Being a school counselor.pdf - Being a School Counselor Christina Damron SCN-501 History and Development of PK-12 School Counseling Programs \u25cf \u25cf \u25cf

Being a school counselor.pdf - Being a School Counselor...

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Unformatted text preview: Being a School Counselor Christina Damron SCN-501 12/2/2020 History and Development of PK-12 School Counseling Programs ● ● ● ● ● The field of school counseling developed around the time of the Industrial Revolution. The change from agricultural lifestyles to industrial city living created higher demands for labor. This resulted in a focus on vocational training for students. In the 1920’s and 1930’s, the focus of school counseling expanded to include student’s personal problems and challenges, in addition to career planning. After WWII, the work of psychologist Carl Rogers began to greatly influence the counseling field. Rogers’ emphasis on “non-directive” or “client centered” counseling techniques decreased counselors giving advice, and instead taught individuals to be more in control of the counseling content. In the 1950’s ASCA was developed, which helped to develop the roles and identities of school counselors (Gysbers, N.C. & Henderson, P., 2001). History and Development of School Counseling Cont. ● ● ● ● In 1958, the National Defense Education Act provided federal aid to education, which included school counseling. In the 1960’s school counseling theories continued to develop and by the 1970’s a new emphasis on accountability began to focus on structured evaluations and assessment of treatment benefits. In the 1980’s, school counselors were trained to adapt and modify the educational environment to meet individual student needs, such as special accommodations for handicapped students and IEP’s. In the 1990’s ASCA developed national standards for school counseling programs, which continue to define the roles and responsibilities of school counselors and counseling programs today (Gysbers, N.C. & Henderson, P., 2001). School Counseling Competencies for Leadership ● ● ● Professional foundation B-PF 7. Demonstrate leadership through the development and implementation of a school counseling program. School counselors should be able to identify skills of an effective leader, utilize a leadership model in the creation of a school counseling program, and make positive changes to an existing program. Direct and indirect student services B-SS 6. Collaborate with families, teachers, administrators, other school staff and education stakeholders for student achievement and success. School counselors should be able to partner with others, and identify and involve appropriate individuals when needed. Planning and assessment B-PA 1. Create school counseling program beliefs, vision, and mission statements aligned with the school and district. A school counselor should be able to identify the belief systems of a school and relay it to others (American School Counseling Association, 2019). School Counseling Competencies for Advocacy ● ● ● Professional foundation B-PF 8. Demonstrate advocacy for a school counseling program. School counselors should be able to advocate for school board policy and state, local, and federal requirements for the best interests of students. Direct and indirect student services B-SS 4. Make referrals to appropriate school and community resources. School counselors should be able to maintain a list of relevant resources and communicate the scope of school counseling and other mental health services. Planning and assessment B-PA 8. Establish and convene an advisory council for the school counseling program. A school counselor should be able to identify appropriate stakeholders for an advisory council, explain and discuss school data, and incorporate feedback (American School Counselor Association, 2019). School Counselor Competencies for Systems Change ● ● Professional foundation B-PF 9. Create systemic change through the implementation of a school counseling program. School counselors should be able to identify how policies support or hinder student success. Planning and assessment B-PA 2. Identify gaps in achievement, attendance, discipline, opportunity, and resources. A school counselor should be able to implement changes at school based on data, and create goals to close any achievement gaps that may be present (American School Counselor Association 2019). School Counseling Professional Organizations ● ● ● American School Counselor Association (ASCA) American Counseling Association Michigan School Counselor Association (MSCA) Required Standards and Credentials for School Counselors ● ● ● Completion of an approved graduate program in school counseling Completion of a 600 hour internship under the supervision of a credentialed school counselor Passage of the Michigan Test for Teacher Certification (MTTC) school counselor examination (Michigan Department of Education, 2020). Labor Market Information for the Field of School Counseling ● 2019 median pay - $57,040 per year (27.42 per hour) ● Typical entry level education - master’s degree ● 2019 number of jobs - 333,500 ● 2019-2029 job outlook - 8% (much faster than average) ● 2019-2029 employment change - 26,800 (U.S. Bureau of Labor Statistics, 2020). School Counseling Roles - Working with Families ● ● ● ● The model code of ethics for educators states that school counselors must uphold a student’s right to confidentiality, while still upholding the legal rights of the parents/guardians, and legal requirements to release information necessary for the student’s well being. The MCEE also requires school counselors to maintain a commitment to diversity, with an attitude of inclusion to all types of families. The school counselor should have the informed consent of the parent/guardian prior to beginning ongoing counseling services with a student. The school counselor should collaborate with families for student achievement and success, and to ensure the best possible outcome the student (National Association of State Directors of Teacher Education and Certification (2015). School Counseling Roles - Working with School Personnel ● The MCEE requires school counselors to work towards effective and appropriate relationships with colleagues by: ○ ○ ○ ○ Maintaining civility and resolving conflicts respectfully Collaborating in a way that supports the best interests of the students Ensuring the staff are supported in appropriate roles based on their abilities Making the workplace respectful for all (National Association of State Directors of Teacher Education and Certification (2015). The ASCA competencies for school counselors also require that school counselors are able to collaborate effectively with teachers, administrators, other school staff, and education stakeholders in order to achieve the best possible outcomes for all students (American School Counselor Association (2019). School Counseling Roles - Working with Community Agencies ● The MCEE states that school counselors must work towards effective relationships with community agencies by collaborating with community agencies and organizations for the best interests of students without consideration of personal gain and maintaining a professional image in the community (National Association of State Directors of Teacher Education and Certification (2015). ● The ASCA school counselor competencies also require school counselors to demonstrate an understanding of cultural, social, and environmental impacts on student outcomes, and to make referrals to appropriate community resources (American School Counselor Association, 2019). School Counseling Roles - Advocacy for Students and Families ● ● ● The MCEE states that school counselors will act in the best interests of students in order to provide the best educational experience for students and families, seeking to understand each student’s background, values, culture, and beliefs. The school counselor will work to provide an equitable environment and to close any gaps in achievement. Will treat all families with dignity and respect (National Association of State Directors of Teacher Education and Certification (2015). References American School Counselor Association (2019). ASCA School Counselor Professional Standards & Competencies. Alexandria, VA: Author. American School Counselor Association. (2004). Ethical standards for school counselors. Retrieved November 17, 2005, from . asp?contentid=173 Guidance and School Counseling - A Brief History of School Guidance and Counseling in the United States - Counselors, Counselor, Students, and Education - StateUniversity.com Gysbers, N. C., and Henderson, P. 2001. "Comprehensive Guidance and Counseling Programs: A Rich History and a Bright Future." Professional School Counseling 4:246–256. Model Code of Ethics for Educators (MCEE). National Association of State Directors of Teacher Education and Certification (2015). Retrieved December 2, 2020, from School and Career Counselors : Occupational Outlook Handbook. (2020, September 01). Retrieved December 02, 2020, from ...
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