Jerry
Trusty’s Research on School Dropout:
These
studies investigated identification of students with potential to drop out of
school, alienation from school, and counseling methods for dropout prevention.
Findings
do not support an additive model of alienation for students. That is, negative
school experiences do not steadily and progressively work to alienate students
from schools. Rather, early negative school experiences seem to impact students
in the late middle-school years.
With
regard to identification of dropout potential in students, identification
methods need to be multifaceted and school-based. That is, causes of dropout are
particular to the schools that students attend.
With
regard to counseling, a bicultural model seems appropriate for helping students
stay in school.
The
studies are copyrighted by the particular organizations that publish the
journals. For more specific information, consult the particular journal/article.
These journals are widely available in university libraries, and some may be
available in full-text, online.
Trusty, J., Mellin, E. A., & Herbert, J. T. (2008). Closing achievement gaps: Roles and tasks of elementary school counselors. Elementary School Journal, 108, 407-421.
Trusty,
J. (1996). Counseling for dropout
prevention: Applications from multicultural counseling.
Journal of Multicultural Counseling
and Development, 24, 105-117.
Trusty,
J. (1993). The alienation/dropout
paradigm: Helping students stay in school.
Alabama Counseling Association
Journal, 19(1), 23-33 .
Trusty,
J. & Dickey, K. (1993). Development
of methods for identifying students with potential to drop out of school.
Special Services in the Schools, 7,
21-33.
Trusty,
J., & Dickey, K. D. (1990). Identification
of potential school dropouts and implications for prevention.
Thresholds in Education, 16, 6‑8.