SCHOOL COUNSELING INTERVENTIONSAdrienne Watkins Ball State University

Student Data

Current trend: According to the State of Alaska,

Department of Education standardized writing scores for Alaskan Native/Native American students has decreased 12% in the past 3 years.

2009-2010 scores were 88.46 proficiency 2011-2012 scores decreased to 76.47

proficiency

Goal

Increase standardized test writing scores for Alaskan Native/Native American students by 4% by the end of the school year.

Intervention 1: HOPS

Langberg, J., Epstein, J., & Becker, S. (2012). Evaluation of the homework, organization, and planning skills (hops) intervention for middle school students with attention deficit hyperactivity disorder as implemented by school mental health providers. School Psychology Review, 41:3, 342-264

HOPS is an 8 week intervention focused on the development of homework, organizational and planning skills.

Summary

17 SMH providers (7 psychologists and 10 school counselors) from 5 school districts and 12 distinct schools participated in the study.

School districts were diverse with urban, suburban, and rural districts represented.

All 47 student participants were in grades 6-8 with an age range of 11-14.

7 Domains

Measurement Strong evidence was found using pre- and post test,

homework problem checklist, the children’s organizational skills scale (validated through factor analysis).

The COSS generated raw scores for each subscale converted to T scores, internal consistency was high for the parent version (.98) and teacher version (.97). Test-retest reliability was high for parent (.94-0.99) and teacher (.88-.93).

Utilized Parent and SMH provider satisfaction questionnaire, parent skills implementation questionnaire

7 Domains continued…

Comparison Group Strong Evidence was found between the

control and waitlist comparison groups showing the control group benefited from the program

Statistical Analyses of Outcome Variables Showed strong evidence of statistically

significant findings using appropriate test

7 Domains continued…

Implementation Fidelity Strong evidence that the intervention can be

delivered with fidelity across contexts. Fidelity was examined with 2 measures; organizational skills checklist and the HOPS component checklist. Fidelity was high.

Replication Strong evidence of replication based on

checklists and guidelines for implementing of program. Program has already been implemented in other studies.

7 Domains continued…

Ecological Validity Strong evidence as the study was broad and diverse.

Persistent Effect Promising evidence. Intervention participants

demonstrated significant improvements relative to the comparison group across several domains including the parent-rated organization and planning skills, life interference from organizational skills problems, and homework problem outcomes. The effects were maintained at a 3 month follow-up assessment. Participants had significantly higher GPA’s than the comparison group during the intervention period and the GPA’s did not decline during post-intervention period. Parent ratings were significant for organizational skills but not for teachers.

Intervention 2: KiVa Anti-bullying Program

Williford, A., Boulton, A., Noland, B., Little, T., Karna, A., & Salmivalli, C. ( 2012). Effects of the kiva anti-bullying program on adolescents’ depression, anxiety, and perception of peers. Journal of Abnormal Child Psychology, 40: 289-300.

KiVa is an anti-bullying program designed to educate students on the importance of peer involvement in stopping bullying as well as specific behavioral strategies to defend victims.

Summary

The KiVa Program focuses on bullying as a group process in which the bully behaves aggressively to get higher peer-group status and is reinforced by onlookers.

Comprised of 20 hours of curriculum designed to increase anti-bullying attitudes in schools, increase defending behaviors and self-efficacy among bystanders.

Lessons are comprised of class discussions, group work, short films, role-playing exercises, and a 5 level interactive computer game.

7 Domains

Domain 1. Measurement Peer-Reported Victimization Scale (adequate internal

consistency) Generalized Perception of Peers Questionnaire Beck Depression Inventory 2 Anxiety Scales- Fear of Negative Evaluation and Social

Avoidance and Distress Scales Strong Evidence was shown for the measures used

Domain 2. Comparison Groups Participants were children in elementary schools in

Finland. 7,741 participants (3,685 in the control group and 4,056 in intervention group) Average age was 11.2. years old.

7 Domains continued…

Domain 3. Statistical Analyses of Outcome Variables Strong evidence demonstrated. Small effect

size Adequate N

Domain 4. Implementation Fidelity Promising evidence of Fidelity.

7 Domains continued…

Domain 5. Replication Strong evidence for replication as KiVa has

already been used with equivalent populations with similar outcomes.

Domain 6. Ecological Validity Strong evidence as the study was conducted in a

diverse public school and outcomes are assessed across different subgroups of students.

Domain 7. Persistence of Effect Lasting effects were not measured, however, this

would be a good direction for future research.

Results

KiVa is affective in reducing victimization in designated classrooms. Rates of victimization remained stable in the control groups and declined significantly among intervention participants.

KiVa may also positively influence students’ levels of anxiety/perceptions of peer climate. Social anxiety may be reduced once victimization has been reduced.

Students involved in KiVa reported less depression but the difference from the control group was not statistically significant.

Peer perceptions became more negative in both groups.

HOPS Intervention

Students in this particular school are struggling with homework skills.

School already utilizes the PATHS curriculum, which focuses on SES skills.

HOPS can be used for all ages.

HOPS Pre/Post Test