Article Review

ARTICLE REVIEW

HANA ABATE

GSR/1700/12

ADDIS ABABA UNIVERSITY

SCHOOL OF PSYCHOLOGY

Submitted to: Dr. MOGES

Aug 7, 2020
Article Review

Article 1

The article “integrating a Multi-Tiered System of Supports with Comprehensive School

Counseling Programs” by Ziomek-Daigle, J., Goodman-Scott, E., Cavin, J., & Donohue is
published in 2016 on Counseling & Human Services Faculty Publications at old dominion
university. This article try to integrate multi-tiered system of support and comprehensive school
counseling program, discuss both methods and see the overlap between two frameworks. A
multi-tiered system of supports is a widely used framework implemented in K–12 schools to
address the academic and behavioral needs of all students. A comprehensive school counseling
program also implemented over the last decade and has positively impacted students and school.

School counselor is an important stakeholder in the implementation of MTSS by aligning their

work with MTSS through the implementation of a comprehensive school counseling program
designed to improve student achievement and behavior. MTSS include Response to Intervention
and Positive Behavioral Interventions and Support. And it consists of a continuum of three tiers
of prevention: primary, secondary, and tertiary for providing academic, behavioral and social
supports to all students based on their needs and skills. About 80% of students in a school are
successful while receiving only primary prevention.

Several similarities exist between MTSS and comprehensive school counseling programs
including utilizing collaboration and coordinated services; efficiently using the school
counselors’ time through tiered supports; collecting and reviewing student and school data; using
evidence-based practices; developing culturally responsive interventions that close achievement
gaps; promoting prevention and intervention for students through a tiered continuum; and
facilitating school wide systemic change and a positive school climate. Similarly, Overlap exists
between these two frameworks, especially prominent when school counselors take on roles as
supporters, interveners and facilitators in offering indirect as well as direct services.

This article suggested that aligning both frameworks may be a strategy to advocate at local and
national levels for the school counseling field and comprehensive school counseling program
implementation. Presenting school counseling programs in this manner also can increase
stakeholder involvement, access additional resources and increase job stability.
Article Review

Article 2

“Helping Students Improve Academic Achievement and School Success Behavior” by Greg

Brigman and Chari Campbell, 2003 was published by Sage Publications, Florida Atlantic

University. This article evaluates the impact of school counselor led interventions on student

academic achievement and school success behavior. 2 year project was funded and 180 students

are participated (students in grade 5, 6, 8, and 9). A class room guidance and group counseling

model called student success skills, was the primary intervention. The School Social Behavior

Scale (SSBS) was employed as a pre-test and post-test measure.

Cognitive and meta cognitive skills such as goal setting, progress monitoring, and memory skills;

Social skills such as interpersonal skills, social problem solving, listening, and teamwork skills;

and Self-management skills such as managing attention, motivation, and anger are considered to

be critical to school success. The school counselor conduct group counseling and class room

guidance which focused on cognitive, social, and self-management skills. These three skill sets

were the most powerful predictors of long-term school success and seemed to separate high

achievers from low achievers.

The result of the study show that the school counselor led intervention was effective in helping

students improve their behavior related to cognitive, social, and self-management skills, and then

there would be an improvement in student academic achievement. The assumed connection

between improved behavior in these critical skill areas and improved achievement is supported.

This support that school counselor intervention of group counseling and class room guidance

were associated with a positive impact on student achievement and behavior.

Article Review

Article 3

The article “Career Counseling in Hong Kong: Meeting the Social Challenges” by S. Alvin
Leung (2002), describes and examines the recent development of career development and
counseling in Hong Kong in 3 major settings: school, university, and community (by review
relevant career development and counseling literature in Hong Kong).

The Hong Kong education system practice tracking and streaming, and group students into class
based on abilities. The students do not have flexibility to choice their major. Starting from 1958,
career counselor (they call it career master) works as a full time teacher. In secondary schools,
career guidance programs focused narrowly on information dissemination (e.g., knowledge about
educational opportunities and career, assist student to complete their application and very little
on self-exploration.

University student counseling services started to develop in the 1970s, including career guidance
and counseling services. Due to the large demand in labor market career counselor help graduate
to obtain employment. The development in higher education and the economic structure change
move career guidance from job placement and career information to career education and life
skill training. There is not much organized career intervention at community level. Many
services like vocational training for displaced worker are provided by Labour Department. The
Hong Kong Labour Department plays an important role in coordinating career-related services in
the community.

In Hong Kong freedom to choose is restricted by many social, economic, and political realities
that are often beyond the control of the individual. People tend to adopt work values that are
more collectivistic in orientation, such as altruism, tradition, and conformity (counselor help
their clients to achieve a delicate balance between personal goals and family or social loyalties).
Therefore, Career counseling service needs to overcome challenges related to cultural and
contextual integration.