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School counselor roles and responsibilities
Philosophy on school counseling
Why are school counselors needed
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A school counselor’s role is vital in many schools across America. Many students see their counselor, to work on any emotional stressors, academic changes and challenges. This may include, interventions, group therapy and changes in class schedule, but sometimes with all the implementations given, students do not succeed in school. Perhaps one needs to take a closer look at the programs being implemented and its success rate. In addition, a counselor should guide itself using the ASCA (American School Counselor Association) to provide evidence based practices in schools.
According to Carey and Dimmitt, it is essential for counselors to use evidence-based practice to make sure they are able to ensure and improve student outcomes (2008). Counselors would be able to use a model to facilities research, that is to use data to identify a problem, find practiced that been shown to lead improvements and determine the effectiveness of the intervention (Carey & Dimmitt 2008). Counselors can also use the same model to determine if any existing intervention is effective. I believe many counselors do use some, if not all, of these components of the model. The demands of a counselor is driven by data due to No Child Left Behind Act, in which this ensures all students are making academic growth. Although there shows to show great success rates for using science in the field of school counselor, one must consider the obstacles that may make it difficult to implement.
Quality outcome research for programs is key and necessary. When counselors are asked to create an intervention for a particular group of students, the counselor must take in mind what type of program to use. Although, the counselor can create their own intervention based on res...
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...ere are staff developments, counselors should be given time to understand or research programs for their school. It’s important that counselors are given adequate training and understanding of science-based programs. This means administration and mental heath staff should support counselors in gather research and implementing research-based programs.
In summary, school counselors would benefit from using science when creating new programs and interventions for their schools. Using science, in the end, will save a counselor time because their has been time dedicated to show that the program used is proven to be useful and successful thus having to find another program year after year or researching why there isn’t growth. A counselor self esteem will also boost, as they know the program they implemented is science-based and will have a good outcome with students.
Although there is value in group counseling at school, some of the problems that surface include scheduling issues, teacher resistance, and ethical concerns as well (Pérusse, 2009). Leading group counseling requires highly specialized skills (Pérusse, 2009). It is important for the counselors to have a solid foundation in group counseling theory and practice to be effective (Pérusse, 2009). As with individual counseling, counselors in this setting struggle with issues of confidentiality from parents wanting to know details of what was said but also with the issue of other students breaking confidentiality outside of group (Crespi, 2009).
The program audit, provided by the American School Counselor Association, serves to set the standard for the school counseling program. The program assessment aligns with the four components of the ASCA National Model and serves as an instrument for analyzing each component (ASCA, 2012). By using all the components of the audit, strengths and areas of improvement of the programs are determined and goals for the following year are created (ASCA, 2005).
Whiston, S. C., Tai, W. L., Rahardja, D., & Eder, K. (2009, May 27). School Counseling Outcome: A Meta-Analytic Examination of Interventions. Lamar Library Database. Retrieved June 8, 2014, from http://web.b.ebscohost.com.libproxy.lamar.edu/ehost/pdfviewer/pdfviewer?sid=bf1a795d-657c-406a-83fc-99831939c79c%40sessionmgr113&vid=5&hi
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.
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,
To make a long story short utilizing good counseling techniques will progress students self confidence and independence. Once a student is empowered they will see growth within his/herself.
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
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
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
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.
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
help. The counselor may model the behavior, and show students how they can ask their peers if
With the evolution of all things in the twenty-first century, the school counseling models also evolved. “The history of school counseling has been fraught with many twists and turns, leaving a trail littered with artifacts of each change of direction” (American School Counselor Association, 2012, p. x). Each institution generating a model to interpret what a school counselor should be and what a school counseling program should accomplish. The notion of a school counseling program has been developing for over a century.
Guidance counseling, also called school counseling, has evolved over the years into an important part of the education system. Counselors are now taking on new roles in schools as leaders so much so that the ways in which counseling is being implemented has become a much talked about topic in schools. The effectiveness of counseling in schools is looked at by the education system more frequently than it was in the past. Though all school counselors must follow a national model for counseling, the roles and functions of counselors at various levels in the school system are different, however, school counselors at all levels of education before college are generally effective despite implications.
A study performed in 1992, reported approximately 3,400,000 youth had failed to complete high school and were not enrolled in high school (Starr 1998). This statistic is based on the United States where job competition has greatly increased due to technology. Many of these student lacked the support and training necessary to succeed in today’s society. Currently in every high school across the nation, there is a person responsible for offering support and training to the youth of America. Available for all students is a guidance counselor. Counselors within the high school setting play an influential role in the forming of post high school goals through the planning of numerous activities.