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, …show more content…
Her motto for working with students is “kids are my business”. She made sure to imply that her business and work within the school is planned around the students. Mrs. Harmon described her daily work as a counselor as unpredictable. She expressed that every day she usually spends time responding to emails and phone calls, and making calls out to universities and community organizations. She stated that she focuses more within the academic part of counseling and, depending on the level of severity, she may refer a student to the school social worker for social emotional counseling. She stated that 70% of her time is spent evaluating the academic, personal, social, and career of the students, while the other 30% is used to focus on the students social emotional matters. While speaking with her, I noticed that many students were in and out of her office for various reasons; some of the reasons included students looking for bus cards, scholarships, candy, clarity on course requirements, and informing her of the issues between the students enrolled at King. I noticed students referring to Mrs. Harmon as their mom at school. She had an open door policy and was available to every student that needed her, even as I interviewed her. Mrs. Harmon explained how she has 400 students (freshmen, sophomores, juniors, seniors) that she supports throughout the
According to standard III.2.1, "School psychologists explain their professional competencies, roles, assignments, and working relationships with recipients of services and others in their work setting in a forthright and understandable manner. School psychologists explain all professional services to clients in a clear, understandable manner". Extending on the exclusion of an explanation of service to the students, it is also concerning that the school psychologist did not receive assent from the students. According to standard I.1.4, school psychologist should "encourage a minor student 's voluntary participation in decision making about school psychological services as much as feasible", and there was not mention of the school psychologist attempting to inform the students about the counseling session, or asking for their participation. Finally, according to standard II.3.10, school psychologists should" encourage and promote parental participation in designing interventions for their children". It seems as if the school psychologist determined who would participate in the counseling sessions solely based on the teacher 's opinion of the
The responsibilities of a professional school counselor are to design and deliver comprehensive programs to promote student achievement. The guidelines
Ms. Sherman has been working in Behavioral Intervention classes for about twenty years now and is considered by her colleges at the school somewhat of an ...
When asked of her daily routine she explained that when someone notices abnormal behavior she calls students to her office to speak with them to find out what is happening. She then works with the social worker, school resource officer, administration and parents to resolve these issues. This is what the majority of her time is spent on with a small portion going to the community events. As I shadowed her for a couple hours of my day what we were able to do is deal with student issues that ranged from young adolescents that had social issues (boyfriend/girlfriend) to students that had a troubled home life and needed assistance. Another area that she deals with a little is helping the pregnant adolescents prepare themselves for motherhood and the responsibilities that are associated with raising a child. In 2012-2013 school year there were over 8 adoles...
Deciding to become a Student Guidance Counselor was not a fly by night decision. I did a great deal of reading and research before making a decision. I knew once I started a graduate program in School Guidance Counseling, it would be both challenging and a commitment until the end. I am somewhat nervous about this new journey that I am about to partake; however, I am ready to accept the challenge and make the commitment. I am a newly licensed teacher and there will be areas and terminology which I am not familiar. But, what I have found out thus far is that a teacher and a student counselor have quite a few things in common. They both work with other teachers, parents, school administrators, and the community in an academic setting. The skills I have acquired as a preschool director and teacher will be integrated into my career as a guidance counselor. I will have the skills to guide and enhance the social, academic, and personal growth of my students by using a variety of strategies which will be my primary goal. I will be able t...
During the past three years of college, my interest in counseling has been affirmed through a variety of experiences. One important experience that influenced my decision to pursue a career as a school counselor was my involvement in my community service sorority, Chi Delta Alpha. Through Chi Delta Alpha, I volunteered on several occasions, among them I babysat children to provide parents with a night off; I was responsible for a group of elementary students as they experienced college classes and I painted a caboose for a local playground. A theme that has remained constant throughout all my different experiences is that making a difference in a person’s life is a rewarding experience, and I know that I desire a career that enables me to support high school students as they face difficult situations.
I interviewed a woman named Rachel Langan who is the school counselor for the Starpoint School on TCU's campus. She was very insightful to all of my questions even though she has only been working for a few years. Her job title is a school counselor. She received a Bachelor's degree in Early Childhood Education from Clemson University and a Masters in Professional and School Counseling from TCU and is also a certified teacher. She completed her education without taking any time off and finished in 5 years.
Individuals’ perceptions of their life/worth have the power to control the goals that they can carry out and meet. Every day we are learning new things and everyone has his/her own unique ways of learning. My strong desire to help students with their academic, personal, and social needs make me a strong candidate as a school counselor. While completing my undergraduate degree in Early Childhood Program Administration I learned a great deal about myself. I have a passion for learning and want to share and express that love for learning with students. I feel that the Master of School Counseling program provides a direct path to my career goals of helping students to comprehend subject matter while learning to love learning as I do. Not only will
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. To discover techniques that help students improve in all areas of academic achievement, establishing relationships with students and parents alike. By becoming a school counselor, I am determined to become an advocate for underserved youth. I aim to become an effective agent educational reform, providing support for students in the various institutions that may disempower
In this position, I have developed a different relationship with the students I work with than the one I did as a college instructor. I have developed deeper relationships with my students. I know when they have academic, financial, health, and personal problems. These deeper connections made me realized that my students need continuous and effective support, which would allow them to become independent and critical individuals. Reading plays an important role in this matter.
Ms. Sandy, Ms. Sandy, a familiar sound I hear everyday from students rushing past me in the hallways. From as far back as I can remember, I have wanted to become a school counselor. I can vividly remember sitting in my counselor’s office chatting her ear off about any and everything. Flash forward I am now that same counselors listing and comforting students.
(Owens, Thomas, & Strong, 2011) In order for professional school counselors to be successful in their interactions with students, parents, and fellow faculty, they must have excellent verbal communication skills. Speaking with students is an essential part of the school counselors’ job and they must be able to effectively connect to each student on his or her own specific level and provide positive feedback in a way in which the student will comprehend precisely what the counselor is saying. Counselors must also be able to suggest ideas tailored for each individual student and get them to engage in active discussions about their goals and aspirations that they would like to achieve in the
Within the individual psychology relationship the counselor has several roles that they hold. The counselor establishes an egalitarian relationship, working as teachers in their relationships. They model, teach, and assess areas of the client’s life such as how Ana grew up the middle child and her ways of responding and functioning. The counselor’s role is also to direct and encourage Ana, being warm and human, and admitting their own mistakes when necessary (Gladding, 2005; Murdock, 2013).
Therefore, one activity that I would implement as a school counselor would be a “Teach-In day”. This day would be extremely significant for students in the elementary school, since career development awareness starts in elementary school. As a school counselor, I would contact professionals with different occupations to talk or teach students like Sandra, a student with learning disabilities, (Iris.peabody.vanderbilt.edu) about their experiences in their profession as well as their college life.
There is never a dull moment and his job is anything but monotonous. Paul also takes time to make policy changes and to work in the community on boards and committees, where he promotes positive changes and is a voice for Utah County’s children and adolescents. He has been a lobbyist for children’s issues and he is on the local suicide task force. I love the variety of Paul’s job with Alpine School District. I have been interested in teaching, public speaking and counseling throughout my life. I am intrigued by the prospect of continuing my learning and research as a social worker. I love that social work is an avenue for me to develop and express these