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The role of a counselor
The role of the counselor
The role of a counselor
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Student Support Services (SSS) is a marvelous program that is federally funded on the campus of Western Kentucky University which provides academic advisement, personal counseling, tutoring, and other services to help students adjust to college life, succeed academically and graduate from the university. I have worked for this program since the beginning of my sophomore year and I am also a current participant. It’s like a family away from home. I pretty much know everything there is about this program but I wanted to go behind the scenes of the organization to inform others.
Overview of SSS
Student Support Services is a TRiO program, along with Educational Talent Search and Upward Bound which are federally-funded programs devoted to helping first generation, low-income students succeed in their high school performance and pursuits in their higher education. Student Support Services works with 225 students annually and is divided amongst three counselors. Since 1980, this program has had over one thousand students earn a degree.
Their Services
Student Support Services provide many different services where they communicate with their students face to face or by technological communication. Counselors’ help students develop course schedules, future scheduling, and make sure their general education classes are complete. The counselors help students with different issues, support in setting realistic goals, and advising on personal issues. The participants also receive free academic tutoring for general education classes.
Benefits & Extras
Student Support Services has a benefit called priority registration were participants are granted the ability to register for classes ahead of others of their classification. This allows them...
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...l Journal of Academic Research, 5(5), 184-188. doi:10.7813/2075-4124.2013/5-5/B.28
Kozlowski, S. W. J. (1995). Organizational change, informal learning, and adaptation: Emerging trends in training and continuing education. The Journal of Continuing Higher Education, 43, 2--11.
Miller, V. D., & Jablin, F. M. (1991). Information seeking during organizational entry: Influences, tactics, and a model of the process. Academy of Management Review, 16, 92--120.
Mission statement. (2013, July 19). Retrieved from http://www.wku.edu/sss/mission_statement.php
Moreland, R. L., & Levine, J. M. (2002). Socialization and Trust in Work Groups. Group Processes & Intergroup Relations, 5(3), 185.
Johnson, C. (2014, April 25). Interview by B. L. Harris [Personal Interview]. Socialization & technological process. Student support services of western kentucky univeristy, Bowling Green, Ky.
Student support teams develop and implement indluvailed plans for the students that are in need of tier 3 interventions. Students that many need tier 3 interventions is put into place when that child is struggling with their tier 2 supports. The school team determines whether the child needs to up their intervention to tier 3 or not. The school team hsa to review a progression monitoring data sheet before determining who is struggling and needs a referral to the tier 3 interventions. A tier ⅔ systems team comes into place when the child is in need of changing interventions. The ⅔ systems team helps create a student support team based of the child's needs. The student support team includes a content expert, someone who is familiar with the school system, individuals who are familiar with the students, and a member of the tier ⅔ systems team. The member of the ⅔ systems team is the main communication spokesman between the teams. Allowing this member to communicate for both teams allows the ⅔ systems team to listen or provided feedback and concerns, to secure tools or opportunities for
“When schools, parents, families, and communities work together to support learning, students tend to earn higher grades, attend school more regularly, stay in school longer, and enroll in higher level programs.” (Van Roeckel, 2008, p. 1) Deer Valley High School in Glendale, AZ is the first high school built in the Deer Valley Unified Scholl District, and with a population around 1800 students, the high school is one of the bigger schools in the state. It has a tradition of family on its’ campus, where there are still teachers teaching that were there when the school opened in 1980. A number of former students have become new teachers on campus and just about all the teachers’ children have attended and graduated from the campus. With a school like ours, there are many connections to the community around it and it is demonstrated by the programs that bring in parent and community to help with the development of our students. There are numerous booster clubs run on our campus to help support student achievement on the sports fields, a school to work programs to teach the students necessary skills in different areas of either nursing, sports medicine classes, and in the culinary arts classrooms, and funding to our school to help ensure all students graduate on time. There are many programs on our campus, but I will discuss four of the programs: baseball booster club, C2G program, “school-to-work”, and the special education program sponsored by Arrowhead Hospital. These programs are designed to improve the relationships between the campus and the people in the community, and give all students on campus every opportunity to succeed in their future.
