined as a reasonable, initial step toward more fully understanding the school counselor/student relationship and furthering the movement of school counseling programs toward enhancing academic excellence for all students. It is reasonable therefore to ask questions such as: “Who are the students most likely to see the counselor?” “For what reasons are they most likely to see the professional school counselor?” and “Are school counselors seeing the students who are most at-risk for academic failure and school related problems?” Regrettably, very few studies have specifically examined students’ contact with professional school counselors. Findings of such studies seem to suggest that different groups of students have varying levels of contact with the professional school counselor for a variety of reasons including personal and interpersonal concerns, testing, and academic progress and programming (Chapman & DeMasi, 1991; Wirth-Bond & Coyne, 1991). While answering important questions regarding student-counselor contact, these studies are limited by sample considerations. The school counseling profession could gain greater understanding of student-counselor interactions from studying broader, more inclusive student samples. The National Educational Longitudinal Study data provides one such opportunity. The authors of the current study used the NELS: 88 to examine the characteristics of students who see school counselors overall as well as those who see Characteristics of Students 5 school counselors specifically about academic, career, and personal social concerns. More specifically, we examined the following research questions: 1. Do school setting, student, race/ethnicity, gender, risk of school dropout, reading achievement, and parent involvement predict students’ contact with professional school counselors? 2. Do these same factors predict students’ contact with school counselors specifically for improving academic work? 3. Do these factors predict students’ contact with school counselors for jobs and careers information? And finally, 4. Do these factors predict students’ contact with school counselors about personal problems? To date, researchers have not utilized NELS:88 to examine data regarding students’ contact with school counselors. Yet, these data are significant and relevant. The NELS: 88 is a large, comprehensive database that contains an extensive amount of school counseling related information. The large scale investigation represented in this study will promote dialogue and research about which students school counselors contact most and the reasons for that contact. It is expected that as school counseling programs evolve during the 21 century, characteristics of student-counselor contact will evolve too. This study, therefore, promises to be significant in that it provides baseline data for comparisons of national trends in student-counselor contact subsequent to the implementation of the ASCA national model. Characteristics of Students 6" @default.
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• W1506821135 title "Characteristics of Students Who Receive School Counseling Services: Implications for Practice and Research." @default.
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