Franklin, C. Streeter, C. (1998). School-Linked Services as Inter-professional Collaboration in Student Education Social Work , 43 (1), 67-69. http://dx.doi.org/10.1093/sw/43.1.67
Essentially, the article addresses William Lee response towards a previous article “"School Reform: Linking Public Schools with Human Services.” Lee a social school worker was bothered by the writers’ emphasis on connecting human services and public schools because it would mean detracting the schools from their main mission of educating the next generation of Americans. In the article, the writers attempt to respond to lee’s claims of balancing the needs of the students concerning education contrary to their social and emotional needs. The writers are quick to note that it is essential for the school to tackle every feature of a student’s life but the scale metaphor tends to be problematic.
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The authors emphasized that there is the need for the community and the school to design solutions needed to meet the needs and demand of the children and families. Additionally, collaboration is important between linking schools with human services. The main theme of the school-linked services is the need to create community dialogues. The authors express that policy makers have been making efforts so that this program can be implemented in the schools. Attending to the students’ social and emotional needs is important, and it does mean that their education needs will be ignored. These programs can work collaboratively to ensure that leaders perform better in their school work as well as their social and emotional levels are okay. The school linked services will make the schools more effective in their objective of educating students.
The authors note that meeting the educational needs as well as the social and emotional needs of the students are important and they do not have to divert from each other necessarily. They note that some social workers and educators are concerned that connecting humans services with education will divert the real mission of education. However, they are quick to explain that these reform efforts are not a threat to the objective of the education system. The schools can have both good education as well as access to human services and health.
Goodman-Scott, E., Betters-Bubon, J., & Donohue, P. (2015). Aligning Comprehensive School Counseling Programs and Positive Behavioral Interventions and Supports to Maximize School Counselors' Efforts Professional School Counseling, 19(1), 57-67 http://dx.doi.org/10.5330/1096-2409-19.1.57
The authors note that majority of the schools are still struggling to establish fostering, constructive and safe environments that are required to improve the students' attainment and success. Every student should feel safe and capable of focusing in school, but this often does not happen. In 2014, the US Department of Education advocated that schools should implement strategies that promote safe environments in the school setting as well as programs that distinguish the needs and intervention of each student. Positive Behavioral Intervention ad Support (PBIS) are programs that are recommended to all schools countrywide and the school counselors are also critical in PBIS execution.
Several scholars have highlighted the role of the school counselor is to implement an inclusive school counseling program alongside PBIS. The authors go further to explain what PBIS entails. PBIS is a program that is three tiered and comprises of preventive, evidence-based data-propelled intervention and culturally responsive behaviors that are grounded on analyzing behaviors so as to create a positive and safe school climate. Additionally, the PBIS is aimed at teaching the students and the teachers on suitable behaviors, reinforcing the desired behavior as well as looking at the school as a system. The PBIS can be used primary, secondary and tertiary institutions and they are aimed at promoting positive school climate and addressing deviant behaviors such as bullying.
The PBIS was executed in various schools to demonstrate its effectiveness. The research was carried out in 37 elementary schools for four years and compared the schools that executed PBIS and those that did not. The research indicated that schools that had implemented PBIS, their students exhibited low levels of deviant behaviors and high levels of pro-social behaviors as well as emotional control. In other words, PBIS had positive outcomes in the schools' climate and the teachers reported few incidents. Therefore the authors advocate for the implementation of PBIS which will be an effective program towards the growth and development of the children and the youths.
Harris, B. (2008). Befriending the two-headed monster: personal, social and emotional development in schools in challenging times British Journal of Guidance & Counseling, 36(4), 367-383 http://dx.doi.org/10.1080/03069880802364494
Harris talks about how UK schools and in other countries continue suffering severe effects due to educational reforms that are “outcome-based." the writer notes that the world keeps on changing, but the educators experience a repetitive change that is emotionally demanding. As a result, the outcomes are diverse ranging from fear, frustration, anger, hopelessness, to defeat. Hence it is inevitable for schools to find themselves in a situation where modernization and marketization characterize the education system. Moreover, the social, behavioral and emotional outcomes such as stress and distress that is inescapable to humans.
