Many states have made important strides in class-size reduction, higher academic standards, greater accountability and improved teacher preparation. The important missing link in these initiatives to improve student learning is the need for more school counselors and other student support services, such as school psychologists, school social workers, and school nurses. In many states, students' access to counselors varies by grade level, and some school districts have no counseling programs at all. When counseling programs exist, counselors are often asked to add administrative duties such as testing, supervising and class scheduling.

School counselors provide counseling programs in three domains: academic, career and personal/social. Their services and programs help students resolve emotional, social or behavioral problems and help them develop a clearer focus or sense of direction. Effective counseling programs are important to the school climate and a crucial element in improving student achievement.

Following is a collection of sources addressing the effectiveness of school counseling and other student support services, including their contribution to the personal and academic success of students.

Academic Achievement

Dahir, C.A., Stone, C.B. (2003). Accountability a m.e.a.s.u.r.e. of the impact school counselors have  on student achievement Professional School Counseling, 6(3), 214-220.

Poynton, T., Carlson, M., Hopper, J. A., & Carey, J. C. (2006). Evaluation of an innovative approach  to improving middle school students’ academic achievement.  Professional School  Counseling, 9(3), 190-196.

Sink, C. (2005). Fostering academic development and learning: Implications and recommendations  for middle school counselors. Professional School Counseling, 9(2), 128-135.

Webb, L., Brigman, G., & Campbell, C. (2005). Linking school counselors and student success: A  replication of the student success skills approach targeting the academic and social  competence of students. Professional School Counseling, 8(5), 407-413.

Accountability/Advocacy                    

Dahir, C.A., Stone, C.B. (2003). Accountability a m.e.a.s.u.r.e. of the impact school counselors have  on student achievement Professional School Counseling, 6(3), 214-220.

Eschenauer, R., & Chen-Hayes, S.F. (2005). The transformative individual school counseling model:  An accountability model for urban school counselors.  Professional School Counseling, 8(3),  244-248

Galassi, J.P., & Akos, P. (2004). Developmental advocacy: Twenty-first century school counseling.  Journal of Counseling and Development, 82(2), 146-157.

Myrick, R.D. (2003). Accountability: Counselors count. Professional School Counseling, 6(3), 174- 179

Career Counseling                           

McWhirter, E.H., Rasheed, S., & Crothers, M. (2000). The effects of high school career education on  social-cognitive variables. Journal of Counseling Psychology, 47(3), 330-335

Comprehensive School Counseling Program       

Galassi, J.P., & Akos, P. (2004). Developmental advocacy: Twenty-first century school counseling.  Journal of Counseling and Development, 82(2), 146-157.

Gysbers, N.C. (2004). Comprehensive guidance and counseling programs: The evolution of  accountability. Professional School Counseling, 8(1), 1-14.

Johnson, S., & Johnson, C.D. (2003). Results-based guidance: A systems approach to student  support programs. Professional School Counseling, 6(3), 180-185.

Lavoritano, J.E., & Segal, P.B. (1992). Evaluating the efficacy of short-term counseling on  adolescents in a school setting. Adolescence, 27(107), 535-543.

Lapan, R.T.,  Gysbers, N.C., & Petroski, G.F. (2003). Helping seventh graders be safe and  successful: A statewide study of the impact of comprehensive guidance and counseling  programs. Professional School Counseling 6(3), 186-197.

Conflict Resolution/Bullying

Brinson, J.A., Kottler, J.A., & Fisher, T.A. (2004). Cross-cultural conflict resolution in the schools:  Some practical intervention strategies for counselors. Journal of Counseling and  Development, 82(3), 294-301.

Crothers, L.M., & Levinson, E.M. (2004). Assessment of bullying: A review of methods and  instruments. Journal of Counseling and Development, 82(4), 496-503.

Hay, I., Byrne, M., & Butler, C. (2000). Evaluation of a conflict-resolution and problem- solving  program to enhance adolescents’ self-concept. British Journal of Guidance & Counseling,  28(1), 101-113.

Group Counseling 

Baggerly, J., Parker, M. (2005). Child-centered group play therapy with african american boys at  the elementary school level. Journal of Counseling and Development, 83(4), 387-396.

Gerrity, D. & DeLucia, J. (2007). Effectiveness of groups in the schools. Journal for Specialist in  Group Work, 32(1), 97-102.

Milsom, A., & Paisley, P. (2007). Group work as an essential contribution to transforming school  counseling.  Journal for Specialist in Group Work, 32(1), 9-14

Health

Henry, J., Coker, J.K., & McNab, W. (2005). The school counselor: An essential partner in today’s  coordinated school health climate. Guidance & Counseling, 20(3).

Kaffenberger, C. (2006). School reentry for students with a chronic illness: A role for  professional school counselors. Professional School Counseling, 9(3),  223-231.

Thomas, D.V., & Looney, S. (2004). Effectiveness of a comprehensive psycho-educational  intervention with pregnant and parenting adolescents: A pilot study. Journal of Child and  Adolescent Psychiatric Nursing, 17(2), 66-77.

Supervision

Crutchfield, L.B., & Borders, L.D. (1997). Impact of two clinical peer supervision models on  practicing school counselors. Journal of Counseling and Development, 75(3), 219-230.

Studer, J.R., & Oberman, A. (2006). The use of the ASCA national model in supervision.  Professional School Counseling, 10(1), 82-87.

Violence Prevention/ Safe Schools                                 

D’Andrea, M. (2004). Comprehensive school-based violence prevention training: A developmental- ecological training model. Journal of Counseling and Development, 82(3), 277-286.

Johnson, J.L., Sparks, E., Lewis, R.G., & Niedrich, K. (2006). Effective counseling strategies for  supporting long-term suspended students. Professional School Counseling, 9(3), 261-264.

Lapan, R.T.,  Gysbers, N.C., & Petroski, G.F. (2003). Helping seventh graders be safe and  successful: A statewide study of the impact of comprehensive guidance and counseling  programs. Professional School Counseling 6(3), 186-197.

Schaefer-Schiumo, K., & Ginsberg, A.P. (2003). The effectiveness of the warning signs program in  educating youth about violence prevention: A study with urban high school students.  Professional School Counseling, 7(1), 1-8.

Smith, D.C. & Sandhu, D.S. (2004). Toward a positive perspective on violence prevention in  schools: Building connections. Journal of Counseling and Development, 82(3), 287-293.

Stanley, P.H., Juhnke, G.A., & Purkey, W.W. (2004). Using an invitational theory of practice to  create safe and successful schools. Journal of Counseling and Development, 82(3), 302- 309.