Capella University (2015). School Counseling Fieldwork. Retrieved from website https://campus.capella.edu/web/harold-abel-school-of-social-and-behavioral-sciences/department-of-counseling/counselor-fieldwork-resources At Capella University the Master’s program fieldwork obligations for School Counseling are pertaining to the CACREP standards which consist of 600 hours of internship and 100 hours of practicum. The practicum participation is dedicated to receiving advanced clinical competencies, and the internship focal point is on research, supervision and teaching. The requirement for the practicum is 100 hours that has to be achieved in a one 10-week quarter. The internship requires 600 hours that has to be accomplished. When coming close …show more content…
Self-Efficacy and Multicultural Competence of School Counselors (2011). Retrieved from website http://files.eric.ed.gov/fulltext/EJ885220.pdf Seeing that schools are becoming more and more diverse, school counselors will have to exhibit cultural knowledge and ability to successfully tackle the unique requirements of a multicultural student population. School counselors’ capability and willingness to deal with the desires of culturally diverse students is one of the most important fields of school counseling. Counselors have to be aware of the dynamic demographics of school communities and school communities. In order to maintain a counseling program to diverse group’s school counselors must have enough preparation. Multicultural self-efficacy is attributed to counselors’ perceptions that their multicultural competence will merge to positive counseling outcomes. Nevertheless little research has analyzed multicultural self efficacy as a function of school counselors’ multicultural competence. School counselors’ have the capability to assist students and their multicultural guidance which has been connected to multicultural
Acculturation, worldview and perceived discrimination as cultural variables influence career behaviors of racial/ethnic minorities. Multicultural education and diversity appreciation training are thought to decrease counselor prejudice. Theme four looks at multicultural issues that require counselors to incorporate cultural data into their thinking and actions. Multicultural competence incorporates learning how to include cultural data into decision making process of complicated problems and interventions posed by culturally different clients. Theme five posits that people have multiple identities that affect the ways they experience and view the world. Multiple identities are used to refer to variables such as sex, age, socioeconomic status, nationality and ethnicity which impact an individual’s behavior, perception and
The topic of this paper focuses on the battles school counselors face as the law and ethical standards collide. School counselors face a number of legal and ethical issues and recognizing a clear decision isn’t always easy. School counselors have to work with a large number of students, parents, and administrators while conforming to ethical codes, state laws, and school board guidelines. This topic is of great relevance to me as I will be going into the school counseling profession. It is also a meaningful topic to me because life-changing decisions are made every day in reference to legal and ethical issues. Researching this topic has shed some light on the difficulty for school counselors to fulfill both legal and ethical requirements. The main reason for this is that laws and ethical codes may sometimes provide differing and contradictory messages regarding the same subject. This can lead to legal ramifications, even while following ethical norms as we will look at in the example case of Woodlock v. Orange Ulster B.O.C.E.S. (2006/2008).
I received the pleasure of interviewing two school counselors, Mrs. Jean Harmon and Mr. Devon Herrick. I was excited about interviewing school counselors within the Chicago land area. Despite many negativities spoken about the Chicago Public School (CPS) system, I desire to work within CPS. I’ve heard many pros and cons of working at a selective enrollment school, compared to a public charter school. By interviewing these two individuals, I assumed that I would get a snapshot of a potential work day for a school counselor. Mrs. Harmon is a school counselor at King College Preparatory high school. Mr. Herrick is a personal counselor at Urban Prep Charter Academy- Bronzeville campus. It was interesting in learning about the daily responsibilities,
The Commission on Accreditation of Allied Health Education Program (CAAHEP) recognized more than 400 Accredited programs in 2005 and these programs must run between 9 and 24 months to get a certificate, diploma or an associate degree.
Consultation as a strategy to support positive outcomes in students, classrooms, school systems and communities is widely used and implemented throughout the education system. The purpose of this paper is to delineate some commonalities and differences between three widely used consultation models in the education system: Instructional Consultation (IC), Multicultural School Based Consultation (MSC) and Organizational Consultation (OC). This paper will 1) highlight the unique theoretical backgrounds of each consultation method, 2) discuss existing empirical support for each method 3) compare and contrast these methods of consultation and 4) present a concrete example case through the lens of each of the three models.
I cannot recall a more rewarding experience than helping facilitate a child’s education while enabling parent participation alike. These experiences have drawn me to my current position as an Educational Assistant where I am constantly interacting and establishing relationships with students, learning about their goals and aspirations. It is that same desire to empower our future students that has steered me towards a career as a school counselor. By enrolling in the Masters in counseling program, I aspire to develop methods and experience to become an effective, experienced, and adaptable school counselor that promotes self-awareness, allowing students to realize their full potential and impetus them towards a promising future. I want to learn skills that facilitate personal and career development, ensuring that our students grow accomplishing their goals and ambitions.
