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The importance of school counselors
The importance of counseling
The importance of school counselors
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The main purpose of this article was to explain the positive correlation that a comprehensive school-counseling program can have on students’ outcomes. The article, “Comprehensive School Counseling in Rhode Island: Access to Services and Student Outcomes” explained the importance for all students to have equal access to a school counselor who can provide counseling interventions for students who are having academic performance and mental health problems. In addition to, explaining the overall benefits and the impact that a comprehensive school-counseling program can have on students’ outcomes (Dimmitt, Wilkerson, & Lapan, 2012). In this article, the authors mentioned that a fully implemented comprehensive school-counseling program is significantly correlated with the improvement of students’ academic outcomes in many aspects. For example, increased on school satisfaction, improved teacher to student relationship, and greater interest on college information from students. Although, there is a positive impact on students’ academic, social, and behavioral outcomes due to the implementation of school counseling programs; there is not enough counseling resources for low socio-economic level students, who often do not have counseling interventions that met their future career needs. Therefore, school counselors have to their best effort with the limited resources, large students caseload, and prioritize crisis interventions over counseling services for students (Dimmitt, et al., 2012). Dimmitt, et al., (2012) suggested that there was a positive relationship between counseling activities with the students’ overall outcomes. In addition, to a significant correlation between school counselors providing more academic success services... ... middle of paper ... ...or minority students. I believe that all students deserved to have the equal access to school counseling resources and services that could help them increase their percentage of being successful and reach their ultimate educational potential in life. However, not only crisis interventions are helpful to students, but also counseling interventions and activities that could help motivate students to continue getting educated and improving their future. In general, it is vital for school counselors to continue advocating for their students’ needs and for students to continue receiving the benefits of having a comprehensive school-counseling program in their schools. Works Cited Dimmitt, C., Wilkerson, B., & Lapan, R. (2012). Comprehensive School Counseling in Rhode Island: Access to Services and Student Outcomes. Professional School Counseling, 16(2), 125-135.
The focus of the study was to use the results to help counselor educators and education administrators train future school counselors and principals. The training received in their graduate programs “may improve job satisfaction of school counselors and provide a foundation for and about change mission of schooling and how school counselors and principals work together”(357-358).
Solution-focused therapy is based on premises and assumptions that professional school counselors should view students as competent and able to implement positive change. In addition, there is no need to focus on the past and the causes of the problem. As a result, focus should be on what works for students and doing more of this. Likewise, it is also important for counselors to understand small changes are major success (Beeler et al., 2012, p. 148). Likewise, Solution-focused uses a set of behaviorally and cognitively oriented therapy techniques to amplify positive behaviors and reinforce the use of effective coping strategies (Beeler et al., 2012, p. 148). Solution-focused therapy is different from other prescriptive approaches because of its emphasis on process and its focus on changing future behaviors to help clients accomplish their goals. Focusing on the future causes solution-focused therapists to spend little time exploring problems and instead work with the client to construct a set of behavioral tasks that lead to a rapid solution (Bonnington,
Indirect services are provided on behalf of students as a result of the school counselor’s collaborations with others (ASCA, 2012, p. 83). By way of indirect services, counselors provide leadership and advocacy which lead to and enhance student achievement. Indirect services are delivered through strategies such as referrals, consultation, and collaboration (ASCA, 2012). Through direct and indirect services, counselors make an impact on students and the development of academics, career, and personal/social issues (ASCA, 2012).
In this research paper there will be a discussion on how effective school counseling programs are in school. The reason this topic is being researched is because questions have come up asking whether or not school counseling programs are helping the students and what is the role of the school counselor. According to the American School Counseling Association (ASCA) ?A Comprehensive school counseling program is, driven by student data and based on standards in academic, career and personal/social
In 2003 the ASCA National Model was published as a framework for school counseling programs it was revised in 2005 and 2012 (Erford, 2015). The collaborative model of school counseling is a cooperative process where the school counselor “helps others in the school community to think through problems and to develop skills that make them more effective in working with student” (Erford, 2015, p.35). Through this model the school counselor partners with parents, educators, and community resources and organizations to promote the career, academic, and personal/social development of all students.
“Competent school counselors are cognizant of the research on interventions for specific problems, this enables them to use the most effective interventions to address certain populations within their comprehensive school counseling programs” (Connolly & Green, 2009). However, realistic expectations of the school counselors must also be set. Although it is important for school counselors to meet their own expectations in facilitating intervention programs in schools, not every child is as receptive to these programs. In terms of working with children of divorce, children divorce groups generally serve the purpose of diffusing children’s feelings and offer peer group support in the organic school setting (Sonnenshein-Schneider & Baird, 1980). It is vital for school counselors to provide each student with the necessary patience that is required in conjunction with each intervention program that it is facilitated. School counselors are not only expected to consult with the students who they are working with in terms of informing and debriefing, but to also consult with the parents and teachers of those particular students. Consultation is considered an integral element of a school counselor’s comprehensive, developmental program (Connolly & Green, 2009). Consultations further inform
The process of applying an effective counseling framework takes time and dedication. Yet, the positive results of students’ academic success are impressive. A study conducted by Lapan (2012) reveals that students who received one-on-one counseling services were more likely to have better college outcomes than students who did not receive these services. Additionally, the author discussed how the many benefits of comprehensive counseling services impacted students’ lives. The comprehensive school counseling program assisted a substantial amount of students with college and career decisions, scholarships, financial aid opportunities, and an overall more productive future.
