author: rines-michaud, tiffany title: school counselors: … · author: rines-michaud, tiffany...
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Author: Rines-Michaud, Tiffany Title: School Counselors: Collaboration to Achieve Student Success
The accompanying research report is submitted to the University of Wisconsin-Stout, Graduate School in partial
completion of the requirements for the
Graduate Degree/ Major: MS School Counseling
Research Adviser: Renee Chandler, Ed.D.
Submission Term/Year: Fall2011
Number of Pages: 34
~ I understand that this research report must be officially approved by the Graduate School and that an electronic copy of the approved version will be made available through the University Library website
~ ~ I attest that the research report is my original work (that any copyrightable materials have been used with the permission of the original authors), and as such, it is automatically protected by the laws, rules, and regulations of the U.S. Copyright Office.
STUDENT'S NAME: Tiffany Rines-Michaud
STUDENT'S SIGNATURE: ••••••• DATE: 12/19/2011
ADVISER'S NAME (Committee Chair ifMS Plan A or EdS Thesis or Field Project/Problem): Dr. Renee Chandler
ADVISER'S SIGNATURE:
This section forMS Plan A Thesis or EdS Thesis/Field Project papers only Committee members (other than your adviser who is listed in the section above)
1. CMTE MEMBER'S NAME:
SIGNATURE: DATE:
2. CMTE MEMBER'S NAME:
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This section to be completed by the Graduate School This fmal research report has been approved by the Graduate School.
(Director, Office of Graduate Studies) (Date)
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Hines-Michaud, Tiffany. School Counselors: Collaboration to Achieve Student Success
Abstract
The school counselor’s role in facilitating collaboration for the success of at-risk students
can vary greatly from one school setting to another (Baker, Westforth, Wells, & Schreck, 2009).
The diverging roles of school counselors are primarily correlated to the differences in the
expectations of the school administrators, district policies, state guidelines and school
demographics. While the level of collaboration can vary significantly, the more a counselor can
collaborate with teachers, administrators and parents the better the chances for at-risk students to
succeed (Epstein & Voorhis, 2010). School district policies and climate contribute to the
expectation and cooperation a counselor receives from administrators and other educational
professionals (Archer, 2008).
Collaboration between counselors, teachers, administrators, and parents provides a means
to gather data to better understand when and where at-risk students are having success or failing.
Using multiple data points creates a more conceptualized understanding of the students’ needs,
and it also provides a broader support team to help the student succeed at multiple levels. While
at-risk students may struggle in a traditional classroom without supports, this can be addressed
with greater knowledge about how to support at-risk students in multiple environments (Epstein
& Voorhis, 2010). Greater communication and intervention planning with the multiple
stakeholders focused on students’ success can provide a forum for discussing, brainstorming,
plan development, and just as important, follow-up to make sure the student is not overlooked.
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The Graduate School
University of Wisconsin Stout
Menomonie, WI
Acknowledgments
First of all, I want to thank Dr. Renee Chandler for her knowledge, guidance, and
constructive feedback that led to the successful completion of my thesis. I am forever grateful
for your support through this process; I couldn’t have finished my thesis without you.
Additionally, I would like to thank Dr. Amanda Evans for her guidance with my thesis prior to
her departure from UW-Stout.
During my studies at UW-Stout, I have been very fortunate to have had many professors
who were dedicated to delivering a rigorous counseling education while emphasizing the
importance of learning self-care to become an effective counselor. Thank you for sharing your
knowledge, practical experience, and for supporting me through my development as a counselor.
My family and close friends have been an integral part of my success as a graduate
student. I would like to thank my husband, Jason for his support, understanding, and personal
sacrifice as I pursued this academic journey. My daughters, Courtney, Haley, and Makenzie have
been so patient with me as I worked many hours when they would have liked me to have been
playing with them instead. Girls, I promise to make it up to you! The selfless help of my in-
laws, Steve and Marlene was also a fundamental part of my success the final semester of
graduate school. Additionally, I am also very grateful for the support and encouragement of my
close friends, Amy, Sarah, and Erin who helped me to maintain focus and humor throughout the
process.
Thanks to all of you for your support through this academic and personal journey.
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Table of Contents
.................................................................................................................................................... Page
Abstract ............................................................................................................................................2
Chapter I: Introduction ....................................................................................................................5
Statement of the Problem .....................................................................................................6
Purpose of the Study ............................................................................................................7
Assumptions of the Study ....................................................................................................7
Definition of Terms..............................................................................................................8
Chapter II: Literature Review ..........................................................................................................9
Introduction ..........................................................................................................................9
Absence of Student Success.................................................................................................9
At-Risk Students ................................................................................................................10
Collaboration......................................................................................................................14
Counselor Role in Collaboration .......................................................................................17
Conclusion .........................................................................................................................28
Chapter III: Summary and Recommendations ...............................................................................29
Limitations ........................................................................................................................29
Summary ............................................................................................................................29
Recommendations ..............................................................................................................30
References ......................................................................................................................................31
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Chapter I: Introduction
A fundamental role of a school counselor requires facilitating student success through
programming to support students’ academic, personal/emotional, and career development
(ASCA, 2005). Interventions from the school counselor are critical for at-risk students who
struggle with academic, mental health, economic and/or family relational problems because
without additional supports these students are at a far greater risk of not completing high school
(Archer, 2008). Early intervention and support services improve students’ experience at school
and helps increase graduation rates (Dimmit, 2003).
