https://padlet.com/macynhinson/zzv09xq535mg1fph en-us 2023-04-18 00:56:15 UTC 2023-04-23 20:45:49 UTC hello@padlet.com macynhinson https://padlet.com/macynhinson/zzv09xq535mg1fph/wish/2564689530 https://www.proquest.com/docview/839828960/98D09C8367A34005PQ/4?accountid=14872

]]> 2023-04-23 16:03:44 UTC https://padlet.com/macynhinson/zzv09xq535mg1fph/wish/2564689530 macynhinson https://padlet.com/macynhinson/zzv09xq535mg1fph/wish/2564705059 After reading both articles, my reaction is I am shocked by some of the findings. In the School Counseling Outcome: A Meta-Analytic Examination of Interventions article, it was interesting that they initially got non-significant results. But as they continued to manipulate the variables they found that school counseling can be effective. They were looking to see if School Counseling programs were effective for students.  Ultimately, they found that school counseling positively impacts students and even more so when it comes to discipline (Susan Whiston et al., 2011).

 I was initially shocked because results can mean one of two things when they appear nonsignificant. One, the null hypothesis is accurate, and there is no natural effect, or the hypothesis is true, but there is not enough evidence to support the hypothesis. In this particular article and research, I think that the hypothesis is true. After they continued to manipulate the variables, they found that school counseling programs are effective; however, I don't think they were as effective as we would have hoped. The numbered results were still somewhat low.

The second article is about school counselors demonstrating the effectiveness of counseling cost-efficiently.  This article made me feel real confidence in school counseling and it being effective for students. The instruments that are used in this article help counselors get a true baseline of where students are emotionally, and being able to detect things like depression, anxiety, ADHD, etc is the real key to the success of school counseling programs.

They found that the use of instruments and school counseling was very effective and improved students' symptoms of anxiety. According to Gerta Bardhoshi, et al (2019), "Comorbidity often complicates treatment outcomes in youth; therefore, instruments that allow for screening of multiple disorders can meet an important need in a school environment and drive prevention and early intervention. For example, findings from a recent meta-analysis reported that once youth are identified for CD treatment, counseling tends to be effective across a wide range of practices and clinicians (Erford, Bard- hoshi, Ross, Gunther, & Duncan, 2017), establishing the importance of early and accurate identification and subsequent treatment. " Detecting emotional and mental health needs early is a good way to improve a student's academics. That is the essence of school counseling and why it is a need.

References:

Bardhoshi, G., Cobb, N., & Erford, B. T. (2019). Determining Evidence-Based Outcomes in School-Aged Youth: Free-Access Instruments for School Counselor Use. Professional School Counseling, Suppl.Special Issue: Evidence-Based School Counseling Conference (2018) Proceedings, 22(1)https://doi.org/10.1177/2156759X19834431

Erford, B. T, Bardhoshi, G., Ross, M., Gunther, C., & Duncan, K. (2017). Meta-analysis of counseling outcomes for youth with con- duct disorders. Journal of Counseling and Development, 95, 35–44. doi:10.1002/jcad.12115

Whiston, S. C., Tai, W. L., Rahardja, D., & Eder, K. (2011). School Counseling Outcome: A Meta-Analytic Examination of Interventions. Journal of Counseling and Development : JCD, 89(1), 37-55. https://doi.org/10.1002/j.1556-6678.2011.tb00059.x




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