Introduction to the Counseling Profession Chapter 17 Professional School Counseling

Chapter Topics School Counseling as a SpecialtyFoundations in School CounselingThe Role of the Professional School CounselorCounseling, Prevention, and InterventionThe ASCA Ethical StandardsDiversity and AdvocacyAssessmentConsultation and CollaborationResearch and EvaluationLeadershipAcademic Development

Introduction “School counseling is a unique area in the field of counseling and offers an exciting way to integrate counseling and K-12 student academic success in the same setting.”  Often referred to as a guidance counselor, the professional school counselor has a unique and pivotal role in today’s education system.  Guidance is a function of what school counselors do, but does not define who they are.  A professional school counselor serves as a member of the educational team of qualified professionals whose specialty is the enhancement of students’ academic, personal/social and career development as they experience their school life and beyond.

School Counseling As A Specialty School counseling differs from other types of counseling:  The setting in which counseling takes place is the K-12 school.  The clients served are students.  Most counseling occurs when students self refer or are referred by a teacher.  There are rarely scheduled appointments due to the structure of the student’s academic schedule.  The major goal of school counseling is to help students be in the best frame of mind to be effective lifelong learners. School counseling is not therapy in schools.  School counselors are bound by external policies and protocol of the school and school district.

School Counseling As A Specialty More positively, school counseling also has some distinct advantages over other types of counseling:  There is a large group of students that can be served through counseling (a captive audience).  There tends to be support for counseling in schools since the ultimate goal is student success.  The stigma that surrounds therapy in other areas of counseling may not be present for school counselors since school counseling programs are typically offered in schools which makes school counseling more familiar for the general population than other types of counseling.

Foundations  School counseling grew out of the field of vocational counseling which began in the early 1900’s.  Frank Parsons, often considered the “father of counseling” began the movement toward counseling by creating a bureau to help students get jobs.  The purpose of counseling in this context was to help meet societal needs for trained, productive workers.  WWI thru the Great Depression: Testing young men for the purposes of classification to serve in the armed forces.  1924: State certification for guidance counselors.

Foundations  The ASCA Model has been identified as the predominant model for the profession of school counseling.  The ASCA Model approaches counseling in schools from a systemic perspective rather than the individualistic model of traditional counseling. “The ASCA National Model is the document that currently guides school counseling programs and practices across the country and beyond. Its inception in 2003 and the revision in 2005 continues to drive the profession of school counseling today.”

The Role of the School Counselor The ASCA Model offers a framework in which the school counseling program should be developed, implemented, sustained, and improved.  The Foundation of the model contributes to the Delivery and Management Systems which are connected to Accountability. Accountability then flows back to Foundation because the results of data collected about the school counseling program will ultimately influence the foundation of the program.

The Role of the School Counselor Delivery System  The delivery system is how the school counseling program will be delivered or carried out and includes many roles for the school counselor.  This is most likely the area in which most school counselors spend the majority of their time and consists of: The school counseling curriculum Independent student planning Responsive services Consultation Support services

The Role of the School Counselor Management  An important role for school counselors is the overall management and organization of the school counseling program.  The Management System includes: Agreement with administrators in terms of school counseling services and service delivery. The development of an advisory council to provide input and feedback to the school counseling program. Using student data to make decisions regarding the counseling services that are needed to effectively meet student needs. Developing action plans to address student needs. Using master and weekly calendars to keep others informed of the activities and events in the school counseling program.

The Role of the School Counselor Accountability  Current research practices in school counseling include action research and the development of assessment instruments that can reflect the results of school counseling programs and interventions.  The development of the National School Counseling Research Center and the National Center for School Counseling Research is evidence of the shift toward greater accountability in school counseling programs.

The ASCA Ethical Standards  An important resource for school counselors is an ethical code written specifically for school counselors.  The ethical standards for school counselors are applicable to situations and circumstances that are relevant in the school setting and serve as a guide for school counselors as they work with students, parents, peers, administrators, and community members.  Ethical dilemmas can be challenging in schools, based on limits to confidentiality and school board policies.

Counseling, Prevention, & Intervention Academic Development  First and foremost, school counselors are committed to helping students become effective, lifelong learners.  Early intervention programs are necessary so that students make the connection between academic success and postsecondary options and opportunities. “The role of the school counselor that most attracts people to the school counseling field is the opportunity to affect and enhance the lives of young people.”