At-risk students often have multiple professionals who are working with them to facilitate
their success, and it is valuable to have one individual within that team who works to manage all
of the services. This team could include the school counselor, teachers, mental health
professionals, a school psychologist, and possibly other professionals as well. When students
have significant barriers to academic success, understanding students’ specific challenges and
more specifically, their individual needs, is imperative (ASCA, 2005).
Unfortunately, it is common for the flow of information between professionals and
families to be interrupted, leaving a disconnected view of how to best help the students (Keys,
Bemak, & Lockhart, 1998). The school environment has been shown to be an integral piece in
supporting and gathering student data:
One of the major challenges to providing mental health services to students is gaining
access to information concerning the functionality of the student in various environments.
Schools have a wealth of opportunities to acquire information on how children deal with
physical and social stresses and challenges and on how they perform in the academic
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setting, on community-related roles in health programs, most of them offer at least a
school guidance counselor (Christner & Mennuti, 2009, p. 1841).
The opportunity to provide counseling, and on-going support in an academic
environment, is a clear benefit to counseling in the school (Keys, 2000). Because students spend
most of their days in the schools, there are a variety of opportunities to observe students under
different circumstances including the classroom, lunchroom, outdoors for recess, on the bus, in
music, gym, and even at the library (Bemak & Cornely, 2002). All of these environmental
changes provide an opportunity to better understand under what circumstances a student is
succeeding, and also when a student is struggling.
Statement of the Problem
At-risk students are particularly vulnerable to school failure (Henry, 2000). While there
is a clear correlation between support services, and academic success for at-risk students,
sometimes the school counselor is unaware of student struggles or outside help a student is
receiving. This discrepancy leaves a gap in support for the students, and their families, and
studies have shown that the school has a unique role in supporting at-risk students and their
families (Bemak, & Cornely, 2002).
Research shows that a multidisciplinary, collaborative service delivery can be an
effective way to increase resources, decrease fragmentation, and streamline costs (Bryan &
Griffin, 2010). Collaboration between the school counselor, and other mental health
professionals, in addition to educators and families, is critical to supporting student success for
at-risk students (Porter, Epp & Bryan, 2004).
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Purpose of the Study
The purpose of this study is to review and critically analyze literature related to the
importance of counselor collaboration and its impact on student success for at-risk students.
The review of literature is useful in demonstrating how counselor collaboration can help us better
serve students, and help prevent at-risk students from being overlooked. This study will collect
information on how counselor collaboration improved responsive interventions for at-risk
students to help improve successful student outcomes and offer suggestions on how to
collaborate to improve academic, social/emotional and career outcomes for our at-risk students.
Research Objectives
1. Analyze literature regarding the benefits of counselor collaboration to help at-risk
students succeed.
2. Determine how current practice can allow information to be missed, overlooked, or fail
to be shared and prevent counselors from effectively collaborating with all stake-holders
in at-risk students’ success.
3. Offer recommendations to school counselors to help facilitate meaningful and
pertinent information between all stake-holders.
Assumptions of the Study
It is assumed that the literature cited is research-based from professional peer-reviewed
journals and books. The literature reviewed for this paper is a sample of the most relevant
information available on the topic. School counselors, mental health professionals, social
workers, administrators, and other stakeholders may have strong opinions about how to best
serve at-risk students through collaboration which could potentially influence data. Literature
was reviewed from February 2011 through October 2011.
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Definition of Terms
Collaboration. Organizational and inter-organizational structures where resources,
power and authority are shared and where people are brought together to achieve common goals
that could not be accomplished by a single individual or organization independently (Kagen,
1991, p. 3).
Student Success. Acquiring skills to prepare for post-graduation employability, post-
secondary education and life skills including: cognitive, social, and self-management skills
(Brigman, 2002).
At-Risk Students. Students are often considered “at-risk” when they are struggling with
academic, behavioral and social/emotional problems that are impacting their academic
performance (Keys et al., 1998).
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Chapter II: Literature Review
Introduction
This chapter begins with a discussion of the challenges schools experience helping
students achieve academic and life successes due to academic, behavioral, social and mental
health barriers. It continues by presenting the demographics and outcomes of at-risk students.
Then there is a discussion on the importance of collaboration between school counselors and
other stakeholders to help students succeed by working together.
In addition to an overview of these findings, the literature review is concluded by
summarizing the material and the possible influence that future research could have on
increasing the positive outcomes for students through collaborative efforts of school counselors,
students, parents, administrators and other community stakeholders.
