Research Paper on "Analyzing School Advisory Programs"

Research Paper 3 pages (1126 words) Sources: 3

[EXCERPT] . . . .

Since the contexts of the studies are different from one another, there are some limitations in those investigations but the overall study area has been explored with the help of numerous elements that might have got ignored in one study but have been studied in another.

Contradictions, Inconsistencies and Ambiguities

As has been analyzed by the researchers of early times, a child has different Microsystems, which exist in the form of his family, peers, school and neighborhood, they also control a child's culture and his thinking processes. When the child comes in contact with these Microsystems, his development and progress is affected by each one of them. Similarly, students who had attachment with their advisor served as an important factor in improving school performances, especially among the youth. On the basis of these findings, the advisors that guide their children on academics, their future career lines and personalized learning plans offer a central role for assistance (Brodie, 2014, p. 141).

However, in some of the studies, the limitations and constraints have posed some ambiguities in the theory and practice of how schools administer their advisory programs and how they affect a child's development. Some of the ambiguities can be related to the upper powerful hold on the schools, such as that of political personalities or the bureaucrats who own the schools. It should have included in the studies that whether these powerful people favor advisory sessions in the schools. If they want steady improvements in the behaviors and progress of the school children, then it is highly recommended to have advisory programs enacted. Moreover, the advisory programs should not be limited to the academic gains of the children but also should emphasize on a child's relationship and social adaptability due to exposure to bullying in schools (Wang et al., 2012). This is an emerging issue that should be handled with extreme care within the school but the researchers and the schools have not highlighted this issue prominently.

Conclusion

Schools should not ignore the impact of advisory programs on a child's development as the child is the future pioneer of any economy of the world. The schools should allocate their resources and time for the advisory programs so that a child and his parents know that he is taken care of. If the trust and attachment relationship is built between the child and his teachers or advisors, then an inductive environment can be created for the child's better academic results.

References

Bretherton, I. (1992). The origins of attachment theory: John Bowlby and Mary Ainsworth. Developmental Psychology, 298. Retrieved from http://www.psychology.sunysb.edu/attachment/online/inge_origins.pdf

Brodie, B.S. (2014). Perceptions of the impact of high school advisory on academic success, connectedness and personalization of education (Doctoral dissertation). Retrieved from http://scholarworks.uvm.edu/cgi/viewcontent.cgi?article=1247&context=graddis

Bronfenbrenner, U. (1994). Ecological models of human development. International Encyclopedia of Education, 3. Retrieved from http://www.psy.cmu.edu/~siegler/35bronfebrenner94.pdf

Wang, H., Zhou, X., Lu, C., Wu, J., Deng, X., Hong, L., Gao, X., & He, Y. (2012). Adolescent bullying involvement and psychosocial aspects of family and school life: A cross- sectional study from Guangdong province in China. PLoS ONE, 7. Retrieved from http://journals.plos.org/plosone/article?id=10.1371/journal.pone.0038619 READ MORE

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