Counseling, Prevention, & Intervention Personal/Social Development  One of the barriers to student academic achievement is the affect of personal/social events that occur in the students’ lives that often overwhelm them to the point of distraction and, often, apathy regarding their academic progress.  School counselors are uniquely trained to help students process their feelings about their personal and social circumstances with the ultimate goal of assisting the student in being in the best frame of mind to be successful in class.  This may be accomplished through individual counseling, small group counseling, and, in some situations, classroom guidance or consultation with parents and teachers.

Counseling, Prevention, & Intervention Career Development  Career counseling involves helping students with post-secondary planning, whether students are headed for college or planning to enter the world of work.  Recent school reform movements have increased the emphasis on college and career readiness and hold schools accountable for making sure students are prepared to enter post-secondary education or career options.  Depending on the age of the student, the school counselor helps (a) build awareness of the world of work, (b) engage in career exploration, and (c) develop career decision-making skills.

Diversity and Advocacy  Research supports the need for school counselor advocacy to maximize the student learning experience.  School counselor advocacy efforts often focus on student groups that are underrepresented or underserved by academic programs in school and many of those groups include diverse students.  School counselors must “understand the cultural, ethical, legal, and political issues surrounding diversity, equity, and excellence in terms of student learning.” “Advocacy in school counseling is necessary at many levels. Davis (2005) identified areas of student advocacy, program advocacy, and educational advocacy as required roles of school counselors.”

Diversity and Advocacy  Multicultural/Minority Students  Students with Special Needs  Sexual Minority Youth “A good advocate listens, communicates, embraces different points of view, sets goals, develops strategies, provides feedback, works with people no matter who is in charge, thinks on his or her feet, coordinates, mediates, juggles more than one job at a time, identifies resources, and sticks with a task until a solution is found.”

Assessment  CACREP (2009) requires that school counselors know assessment strategies and analyzes assessment information to help when evaluating a student’s needs or “assessing the effectiveness of educational programs.  In addition, assessment can also mean evaluating whether or not a student issue or concern might be better served by other helping professionals. “There is often the misconception that school counselors conduct student assessments in schools, such as intelligence testing and psychological testing. The fact is that it is the school psychologist who is typically responsible for this type of assessment.”

Research and Evaluation  With the emphasis on results-based programs and accountability in school reform, school counselors must join the movement and show their impact on student success through action research and outcome data.  School counseling research includes program evaluation, methods that inform decision making, and evaluating counseling outcomes.  The ability to collect, analyze and use data to enhance school counseling programs are necessary skills for school counselors. “Action research in school counseling has been growing in the last decade.”

Consultation and Collaboration Collaboration with:  School Personnel  Parents/Families/Guardians “School counselors spend a majority of their time in consultation or collaboration with many groups affiliated with students. The groups that school counselors most often interface with, however, are other school personnel and parents.”

Leadership Brown and Trusty (2005) discuss leadership in school counseling in terms of power. Expert Power: The school counselor possesses the knowledge and skills to achieve goals. Referent Power: The school counselor possesses professional characteristics that others would like to emulate. Informational Power: The school counselor can identify and deliver critical information to teachers and others. “The roles of advocacy and leadership in school counseling go hand-in- hand. Most people who think about school counseling do not consider leadership an obvious role. However, school counselors have opportunities to be included in important decisions that benefit students.”

Academic Development  Many school counseling graduate programs are accredited by the Council for the Accreditation of Counseling and Related Education Programs [CACREP].  A professional school counselor typically has a graduate degree in school counseling. Each state has different criteria for licensure/certification.  Most states do not require teaching experience to be a school counselor, but some do.

Considerations for a Career as a Professional School Counselor  When considering a school as a school counselor, one must consider the personal and professional challenges that might arise.  The effective school counselor is able to balance the personal qualities and goals of helping students and the political and structural nature of schools.  Perhaps one of the biggest stressors for school counselors is being unable to leave student problems and issues at school when it is time to go home.  It can also be challenging to meet the daily demands of students, parents, peers, and administrators who often believe that the school counselor is the remedy for many issues.