During the course of adolescence, children transition from middle school to high school. While for most adolescents this may be considered a normative rite of passage, for a minority of children it marks the beginning of a journey into adulthood that is characterized by behaviors that place them at-risk. These are the adolescents who are labeled as at-risk teenagers, and for them, there is only a possibility of achieving even limited school success. Integrative school guidance programming can connect at-risk students with school faculties, families, and the community with the goal of promoting positive academic, social, and behavioral change. This qualitative research design explored the influence of perceived social support on transitioning at-risk students who participated in a 2-year middle school integrated guidance program. The 23 participants were encouraged to tell their story through utilization of a participatory research design that employed semistructured interviews and autophotography, an innovative methodology that allows participants the freedom to depict what is most important to them without being constrained by verbal or written communication measures. The findings of this study emphasize the relationship between student perception of support and school success. Results from the study link perception of social support and positive school membership to self-efficacy and the motivation to perform at a higher academic level. Finally, the study discusses long-term integrative guidance programming as a curricular intervention that is capable of providing support to the growing at-risk student population.The research design used semistructured face-to-face interviews with six of the participants who were representative of the ... The questions employed in face-to- face interviews built from nonthreatening descriptive questions, exploring theanbsp;...
|Title||:||Integrative Guidance Programming and At-risk Student Perception of Social Support: The Transitional Journey Into High School|
|Author||:||Susan G. Hutton|
|Publisher||:||ProQuest - 2008|