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The Effectiveness of Innovative Counselor-led Academic Program (ICLAP) on Student Academic Performance
AuthorFarnum, Craig Samanto
Counseling and Educational Psychology
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This study evaluated whether Innovative Counselor-led Academic Program (ICLAP) could improve student academic performance. ICLAP was a classroom guidance curriculum designed by the researcher to address the gap in the literature for a school counselor-led classroom guidance curriculum that targeted academic performance. ICLAP consisted of five lessons that first identified specific behaviors related to academic performance at a specific school and then guided students through a process of self-assessment, goal setting, and program development. The curriculum was linked to thirteen ASCA student competencies (ASCA, 2005). The Leader-Detractor (L-D) scale (Carkhuff, 1968) was central to ICLAP as a tool for school counselors to teach and measure the learning of the skills. The research design was a quasi-experimental pre-test/post-test comparison. Dependent variables included: grades, student self-assessment ratings on the L-D scale, teacher ratings of students on the L-D scale, and School Social Behavior Scale-II (Merrell, 2002) scores. Seventy-nine first year high school students participated in the five-week ICLAP curriculum and twenty-nine students participated in an active comparison group. The comparison group received an alternative curriculum focused on ASCA career competencies. For the intervention group, student self-assessed L-D ratings, teacher rated L-D scores, and SSBS-II scores improved at post-test. Grades did not improve. There were no changes measured in the comparison group for grades or SSBS-II scores. It was concluded that students increased their academic performance as a result of participation in ICLAP. While more research was warranted, it was suggested that ICLAP could be an important contribution for school counselors seeking to demonstrate their effectiveness to stakeholders.