The School Counselor's Role in School Dropout Prevention

White, Susan W.; Kelly, F. Donald

doi:10.1002/j.1556-6678.2010.tb00014.x

Cited by 45 publications

(30 citation statements)

References 33 publications

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“…The importance of social interactions is also emphasised in previous studies' findings where one of the best preventive measures is the improvement of social support, i.e. creating a social network within school (Prevatt & Kelly, 2003;White & Kelly, 2010). It has been shown that by means of creating a peer mentor system and greater involvement of adults in establishing a positive atmosphere in class, student attrition can be substantially decreased.…”

Section: Introductionmentioning

confidence: 98%

Familial and individual reasons for student dropout: Schools’ perception

Videnović¹,

Lazarević²

2017

Psihol istra

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The main objective of the research was to identify individual and familial factors students cite as the reasons for dropping out of school or being at the risk of doing so. We interviewed a total of twelve students who dropped out of school or are at the risk of dropping out of primary (six students) or secondary school (six students) and four parents. A semi-structured interview was used. We singled out four categories of students, determined by their perception of the reasons for dropping out of school. Those categories included: underage pregnancy, assuming a parental role, problematic behaviour (thefts, fights) and weak motivation for school and learning. It seems justified to look for a typology of dropout cases since each of the selected groups of students requires specific preventive measures in order to secure continuation of their education. Furthermore, research has shown that, when it comes to their children dropping out of school, parents tend to blame the child's character traits they deem unchangeable. The failure of school staff to help the child further encourages this belief in parents.

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Section: Introductionmentioning

confidence: 98%

Familial and individual reasons for student dropout: Schools’ perception

Videnović¹,

Lazarević²

2017

Psihol istra

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“…The functioning of the students in school and its place, as seen by them, is a crucial factor in dropping out (Somers et al, 2009;White and Kelly, 2010). Therefore, the reduction in the dropout rate, together with the increase in learning, reinforces the conclusion that the use of the LAIC also decreases the rate of disengagement, that is far greater in scope than overt dropping out (Cohen-Navot et al 2001).…”

Section: Discussionmentioning

confidence: 75%

An information system for dropout prevention

Aflalo¹,

Gabay²

2011

Educ Inf Technol

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Reducing student dropout from school is one of the most important challenges faced by the education system. This study examines the effectiveness of a Local Authority Information Center (LAIC) that was developed in Israel to help prevent this phenomenon. The research population embraced 418 regular attendance officers (RAOs), educators dealing with students dropping out and with those who at risk of dropping out. The RAOs were divided into an experimental group, that executed its work using the LAIC, and a control group that accomplished its work manually. The research findings show that the use of an LAIC system reduced the dropout rate and raised the number of students studying to the school's satisfaction. This improvement even intensified 3 years later when the size of the experimental group was increased. The RAOs in the experimental group employ most of the LAIC's facilities and they present positive attitudes towards the LAIC's contribution to their work. The LAIC system seems to have a real and direct impact on reducing dropping out.

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“…Counselors could also encourage parents to establish routines at home, as routine and structure typically help to calm and regulate children's emotions (Firmin and Phillips 2009). In addition, after enlisting the cooperation of the child, counselors could recommend peer mentoring or a 'buddy system' at school (Williams White, and Kelly 2011) in which the child with ADHD is paired with a classmate who can, for example, subtly remind him or her to redirect attention when distracted.…”

Section: Self-regulation -Enhancing a Child's Capacity To Modulate Armentioning

confidence: 99%

The Use of Trauma Counseling for Children with Attention-Deficit Hyperactivity Disorder

Pottinger

2014

Int J Adv Counselling

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Children with Attention-Deficit Hyperactivity Disorder (ADHD) are at risk for behavioral problems and so are frequently brought to the attention of counselors. The literature is limited, however, in examining specific counseling techniques for this population, and particularly in discussing counseling in a developing country where children do not readily access mental health services. Based on parallels in symptoms between children with ADHD and those with violence exposure, the author has adapted the components of a trauma intervention model and applied it to counseling children with ADHD in Jamaica. This article examines a structured counseling approach based on the trauma model, and concludes with a discussion on the usefulness and limitations of this approach in regard to children with ADHD.

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The School Counselor's Role in School Dropout Prevention

Cited by 45 publications

References 33 publications

Familial and individual reasons for student dropout: Schools’ perception

Familial and individual reasons for student dropout: Schools’ perception

An information system for dropout prevention

The Use of Trauma Counseling for Children with Attention-Deficit Hyperactivity Disorder

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