Counseling diverse clients ethically involves knowledge of one’s own cultural group, values, and awareness of one’s current stage of racial identity development as well as an understanding of minority clients’ stage of racial and cultural identity (Sue, & Sue, 2013). As a White student counselor I read the article titled, “Racism and White Counselor Training: Influence of White Racial Identity Theory and Research,” by Sherlon Pack-Brown (1999) and reviewed Sue and Sue’s (2013) stages of racial and cultural identity in order to gain personal knowledge and insight.
School counseling has evolved over the years into a significant component of the educational system. School counselors are taking on new roles in schools as leaders, working with “school administration and staff in developing student attitudes and behavior which are necessary to maintain proper control, acceptable standards of self-discipline and a suitable learning environment within the school” (Secondary School Counselor 2012). Counselors work in “diverse community settings designed to provide a variety of counseling, rehabilitation, and support services” (Counselors, 2010). When working in a school district as a counselor, you can either be an elementary school counselor, middle school counselor or a high school counselor. This essays explores a recent interview with a high school counselor.
It is extremely important for school counselors to be culturally competent. I believe that this like other topics ultimately leads back to the need for school counselor to help with all of the inequities we see in school today. It is important that we help close the achievement gap. We have to be able to advocate for all students and this can only happen if we are culturally competent. We also need to show students that we are culturally competent so they believe we have the ability to help them. If a student believes that I will never understand them they will not feel comfortable le coming to me for personal or educational needs. When you consider that 80% of teachers are white and school counseling is typically embedded in white culture
Lee, C. (2001). Culturally responsive school counselors and programs: Addressing the needs of all students. Professional School Counseling, 4, 163-171.
Counselors have large shoes to fill. They not only administer assessments, but are also involved in group counseling, individual counseling, and have to plan and implement comprehensive school guidance programs. A counselor must know and be competent in all realms of their position. School counselors work with all children, including children with disabilities in various settings within the school (Villalba, Latus, Hamilton, & Kendrick (2005 p 449). As stated by the Individuals with Disabilities Education Act (IDEA), school counseling services must be made available to all students in special education programs as part of their right to a Free and Appropriate Public Education (FAPE) (Bowen & Glenn, 1998; Clark, 1998). School counselors are to take on this role in the educational and personal-social well being of students in special education programs. Federal law does require that children, who receive special education services, and do not display appropriate behavior have a Functional Behavior Assessment (FBA) team (Villalba, Latus, Hamilton, & Kendrick (2005) p 449). This team constructs a BIP. Since counselors should be active on the FBA team, there is a need here that must be addressed because this article defines a lack of knowledge present with practicing counselors. With that, counselors do receive relevant training throughout their program. There are only so many classes and hours of instruction that the pre-counselors receive. The curriculum that is generated encompasses what counselors need, but could their be a few gaps and missing pieces? This study was conducted to determine counselors awareness, knowledge, and role in the Functional Behavioral Assessment (FBA) process (Villalba, Latus, Hamilton, & Ken...
“Cultural competence is a key factor in enabling educators to be effective with students from cultures other than their own. It is having an awareness of one’s own cultural identity and views about difference, and the ability to learn and build on the varying cultural and community norms of students and their families. It is the ability to understand the within-group differences that make each student unique, while celebrating the between-group variations that make our country a tapestry (National Education Association, 2015).”
American School Counselor Association. (2012). The ASCA National Model: A Framework for School Counseling Programs, Third Edition. Alexandria, VA: Author.
“We are all different, which is great because we are all unique. Without diversity, life would be very dull” (Catherine Pulsifer). Understanding diversity as a teacher is one of the most important concepts to be an effective teacher. It is important for us as teachers to recognize a variety of student needs including those of ethnicity, language socioeconomic class, disabilities, and gender. As teachers and as a school it is important to promote acceptance of cultural and other differences not only in the classroom but also in the community. In many schools, it is a useful idea to incorporate the concept of culture competence. That is, bring together a set of congruent behaviors, attitudes, and policies in a system to enable that system to work effectively in cross-cultural situations.
57). Multicultural counseling competencies include three domains: awareness, knowledge, and skills (Sue & Sue, 2016). Awareness is about being both culturally aware and aware of the self. Understanding characteristics of different cultures, barriers, and worldviews of cultures will instill knowledge in the counselor. Skills incorporate the ability to demonstrate helpful verbal and nonverbal communication, intervention skills, styles, and roles in a culturally competent way for each