Absence of Student Success
The academic failure of students across the United States has become a pervasive
problem (Archer, 2008). Academic failure, according to Dimmit (2003), occurs when students
receive a grade of F in any class. Archer (2008), reports that, “Nationally, only two-thirds of all
students graduate from high school in four years” (p. 1254). That number coupled with current
research that demonstrates over the past two decades, the high school graduation rates have been
at a steady decline, negatively impacting our nation’s students (Bemak & Cornely, 2002). In
fact, many of the nation’s largest schools only graduated 50% of their students. Nationally, the
high school graduation rate declined to under 70% by 2000. In the one year span from 1999 to
2000 the state high school graduation rate showed decline in all but seven states. This trend is a
major crisis for students who are struggling academically, because without a high school
diploma, it is extremely difficult to earn enough money to avoid living in poverty (Archer, 2008).
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While there has been a continued decline in successful high school graduates, the
perception of students who drop out is negative, and this prevents individuals without a high
school diploma from finding gainful employment, especially in times of economic recession
(Ziomek-Daigle, 2010; Archer, 2008). This lack of employability has often led to individuals
without a high school diploma to earn less money, turn to illegal activity to make money, and has
contributed to the growing number of younger people populating our prisons (Archer, 2008). Of
course, those young convicts released from prison and returning to the job market makes the
undereducated population even less employable with a prison record. According to Archer
(2008), “In 2001, the unemployment rate for high school drop outs over 25 years of age was
nearly 75% higher than for those who earned a high school diploma” (p. 1262).
As the unemployment rates continue to rise in the United States’ economy, based on
current data the projected statistics are likely to show an ever increasing number of high school
drop outs without jobs and populating prisons (Archer, 2008). Ziomek-Daigle (2010), similarly
noted that there are economic and social implications that can negatively impact students who
drop out of high school. The literature made strong connections between high school drop outs
and rates of unemployment, poverty, criminal activity, marital discord and family dysfunction
(Archer, 2008; Henry, 2000).
“At Risk” Students
Definition. “At-Risk” student status according to Pallas (1989) is when a student is
“educationally disadvantaged, if they have been exposed to inadequate or inappropriate
educational experiences in the family, school or community.” Students are often considered “at-
risk” when they are struggling with academic, behavioral and social/emotional problems that are
impacting their academic performance (Keys et al., 1998). This can be directly linked with
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mental health problems as well as emotional and behavioral challenges. In fact, it is reported that
within a year timespan, one in five children and adolescents show signs and symptoms of a
diagnosable DSM-IV disorder (National Institute of Mental Health [NIMH], 1999). These
students often have far less academic success than students without mental health problems
(Dimmit, 2003). Research has found that for many of these students there are often multiple
factors rather than just one that influence a student’s ability normal development and academic
underachievement (Satcher, 2004).
Characteristics of “at risk” high school students. High school students at-risk
typically have been historically low academic achievers who have often exhibited signs of a poor
self-concept (Archer, 2008). According to Dryfoos (1990) adolescent students at-risk, exhibit
four categories of maladaptive behavior contributing to academic and social problems: substance
abuse, school failure, juvenile criminal behavior and unprotected sex. In fact, one in four
adolescents in inner cities and in some rural areas is struggling with unwanted pregnancy, drug
abuse, juvenile delinquency or academic failure (Dryfoos, 1990). Many times these students
have struggled to make friends and may also suffer from mental health issues and social
emotional issues.
Statistics. The growing numbers of students in the United States with mental health
disorders, family problems, substance abuse, poverty, academic deficiency, and youth criminal
charges are on the rise leading to the need for greater supports in the schools (Archer, 2008).
This presents a significant challenge for our schools due to a decrease in funding available to
support services and staffing aimed at providing additional resources for students. Nabors,
Proescher, & DeSilva (2001) reported that while this directly impacts the schools’ ability to
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provide resources, families in poverty also struggle more to access resources in recent years due
to decreased public funding in subsidies and other community resources available.
Unfortunately, at-risk students who do not receive effective interventions often fail in the
traditional educational setting (O’Brien & Curry, 2009). This is particularly problematic because
the statistics show that students who drop out of school comprise a large percentage of the prison
population (Archer, 2008). In fact, this has been referred to as the school to prison pipeline
(Archer, 2008). The Coalition for Juvenile Justice (2001) reported that 82% of the adult
population and 85% of juvenile justice cases are comprised of individuals who do not hold a high
school diploma or equivalent (Archer, 2008). Bemak & Cornely (2002) argued that poor social
and emotional skills, paired with a lack of parental involvement, has created an entire generation
of children who do not function well in the school environment. This has led to many of these
children developing maladaptive behaviors leading to some of the at-risk behaviors that might
lead to academic failure (Bemak & Cornely, 2002).
