In this episode of the School for School Counselors podcast, host Steph Johnson addresses the expanding role of school counselors in behavior intervention, emphasizing the need for a trauma-informed approach. She discusses common concerns counselors have about behavior intervention, including the misconception of equating it to discipline, time constraints, and the fear of being misutilized. Steph urges counselors to rethink their approach by identifying the origins of problematic behavior and addressing systemic issues rather than relying on one-stop solutions. She also highlights the importance of mindful language use and empowering students as peer mentors to foster a supportive school environment. Finally, she introduces the upcoming topics in the podcast and the resources available in the School for School Counselors mastermind group.

00:00 Introduction and Podcast Welcome

00:14 The Role of School Counselors in Behavior Intervention

01:29 Challenges and Concerns in Behavior Intervention

02:25 Rethinking Behavior Intervention Strategies

[03:00 Celebrating a Podcast Milestone]

04:02 Addressing the Root Causes of Behavior

08:55 The Power of Language in Behavior Intervention

13:03 Empowering Students as Change Agents

17:27 Final Thoughts and Upcoming Topics

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References/Resources:

McCormick, M. P., Cappella, E., O'Connor, E. E., & McClowry, S. G. (2015). Do Intervention Impacts on Academic Achievement Vary by School Climate? Evidence from a Randomized Trial in Urban Elementary Schools. Society for Research on Educational Effectiveness.
https://files.eric.ed.gov/fulltext/ED562123.pdf

Paquette, D. and Ryan, J. (2015). Bronfenbrenner’s Ecological Systems Theory. National Dropout Prevention Center. https://dropoutprevention.org/wp-content/uploads/2015/07/paquetteryanwebquest_20091110.pdf

Wade, L., Leahy, A. A., Babic, M. J., Beauchamp, M. R., Smith, J. J., Kennedy, S. G., ... & Lubans, D. R. (2022). A systematic review and meta-analysis of the benefits of school-based, peer-led interventions for leaders. Scientific Reports, 12(1), 21222.
https://www.nature.com/articles/s41598-022-25662-9.pdf

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