Career and College Preparedness for Students Living in Poverty Glenda S. Johnson, PHd, LPC, NCSC Calvin C. Craig, Masters Student Appalachian State university, NCSCA Conference, November 9, 2017

Agenda Who is here? (PSCs, Students, others) What do you need from today’s presentation? (What brought you to this session?) An overview of poverty An overview of the CARE model Application to a Comprehensive School Counseling Program (CSCP) Conclusion (Thoughts, questions) Glenda

Who Lives In Poverty? Children 20% (1 in 5) 26% African American 24% Hispanic 12% Asian 10% White/Caucasian Census Bureau (2015) Glenda -How do we identify these students in our schools? Are you a Title 1 school/county? What percentage of your students are receiving funds from Title 1? Parents who ask for assistance with basic needs. Staff/Teachers that have concerns about students who lack school supplies, clothes, food for lunch. Parents and students may self-identify.

Poverty and Economic Factors Various factors in calculating who lives in poverty 48 possible poverty threshold  families in census get overlooked for not matching criteria  Constant financial battle  unproductive methods of making money  Calvin

Poverty and Social Adjustments Loyalty to unhealthy relationships  Unaware of existing reliable institutions  Stigma associated with getting help Calvin

Poverty and Educational Factors Constant Stress triggers  Physiological  responses in school to living conditions  ACE exam Takes focuses away in school Calvin

Effects Of Living Poverty (School) High School drop out rate higher Lower enrollment in advanced classes Lower scores on standardized tests Graduates readiness to enter higher education or the workforce is not encouraging (ACT, 2015) Glenda

ASCA Ethical Codes (2016) B. RESPONSIBILITIES TO PARENTS/GUARDIANS, SCHOOL AND SELF B.1. Responsibilities to Parents/Guardians School counselors: i. Advocate for equitable school counseling program policies and practices for all students and stakeholders. k. Affirm the abilities of and advocate for the learning needs of all students. School counselors support the provision of appropriate accommodations and accessibility. m. Promote cultural competence to help create a safer more inclusive school environment o. Promote equity and access for all students through the use of community resources. Calvin

ASCA Ethical Codes (2016- cont.) B.2. Responsibilities to the School School counselors: b. Design and deliver comprehensive school counseling programs that are integral to the school’s academic mission; driven by student data; based on standards for academic, career and social/emotional development; and promote and enhance the learning process for all students. i. Advocate for equitable school counseling program policies and practices for all students and stakeholders. m. Promote cultural competence to help create a safer more inclusive school environment. o. Promote equity and access for all students through the use of community resources. Calvin

C.A.R.E. Model (Foss, Generali, & Kress, 2011) Created to use in conceptualizing effective counseling strategies for people living in poverty, interventions were developed to address the unique needs of these individuals. C - cultivating relationships A - acknowledging the realities of poverty R – remove barriers E – expand client’s strengths Glenda

Comprehensive School Counseling Program (CSCP) Include in your planning an intentional focus on students from low-SES and their career and college readiness Program Coordination Guidance Lessons Small Group Individual Counseling/Planning Glenda

Stakeholder Involvement (Program Coordination) Community Resources School-Based Therapists Teachers/Staff Parents Glenda-Use any available existing date to highlight discrepancies in students from low –SES and their middle to upper class peers. Solicit assistance from stakeholders in your focus on working with students from poverty

CSCP (Cont.) Guidance Lessons Lombardi, Seburn, & Conley, (2011) have identified a) Goal-setting, b) persistence, c) study skills, and d) self-monitoring skills as academic behaviors associated with positive college and career preparedness. Guidance lessons on these topics presented to all students (K-12) can have a positive effect on students living in poverty. Calvin

CSCP (Cont.) Guidance Lessons (cont.) Radcliff & Bos (2013) identified the additional topics of a) understanding the nature of college; b) recognizing that a college education may be important to future success; c) acquiring positive perceptions and aspirations about college; d) preparing academically for college admissions; and e) setting short - and long-term goals. Calvin

Practically Speaking Examples High School Middle School Elementary Glenda

CSCP (Cont.) Small Groups Small group counseling that focuses on college and career preparedness (e.g., psychoeducational, self-efficacy, etc.) provided to impoverished students has the potential to meet some of their most significant needs. This intimate setting can be used to create a warm and safe environment in which students from poverty can feel safe and supported. The use of data (i.e., pre-post tests) related to college and career readiness can be administered to the entire student body, during classroom lessons, to identify students who could benefit from this specialized service. Calvin

Practically Speaking High School Middle School Elementary Glenda

CSCP (Cont.) Individual Counseling/Student Planning Students who present with concerns that are not appropriate to discuss during classroom guidance or small group settings can benefit from individual sessions with the counselor. Additionally, some students may have difficulties that prevent them from responding to lessons presented in the classroom (e.g., writing college essays, completing financial forms, etc.). Individual sessions with these students could address these barriers. Counselors possess the training and knowledge to listen attentively, demonstrate unconditional positive regard, and allow the student to accomplish tasks specific to their individual circumstances. Calvin

Practically Speaking High School Middle School Elementary Glenda

CONCLUSION The CARE model can be used to intentionally focus on providing college and career readiness through a CSCP Next steps Glenda

Questions/Comments Audience feedback Glenda and Calvin can facilitate

References American School Counselor Association (2016). ASCA ethical standards for school counselors. Alexandria, VA. Retrieved from https://www.schoolcounselor.org/asca/media/asca/Ethics/EthicalStandards2016. pdf

Resources Foss, L.L., Generali, M.M. & Kress, V.E. (2011). Counseling people living in poverty: The CARE model. Journal of Humanistic Counseling, 50, 161- 171. Lombardi, A. Seburn, M. & Conley, D. (2011). Development and initial validation of a measure of academic behaviors associated with college and career readiness. Journal of Career Assessment, 19(4), 375 – 391. Radcliff, R. A. & Bos, B. (2013). Strategies to prepare middle school and high school students for college and career readiness. The Clearing House, 86, 136 – 141. doi: 10.1080/00098655.2013.782850