SOS Referral- YCMHS
SOS is a school based approach to support students that is developed by YCMHS.

S.O.S. is short for “Staff Outreach 2 Students”. It is a locally (YCMHS) created approach to help engage students, help with behaviour and motivate students to do better in school. The concept is simple. We know that students that do not perform well in school often have not made connections with staff. Students that do connect with staff have someone they can turn to and someone they do not want to disappoint. Students tend to show gains when adults invest time and model problem-solving procedures (Martin & Dowson, 2009). Teachers who experience close relationships with students reported that their students were less likely to avoid school, appeared more self-directed, more cooperative and more engaged in learning (Birch & Ladd, 1997; Decker, Dona, & Christenson, 2007; Klem & Connell, 2004).

This program is intended to identify students that are in need of making connections and connecting them with an appropriate staff member. The staff member will check in on them about attendance, grades, social well-being and behaviour. Once a level of trust is developed between the student and the staff member, the staff member can act as an advocate for the student. There are all kinds of examples of what a S.O.S. staff member can help with. Ferguson (2000) echoes the need for intervention support to at-risk students in multiple forms. Students who had a consistent, positive adult role model consistently showed higher gains on standardized tests, were accepted into postsecondary programs, and were successful in finding employment compared to their counterparts.

At-risk students usually do not receive the attention needed to meet their emotional needs from the adults in their lives (Luneburg, 2000). As a result, at-risk students begin missing school to avoid the academic struggles they encounter. When they are present for school, some of these students display negative behavior to gain attention of any kind from the 2 teacher or peers (Balfanz, Herzog, & Mac Iver, 2007).

Student Name *
Your answer
What areas do you feel the student may benefit from having a mentor? (check all that apply) *
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What is the best way to connect with the student? Email, phone, in class, parent phone, etc. *
Your answer
Refereneces
Balfanz, R., Herzog, L., & Mac Iver, D. J. (2007). Preventing student disengagement and keeping students on the graduation path in urban middle-grades schools: Early identification and effective interventions. Educational Psychologist, 42(4), 223-235.

Balfanz, R. (Oct. 2016). Missing school matters. Phi Delta Kappan, 98(2), 8-13.

Birch, S. H., & Ladd, G. W. (1998). Children's interpersonal behaviors and the teacher-child relationship. Developmental Psychology, 34(5), 934-946.

Chambers, E. A., Hylen, M., & Schreiber, J. B. (2006). Achievement and at-risk middle school students’ perspectives of academic support. Journal of Research in Character Education 4(1-2), 3-46.

Ferguson, D. B. (2000). Re-examining at-risk. Curriculum Administrator, October, 79-84.

Decker, D. M., Dona, D. P., & Christenson, S. L. (2007). Behaviorally at-risk African American students: The importance of student-teacher relationships for student outcomes. Journal of School Psychology, 45(1), 83-109.

Kyriacou, C. (1997). Effective Teaching in Schoos. (2nd ed.). Cheltenham:
Nelson Thornes.

Klem, A. M., & Connell, J. P. (2004). Relationships matter: Linking teacher
support to student engagement and achievement. Journal of School
Health, 74(7), 262-273.

Lunenburg, F. C. (2000). America’s hope: Making schools work for all children. Journal of Instructional Psychology, 27(1). Retrieved from http://go.galegroup.com/ps/i.do?p=PROF&sw=w&u=tel_a_freehu&v=2.1&it=r&id=GAL E%7CA62980742&asid=f98d57f61c48373a85a61fd2ed4ee6c2

Martin, A. J., & Dowson, A. (2009). Interpersonal relationships, motivation, engagement, and achievement: Yields for theory, current issues, and educational practice. Review of Educational Research, 79(1), 327-365.

Sipe, C.L. (1996). Mentoring: A synthesis of P/PV’s research: 1988–1995. Philadelphia, PA: Public/Private Ventures.

Tierney, J., & Grossman, J.B., (with Resch, N.L.). (2000). Making a difference: An impact study of Big Brothers/Big Sisters. (Reissued ed.). Philadelphia, PA: Public/Private Ventures.

https://www.education.udel.edu/wp-content/uploads/2013/01/Anger-3.22.06.pdf

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