The author reviews experimental studies and evaluates the effects of counselor interventions on the grade point averages of underachieving or low-achieving students in elementary, middle, and high schools.Characteristics of programs associated with improved achievement included directive and behavioral rather than person-centered approaches, lengthy rather than brief treatment, group rather than individual counseling, voluntary rather than nonvoluntary participation, counseling with study skills instruction, and parental involvement.

The authors present the results of a survey of district-level school counseling supervisors in Virginia. The results indicate that few school divisions employ individuals with the title of guidance supervisor. In divisions where such positions exist, they are staffed most often by individuals with guidance training and experience. The supervisors surveyed indicated that they spend a substantial portion of their time providing direct consultative support and assistance to counselors, engage in few research activities, and have few consultative contacts with counselor educators. Recommendations regarding school counselor supervision are offered based on survey data.

IntroductionObesity is a top public health priority in the United States. This article reports on the Fit For Life (FFL) health education program designed to address the determinants of obesity in rural settings and help participants lose weight.Purpose and ObjectivesWe evaluated the implementation of the original FFL program, a replication program, and a diabetes-focused program.Intervention ApproachThe original FFL program (2006 to 2012) was a 12-week session of classes meeting once weekly. Lecture topics included stress management, nutrition, healthy eating, reading food labels, fitness, disease prevention, and healthy aging. The replication program, conducted in 4 locations from 2012 to 2015, helped determine if the FFL program could be implemented on a larger scale, with outcomes similar to the original program. The longer, more-intensive FFL diabetes prevention program, conducted in 2016 and 2017, sought to reduce the number of rural adults at risk for diabetes.Evaluation MethodsWe evaluated FFL participation and outcome data from 2009 through first quarter 2017. We calculated rates of course participation and completion and measured changes in several health indicators. We constructed a linear regression model to examine the impact of health behaviors on weight loss and calculated program cost-effectiveness.ResultsFrom 2009 to 2017, FFL was delivered to over 1,200 people; 82% of participants completed the program. Completing participants lost an average of 2.7 kg or 3% of their total weight. Overall, 68% of participants said they exercised more per week at the end of the program than at the beginning. Estimated cost per kilogram lost for replication sites was between $73 and $101 for original FFL, in line with other programs. The more resource-intensive diabetes prevention program cost per kilogram lost was $151 to $171.Implications for Public Health PracticeWeight loss and lifestyle management are major ways to counteract obesity. Improving program options, especially in rural locales, should be a key policy priority. These programs should be considered for population-based expansion, perhaps by health departments or public–private health care consortiums.

Forty‐seven failing sixth graders participated in a classroom guidance unit on preparation for examinations. Experimental students had significantly higher examination averages than did control students.

ABSTRACT. Because instructional demands in literacy in the lower grades often limit instructional opportunities in other areas, including science, interdisciplinary approaches to training science educators are of current interest. This article describes the structure and impact of professional development activities for elementary and middle school teachers within a rural Ohio public school district (Gallia County Local) that aimed to address needs in both science and literacy. All teachers (n = 39) of grades three through eight who taught science and/or reading, including special education teachers, received targeted training on Earth & Space Science content and pedagogy and on strategies for teaching non-fiction reading within the science curriculum. Additional professional development was provided through one-on-one academic coaching sessions with teachers in their respective classrooms. Pre-and post-training teacher surveys were compared using a Wilcoxon signedranks test to determine statistical significance (α = 0.05) of any observed differences. The results indicate significant changes in instructional practices of participating teachers in several key areas, including increased usage of nonfiction reading (p = 0.04) and differentiated instructional practices within the science curriculum (p = 0.05). Comparison of student achievement scores on selected components of state-level assessments in reading and science also suggest a positive impact of the professional development in some areas. An increase in student proficiency in informational text and Earth & Space Science was observed after teachers received the training compared to the year prior to the training.