new student group proposal - amanda...

Running Head: New Student Group 1

New Student Group with 7th Grade Girls at Carrington Middle School

Amanda Brown

University of North Carolina- Chapel Hill


Small Group Action Plan School Name: Carrington Middle School Group Name: New Student Group Goal: To provide support and information that the new students need in order to become familiar with school Target Group: 7th grade girls Data to Identify Students: Counselor recommendation School Counselor (s) Amanda Brown

ASCA Domain, Standard and Student Competency and NCGES

ASCA: C: A1.4, A:C1.2, C:A1.1, PS.A2.8, PS:B1.4, A:C1.2 NCGES: RED.CR.4.1, I.C.2.2, EEE.C.2.1

Outline of Group Sessions to be Delivered

Session 1: Introduction to the group, set rules and expectations, get to know each other Session 2: Jenga Session 3: Fear in a hat Session 4: Hierarchy of Needs and belonging

Resources Needed Session 1: Pre-assessment, pencils Session 2: Jenga blocks, list of questions, candy Session 3: hat, papers, pencils Session 4: Hierarchy of needs handout, group leader handout, pencils, post assessment

Process Projected Data (number of students affected)

Ten 7th grade, female students will participate in a new student psychoeducational counseling group

Perception Data (Type of surveys to be used)

Pre-assessment and Post-assessment will be used in order to measure an overall effectiveness of the program. For each session, perception data will be gathered by asking questions about each session at the end.

Outcome Data (Achievement, attendance and/or behavior data to be collected)

None at this time.

Project Start/Project End

October 6, 2014- October 13,2014


Small Group Results Report School Name: Carrington Middle School Group Name: New Student Group Goal: To provide support and information that the new students need in order to become familiar with school Target Group: 7th grade girls Data to Identify Students: Counselor recommendation Year: 2014-2015 School Counselor (s) Amanda Brown

ASCA Domain, Standard and Student Competency and NCGES

ASCA: C: A1.4, A:C1.2, C:A1.1, PS.A2.8, PS:B1.4, A:C1.2 NCGES: RED.CR.4.1, I.C.2.2, EEE.C.2.1

Outline of Group Sessions to be Delivered

Session 1: Introduction to the group, set rules and expectations, get to know each other Session 2: Jenga Session 3: Fear in a hat Session 4: Hierarchy of Needs and belonging

Resources Needed Session 1: Pre-assessment, pencils Session 2: Jenga blocks, list of questions, candy Session 3: hat, papers, pencils Session 4: Hierarchy of needs handout, group leader handout, pencils, post assessment

Process Projected Data (number of students affected)

Ten 7th grade, female students will participate in a new student psychoeducational counseling group

Perception Data (Type of surveys to be used)

Pre-assessment and Post-assessment will be used in order to measure an overall effectiveness of the program. For each session, perception data will be gathered by asking questions about each session at the end.

Outcome Data (Achievement, attendance and/or behavior data to be collected)

None at this time.

Implications Students will be able to use coping strategies to help them better adjust in the school environments.


Literature Review

Every year there are about six million transfer students nation wide (Jason, 1992). This

creates a large population of new students with unique needs. These students are

experiencing many stressors at once and enduring this turbulent transition during

adolescents adds an element of potential complication. Not only are can they

overwhelmed with changes in the school setting but also at home. If left unaddressed

these students may have dysfunctional development, which may lead to a variety of

negative repercussions.

Transfer or new students experience many different types of stressors from multiple

sources. Research has shown that some of the main causes of anxiety for new students

surround their social, emotional and academic well -being (Marlett, 1993). In addition to

trying to find their way in a new school setting many of these students are also making

big adjustments in their home lives. The reasons for the student’s move may be

unbeknownst to school staff but could very well be just as difficult, if not more difficult,

as being in a new school. The reasons for relocation could be any variety of

circumstances including financial change with in the home as the result of a divorce,

death, or parental job loss. Not only will the school be new for the student but also their

neighborhoods and even their own homes. All of these changes could prove to be

overwhelming so additional support at school would be beneficial.

Often times new students worry about finding new friend groups and overall developing

a sense of belonging in the new school setting. This is critical element in overall

adjustment especially during adolescents. School connectedness and mental health

concerns are reciprocally related, so as connectedness decreases mental health concerns


increase (Lester, L., Waters, S., & Cross, D., 2013). The on set of depression would be a

major concern as well as unsafe sex practices, and substance abuse.