Additionally, the current developmental guidance curriculum designed to serve the needs
of the school wide population may not meet the specific needs of at-risk students who are
struggling academically, socially, and behaviorally. Keys et al., (1998), asserted that
developmental guidance curriculum is “too broad” to effectively address the individual needs of
at-risk students (p. 382). In contrast, at-risk students often benefit from a joint school, family
and community based program designed to address the situational needs of each student. Bemak
& Cornely (2002). This is especially true when students are also experiencing significant
socioeconomic barriers. For example, one study of homeless students conducted by Grothaus,
Anderson & Knight (2011) of nine polled parents found that when discussing the types of
services their children received at school, only two parents claimed their children met with the
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school counselor. Homeless students have needs beyond the typical student due to the instability
of their living situation. There are services that could be put in place at school to meet the
students’ basic needs; free or reduced breakfast and lunch, possibly before or after school
tutoring, and coping skills are just a few interventions that may help. However, without
knowledge that a student is homeless, the needs of the student may get missed. This is an
example of how a collaborative relationship with parents and the community can be critical in
helping to get students the support they need to succeed academically (Grothaus et al., 2011).
Because it is a major obstacle to address the multi-dimensional needs of at-risk students,
it is imperative that school counselors serve these students in coordination with the school and
community resources available (Keys et al., 1998). School counselors have more success doing
so when there is strong support and trust from administration (Keys, 2000).
Cultural considerations. The research shows that students of color experience academic
failure more often when compared to their white counterparts (Dimmit, 2003). Students of color
are mostly taught by white teachers. The research also demonstrates that students from lower
socioeconomic backgrounds and students of color also are more commonly attending schools
where their career and academic needs are not met (Dimmit, 2003).
Additionally, there are negative implications for children of individuals without a high
school diploma. Children of high school drop outs are reported to be more likely to attend
academically weak schools and schools without adequate resources to support the needs of the
student population (Archer, 2008). Too often these students perform poorly academically and
end up leaving high school prematurely, like their parents. This makes addressing the academic
failure rates early, and reducing the number of students who leave high school without
graduating an even more pressing issue.
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Moreover, the impact of parents who have dropped out of high school has negative
implications for successive generations as well (Archer, 2008). Children with undereducated
parents often live in poverty, have social barriers, are educated in bad schools, and have their
own set of barriers to overcome related to a variety of social, cultural, economic, and possible
related mental health barriers. This phenomenon has led to successive generations of students
who struggle to obtain their high school diploma and gainful employment (Keys et al., 1998).
Mental health issues are not the only factor contributing to our nations’ at-risk youth.
According to Satcher (2004), many of today’s students grow and develop in an environment
characterized by poverty, substance abuse, child abuse, family instability, including domestic
and community violence. The cumulative factors involved in the complex environment are
significant contributing factors impacting students’ ability to succeed academically, socially, and
behaviorally. Providing effective interventions for at-risk students to promote student success,
and prevent incarceration is an ominous task. While the population of at-risk students continues
to rise, those receiving mental health services remain low (Archer, 2008). A growing number of
the nation’s youth have mental health problems severe enough to warrant treatment.
Unfortunately, only about 20% of this population actually receives any type of mental health
treatment (Keys et al., 1998). This further supports the notion that school counselors’ ability to
recognize and collaborate with parents and teachers is crucial to intervening to help these
students succeed (Satcher, 2004).
Collaboration
What is collaboration? Collaboration in education is defined by Bemak & Cornely
(2002), “organizational and inter-organizational structures where resources, power and authority
are shared and where people are brought together to achieve common goals” (p. 324). Working
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together to service student needs as a multi-disciplinary team is the purpose and structure of
collaboration (Keys, 2000). This includes sharing and receiving information to make informed
decisions together based upon shared information from multiple perspectives intended to reach
common goals designed to best serve students. Through collaboration, the unique skills,
abilities, and limitations are considered when developing programming and strategies designed
to enhance student academic, social, and emotional learning (Baker, Westforth, Wells, &
Schreck, 2009).
What does the literature say about collaboration? Transforming the school counselor
role to include facilitation of collaboration among all community stakeholders is necessary in
order to effectively serve the needs of all students, including those with academic, social and
mental health problems (Keys et al., 1998). Educators face the immense task of educating
students, and supporting their developmental growth, with the common goal of preparing
students to graduate from high school and become contributing members of our civic society.
According to Henry, McNab & Coker (2005), schools should not be expected to address the
nation’s serious health and social problems in isolation. However, schools provide a central
location for providing services to at-risk students collaboratively to facilitate the well-being and
academic success to at-risk youth (Henry et al., 2005).
According to Dimmit (2003), the best demonstration of effective school counseling
implementation emphasizes the use of collaboration and data collection to be efficient. It also
recommends the use of data to support systemic change within schools through school wide
collaboration between school counselors, administrators and teachers (Dimmit, 2003).
