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I have always been of the opinion that schools impact children in ways more than the impartation of knowledge acquired from books. Of equal importance to regular teacher student interaction is counseling in schools. The benefits associated to counseling are; students are able to deal with psychological problems in a better way, issues on peer relations are taught, and it forms a bridge between the administration and the students (Wright, 2012). With this knowledge, I ventured out to interview a counselor and obtain insight in school counseling. I have learnt that school counselors help to improve, maintain and enhance emotional, social, physical, mental fitness and do develop life-long learning. I do appreciate the role and challenges that the school counselors face and the work that they do in our schools (Sciarra, 2004). Scope of counselor role The first thing that I learnt is that it’s a school counselor’s role is to indentify and understand issues facing students. Students face many issues which hinder their studies. These range from psychological issues mainly encountered from home to the school environment. This also covers the area of drug abuse by students. Apart from understanding the issues the school counselor must have multicultural skills. This means the counselor should be aware of the wide range of cultures represented in and outside of the school (Dahir & Stone, 2012). This will lay ground in developing skills that are used in identification and understanding of issues. By this a chancellor is able to for example understand why students behave in a certain way or have high view of things other disregard (Wright, 2012). The counselor is a leader and by this should be able to participate effectiv... ... middle of paper ... ... J. C., & Hatch, T. (2007). Evidence-based school counseling: Making a difference with data-driven practices. Thousand Oaks, Calif: Corwin Press. Holcomb-McCoy, C. (2007). School counseling to close the achievement gap: A social justice framework for success. Thousand Oaks, CA: Corwin Press. Jongsma, A. E., Knapp, S. E., & Dimmitt, C. (2013). The school counseling and school social work treatment planner. Hoboken, N.J: Wiley. Sciarra, D. T. (2004). School counseling: Foundations and contemporary issues. Belmont, CA: Thomson/Brooks/Cole. Sink, C. A., Edwards, C. N., & Eppler, C. (2012). School-based group counseling. Australia: Brooks/Cole Cengage Learning. Schmidt, J. J. (2010). The elementary/middle school counselor's survival guide. Hoboken: John Wiley & Sons. Wright, R. J. (2012). Introduction to school counseling. Thousand Oaks, Calif: SAGE Publications.
It is my goal to become a school counselor in a local high school. As a school counselor, it is also important to try and understand the different experiences that children go through in order to get through to them. After studying the different counseling theories, I have discovered that each theory is valid and there are ideas and techniques that I would use out of each of them. However, there are some theories more than others that I would use to guide me daily as a school counselor. Modern day counseling is equipped with a wide variety of therapies, techniques and approaches. The purpose of this essay is to compare and contrast three approaches of therapy. Also in this essay the views of the person and the Therapeutic process will be discussed. The three models that are going to be compared are Adlerian, Cognitive Behavioral Therapy (CBT), and Solution Focused Brief therapy (SFBT). This essay is going to highlight the similarities and differences of the models and their main focus, and how the three models will help the clients choose goals that best fit their environment and resources. The main goal of using these models is to help people.
Huey, W. C. (1986). Ethical Concerns in School Counseling. Journal Of Counseling & Development, 64(5), 321.
The compressive school programs are driven by student data and are based on academic, career, and personal/ social development. The programs are collaborating between the counselor, parents, and many other educators to create an environment that promotes student excellences (ASCA, 2016). A productive school counselor will focus on their skills, time and energy on direct and indirect services to all students. Therefore, to achieve those goals, the ASCA recommends that a school counselor should not have more than 250 students and that 80 percent or more of a counselor’s time in direct and indirect services. As a result, we will focus on the delivery of those services.
The school counseling department is linked with community agencies. Part of the counselor job description is to remain connected with the community agencies because parents rely on the counselor for addition resource for their child’s needs. The school is linked with the neighborhood social service agencies.
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,
Pryor, D. B., & Tollerud, T. R. (1999). Applications of Adlerian Principles in School Settings. Professional School Counseling , 2 (4), 299-304.
Counselors are very dependent on the research of others. Counselors are among many who are responsible for producing evidence based practice. Counselors have a responsibility to be eager and capable of locating and using evidence based interventions. Research reports are used to help summarize the findings of different types of research in the counseling profession. The results of a research report should summarize the findings of the research. According to Sheperis, Young, and Daniels 2010, “it should be easy for the reader to connect the findings with the stated research questions and to determine whether the finding support or refute your hypothesis” (p.239). The following are two challenges that the counseling profession is faced with when it comes to outcome research: (1) producing sufficient volumes of evidence and (2) being able to find, interpret, and use the evidence from previous research. These challenges place a limit on the variety of interventions that are available to the counseling profession. One intervention that works for one child, might not produce the same results for another child. So it is very important that research provides information that is useful and effective. The lack of studies makes it more challenging to determine whether or not an intervention is an effective solution that will improve a student’s behavior or academics. “Ultimately, regardless of how effective a counselor may be, if the problems are not properly measured and assessed, intervention is disadvantaged and treatment is comprised” (Sheperis, Young, & Daniels, 2010, p. 3). In order to best serve clients we have to complete comprehensive research and use the results to the advantage of the client.
Middle school marks a very exciting, yet challenging time for many students, parents, and teachers. During this time period students are exploring their interests, moving deeply into their studies, taking on more responsibilities, and trying to find their personal identities. Most importantly, this is a time where students turn from their parents and seek advice and approval from their peers. Because many adolescents are emotionally sensitive and vulnerable during this stage of development, their heavy reliance on peers for acceptance and approval makes them more susceptible to emotional damage. For that reason, school counselors plays an essential role in the lives of their students. Gonkawon Strother and Sheree Leonard, middle school counselors at Thurgood Marshall Middle School in Temple Hills, Maryland understands the importance of their role. Gonkawon Strother, the primary counselor for sixth and seventh grade students, has been a counselor for five years. His colleague, Sheree Leonard, has been a professional school counselor for three years. Leonard primarily
Jacobs, E. E., Masson, R. L., Harvill, R. L. & Schimmel, C. J. (2012). Group counseling: Strategies and skills (7th ed.), Belmont, CA: Brooks/Cole
As a school counselor, it is important to be knowledgeable about children and adolescents developmental level in order to choose the appropriate intervention. Vernon (2009) mentions in the text that "counselors must also consider developmental factors in conceptualizing problems, in designing or selecting age-appropriate assessment instruments, and in developing interventions that take into account the child's developmental capabilities" (p. 5). The effect that the developmental levels have on the choice of internvention is that it depends on children and adolescents situtation in terms of physical, cognitive, social and emotional factors. When it comes to those factors, School counselors need to be mindful that children and adolescents
American School Counselor Association. (2012). The ASCA National Model: A Framework for School Counseling Programs, Third Edition. Alexandria, VA: Author.
The primary role counselors should take in closing the achievement gap begins first by becoming proactive prevention experts. Low-income students benefit from what schools offer while other students have the luxury of advantages offered in the home. Counselors’ role is to ensure each student graduate with the required skills to succeed in the everyday world. Majority of the skills may not be from tests or assessments but from everyday life skills and social competence. These skills will not only benefit the current students but will assist generations to come by installing parental values in current students. I believe that counselors must introduce programs with interventions that focus around racial-ethnic and socioeconomic students in their existing environment.
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
Corey, G. (2013). Theory and practice of counseling and psychology. Belmont, CA: Brooks/Cole Cenage Learning
Super and John Holland. Journal of Counseling and Development : JCD, 75(1), 5-16. doi: 10560445.