TPC Journal V7, Issue 2 - FULL ISSUE

The Professional Counselor | Volume 7, Issue 2 175 Adult support is continuously present in research relating to dropout prevention interventions. Numerous studies have discussed the positive effect of adult support on academic achievement (Berger, 2011; Blount, 2013; Croninger & Lee, 2001; Kayler & Sherman, 2009; Klem & Connell, 2004). Adult support may be given through teachers, administration, counselors, mentors and school staff. Students feel support when there is a caring relationship within the school context (Blount, 2012). Adult support is a key element of the interventions reviewed in either the form of group facilitators or one-on-one mentors or counselors (Bemak et al., 2005; Berger, 2011; Flower et al., 2011; Hilton- Pitre, 2007; Kayler & Sherman, 2009). The EGAS and the psychoeducational study skills intervention employ adult support through school counselors, facilitators, graduate interns and mentors. Therefore, our intervention included adult support in the form of group facilitators, mentors and a school advocate. The three major variables of this study—youth empowerment, school engagement and academic success—were revealed in the literature and thus should be considered in the development of an intervention for transitioning at-risk youth. Youth empowerment helps youth explore positive self- variables. Empowerment enables youth to feel hopeful and confident in discovering roles during development. Empowerment shapes how youth interact with their entire environment, including their school environment, while facilitating attitudes and motivation. School engagement influences students’ attitudes, perceptions and feelings about school. School engagement also shapes youth behavior within the school context. Empowerment and school engagement are connected to academic success. The relationship of these variables is illustrated in Figure 1. Figure 1. Variables connected to school success. Empowerment School Engagement Interaction with environment Development of positive self-variables Role experimentation Identity development Academic Success GPA Course credit Grade promotion Graduation Affective (attitude toward school and teachers) Behavioral (attendance, self-regulation, goal-setting) Cognitive (academic self-perception)