There appears to be fewer necessary resources and Early Intervention services in areas where
there is a higher rate of poverty, and studies indicate that students from lower socioeconomic
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schools tend to perform unsuccessfully academically more often than students from middle to
higher socioeconomically identified schools (Archer, 2008). Fortunately, this problem is
gaining recognition from educators, administrators, policy makers, parents and community
stakeholders. Archer (2008), in an effort to improve graduation rates “some school districts have
developed programs that match students with graduation counselors” (p. 1256). Although
parents are also responsible for supporting their children’s academic success, courts across the
country have ruled that the school is critically responsible for providing meaningful educational
opportunities to serve the needs of students in order to help students achieve graduation (Archer,
2008).
Current use of collaboration. While teachers are instrumental in the academic success
of students, school counselors hold a different role that can enhance the involvement of parents
creating a collaborative relationship for at-risk students. According to Walker, Shenker &
Hoover-Oempsey (2010) the role of school counselors is very conducive to supporting a
collaborative culture. Additionally, the ongoing, multiyear responsibility that school counselors
have with their students makes school counselors an obvious choice to take the lead in family-
school partnerships” (Walker et al., 2005). In contrast, teachers work with the majority of
students for only one academic year. This makes the role of school counselors uniquely fitting to
be facilitators of communication between home and school for the duration of their attendance at
a school (Bryan & Griffin, 2010).
Additionally, because students are often assigned to school counselors alphabetically, it is
common for siblings to be assigned to the same school counselor. Because siblings often have
the same school counselor, there is more opportunity for the counselor to become familiar with a
student's home situation. This provides more continuity for the family by allowing them one
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contact person to communicate with at the school (Walker et al., 2010). Specifically, families
who work with the same counselor for one or more children over a number of years are able to
develop a relationship that leads to better communication and trust between the school and home
(Bemak & Cornely, 2002). Better communication between the counselor and family provides
better opportunity for the family to ask for help when there is a family crisis, or when a child is
having problems that are interfering with success in school or at home.
Counselor Role in Collaboration
Much of the literature refers to the time limitations school counselors encounter based on
student/counselor ratios. The American School Counselor Association (ASCA), recommends a
school counselor/student ratio of 1:250 (ASCA, 2005). However, the decrease in public funding
has led to school counselors serving a case load more much higher than the recommended ratio.
This disparity can partially be dealt with by having a strong network of community resources to
refer students for additional assistance when it is outside of the school counselor’s expertise
(Bryan & Griffin, 2010).
Collaboration between school professionals, community professionals, and the school
counselor can make a major impact in meeting student needs to help prevent more academic,
social, or emotional turmoil. According to Dimmit (2003), teachers are more effective when
there is a culture of congeniality and collaboration. Henry et al., (2005), argued that school
health professionals often do not coordinate their effort s to meet the needs of students. The lack
of coordination leads to duplication of services and vital information necessary to serving
students effectively getting missed (Henry, et al, 2005).
Barriers to collaboration in schools. A primary barrier to implementing collaboration
within the schools actually may have more to do with the past rather than the current role of
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school counselors. Keys et al., (1998), argued that because the school counselor’s role originated
in a time of primarily vocational counseling in the 1950s, without standardized training, many
school counselors defined their role primarily as guidance and vocational counseling. This
included a focus on providing a large role in the administrative tasks including scheduling,
registration and some of the other day to day tasks that do not actually relate to counseling at all.
While the school counseling profession has evolved greatly over the years, the perceptions of
school counselors by some teachers, administrators and parents may actually be of providing
ineffective services to students with emotional, behavioral, or academic needs (Keys et al.,
1998).
Budget restrictions and cuts in the ratio of counselor to student ratios interfere with the
ability of school counselors to fully meet the students’ needs. While it would be ideal for school
counselors to serve as a coordinator between students and community resources, the increasing
demand upon school counselors makes that a difficult task. According to Griffin & Farris
(2010), “Through enhancing coordination and collaboration among stakeholders, schools can
demonstrate to teachers, parents, and community members how to put forth effort to reach out
and partner with others to promote the positive development of student” (p. 254). This combined
approach to providing services as a team can help school counselors to more effectively serve
more students by including multiple stakeholders in service delivery.
School counselors trying to follow the recommendations set forth by the ASCA National
Model by splitting their time between the three modalities can find themselves more organized,
yet still pressed for time to meet student needs. Consistent with the ASCA model,
comprehensive programming is designed to reach the entire student population, responsive
services includes meeting with students individually and in small groups based on needs and
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referrals, and crisis intervention is specifically to handle emergency/urgent situations (ASCA,
2005). Allotting time to the three areas (academics, career, and emotional/social) requires a
balancing act. Depending upon the student needs, counselors often have to respond to students
and the school community needs using somewhat of a triage method to make sure the most
pressing issues are handled with haste. Unfortunately, sometimes there just are not enough hours
in the day to both meet the immediate student needs, and plan for academic interventions.
Parent/school counselor collaboration. The importance of collaboration between the
school counselor and parents is noted in the professional literature.
Parents’ role in at-risk child’s life. Families play a significant role in students’ ability to
succeed in school (Henry, 2000). Home life stressors impacting student achievement include
family dynamics, family structure, parental supervision, parenting skills, and discipline
techniques. The literature shows that despite some students’ ability to achieve well in spite of
family stressors, many students struggle and may need additional support to succeed (Dimmit,
2003; Henry, 2000).
