The Achieving Success Everyday Group Counseling Model: Providing Social Support for Homeless Students* in School Settings

ABSTRACT

The Achieving Success Everyday (ASE) group counseling model is discussed to support homeless students’ unique and complex needs. The phenomenology of student homelessness is reviewed, as well as how residential and environmental instability negatively impacts students’ academic and psychosocial functioning. Social support for homeless students is also discussed. Next, the ASE group model is described in detail and existing research on its application in school settings is reviewed. Implications for research and practice are provided as they may influence future efforts to support homeless students. Session examples are used to help school personnel apply the ASE model in their respective schools and communities.

DISCLOSURE STATEMENT

No potential conflict of interest was reported by the authors.

Notes

¹ Various classifications exist for homeless students. The referenced student uses the following classification definition: “Homeless and highly mobile (HHM) students are conceptualized as falling on the high end of a continuum of risk, beyond stably housed, low-income children (Masten et al., 1993).

² The McKinney-Vento Homeless Education Assistance Improvements Act of 2001 defines homeless students as “those who are not in the physical custody of a parent or guardian” and it requires all local education agencies (LEAs) to have a designated homeless liaison who is tasked with reducing barriers to educational access among homeless students (42 U.S.C. 11431 et seq.) (McKinney-Vento Homeless Assistance Act, 2007).

³ The Appendix provides an overview of Sessions 2 and 3 in the review/acquaintance phase of the ASE group model.

Additional information

Notes on contributors

Sam Steen

Dr. Sam Steen holds a bachelors in Psychology, a Master’s Degree in School Counseling and a Ph.D. in Education with a specialty in preparing school counselors and mental health professionals. He holds the rank of Professor and is a licensed Professional School Counselor, the Director of the Diversity Research Action Consortium, and the Director of the Child, Family, Community Engagement Division at George Mason University. Dr. Steen specializes in school counseling, group counseling and cultivating Black students’ academic identity development.

Michael Sulkowski

Dr. Michael L. Sulkowski is an associate professor in the School Psychology Program at the University of Alabama. Dr. Sulkowski’s research focuses on school safety and violence prevention; fostering student mental health; supporting at-risk, vulnerable, and marginalized students; social support and connectedness; and using evidence-based interventions in school settings.