A great way to off set the negative experiences associated with being a new student is by

providing these students with resources to help them build quality social relationships at

school. The more of the concerns that cause anxieties for new students that can be

alleviated the better off the student will be. Providing the student with helpful resources

as well as coping skills, and meaningful relationships at school should be a focus for new

students during their transition.

Multicultural Considerations

This small group was designed to serve a diverse group of female students. There were

several different races and ethnicities represented within the group and, of course, each

student brought an individual and unique set of experiences to the group. To help create a

safe and open environment within the group it was important not to place value on what

the students shared. Many socioeconomic levels were also represented within the group

so it was important not to ostracize them by assuming everyone had access to the same

resources outside of school. I was also made aware of a trauma a group member

experienced that plays a part in her being more reserved and shy. When talking about

making friends and putting yourself in situations different to meet new people I was sure

also mention that it was normal that some people are not comfortable in those types of

situations and started a discussion about alternative ways to make friends.

Standards

ASCA Standards

-C: A1.4: Learn how to interact and work cooperatively in teams.


-A: C1.2 Seek co-curricular and community experiences to enhance the school

experience

-C: A1.1 Develop skills to locate evaluate and interpret career information

-PS: A2.8 Learn how to make and keep friends

-PS: B1.4: Develop effective coping skills for dealing with problems.

-A: C1.2: Seek co-curricular and community experiences to enhance the school

experience

NCEGS Standards

-RED.CR.4.1: Recognize how to interact and work cooperatively in teams and groups

-I.C.2.2 Use past experiences and general information to make decisions in a variety of

situations.

-EEE.C.2.1 Analyze problems in terms of the academic, social, personal, and career

information needed to solve them.

-RED.CR.3.3: Summarize how interests, abilities, and achievement are related to

achieving personal, social, educational, and career goals.

Mindsets and Behaviors

- Category 2: Behavior Standards: Social Skills: 6. Use effective collaboration and

cooperation skills

-Category 2: Behavior Standards: Social Skills: 7.Use leadership and teamwork skills to

work effectively in diverse teams

-Category 2: Behavior Standards: Self-Management Skills: 10: Demonstrate ability to

manage transitions and ability to adapt to changing situations and responsibilities.


-Category 2: Behavior Standards: Self-Management Skills: 7: Demonstrate effective

coping skills when faced with a problem.

- Category 1: Mindset Standards: 3. Sense of belonging in the school environment.

Logistics

This small group at Carrington Middle School for new students consisted of ten 7th grade

girls. A group of 16 girls were screened for the group based on their new student status

the ten that were selected were based on the 7th grade counselor’s recommendations as

well as the student’s interest and commitment to attend meetings as determined during

screening. The group met for a total of four sessions, each session being about 30 minutes

long. The group of students were reminded ahead of time about meetings times but some

still needed to be called out of class the day of the sessions, cutting into meeting times

slightly. Students were to meet in the guidance office then escorted by the group leader to

a trailer at the opposite side of the campus. After group time needed to be set aside to

sign students’ passes back to class.

Theories/Techniques

This was a psychoeducational group that attempted to help first year students adjust to

being in a new school. Several different techniques and theories during different meetings

were utilized to in order provide different tools to help them feel more comfortable in a,

sometimes, difficult situation. Throughout all of the sessions aspects of person-centered

counseling were used to generate a positive atmosphere within the group. The use of

congruence, unconditional positive regard, and empathy helped to validate the group

members’ experiences and views while creating a caring and respectful climate within the

group. Role-play was used to better prepare the group members for using the skills they


learned in session in their real lives. Several sessions also involved getting up and

moving around the room to be sensitive to fact that this age group may get jittery and also

to help the group to wake up because the sessions were early and first thing in the

morning.

Evaluation Plan

The group members completed pre and post-tests to gauge what they learned as a result

of their participation in the new student group. Prior to the being involved in the small

group the students may have had general knowledge about many of the topics covered in

group, such as making friends or being academically successful, but the group aimed to

help students discover Carrington specific resources and opportunities. After the group

the group members should be more comfortable in the school environment and feel more

connected Carrington.


Lesson Plan Template

School Counselor: Amanda Brown Date: October 6, 2014

Activity: Session #1 Introduction to New Student Group

Grade(s): 7th

ASCA Mindsets and Behaviors for Student Success and NCGES Student Standards

(Domain/Standard/Competencies):

ASCA Standards:

C: A1.4: Learn how to interact and work cooperatively in teams.