How school counselors can interact with parents. Moreover, the communication
between school counselors and parents can be a critical source of support and shared information
for the student. Positive relationships with parents can make the difference between whether or
not a parent will share information with the counselor to help improve school supports for the at-
risk student (Walker et al., 2010). School counselors are an obvious choice for this role, because
empathy and relationship building skills are key skills needed to develop healthy relationships
with families. The school counselor can offer a great means of collaboration with parents to help
students get the resources at school, home, and in the community in order to support them get
what they need to succeed (Keys et al., 1998).
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School counselors can also play a pivotal role in facilitating a collaborative working
relationship with families by advocating for marginalized parents to be heard (Bemak & Cornely,
2002). The specialized multicultural sensitivity training counselors receive make school
counselors uniquely suited to “build bridges” with family members who may not communicate
well (Bemak & Cornely, 2002). Additionally, school counselors can assist teachers and
administration by addressing issues related to accepting and educating students from diverse
backgrounds and experience. According to Bemak & Cornely (2002), “school counselors who
are trained in interpersonal relations would be instrumental in contributing to the family
members’ feelings of being heard, of belong, of assuming responsibility, and subsequently, of
being empowered” (p. 325).
Recommendations for parent/school counselor collaboration. According to Lombana
& Lombana (1982), the changing family structure over time has directly impacted the home-
school relationship. Dual income working families, single parents, and even bussing have all
created time and contact barriers that have decreased the amount of contact that parents have
with teacher (Lombana & Lombana, 1982). While it is clear there are barriers that interfere with
the ease of developing these relationships, “home-school partnerships have repeatedly shown
positive results in children’s affective and cognitive development” (Lombana & Lombana, 1982,
p. 36).
School counselors need to be proactive with parents of at-risk students in order to build
the relationship and trust. Lombana & Lombana (1982) suggested using parent conferences early
in the year to establish a relationship. The counselor would gather student materials to discuss
the students’ success in school. Conferencing with parents of at-risk students can become
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particularly helpful in reducing the defensiveness with caring parents. (Lombana & Lombana,
1982).
Another suggestion was to conduct an annual need assessment of parents in order to find
out what the needs of the school community is at that time. (Lombana & Lombana, 1982).
There are a number of differences for modern parents that include more parents working outside
of the home, higher divorce rates, and a desire for parent education; however the overall needs of
parents can vary from one year to the next (Lombana & Lombana, 1982). Involving parents in
the school requires that counselors invest time in developing partnerships and address the needs
and interest areas of the parents of children attending the school (Epstein & Voorhis, 2010).
Research has shown that the majority of parents are most interested in feeling a sense of
belonging at their children’s school. According to Lombana & Lombana (1982), it is also a
reasonable assumption that parents who have a positive relationship with the school and its’
professionals will positively influence the children’s attitude about school as well. In contrast,
children of parents with a negative attitude towards the school tend to struggle to be successful in
school and other social environments (Bemak & Cornely, 2002).
School/school counselor collaboration. In addition to collaboration with parents,
collaboration between the school counselor and the rest of the school community is
recommended in the literature.
Schools’ role in at-risk child’s life. The research suggests that the relationship between
teachers and students is instrumental in creating an environment that facilitates a positive school
climate (Beesley, 2004). For example, many students who are at-risk have the perception that
their teachers do not care about them. Because it is important for students to experience a sense
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of belonging, academic and relational success, this experience is imperative for many students to
feel successful and a part of the school community (O’Brien & Curry, 2009).
How school counselors can interact with the school. According to the research,
successful school counseling depends upon teamwork to serve the student population best. In
fact, the success of a comprehensive and developmentally appropriate guidance program requires
support from classroom teachers who share a common vision. This includes having teachers
who support the schools’ goals to help students achieve academic, career, and personal/social
success. According to Beesley (2004), one study (Teacher’s Perceptions of School Counselor
Effectiveness: Collaborating for Student Success) showed that overall teachers viewed school
counselors as effective. However, teachers reported an area school counselors could improve
upon was increasing the collaboration between school counselors, teachers, parents and
administrators (Beesley, 2004).
Recommendation for collaboration to improve school climate and at-risk student
outcomes. The communication lines between teachers and school counselors need to include an
exchange of information that can enhance the school climate. The example a teacher sets for the
students (positive or negative) sets the tone for the interactions amongst students with each other.
Teachers create a classroom culture (Beesley, 2004), through their interactions with students, and
this plays an important role in the development of positive relationships with teachers, as well as
differentiates between whether students will anticipate fair or unfair treatment in the classroom
(O’Brien & Curry, 2009).
Teachers who believe students are competent and capable are more likely to have
students who succeed academically (McEnvoy & Welker, 2000). Additionally, school based
23
interventions including school based counseling services, social skills education and after school
tutoring have all been shown to improve academic outcomes (McEnvoy, & Welker, 2000).
