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The type of interventions that school counseling should embrace

In positive behavior supports in schools, there are certain levels of intervention that promote the success of the positive behavior supports strategies in promoting positive behavior in children. There are certain levels of intervention that school counseling should focus on so as to achieve its goal. One level of intervention should be aimed at using school counseling to prevent negative behaviors from occurring in students. In this level, counseling addresses areas that ensure a school culture and climate that promote positive behavior is created.

These interventions are seen as primary to promoting positive behavior in children. For instance, a counseling strategy should be able to assist the school support staff, administrators and teachers to be actively engaged in efforts that prevent negative behavior. They can do this by offering guidance and advice to the students on how to achieve positive behavior and why it is important to maintain it. This assists the children to appreciate the benefits of positive behavior, hence they become more willing to accept and support all efforts that will assist them acquire positive behavior .

Apart from involving the school personnel in preventing problem behaviors, counselors can assist the school administration to have the physical locations of the school buildings and structures play a part in preventing negative behavior in students (Brooks-McNamara, 2008). Apart from school-wide interventions, realizing that there are some children who need more that just school-wide interventions. Although school-wide interventions through counseling are important in instilling positive behavior, not all children respond to the prevention of negative behavior efforts at school.

This demands that interventions be directed towards a certain targeted group of students. This group of students comprises of individuals who are always at a risk and show a high incidence of negative/problem behavior than it would be expected. School counseling promotes the re-teaching of behavioral expectations of the school and society to these students, and this is one way through which school counseling will assist such students to understand and be engaged in acquiring good behavior.

In addition, counseling sessions can be planned such that they have small groups of students guided on social problem solving or how to attain social skills. This level of intervention is referred to as secondary intervention. The third level of intervention that counseling can embrace in assisting students whose behavior is either too disruptive or very severe is individualized and intensive interventions. Because different students have different experiences at home and in their communities, some students may be exposed to some factors that may trigger problems behaviors.

For instance, children/students who may be experiencing family problems are often likely to be engaged in disruptive behavior if they do not get guidance on how to appropriately overcome the challenges they face. Problem behavior may result from a students’ frustration or stress due to the psychological effects the problems at home may trigger. These individuals should receive counseling that is student specific. The school administration should be able to identify students who show severe or disruptive problem behavior. Interacting with them should aim at identifying the reasons why the students show disruptive behavior.

This will then facilitate the development of a strategy that will assist an individual in embracing positive behavior. School counseling can be reinforced by individualized education programs which are based on the functional behavioral assessment (FBA). Such individual intervention measures will go along way in assisting specific student’s . Since school counseling in such individuals may involve sharing of problems or issues that a student may consider too personal, counselors should maintain what students share with them as confidential.

Confidentiality encourages a student to open up, and this is important in developing a good intervention strategy for the students (Lehr, and Christenson, 2002). The role of parents in positive behavior supports The success of a child depends on parents involvement in a child’s educational planning. The active involvement of parents in a child’s’ education matters promote positive behavior and the success of a child at school. Parents should always be ready to work with the school administration in ensuring that a child embraces positive behavior.

Furthermore, a parent’s active participation in school matters and activities provide students with behavioral as well an academic support. Therefore, the parents boost the school’s efforts to develop a good and healthy school environment. As the school administration works hard to instill positive behavior in students through counseling, parents should be able to support the students to successfully attend all the counseling sessions. The parents should also assist a child to practice what he/she learns during the counseling sessions.

There are various ways through which parents can reinforce what children learn during school counseling sessions. Parents should work together with the school authority to ensure that the school environment that promotes positive behavior is developed. Counseling sessions teach the children on the importance of positive behavior in the community, school and at home. This assists a child to put more increase his/her efforts to meet acquire good behavior. During counseling, counselors teach students on the need to be well behaved.

When parents keep on emphasizing what the child has leant during counseling sessions, then it becomes an effective way of assisting the students to meet behavioral expectations, hence they develop positive behavior (Sugai et al, 2002). Parents are also required to support school efforts in developing and implementing positive behavioral support programs. For example, counseling could be an effective way of promoting and reinforcing positive behavior. When parents support such efforts, it becomes easy for the school authority to provide proper guidance to students.

The parents should also take part in or participate in counseling sessions when the need to do so arises. For instance, problem behavior that results from problems at home may require parents to work together with the counselor in assisting a student. This a parent can do by attending counseling sessions that will assist a parent to embark on efforts that aim at resolving problems at home. When the need for parents to participate in counseling arises, the school authority should devise ways through which parents can receive guidance on how to work together with the child to promote positive behavior and to prevent problem behavior.

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