NCEGS Standards:

-‐ RED.CR.4.1: Recognize how to interact and work cooperatively in teams and groups

Mindsets and Behaviors:

-‐ Category 2: Behavior Standards: Social Skills: Use effective collaboration and cooperation skills

-‐Use leadership and teamwork skills to work effectively in diverse teams

Learning Objective(s):

1.Group members will collaborate to establish small group rules.

2. Group members will begin to learn about the each of the group members.

Materials:

-‐ Pre-‐assessment

-‐ Pencils

Procedure:

1. Once the group has come together in the designated meeting space welcome everyone

to the group!

2. Re-‐explain that all the members were selected for this group because they are all new

students at the school and include that the group consists of all 7th grade girls. Also

explain that this group is suppose to help them better adjust in their new school and it

should be a fun and safe place to learn a variety of skills and techniques.

3. Tell the student that even though you are the adult in the room and the group leader

these group sessions should be focused around them. This means they should feel free

to direct conversation with each other and try not to depend on the leader to direct the

flow or conversations in the group. The group is a team and no one member is any more

important than another.


4. Explain to the group that they will meet for a total of four sessions and review the

logistics of coming together for meetings.

5. From there ask the members what expectations they have for their group meetings and

what they hope to get out of it. As the group leader take notes because this information

will be helpful in planning future lessons.

6. Explain that in order for the entire group to get the most out of this unique experience

there need to be rules in place in order for everyone to feel safe and for the sessions to

be productive.

7. Have the group members come up with some rules they think should be in place for

group meetings in order for everyone to feel safe, respected and for the sessions to be

productive. As the group leader be sure to take notes!

8. After getting the group’s input, briefly review what has been discussed and ask if what

has been included seems reasonable, fair and if everyone can agree to them. If not,

revisit the rules that are causing problems until everyone can agree on a set of rules.

9. Be sure that the set of rules includes being respectful of all group members and what

that looks like in group (quite and listening while others are talking, no criticizing other

members), and confidentiality in the group (what happens in group, stays in group).

10. Now it’s time for the group members to get to know each other better! It maybe good to

get the students out of their seats so they can perk up after all that talking. If

appropriate ask the students to stand up in the circle of seats.

11. In order for everyone to begin to learn to know everyone’s names and learn a little bit

about each other play some icebreakers. I like using an “adjective and your name”. Make

sure that everyone knows what an adjective is and explain that the students are to say

an adjective that describes themselves that starts with the same letter as their name.

Model an example (Bouncy Ms. Brown). But before they can say their own they have to

go through everyone else that went before them. And tell the group that they should not

feel nervous or scared because if you get stuck we can help each other out!

12. Bring students back to their seats and have them complete the pre-‐assessment.

Encourage them to ask if they have any questions about the assessment. When everyone

is done collect the assessment.

13. Towards the end of the session thank all the members for being part of the group and

contributing during the session. Review the date, time and meeting space for the next

session before dismissing the group.

Plan for Evaluation: How will each of the following be collected?

Process Data:


-‐The numbers of students present the days of the small groups meetings will be recorded and

kept in an attendance log.

Perception Data:

-‐Pre-‐assessment results

Outcome Data:

-‐ No outcome data at this time. Data will be reviewed at the end of the four group sessions.

Follow Up:

-‐Check in with group members to remind them of the next group meeting.


New Student Group Pre-Test

Name:___________________________ Grade:____________________

Team:__________________________ Homeroom Teacher:_______________

Please complete by circling yes or no.

1. I know where to locate key places in the CMS building, such as the library or

main office.

YES NO

2. I know how to approach a new classmate to start a friendship.

YES NO

3. I know about school resources to help me be academically successful at CMS.

YES NO

4. I know appropriate ways to cope with my fears of being a new student.

YES NO

5. I know some important staff members at CMS, such as my counselor or principal.

YES NO

6. I know places where I feel a sense of belonging at school.

YES NO



School Counselor: Amanda Brown Date: October, 8,2014

Activity: Session #2 New Student Jenga!

Grade(s):7th



ASCA Standards:

A:C1.2 Seek co-‐curricular and community experiences to enhance the school experience

C:A1.1 Develop skills to locate, evaluate and interpret career information

PS:A2.8 Learn how to make and keep friends

NCEGS Standards:

I.C.2.2 Use past experiences and general information to make decisions in a variety of situations.


Category 2: Behavior Standards: Self-‐Management Skills: 10: Demonstrate ability to manage

transitions and ability to adapt to changing situations and responsibilities.