Administrator/school counselor collaboration. Relationships built upon trust, respect,
and the pursuit of a common goal (student success) is at the base of a healthy working
relationship between principals, superintendents and school counselors. Counselors can best
facilitate this positive relationship by working with the principal(s) to achieve their
administrative goals as well. Using listening and attending skills to build trust and respect can
assist in creating a positive working partnership (Bemak & Cornely, 2002).
Keys et al., (1998) suggested that an obstacle to principal and school counselor
collaboration may actually be more related to the quasi-administrative tasks that school
counselors are often assigned. A collaborative school counselor role would actually include
more counseling, responsive services, teacher and family consultation, coordination and fewer
non-counseling tasks (Henry et al., 2005). However, class schedules, registration, and other
administration type tasks need to be completed even if they are n0t assigned to the counselor it
could impede principal support of reducing non-counseling school counselor tasks (Keys et al.,
1998).
Historically, the role of school counselors has been solely housed within the walls of the
school (Shoffner & Briggs, 2001). In contrast, a collaborative effort between school counselors
and administrators in some schools has afforded opportunity to provide more effective services
to meet the needs of the students and their families (Keys, 2000). Administrator flexibility and
collaboration with school counselors can be an effective means of meeting the needs of families
outside of the school walls as well (Steen & Noguera, 2010).
24
Keys (2000), demonstrates how a student with special needs was provided with the
supports he needed when a school counselor assisted the child’s father in applying for services
with the local social service agency. In this situation, the father needed support and assistance to
get additional help in addressing his child’s violent behavior at school and at home. This
collaborative effort was made possible, because the administrator supported and trusted the
school counselor to do what was necessary to help the family get the supports it needed to help
the child make meaningful change and be less disruptive to the learning environment (Keys,
2000).
School counselor collaboration with community. School Counselors need to
collaborate with social workers, mental health counselors, domestic violence shelters, local
colleges and technical schools, human services, and other community agencies in order to
facilitate families in accessing services to help students be successful (Griffin & Farris, 2010).
Time limitations and counselor/student rations are an on-going barrier to providing students
multi-dimensional supports at-risk students need, and make it impossible for school counselor to
help students in isolation (Keys et al., 1998).
School counselor interaction with the community. Community outreach is another
important collaboration effort that includes developing working relationships with community
non-profit agencies, community service groups, mental health providers and other community
based agencies and professionals offering services to support the needs of students.
How school counselor/community collaboration can improve at-risk student outcomes.
Making referrals to community agencies is an important part of the school counselor’s job, and
an effective way to support at-risk students’ needs. Griffin & Farris (2010) emphasized that
school counselors are in a unique position, and have an ethical obligation to provide leadership in
25
coordinating referrals to resources in the community. Referrals can be made for many reasons
including, but not limited to, mental health support, academic support, medical referrals,
financial and legal support, nutritional guidance and access to food, and help with housing as
well as mentoring services for students. It is imperative that school counselors be very
connected to the community to know how and where to get students and their families the
support services they need to help with student success (Griffin & Farris, 2010).
Broad collaborative approach. School Counselors can be most effective when using a
collaborative approach with other school professionals, obtaining administrative support, and
working with parents and outside agencies to provide students with the multi-dimensional
support they need to succeed (Keys et al., 1998). School Counselor collaboration and
communication with all stakeholders is imperative as the demand for greater accountability for
positive student outcomes is increasing (Shoffner & Briggs, 2001). Counselors hold a central
role in linking families of at-risk students with services to help them improve academic success,
appropriate school behaviors, and emotional health (Bemak & Cornely, 2002).
Collaboration techniques and intervention. An important element in collaboration to
provide intervention for student success for at-risk students includes a team agreement with
broad representation from counselors, administrators, educators, parents, and outside agencies to
address student problems whether it is classroom behavior, social interactions, or mental health
barriers (Steen & Noguera, 2010). Working together to identify issues and form solutions
provides a broader perspective and well-rounded treatment to increase student success.
Identifying parent partners. Soliciting feedback from parent leaders in the school-
community can be another source of valuable information to consider when developing
26
programming. Keys et al., (2010) recommend “conducting meetings with family members to
assure that families have a voice in assessing the problem and contributing suggestions” (p. 384).
The most significant family related factor influencing student success is the amount of
family involvement and the family attitude about education and the school system (Dimmit,
2003).
Encouraging parental involvement. Collaboration with parents is an instrumental role
for the school counselor (Lombana & Lombana, 1982). According to Bemak & Cornely (2002),
School Counselors need to use their interpersonal and relationship-building skills to empower
parents to voice their concerns, and provide their insight and commitment to the success of their
children. The facilitation of the parent involvement is a critical role for School Counselors, and
is an effective way to involve parents in the intervention and success of their student.
