This report examines heterogeneity in young adult outcomes among students at risk for school failure due to low socioeconomic status (SES). It addresses the question: "Among students at risk due to status characteristics, what are the relationships of high school engagement and attainments with post-high school outcomes?" Two sets of outcomes are considered: entry and persistence in postsecondary education, and employment and income as a young adult. The report distinguishes between "status risk factors" such as SES and race/ethnicity and two other sets of risk factors: behavioral risk factors and academic risk factors. Behavioral risk factors are behaviors and attitudes closely related to learning, for example, attendance, paying attention to the teacher, completing coursework, and developing a sense that schooling is important to future life successes. These behaviors and attitudes are referred to as school engagement. "Disengagement" (e.g., not attending class, not completing assignments) can create severe impediments to learning. Appended are: (1) Technical Notes; (2) Standard Errors Tables; (3) Other Statistical Tables; and (4) Variables Used in This Report. (Contains 148 endnotes and 19 tables.).

Written by experts in the field, School-Based Family Counseling: An Interdisciplinary Practitioner’s Guide focuses on how to make integrated School-Based Family Counseling (SBFC) interventions, with a focus on integrating schools and family interventions, in an explicit step-by-step manner. Departing from the general language used in most texts to discuss a technique, this guide’s concrete yet user-friendly chapters are structured using the SBFC meta-model as an organizing framework, covering background information, procedure, evidence-based support, multicultural counseling considerations, challenges and solutions, and resources. Written in discipline-neutral language, this text benefits a wide variety of mental health professionals looking to implement SBFC in their work with children, such as school counselors and social workers, school psychologists, family therapists, and psychiatrists. The book is accompanied by online video resources with lectures and simulations illustrating how to implement specific SBFC interventions. A decision tree is included to guide intervention.

Ready your school counseling program for the kids who need it the most! For many students, elementary school is a time of tough transitions. When a student struggles in class, has difficulty making friends, experiences a life-changing event or crisis, or faces other challenges, your support is essential. Finding the right intervention for each identified student can be the key to that child’s future success. In this companion book to The Use of Data in School Counseling and Hatching Results for Elementary School Counseling, Trish Hatch, Ashley Kruger, Nicole Pablo and Whitney Triplett offer a systematic, evidence-based approach to creating and implementing high-quality interventions within a Multi-Tiered System of Support (MTSS). This hands-on guide features: • Thorough exploration and explanation of Tier 2 and Tier 3 activities • Guidelines for progress monitoring and collaboration with teachers and family • Templates for developing lesson plans and action plans • Web-based resources, including downloadable templates and a discussion guide • Personal stories and vignettes from practicing school counselors and teachers of the year Every student deserves a quality education in a positive, healthy, safe environment. When you provide targeted, data-driven interventions for students in need, you make that possible for them—and improve school life for their classmates and teachers as well.

Design Recommendations for Intelligent Tutoring Systems explores the impact of intelligent tutoring system design on education and training. Specifically, this volume examines “Instructional Management” techniques, strategies and tactics, and identifies best practices, emerging concepts and future needs to promote efficient and effective adaptive tutoring solutions. Design recommendations include current, projected, and emerging capabilities within the Generalized Intelligent Framework for Tutoring (GIFT), an open source, modular, service-oriented architecture developed to promote simplified authoring, reuse, standardization, automated instructional management and analysis of tutoring technologies.

School-Based Family Counseling for Crisis and Disaster is a practical handbook with a school-based family counseling and interdisciplinary mental health practitioner focus that can be used to mitigate crises and disasters that affect school children. Anchored in the school-based family counseling (SBFC) tradition of integrating family and school mental health interventions, this book introduces interventions according to the five core SBFC metamodel areas: school intervention, school prevention, family intervention, family prevention, and community intervention. The book has an explicit "how to" approach and covers prevention strategies that build student, school, and family resilience for handling stress and interventions that can be provided during and immediately after a disaster or crisis has occurred. The chapter authors of this edited volume are all experienced professors and/or practitioners in counseling, psychology, social work, marriage and family therapy, teaching, and educational administration. All mental health professionals, especially school-based professionals, will find this book an indispensable resource for crisis planning and developing a trauma-sensitive school.

The purpose of this book is to showcase K-12 unique and educational significant activities that we may all learn from. The essays in the book, under girded by sound research, highlight remarkable activities that are already taking place around the world. The essays offer a detailed description of a classroom or a school; provide an interpretation of what is taking place in this setting and why; and inform readers about what can be learned from the setting. Some readers will appreciate the vivid descriptions, which will encourage them to push their own thinking. Others may learn from the author’s discussion of essential ideas from the essay, which can be reflected upon and tranferred into other situations. All readers are likely to appreciate hearing about the varied and creative activities. The stories of these noteworthy teachers fall into four categories: risk-taking, creativity, care and community, and interconnectedness. Within these themes are ideas that teachers can use to create their own remarkable classrooms. Each theme is discussed and then several examples of how the theme plays out in the educational setting are described.