1. Student will re familiarize with the Carrington Middle School Building.

2. Students will learn about different support staff at the school including their names and in

what ways they help students.

3. Students will learn about ways to be academically successful.

4. Students will learn more about other group members.

Materials:

-‐Numbered Jenga Blocks

-‐Candy

-‐Printed numbered list of questions

Procedure:

1. Once the group has gathered together in the meeting space welcome everyone back

together.

2. Have the group review what was covered last session. Being sure they mention the

creation of the rules and being introduced to everyone.


3. Have the students review the specific group rules. Making sure they include being

respectful and what that looks like during group sessions and the confidentiality of the

group.

4. Open to the new activity by explaining that often times new students have worries or

anxieties surrounding academic success, the physical lay out of the school, and meeting

new people both teachers and staff.

5. The Jenga blocks should already be set up so you can lead right into explaining the

activity. Say everyone will get a turn to participate and when it is their turn they will go

to the blocks and pull one with out making the tower fall over. Each block has a number

on it and the number corresponds to a question regarding either academic success or

getting familiarized with the school building or staff. Also say that if you get stuck on a

question the group can help you out. The right answers will be rewarded with candy.

6. The students will then take turns coming up, picking blocks and answering their

questions.

7. After every question take time to have a discussion about that question specifically or

themes addressed in the question. For example, if the question asks about resources

offered by the school that would help them be successful academically then after the

students come up with different resources they know about offered by the school that

would help them to be academically successful. Once the question is answered be sure

to address why those resources are helpful and the appropriate way to utilize them. If

students provide answers that are not exactly right be sure to validate their response

and work with it! For example, if a member says highlight/review notes point out that is

a great way to study not really a resource from the school. This can lead into a

discussion about other helpful study techniques and what works well for each

individual.

8. After each question the group member will be rewarded for their participation with a

piece of candy. If other members help contribute to the answer they should get candy as

well.

9. The Jenga questions will cover a range of topics so be flexible and ready to go with the

flow of not know which question will be next.

10. End the game with enough time at the end to discuss with the group some things that

they learned during the session and some things that they would be able to utilize after

group. From this discussion have the members come up with their homework

assignment.


11. Repeat the homework for next time and remind the students of the next meeting time

and location before dismissing them.


Process Data:

-‐The numbers of students present the days of the small group meetings will be recorded and


Perception Data:

-‐Students will report on what they learned from the session.

Outcome Data:

-‐No outcome data at this time. Data will be reviewed at the end of the four sessions.

Follow Up:

-‐Go over homework at the beginning of the next group session.



School Counselor: Amanda Brown Date: October 10, 2014

Activity: Session # 3 Fear in a Hat

Grade(s): 7th



ASCA Standards:

-‐PS: B1.4: Develop effective coping skills for dealing with problems.

NCEGS:

-‐EEE.C.2.1 Analyze problems in terms of the academic, social, personal, and career information

needed to solve them.


-‐Category 2: Behavior Standards: Self-‐Management Skills: 7: Demonstrate effective coping skills

when faced with a problem.


1.Developing effective coping skills for dealing with fears/problems.

Materials:

-‐ Small slips of paper

-‐ Hat

-‐ Pencils

Procedure:

1. Once the group has gathered together in the meeting space welcome everyone back.

2. Have the group review the rules including being respectful and what that looks like in

group (quite and listening while others are talking, no criticizing other members), and

confidentiality in the group (what happens in group, stays in group).

3. Have the group review what was talked about in the last session.

4. Go over homework. Have members talk about successes and areas for improvement.

5. During homework review be sure to offer positive feedback to each member and also

make sure other members to offer feedback.

6. Open to new activity by explaining that being a new person in any setting can be kind of

scary. Ask the group if they were nervous, worried or scared by coming to a new school

and reassure them that those feelings are normal.


7. Pass around the little slips of paper and pencils to the group members and instruct them

to write down a few fears they had about coming to new school. Also make sure to tell

the students not to put their names on the paper. The group leader can participate too!

8. Once everyone have written down their fears on the paper have them place their slips of

paper in the hat and shake it up.

9. Have each group pick a paper from the hat and read what is written.

10. Let the group discuss the fear reported on the paper. Try to get the group to fully

explore the problem and possible solutions including why is it a fear, to another time

when they had a similar fear, how they coped with it, coping techniques that have

worked in the past, techniques that didn’t work as well, how others responded to them

in both circumstances. Have the group go through all the slips of paper in this manner.

