NotesFAQContact Us
Search Tips
ERIC Number: ED551349
Record Type: Non-Journal
Publication Date: 2012
Pages: 111
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2678-3588-8
Evaluation of Professional School Counselor Led Interventions on Test Scores for Attachment, Engagement, and Empowerment with At-Risk Truant High School Students
Kurt, Layla
ProQuest LLC, Ph.D. Dissertation, The University of Toledo
Professional school counselors (PSCs) can play a vital role to help keep truant students in school by providing school-based interventions that target the personal barriers of attachment, engagement, and empowerment that may limit success in school. ASCA national standards encourage PSCs to demonstrate accountability for student outcomes. The American School Counselor Association (ASCA) emphasizes the role of the school counselor in assisting students with academic performance and social and emotional well-being. Based on attachment, engagement, and empowerment theories, this study seeks to understand the relationship between PSC led treatment and student (a) social bonds and support systems (engagement), (b) social skills development (attachment), (c) academic monitoring skills (engagement), and (d) personal self-awareness and self-regulation skills (empowerment) with at-risk high school students as defined by truancy. To this end, attachment, engagement, and empowerment have been measured before and after the implementation of PSC led school-based interventions. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Postsecondary Education; High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A