Direct student services are in person interaction between the counselor and student. The services are described as, school counseling core curriculum, individual student planning, and responsive services. As a trainee, it has been well-educated that those three aspects of direct service is vital for the success of each student. The core curriculum are lessons that are designed to assist and attain desired competencies and to provide the knowledge, attitude, and skill needed for each student developmental level (ASCA, 2016). For instance, a
Selecting and training effective support providers. Support providers are experienced teachers who recognized the importance of helping beginners identify and understand their teaching strengths. Minimum requirement for support providers should be teachers who are successful in their own classrooms and articulate about their practice. However, since working with beginning teachers is different from working with students, a good support provider should be temperamentally suited to collegial work with other
Engleberg, Isa N. and Dianna R. Wynn. Working in Groups. 6th ed. Boston: Pearson, 2012. Print.
Wanous, J.P. and Colella, A. (1988) Organizational entry research: Current status and future directions, College of Business, Ohio State University.
The first chapter of “Working in Groups” focuses on group communication, the first aspect being the key elements of group communication (Engleberg and
The program model addresses the dropout problem through assisting troubled students and their families. Families often have difficulty accessing and navigating through the maze of public and private services. School-based coordinator, bridge the gap between local resources and the public school setting, where they are accessible, coordinated and accountable. Site Coordinators are the single point of contact and fill a pivotal role, working inside the school to provide integrated student services. Site coordinators connect students and families with community partners and resources that address both academic and nonacademic needs.
Claim: Although higher education access has expanded in the past several decades, single parents attempting to complete college face may difficulties in their path to degree completion. Therefore, universities must make policy changes to adequately adapt to this growing number of college students and help them achieve their academic goals.
In order to be a Matt’s Mission Scholarship recipient, the student must be kind, considerate, and supportive. Over the past years, I have become involved in the life skills classroom with students of various disabilities such as autism, William’s Syndrome, and Trisomy Twenty-Three to name a few. Each of them has become one of my best friends even on the darkest of days. Their positivity has inspired me each class as I teach them about leadership, mathematics, literacy, and even science. We focus on the basic life skills that they would otherwise not be exposed to including the interview process, transportation, balancing a checkbook, shopping in the mall, and hygiene. I have even spent every single lunch for the past several years with several of the life skills students. One of my favorite memories was when a young man, Ian, told me that I was the ‘bestest’ friend he ever had and he never wanted me to graduate because I made him feel safe and cared for. When he said this, I knew I was being called to become a Special Education teacher. Being someone’s friend is not always about keeping communication via text or email; it is about maintaining the social interactions that better our
Before we started this project I had never heard of I Have a Dream Foundation. I had no idea who they were, what they were about, and how local they actually were. Their mission statement states, “We empower students from low-income communities to thrive in school, college and career.” I Have a Dream foundation’s main focus is to break barriers of impoverished students family issues, so that the student can focus on school and excel. Challenges that come with poverty that I Have a Dream targets are: family involvement in the justice system, foster care, food insecurity, and homelessness.
I wanted to give a little overview of what some of the students and parents are actually saying about SCSDB. This school is doing amazing things for their students, parents, and staff.
Having a Student support team is very important to a student. Especially when taking online courses. They need to know they have assistance and resources available to help them throughout he course. It important for the learner to have technical support if they are taking online courses as it is important to have a student advisor for anytime you feel overwhelmed or need some guidance. I'm a program coordinator, and I see how important my role is for student success. "One characteristic of institutions offering successful online programs is their ability to support the unique needs of distance students through a student support services function." (Three Actors that Contribute to Student Success in Online Courses: The Institution, Instructor,
With the five support systems working together, the more effective it is for the students and of the others involved. Each role functions to support the other role, in turn there is a system that is integrated and implemented to helping the other achieve the goals and advancement of student
Student parents make up a large portion of the college student population. “Nearly 25 percent of college students in the U.S., or four million students have depended children” (Thorman Ph. D., Otto, & Gunn- Wright, 2012, p. 1). Keeping that in mind I wanted to know how many of these students were graduating, as well as how they could afford to take college credits as well as support their children. I also want to survey and see how many teen parents went to college after high school as well as did was their financial aid was effected by them being young parents. I began to wonder if schools special housing and childcare for student parent, that would give them the extra tool for success. What I hope to learn is whether student parent support effects graduation rates. For this research paper student parent support is defines as any special services or programs that will assist student parents. The survey provided for this research consists of multiple questions pertaining to being a student parent.