11. Some of the fears maybe repeated such as being bullied or not knowing anybody/not

making any friends have the group members act out those situations in role-‐plays. Have

the students also talk about what they would do if they saw someone else going through

those situations.

12. Ask the group members to briefly summarize the session and report on what they

learned! Based on the responses assign homework to be attempted before the next

session.

13. Repeat the homework for next time and remind the students of the next meeting time

and location before dismissing them.


Process Data:

-‐The numbers of students present the days of the small group meetings will be recorded and


Perception Data:


Outcome Data:

-‐No outcome data at this time. Data will be reviewed at the end of the four sessions.

Follow Up:

-‐Go over homework at the beginning of the next group session.



School Counselor: Amanda Brown Date: October 13,2014

Activity: Session #4 Maslow’s Hierarchy of Needs-‐ Belonging

Grade(s): 7th



ASCA Standards:

-‐A: C1.2: Seek co-‐curricular and community experiences to enhance the school experience

NCEGS:

-‐RED.CR.3.3: Summarize how interests, abilities, and achievement are related to achieving

personal, social, educational, and career goals.


-‐ Category 1: Mindset Standards: 3. Sense of belonging in the school environment.


1. Students explore personal interests.

2. Students will learn about how to get involved and try to belong in the school

environment.

Materials:

- Post Assessment

- Pencils

- “Maslow’s Hierarchy of Needs” Handout

- “Where do I Belong” Handout

- Group Leader Resource 1: “Maslow’s Hierarchy of Needs

Procedure:

1. Once the group has gathered together in the meeting space welcome everybody back.

2. Have the group review the rules including being respectful and what that looks like in

group (quite and listening while others are talking, no criticizing other members), and

confidentiality in the group (what happens in group, stays in group).

3. Have the group review what was talked about in the last session.

4. Go over homework. Have members talk about successes and areas for improvement.

5. During homework review be sure to offer positive feedback to each member and also

make sure other members to offer feedback.


6. Open to the new activity by explaining that it is important for all students to feel

welcomed and a sense of belonging at their school and that this is especially important

for a new student.

7. Read over Teacher Resource 1: “Maslow’s Hierarchy of Needs” and explain Maslow’s theory.

8. Focus on the importance of belonging and how one must obtain this level before moving to a higher level.

9. Ask for examples of how one may become involved in order to feel that they “belong”.

10. Distribute handout 2, “Where do I Belong” and ask the students to complete as best as they can. If students are stuck between two answers, they may be instructed to pick one.

11. Designate four areas of the room “a”,”b”, c”, and”d”. 12. Read each question from the worksheet and ask the students to go to that

designated area of the room. 13. Allow students to be given a few moments after each question to look around

and see who else is in their group. 14. After going over the worksheet send the group back to their seats for a discussion about

belonging including:

- What does it mean to belong?

- Why do you think it is important for people to feel like they belong?

- How does it feel not to belong?

- Where would you like to belong?

- What are some things you can do to get involved in the areas where you want to

belong?

- What do you think of Maslow’s theory?

- Are your other types of needs on the hierarchy being met at school? How? If not,

why?

- Is CMS preparing you to reach the highest level of self-‐actualization?

15. After the discussion, reinforce that there are lots of ways to get involved and opportunities

to belong at school.

16. Ask the students to share some things that they learned from the session and the group

overall. Also ask what they learned that they apply in real life even after the group ends.

17. Pass out the post assessments and give the students time to complete them.

18. Collect the post assessments and thank the students for being a part of the group! Once again

welcome them to their new schools and tell them that if there are any future concerns you

will always be available.


19. If possible give the students goodie bags for finishing the group and wish them well as you

dismiss them.


Process Data:

-‐ The numbers of students present the days of the small groups meeting will be recorded and


Perception Data:


Outcome Data:

-‐See Results

Follow Up:

-‐Check in with student even after group ends!

Modified from http://wvde.state.wv.us/counselors/links/advisors/ms-‐lesson-‐plans.html


MASLOW’S HIERARCHY OF NEEDS

BELONGING Handout 1

GRADE 7

SELF- ACTUALI- ZATION

ESTEEM NEEDS ACHIEVEMENT, STATUS BELONGING AND LOVE FAMILY, AFFECTION, RELATIONSHIPS

SAFETY NEEDS PROTECTION, SECURITY, ORDER, LIMITS

BIOLOGICAL AND PSYSIOLOGICAL NEEDS

AIR, FOOD, DRINK, SHELTER, SLEEP


WHERE DO I BELONG?

