Applying the ASCA National Model to elementary school students who are homeless: a case study

Professional School Counseling, Dec, 2004 by Jennifer Baggerly, Tammilyn Borkowski

This case study of an African American elementary school female who is homeless illustrates how ASCA's National Model meets the needs of students who are homeless. The needs of children who are homeless and the rationale for school counseling interventions--including assessment, classroom guidance, group play therapy, and consultation--are described. Outcomes reveal a decrease in the child's anxiety and behavior problems and an increase in self-concept. Implications and recommendations for school counselors are discussed.

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School counselors must meet the challenge of providing the American School Counselor Association (ASCA) National Model for a rapidly growing diverse student population, including children who are homeless (Strawser, Markos, Yamaguchi, & Higgins, 2000). According to the Institute for Childrcn and Poverq, (2002), more than 1 million U.S. children per year are homeless. The number ofchildrcn and families who are homeless continues to grow because of limited affordable housing, shortages in jobs that pay a living wage, and welfare reform (National Coalition for the Homeless, 1999b). Families with children are the fastest growing segment of the homeless population, currently representing 40% of people who are homeless (National Coalition for the Homeless, 1999a).

The Stewart B. McKinney Act (1994) mandates that school counselors provide services for children who are homeless. A review of the professional literature reveals guidelines and interventions for school counselors to address the barriers and needs of children who are homeless. Strawser et al. (2000) described legislative provisions, current barriers, effects of homelessness on children, and strategies such as accessing basic needs and malting referrals to medical and social agencies. Walsh and Buckley (1994) recommended addressing the social stigma of homelessness through developmental counseling. Daniels, D'Andrea, and Morioka (1991) and Daniels (1992) identified developmental needs and barriers of children who are homeless and recommended strategies such as providing food to satisfy children's hunger and creating a sense of safety within a developmentally based counseling group. Later, Daniels, D'Andrea, Omizo, and Pier (1999) described a group counseling approach designed to reduce conflicts and enhance problem-solving skills for adolescents who were homeless.

In addition, two empirical research studies have validated effective interventions that school counselors should consider. Nabors, Proescher, and DeSilva (2001) found significant improvement in parents' perceptions of their children's positive behavior and grades after participation in the Empowerment Zone project, which provided parent training, children's small groups, and classroom-guidance mental health prevention activities for elementary school-aged children who were homeless. Perry (2000) found that children who were homeless and received structured problem-solving training significantly improved in problem solving and coping flexibility and had lower anxiety than did children in control and comparison groups.

Although previous literature has provided guidelines for addressing the general needs of children who are homeless, a detailed, personalized description of a child who is homeless has not been provided. In addition, school counselors are now encouraged to apply the ASCA National Model, a comprehensive approach to program foundation, delivery, management, and accountability, for every student (ASCA, 2002). Thus, school counselors must conceptualize interventions for students who are homeless in light of ASCA's National Model.

In this article, we will (a) discuss the rationale for providing school-based counseling to children who are homeless; (b) provide a detailed, personalized description of a child who is homeless; (c) describe an application of ASCA National Model interventions for this child; (d) report and discuss results; and (e) provide recommendations, identify implications in light of ASCA's National Model, and give future directions.

RATIONALE

Elementary school-aged children who are homeless are confronted with a variety of unique challenges. Socially, children living in a homeless shelter are hindered in the development of their social skills due to the shame of their homelessness and frequent family moves (Buckner, Bassuk, Weinreb, & Brooks, 1999; Walsh & Buckley, 1994). Children who are homeless were found to have less social support and coping behaviors than children who were either never homeless or previously homeless (Menke, 2000).

Emotionally, children who are homeless tend to experience more depression and anxiety than children who are housed (Buckner et al., 1999). Approximately 47% of children who were homeless were found to have clinically significant internalizing problems, such as depression and anxiety, compared to only 21% of children who were housed (Buckner et al.). Menke and Wagner (1997) also found depression and anxiety were significantly higher in children who were homeless compared to children who were never homeless. Other researchers (Homeless Children, 1999) found that one fifth of children who were homeless had severe emotional difficulties that warranted clinical intervention, although these children seldom received the interventions. Many children who are homeless have experienced domestic violence. Approximately 80% of mothers who were homeless compared to 66% of mothers who were housed reported domestic violence (Buckner et al., 1999).