For more than two decades, the concept of student engagement has grown from simple attention in class to a construct comprised of cognitive, emotional, and behavioral components that embody and further develop motivation for learning. Similarly, the goals of student engagement have evolved from dropout prevention to improved outcomes for lifelong learning. This robust expansion has led to numerous lines of research across disciplines and are brought together clearly and comprehensively in the Handbook of Research on Student Engagement. The Handbook guides readers through the field’s rich history, sorts out its component constructs, and identifies knowledge gaps to be filled by future research. Grounding data in real-world learning situations, contributors analyze indicators and facilitators of student engagement, link engagement to motivation, and gauge the impact of family, peers, and teachers on engagement in elementary and secondary grades. Findings on the effectiveness of classroom interventions are discussed in detail. And because assessing engagement is still a relatively new endeavor, chapters on measurement methods and issues round out this important resource. Topical areas addressed in the Handbook include: Engagement across developmental stages. Self-efficacy in the engaged learner. Parental and social influences on engagement and achievement motivation. The engaging nature of teaching for competency development. The relationship between engagement and high-risk behavior in adolescents. Comparing methods for measuring student engagement. An essential guide to the expanding knowledge base, the Handbook of Research on Student Engagement serves as a valuable resource for researchers, scientist-practitioners, and graduate students in such varied fields as clinical child and school psychology, educational psychology, public health, teaching and teacher education, social work, and educational policy.

Evidence-based mental health services are lacking in many school systems, but especially in secondary schools. Adolescents who can benefit from school mental health services are those who experience disruptive behavior disorders, anxiety, depression, alcohol/drug use, sexual or physical abuse, chronic health problems, crisis situations such as suicidal ideation or attempts, natural disasters, and exposure to community or family violence that can interfere with academic success. Currently, one-half of students with emotional or behavioral disorders drop out of school prior to graduation, pointing to the need to disseminate proven strategies that strengthen effective secondary school services. School Mental Health Services for Adolescents includes a range of expert guidance on implementation of school mental health services in secondary schools. The significance of this information cannot be overstated, as only 20% of children and adolescents who need such services receive them. Schools are a logical venue for service provision because emotional and behavioral problems interfere with academic achievement, and a lack of access to mental health services is a major barrier to treatment for youth. Authors discuss services that can be implemented by school-based professionals and methods of overcoming implementation barriers. Chapters cover the history and need for services, issues of identification and referral for treatment in schools, descriptions of evidence-based interventions, proposed service delivery models, assessment strategies, and integration of mental health programs in schools. This book will be a valuable resource for researchers, trainers of school mental health professionals, school administrators and supervisors, and school-based mental health providers including psychologists, counselors, and social workers.

The Encyclopedia of Adolescence breaks new ground as an important central resource for the study of adolescence. Comprehensive in breath and textbook in depth, the Encyclopedia of Adolescence – with entries presented in easy-to-access A to Z format – serves as a reference repository of knowledge in the field as well as a frequently updated conduit of new knowledge long before such information trickles down from research to standard textbooks. By making full use of Springer’s print and online flexibility, the Encyclopedia is at the forefront of efforts to advance the field by pushing and creating new boundaries and areas of study that further our understanding of adolescents and their place in society. Substantively, the Encyclopedia draws from four major areas of research relating to adolescence. The first broad area includes research relating to "Self, Identity and Development in Adolescence". This area covers research relating to identity, from early adolescence through emerging adulthood; basic aspects of development (e.g., biological, cognitive, social); and foundational developmental theories. In addition, this area focuses on various types of identity: gender, sexual, civic, moral, political, racial, spiritual, religious, and so forth. The second broad area centers on "Adolescents’ Social and Personal Relationships". This area of research examines the nature and influence of a variety of important relationships, including family, peer, friends, sexual and romantic as well as significant nonparental adults. The third area examines "Adolescents in Social Institutions". This area of research centers on the influence and nature of important institutions that serve as the socializing contexts for adolescents. These major institutions include schools, religious groups, justice systems, medical fields, cultural contexts, media, legal systems, economic structures, and youth organizations. "Adolescent Mental Health" constitutes the last major area of research. This broad area of research focuses on the wide variety of human thoughts, actions, and behaviors relating to mental health, from psychopathology to thriving. Major topic examples include deviance, violence, crime, pathology (DSM), normalcy, risk, victimization, disabilities, flow, and positive youth development.