1. I have __________ sister(s). a. 1 b. 2 c. 3 or more d. none

2. I have __________ brother (s).

a. 1 b. 2 c. 3 or more d. None

3. I like to play __________.

a. soccer b. basketball c. football d. volleyball

4. I like to ___________. a. dance b. swim c. do gymnastics d. run

5. I would rather __________.

a. read a book b. write a story c. play video games d. ride my bike

6. My favorite subject in school is __________. a. Math b. Reading c. Science d. Social studies

BELONGING Handout 2

GRADE 7


7. The color of my hair is __________.

a. brown b. blonde c. red d. black

8. The color of my eyes is __________.

a. blue b. brown c. green d. hazel

9. I like to play (the) __________.

a. piano b. guitar c. another musical instrument d. I don’t play an instrument.

10. I like ____________ music.

a. rock b. pop c. country d. I don’t like music.


MASLOW’S HIERARCHY OF NEEDS

Maslow’s hierarchy of needs is a theory in psychology proposed by Abraham Maslow in 1943. It is often depicted as a pyramid consisting of five levels: the lowest level is associated with physiological needs, while the uppermost level is associated with self-actualization needs, particularly those related to identity and purpose. The higher needs in this hierarchy only come into to focus when the lower needs in the pyramid are met. Lower level needs will no longer be as important, once an individual has moved upwards to the next level. If a lower set of needs is no longer being met, the individual will temporarily re-prioritize those needs by focusing attention on the unmet needs, but will not permanently regress to the lower level. For example, a businessman at the esteem level who is diagnosed with cancer will spend a great deal of time concentrating on his health (physiological needs), but will continue to value his work performance (esteem needs) and will likely return to work during periods of remission.

•

Explanation of levels:

• The chart listed below is intended to be read from the bottom up. A person cannot move up through the levels until the lower levels are met.

Belonging Group Leader Resource 1


MASLOW’S ORDER OF NEEDS

SELF ACTUALIZATION NEEDS Making a lasting and significant contribution

Maximizing personal potential

ESTEEM NEEDS Self respect Recognition

Self-‐confidence Appreciation Competence

Status

SOCIAL NEEDS Friendship

A feeling of belonging Group Acceptance

SAFETY/SECURITY NEEDS Protection from physical threat

Psychological safety

PHYSIOLOGICAL NEEDS Basic survival elements: food, water, air, shelter

http://wvde.state.wv.us/counselors/links/advisors/ms-‐lesson-‐plans.html


New Student Group Post-Test

Name:___________________________ Grade:____________________

Team:__________________________ Homeroom Teacher:_______________

Please complete by circling yes or no.

7. I know where to locate key places in the CMS building, such as the library or

main office.

YES NO

8. I know how to approach a new classmate to start a friendship.

YES NO

9. I know about school resources to help me be academically successful at CMS.

YES NO

10. I know appropriate ways to cope with my fears of being a new student.

YES NO

11. I know some important staff members at CMS, such as my counselor or principal.

YES NO

12. I know places where I feel a sense of belonging at school.

YES NO


References

Barber, B., & Olsen, J. (2004). Assessing the transitions to middle and high school.

Journal of Adolescent Research, 19(3), 3-30.

Gruman,D.H., Harachi, T.W., Abbott, R.D., Catalano, R.F.,& Fleming, C.B. (2008).

Longitudinal effects of student mobility on three dimensions of elementary school

engagement. Child Development, 79(6), 1833-1852

Jason, L.A. (1992). Helping transfer students. San Francisco: Jossey-Bass Publishers.

Lester, L., Waters, S., & Cross, D. (2013). The relationship between school

connectedness and mental health during the transition to secondary school: A path

analysis. Australian Journal of Guidance And Counseling, 23(2), 157-171.

Marlett, D. M (1993). Causes of Anxiety for Transfer Students: Implications for

Teachers.

Roeser, R., Eccles, J., & Freedman-Doan, C. (1999). Academic functioning and mental

health in adolescence: Patterns, progressions, and routes from childhood. Journal

of Adolescent Health, 14, 135–174.

Shortt, A., Toumbourou, J., Chapman, R., & Power, E. (2006). The resilient families

program: Promoting health and wellbeing in adolescents and their parents during

the transition to secondary school. Youth Studies Australia, 25(2), 33–40.

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