TPC Journal V7, Issue 2 - FULL ISSUE

The Professional Counselor | Volume 7, Issue 2 173 (Bemak et al., 2005; Berger, 2011). The intervention in this study was designed to support students for an entire year and embraced an ecosystemic approach. All systems of the students were involved in the process to encourage success. Students’ teachers, administration, families, counselors, community and peers worked collaboratively in the intervention. The descriptive evidence provided in support of the treatment is promising and is reinforced by similar findings in the Hilton-Pitre study (Berger, 2011; Hilton-Pitre, 2007). Additionally, successful utilization of empowerment strategies by other adolescent group intervention designs targeted for the treatment of various youth populations maintains the adaptability of EGAS to a diverse population group format (Berger, 2011). Bemak and colleagues (2005) were only able to use self-reported improvements to illustrate the effectiveness of the EGAS approach, and they limited their research to females. These limitations weaken the ability to generalize to other populations. The intervention in our study used empirical data to examine effectiveness and a control group. Our study also used a sample that included both females and males from more diverse backgrounds, which promoted the generalizability of this study to other populations. Each of the interventions designed to facilitate empowerment in adolescents was evaluated for efficacy, feasibility and ecosystemic suitability. EGAS was recommended for inclusion in the transition intervention. School Engagement Many terms define school engagement : school connectedness, school bonding, school attachment and school belonging (Berger, 2011; Boutelle, 2010; Caraway, Tucker, Reinke, & Hall, 2003; Catalano, Haggerty, Oesterle, Fleming, & Hawkins, 2004; Christenson & Anderson, 2002; Flower et al., 2011; Frydenberg, Care, Freeman, & Chann, 2009; Reschly & Christenson, 2006; Stout & Christenson, 2009). Stout and Christenson (2009) suggested utilizing interventions designed to help students develop analytical skills and develop serviceable goals to increase academic performance. Behavioral engagement is an external indicator of school engagement that makes it directly observable by an array of indicators: attendance, time on tasks, classroom behavior, interpersonal relationships and participation (Berger, 2011; Jimerson et al., 2003; Stout & Christenson, 2009). The transition to high school is a challenge for many students and is one of many developmental tasks for adolescents (Kayler & Sherman, 2009). Positive intrinsic motivation and positive self- attributes help adolescents achieve developmental tasks, such as academic achievement, transition to secondary school, forming close friendships and forming a sense of self. Kayler and Sherman (2009) implemented a psychoeducational study skills intervention with ninth-grade students whose academic performance was in the bottom 50th percentile (N = 90). The American School Counselor Association (ASCA) National Model was used as a framework for development, delivery and evaluation. Kayler and Sherman found that a small group counseling intervention strengthened study behaviors. Increasing school counselor visibility and increasing positive relationships with parents and other stakeholders was also important to students’ success. The study skills program focused on three main skill sets that research has indicated contribute to improved academic performance: (a) cognitive and metacognitive skills, such as goal setting, time management and study skills; (b) social skills, including listening and teamwork; and (c) self-management skills, including motivation (Berger, 2011; Kayler & Sherman, 2009). The small group format permitted students to meet standards for the ASCA National Model in the academic, career, personal and social domains. Each theme of the ASCA National Model was expressed: leadership, collaboration, systemic change and most notably, advocacy (Kayler & Sherman, 2009).