This study compares developmental assets, restorative practices, and conflict resolution to determine how each of these approaches to working with students relates to various elements of school counseling and the four major components of school counseling programs contained in The American School Counseling Association’s National Model. Existing literature on Developmental Assets, Restorative Practices, and Conflict Resolution was reviewed to examine the logistics of each of the models as well as to explore the benefits and limitations of using these processes to improve student outcomes within the realms of academic, personal, and social development. This thesis provides a platform for explaining how various strategies used within Developmental Assets, Restorative Practices, and Conflict Resolution can enable school guidance counselors to utilize evidenced-based practices in their school counseling programs to better serve the schools and the students with whom they work.
|Commitee:||Liddle, Ramie, Sharp, Lloyd|
|School Location:||United States -- Arizona|
|Source:||MAI 55/03M(E), Masters Abstracts International|
|Subjects:||School counseling, Counseling Psychology, Developmental psychology|
|Keywords:||Asca national model, Conflict management, Developmental assets, Peer mediation, Restorative justice, Restorative practices|
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