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

Program and System Support

Because teacher training in mental health prevention activities was suggested by Nabors et al. (2001), we provided consultation to Regina's teachers. We encouraged the teachers to consistently implement the behavior management system for Regina and provided them with an alternative understanding of her behavior, such as, "She is motivated by a desire to please peers and adults."

RESULTS

After implementation of these CSCP interventions during the 12 weeks that Regina attended the charter school and the family resided at the homeless shelter, the following results were noted in Regina's assessment scores and behavior.

Regina's preassessment on the CBCL-Parent Report revealed a total t score of 74, which indicated clinical significance of behavior problems. Her internalizing score (t = 66) and externalizing score (t = 74) also were in the clinically significant range as they are a standard and a half deviation above the norm. Specifically, the anxious/depressed subscale score (t = 69) was in the borderline clinical range whereas thought problems (t = 73), attention problems (t = 78), delinquent behavior (r = 71), and aggressive behavior (t = 76) subscale scores were in the clinically significant range. On this preassessment, specific concerns reported by Regina's mother included "not understanding that she have [sic] to stay in her seat," "always writing notes because she knows she be [sic] wrong," "hides her food as if someone going [sic] to take it," "wants to grow up to [sic] last," and "wants to be the boss." To determine the integrity of the mother's responses, we reviewed individual items on the protocol and found no pattern of extreme ratings and found that scores were not skewed in either direction.

Although Regina's mother was asked to complete the postassessment CBCL-Parent Report, she did not comply, as she stated that she was preoccupied with moving out of the homeless shelter. However, Regina's mother did give a verbal report that her daughter's behavior improved in that she demonstrated less dependency, lying, and stealing in the last few weeks of treatment. Since the post-CBCL-Parent report was not completed, the validity of Regina's behavior change is questionable.

Anxiety

Results measured by CAS indicate a decrease in Regina's anxiety. Regina's preassessment standard Sten score of 10 on the CAS placed her in the 99th percentile for a child of her age, indicating that she experienced more anxiety than 99% of the normative group. Her postassessment standard Sten score of 8 on the CAS placed her in the 91st percentile. Although Regina's posttest Sten score of 8 still indicates a significant departure from the norm, her anxiety score was a full standard deviation lower than her pretest score.

Self-Concept

Results measured by JPPSST indicate an increase in Regina's sell-concept. Her JPPSST pretest global self-concept score was 4, which is in the "High Risk Negative" category, whereas her posttest global self-concept score was 22, which borders on the "Poor" category. Specific questions reveal improvement in Regina's self-concept. For the question, "One of these girls is a bad girl and the other girl is a good girl. Which one are you?" Regina answered "I'm a bad girl" in the pretest but "I'm a good girl" in the posttest. For the question, "One of these girls is smiling and the other girl is crying. Which one do you do the most?" Regina answered "cry" in the pretest but "smile" in the posttest.