1. Advocacy in School Counseling
CHAPTER 5
© Sejal Parikh Foxx, Stanley B. Baker, and Edwin R. Gerler, Jr.

2. © Sejal Parikh Foxx, Stanley B. Baker, and Edwin R. Gerler, Jr.
GOAL
To recommend a place for advocacy in school counseling and suggest implementation strategies for a balanced program.
© Sejal Parikh Foxx, Stanley B. Baker, and Edwin R. Gerler, Jr.

3. © Sejal Parikh Foxx, Stanley B. Baker, and Edwin R. Gerler, Jr.
The Legacy Of Advocacy
The Social Reform Movement and School Counseling—The linkage between social reform and vocational guidance was largely built on the issue of the growing exploitation and misuse of human beings.
The Post World War II Years —Many social problems of the late nineteenth and early twentieth centuries had abated, and some goals of reformers had been achieved.
The Call for School Counselors to Be Change Agents —The 1960s and early 1970s were a period of great social unrest in the United States.
Social Advocacy Revisited—Attention to the advocacy concept came primarily from champions for multiculturalism and multicultural counseling competencies in the 1990s.
© Sejal Parikh Foxx, Stanley B. Baker, and Edwin R. Gerler, Jr.

4. Challenges Of The 21st Century
The Current Litany of Challenges—In the first decade of the twenty-first century, American society was faced with social issues as challenging as ever. The struggle for equality continues for individuals with disabilities, racial and ethnic minority groups, women, senior citizens, homeless individuals and families, immigrants, migrants, and gays and lesbians.
Responding to the Challenges
Counselors must believe in the vision of an enlightened world society and, in so doing, adopt a sense of social responsibility.
Counselors are challenged to work with clients from diverse cultural backgrounds.
The pervasiveness of social problems and the call for advocacy require school counselors to respond with patience and care.
© Sejal Parikh Foxx, Stanley B. Baker, and Edwin R. Gerler, Jr.

5. A Closer Look At Advocacy
Popularity of the Intrapsychic Counseling Approach—The popularity of Carl Rogers nondirective or person-centered approach to counseling in the mid-twentieth century led to an atmosphere in which most school counselors viewed their role as somewhat clinical in nature.
Emergence of an Extrapsychic Counseling Approach
Adopting a multiple school counseling program control model in which central counseling officials, principals, local school counselors, teachers, students, and parent-community representatives are all involved in planning, monitoring, implementing, and evaluating the counseling program.
Resisting bureaucratic pressures to achieve maintenance goals and instead advocating goals that serve students and promise to improve their circumstances.
Engaging in environmental alteration when such changes seem appropriate, both in the school and in the community as a community resource specialist.
© Sejal Parikh Foxx, Stanley B. Baker, and Edwin R. Gerler, Jr.

6. Advocacy Behaviors of School Counselors
Some research suggests that school counselors engage in consciousness raising, initiate difficult dialogues, build relationships, use data for marketing purposes, educate others about the advocacy role, and use political savvy skills to navigate their systems.
While this research seems promising we cannot assume that all school counselors are ready to take on the role as advocates given the many associated challenges.
© Sejal Parikh Foxx, Stanley B. Baker, and Edwin R. Gerler, Jr.

7. Challenges Associated With Advocacy
One must understand himself or herself. Your own personality is a strong tool, but it can be administered in dosages that are too heavy.
One must understand the system. This corresponds to developing a facilitative relationship with a student client. Empathy, warmth, concreteness, and understanding serve to prevent the system (client) from fearing you.
Learn how the system works. The chances for success increase if one is a consultant who facilitates change rather than a foreign intruder who demands it.
Noble dreams must be translated into achievable program goals. This will increase the probability of success and decrease the probability of failure and abandonment.
© Sejal Parikh Foxx, Stanley B. Baker, and Edwin R. Gerler, Jr.

8. Approaches To Advocacy
Advocating on Behalf of Students
Advocating for Students to Work in Their Own Behalf
© Sejal Parikh Foxx, Stanley B. Baker, and Edwin R. Gerler, Jr.

9. Competencies for Advocacy in School Counseling
Three advocacy competency categories have been identified:
dispositions
knowledge
skills
© Sejal Parikh Foxx, Stanley B. Baker, and Edwin R. Gerler, Jr.

10. ADVOCATING FOR THE PROFESSION
Advocacy for this purpose must occur
in each locality
and collectively
© Sejal Parikh Foxx, Stanley B. Baker, and Edwin R. Gerler, Jr.

11. REFLECTING ABOUT ADVOCACY
How do you feel about being a student who advocates for improving the educational environment?
How does this role prepare you for your advocacy role as a school counselor?
What are your overall thoughts about advocacy in school counseling?
© Sejal Parikh Foxx, Stanley B. Baker, and Edwin R. Gerler, Jr.

12. APPLICATION TO TECHNOLOGY
Create a PowerPoint presentation that can be given in a school setting
The purpose of the presentation would be to educate teachers, administrators, and staff on best practices of working with a minority population.
Be sure to consider cultural differences and how you will create a culturally responsive environment.
© Sejal Parikh Foxx, Stanley B. Baker, and Edwin R. Gerler, Jr.