I will soon be beginning my Field Studies; it is during this course that I hope to learn more about the school counselor’s role in administering tests along with utilizing counseling assessments with students. Assessments, including different forms of testing has been connected with the role of the counselor, however, they are not used solely for the purpose of gathering data, as it is also a valuable tool in measuring “human constructs as emotion, intelligence, personality, self-esteem and aptitude” (Naugle, p.32, 2009). Counselors use the information to “evaluate, define and diagnosis the client’s problem and implement effective treatment plans (Naugle, p.32, 2009)
As I explained above, I have spent all my life in school and I value education because of the messages that I received while growing up. If it was possible to spend my whole life going to school I would. When I realized that I had a passion for education, I started to consider the possible career choices and found school counseling to align with my goals. I noticed that I enjoyed working with youth but I didn’t really have the passion to teach in front of a classroom all day. As I began to look into how I could work with youths in an educational setting, I learned that school counselors have a huge impact on the educational success of a student. I saw how much impact outside factors contributed to a child desire to learn and excel in school. Therefore, I wanted to work closely with children to help them deal with the factors that stand in their way of them being able to truly learn and do well in school. If I can help a student remove barriers that stands in their way, then I will be able to give that child an opportunity to enjoy school and eventually love it as much as I
I want to thank you for allowing me the opportunity to work with your student and am looking forward getting to know them and your family. The purpose of this document is to provide you with information regarding my background, to inform students and parents about the counseling program, describe the nature of the counselor relationship, and to inform you of your rights. It is my hope that the information provided demonstrates to be beneficial to you. If there are any questions or concerns regarding the counseling program, please feel free to either stop by my office or contact me at any time.
Three studies provide professional school counselors with a wealth of strategies. Rowell and Hong (2013) underscore the academic struggles of students who have poor motivation. Schulz and Rubel (2011) revisit the disparity in male versus female completion of high school. Krell and Perusse (2012) utilized the Delphi method to explore effective college readiness counseling for students with autism spectrum disorders.
Dr. Gonzalez discussed and posted insightful information about counseling on a college campus. The number one difference psychology and counseling is their focus on research and degree structure. The similarities are numerous and consist of being concerned with mental health including mental health including cognitive, affective, behavioral, and systemic function. This is working with students working on their master’s degrees in counseling and they focus on what are the concerns of college students. There are four concerns: psychosocial development, cognitive-structural development, person-environment fit and lastly mental health. The psychosocial development is about helping people create mature social relationships, develop individually
School counselors do a variety of tasks to help students. They assist in the decision making process. These decisions affect the academic and personal lives of the students. Thus, counselors play an important role in students lives. Counselors work as part of a team with teachers, nurses, administrators, and other psychologists or psychiatrists to resolved student's learning and/or behavior problems. They also, if the job entails, evaluate the effectiveness of progams and procedures. School counselors work in all types and levels of schooling. This includes both private and public elementary schools, junior high schools, senior high schools, colleges, and universities.
Most mental health issues are recognized during school. By addressing the problem immediately and short-term intervention can be put in place. Her school counselor can meet with her weekly and discuss her progress and how she is doing during the week. School counselors can also make teachers, administrators, and parents aware of academic and mental health concerns. Ashley’s school counselor can be a resource if she is having a difficult time during the day and needs to vent, school counselors usually leave their doors “open” so students feel they are not bothering them. School counselors will often times make referrals to mental health counselors as well so that multiple concerns can be addressed. (The Professional School Counselor and Student Mental Health,
The nature of a group counseling setting involves the development of respect, emphasizes teamwork, and supports proper human interaction between group members. This type of approach is invaluable for students’ further development. As the school counselor, one must be sensitive and responsive to all types of group dynamics regardless of the groups goals. School counselors must also know when to intervene in guiding discussions, as well as being capable of reconstructing conclusions reached to effectively achieve success within the group. Above all, the counselor must present themselves in a genuine, empathic way with all members of the group in order to continue a collaborative, trusting relationship. As with any comprehensive guidance program, school counselors who are conducting small group sessions must first develop the structure, time of each session, total number of sessions, and goals of the group. Students’ must also be screened for their age appropriate development, needs, and commitment to the group in order for the group to be successful. An academic group may be intended for students, at any age level, whose obstructions to school success and achievement can be reinforced through the application of improving study and organizational skills, maintaining attendance, making steps involved in goal-setting and