The author uses the term “two-headed monster” to describe how educators such as leaders and teachers are powerless to manage the demands relating to accountability and performativity as well as heightened challenges in the schools such as violent behaviors demonstrated by some pupils and teenagers in school. She observes that efforts have been made to control and manage challenging reforms and challenging students’ behaviors and emotions. Watkins, a scholar, termed this type of arrangement as “frightened organizations. “Many teachers are pressured to concentrate on delivering the content as well as equipping the students with skills and knowledge so as to pass the exams. Unfortunately, this kind of arrangement encourages “surface learning “and discourages profound method of learning. The writer argues that it is important for schools to redirect their energies on establishing a community by nurturing and motivating members of the community to develop both social and emotionally to become moral leaders, followers, and contributors in the school.
Therefore by reclaiming relationships and making them organizing principles guiding the schools, it is disputed that teachers and leaders will learn ways of befriending the monster and as a result, they will combine their passions and energies in creating constructive activities. In the UK, for instance, the teachers have the perception that the government does not listen or seem to care about the teachers and leaders who are highly affected by change.
Ross, M., Powell, S., Alias, M. (2002). New Roles for School Psychologists: Addressing the Social and Emotional Learning Needs of Students, 2002. Psychology, 31(1), 43-52.
Most of the health conditions and social challenges in the US today have been influenced by behavioral patterns that were established during the youth. These behaviors comprise of tobacco, alcohol, and other substance abuse as well as sexual behaviors that put the young people at risk for contracting sexually transmitted diseases and unwanted pregnancies. Such behaviors not only lead to various health conditions but they also contribute to poor education performance and social outcomes. All these behaviors share the same feature in that they are preventable. It is noted that successful development of specific skills can assist in preventing such risky behaviors. Some of these skills include making thoughtful decisions, understanding one’s feeling and others, listen accurately, effective communication and respecting differences are very important.
Social and emotional skills for the young people have become increasingly crucial because they face numerous challenges in their personal lives as well as in schools. Based on research, it has been noted that psychologically young people who are competent are likely to evade activities that are risky and have dangerous implications on their health and well-being. The role and significance of school psychologists have been a controversial issue for many years. Social and emotional learning can be propelled towards the reduction, dismissal and mitigation of risk factors by intervening before a certain problem occurs. For instance skills in fields such as social interaction, resolution of conflicts, management of stress and assertiveness have been linked to lower levels of interpersonal violence.
The enhancement of pro-social, considerate behaviors as well as prevention of adverse and destructive behaviors is a crucial element in the social and emotional development and competence for the youths. Psychologists have identified the significance of a wide range of social and emotional. Emotional intelligence has been recognized to be equal of even more powerful forecaster of success in life that IQ. Goals 2000 stresses the importance of prioritizing the student by providing them with skills that will prepare them to become responsible citizens, productive employers/employees and avoiding involving in substance abuse and violence.
Stoiber, K. (2011). Translating Knowledge of Social-Emotional Learning and Evidence-Based Practice into Responsive School Innovations: Journal of Educational and Psychological Consultation, 21(1), 46-55 http://dx.doi.org/10.1080/10474412.2011.549039
The article highlights that the Teachers have reported failure to effectively the needs of the students concerning their health needs. The article emphasizes the importance of incorporation social-emotional learning (SEL) in the school programs as it prevents the school from failing. It also addresses the challenges that are prevalent while executing and researching SEL programs in schools the number of children who are aggressive, non-compliance and have defiant behaviors in schools has been growing significantly, the teachers have expressed that they felt unprepared to react effectively meet the needs of the student's health. The teachers have indicated that at least 20% of their students exhibit definitely behaviors that are severe and hence require intervention.
The heads start teacher indicated that 40a% of the children exhibit one or more behaviors challenges daily. The high numerous of students who have social-behavioral issues has created a stressing condition to the teacher who is incapable to reconnect with disconnected students' effectively, and as a result, the students perform poorly. Numerous educational and professional psychologists have agreed that initiatives and programs implemented should not only concentrate on dealing with disruptive behaviors but also focus on refining social competence among the students’ experiencing such problems. Researchers such as Stober (2004) agree that introduction of discipline strategies are less effective on the students and hence improving their abilities to develop successful social relationships as well as long last-lasting friendships are critical.
Researchers have emphasized that SEL should be a major goal in the schools' programs because competence in social interactions prevents the school from failing. Therefore the schools should nurture social competencies like peer cooperation and solving social problems because it will help reduce the attainment gap between the youths who are advantaged and those that are disadvantaged. The rationale for creating and executing programs highlighting SEL is due to research that has indicated youths who have behaviors and emotional challenges experience the poorest outcomes whether in the short or long term in all the disability groups. Moreover, students’ who portray behavioral patterns that are problematic become of restrictive reactions such as suspensions.
