Courtney Garza - CNDV CNA

 “the process of influencing the activities of an individual or a group in efforts toward goal achievement in a given situation”  “the art of mobilizing others to want to struggle for shared aspirations”

ARE NOT  Dictators  Drill sergeants  Bullies ARE  Motivating  Encouraging  Positive A true leader is only effective when he or she is able to identify intrinsic motivators and motivates others to act on their own will

1. Reward Power – power to provide benefits important to the follower 2. Coercive power – power to impose punishment or remove benefits 3. Legitimate power – the follower believes the leader has the right to make the request and the follower feels they must comply

4. Expert power – the follower believes the leader is an expert or knowledgeable in the given field or area 5. Referent power – the follower admires, respects, or desires approval from the leader and therefore complies with the leader’s requests

Generally, school counselors do not have a formal power in the school setting. The power they have is bases on expert or referent power. Parents and colleagues view counselors as experts in their field and on students, and, therefore, comply with their requests. Counselors are often respected for their work with students.

Bolman and Deal (1997) identified four leadership “frames” or models › Structural Leadership – building viable organizations › Human Resource Leadership – empowerment and inspiration › Political Leadership – distribution of power › Symbolic Leadership – interpretation and reinterpretation of meaning within our society

 Requires that counselors are current on field related research and best practices of counseling and education  Using this knowledge, counselors must plan effectively for change in the counseling program and in school  Counselors must take action and implement necessary changes

Power bases tapped  Expert power because by making positive changes to the counseling program and school, the counselor is showing an expertise  Legitimate power because by making changes, others recognize the school counselor as a leader on campus

 Believing in students, families, and colleagues and telling them so  Being visible on campus and available for conversations even without appointments Power base tapped  Referent power – the power of personal connection and influence

 Counselors must be realistic in their expectations for change  Understand who is both officially and unofficially in power to make changes  Know who important stakeholders are and how to connect with them  Able to persuade others and to negotiate for benefits to the counseling program, school, and students Power bases tapped - ALL

 Counselors themselves symbolize many things: › Mental health › Profession of counseling › Advocate for students › Etc.  Counselors lead others by being positive role models Power bases tapped  Legitimate power, expert power, and referent power

Counselors take on many leadership roles within the school. As counselors, we must be positive role models for the students and staff and lead our campus in developing and keeping a strong school counseling program.

A counselor is a(n):  Visionary for the program, school, and students  Designer and author of mission statement for counseling program  Consensus builder for counseling program, developmental domains, and values of the developmental curriculum  Information provider about the program, school, student issues, and current research in education and counseling  Standard bearer for the quality of the counseling program

A counselor is a(n):  Architect for implementation of program  Role model for the values of the counseling program  Risk taker for development of all students  Communicator for the program  Collaborator for the success of the program  Resource provider for ways to integrate the program

Dollarhide, C. T. & Saginak, K. A. (2012). Comprehensive school counseling programs: K-12 delivery systems in action. Upper Saddle River, NJ: Pearson Education, Inc.