Case management. The creation of a case management team to address individual
student needs is an important means of providing a comprehensive and individualized approach
that cannot be addressed through the school counselor alone. Through teacher, parent, or
community referrals a team is created to collaboratively assess student need and develop an
intervention plan to prevent academic failure. Keys et al., (1998), suggest that a case
management team will be most effective when it includes a variety of representatives including:
administration, teacher(s), social worker, parent(s), and possibly another pupil services
representative. This multidisciplinary team can provide a more well-rounded intervention to
address students’ needs. Keys et al., (1998) suggest that this team:
Meet on a regular basis a) identify school-family-community needs; b) specify mutual
goals; c) develop a coordinated plan for services within the school and between the
school and the broader community; d) initiate new programs; 3) oversee communication
27
about services and programs to students, school staff, families and community agencies
and institutions; and f) make recommendations for change in school, agency, and
governmental policies (p. 384).
The purpose of creating the team is to provide a wraparound approach to effectively address the
comprehensive needs of students.
The collaboration of a Student Assistance Team (SAT), can be a valuable means of
opening communication lines about how to intervene to help at-risk students get back on track.
Creating an intervention team to define and address student behavior problems can be most
helpful by creating a plan with specific language. By keeping the communication open between
all stakeholders there is a better chance of having a successful outcome.
School counselor collaboration and student success. Student success includes a
student succeeding academically and providing support for their social emotional needs as well
to help prepare them for the reality of the world after high school. It is clear that student success
is an important goal for school districts to work towards. Through collaboration with parents,
administrators, teachers, and community professionals there should be good supports in place to
help intervene before students drop out of school. The use of multiple sources provides an
opportunity to reach students in multiple ways to help prevent students from slipping through the
cracks.
Impact of collaboration on student success. The impact of school counselor
intervention has been shown to be an effective means of improving student success. One way
counselors provide the service to struggling students is through groups focused on improving
skills related to student success. Although there has been limited research measuring the impact
of school counselor intervention on student success there is some research that suggests that
28
running specific groups to meet student needs are an effective means of improving student
outcomes. One study showed that group psychotherapy improved student achievement and
behavior leading to improved functioning in the school setting (Brigman, 2002).
Conclusion
Although it is possible for some at-risk students to be effectively served by school
counselors working independently, many students can be assisted in a more comprehensive way
by collaborating with other school professionals, parents, and community stakeholders.
Collaboration provides the most comprehensive and individualized interventions to facilitate
student success by tapping into the strengths and knowledge of a multi-dimensional team.
Providing comprehensive collaborative services to at-risk students addresses student needs
through a broader lens which contributes to greater student success, better school-family
relationships, more efficient allocation of community resources based on student need, safer
schools and a more positive school climate for students and staff.
29
Chapter III: Summary and Recommendations
Introduction
This chapter summarizes the literature reviewed, and includes a discussion on the
importance of school counselor collaboration with school professionals, parents and the
community. Chapter III also has recommendations for further research as well.
Limitations
The research collected for this study was gathered from January, 2011 to October, 2011.
The materials were primarily from online professional journals accessed through UW-Stout’s
online library database. Research gathered for this study is limited to research conducted
recently, and does not include any study designed to add to the current research available. The
purpose of the material included in this study is to bring awareness to the need for collaboration
in the schools to help students achieve success academically, emotionally, and in career
selection.
Summary
Collaboration is a critical role of school counselors in facilitating student success.
Working with other school professionals, home, and the broader community is necessary to
effectively address the needs of at-risk students and marginalized families. The research also
demonstrates that school counselors are more effective when using their counseling skills to
facilitate the efforts as part of a multi-dimensional team to provide comprehensive services to
address student needs in multiple settings.
A majority of the literature supported the premise that collaboration was an instrumental
role of the school counselor in facilitating meaningful supports for at-risk students and their
families. While collaboration is an important role in providing resources to at-risk students, this
30
was most often possible when there were strong supports in place from multiple stakeholders,
and also needed administrative support to be successful. Keys (2000), suggests that
administrative support and flexibility is necessary for school counselors to be able to facilitate
and coordinate multi-dimensional supports for students struggling academically and emotionally.
Recommendations
Most of the research presented the views of school counselors, administrators, and
teachers; however not much of the research focused on the perspective of parents or outside
agencies collaborating with school counselors. Conducting further research to gain the
perspective of parents and outside agencies would provide more insight into the perceptions of
current practice, and it was also offer an opportunity to better understand the unmet needs of the
community as well. Additionally, the long-term outcomes and perspectives of students were not
represented in the research.
Further research on the outcomes of school counselor collaboration would be improved
by studies designed to measure the short and long-term academic and mental health outcomes of
students receiving the wraparound supports facilitated through counselor collaboration with
multiple stakeholders. Data that demonstrates the long-term positive outcomes may help school
counselors gain more support from administrators and school districts to spend more time
collaborating with all stake-holders to facilitate student success. Administrative support of
expanding services through collaboration with other school professionals, the community and
parents would provide an opportunity to provide more comprehensive supports to those students
most at-risk to increase academic student success.
31
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