The transformed school counselor chapter 3

These materials are designed for classroom use and can be used for educational purposes only.. These materials are designed for classroom use and can be used for educational purposes onl

Counseling Practice in Schools

The Transformed School Counselor

Chapter 3

©2012 Cengage Learning These materials are designed for classroom use and can be used for educational purposes only Reproduction for commercial use is in violation of

copyright laws.

THE STARFISH STORY

You have heard this story many many times and used in various situations How does it pertain to the “newer vision” of school

counseling?

Counseling in schools is a learning, problem-solving process, and a developmental growth process School counselors to lead, advocate, use data to contribute to school improvement, and team and collaborate.

…… how will you explain the practice and work of the school counselor to your

faculty?

©2012 Cengage Learning These materials are designed for classroom use and can be used for educational purposes only Reproduction for commercial use is in violation of

copyright laws.

The Many Dimensions of the School Counselor’s Role

 School counselors do not provide traditional therapeutic sessions but work with the presenting issues and problems from a developmental perspective to ensure the student’s educational success (ASCA, 2005)

 School counselors always consider the reason for referral, the development stage and cognitive processing skills of the child as well as cultural background and influences when

selecting a theoretical approach or techniques.

 School counselors keep their focus by aligning their work

to the goals of school improvement and student needs as

Assessing Students’ Needs

 School counselors consider at all times the social, emotional, cognitive, and physical

development and how these influence the student’s relationships with teachers, family, peers; school experience; and the student’s strengths and talents

 Presenting concerns help school counselors determine which is the most effective intervention

to provide in a counseling context

©2012 Cengage Learning These materials are designed for classroom use and can be used for educational purposes only

Reproduction for commercial use is in violation of copyright laws

Selecting and Designing Interventions

 Individual Counseling

 Group Counseling and Group Guidance

 Student Development/School Counseling Curriculum

Individual Counseling: A Proactive and Reactive Response

 Purpose: to explore a problem or topic of interest through

a personal and private interaction with a student

 This face-to-face meeting with a school counselor provides

a student maximum privacy to freely explore ideas, feelings, and behaviors

 School counselors convey in actions and words, trust and confidence, always considering the rights, integrity, and welfare of students

 Through academic, career and personal/social counseling that school counselors contribute to improving student success.

©2012 Cengage Learning These materials are designed for classroom use and can be used for educational purposes only

Reproduction for commercial use is in violation of copyright laws

Group Counseling

 Group counseling is an effective and efficient way to deliver direct services to students in which

a counselor works with two or more students simultaneously to address common concerns or problem behavior

 The discussions may be relatively unstructured

or quite formal in focus with specified goals for each session

Organizing Groups

What types of topics work well in group counseling?

Give an example of a Proactive Group Counseling Experience.

Give an example of a Reactive Group Counseling Experience.

©2012 Cengage Learning These materials are designed for classroom use and can be used for educational purposes only Reproduction for commercial use is in violation of

copyright laws.

Student Development/School Counseling Curriculum

 a sequence of learning activities and strategies

 provides knowledge, attitudes, and skills through instruction in three areas: academic, career, and personal-social development

 is planned, ongoing, has a scope and sequence, and

is systematic aligned with the ASCA National Standards and with input from school and

community stakeholders

What Are the Similarities and Differences

in these Delivery Systems and Practices?

 Individual Counseling

 Group Counseling

 Student Development/School Counseling Curriculum

©2012 Cengage Learning These materials are designed for classroom use and can be used for educational purposes only Reproduction for commercial use is in violation of

copyright laws.

Application of Theory

How do the following

• Individual Student Planning

•Responsive Services

• School Counseling (Guidance) Curriculum

School Counselors and Assessment

Assessment involves gathering data and information, researching and interviewing, analyzing the variables, looking for

patterns, and organizing the results in a way that has meaning for decision making

and/or problem solving

©2012 Cengage Learning These materials are designed for classroom use and can be used for educational purposes only

Reproduction for commercial use is in violation of copyright laws

Applications of Testing and Assessment

How does the school counselor Gather,

Interpret, and Present testing and assessment data?

Looking at Learning Styles

 When a school counselor takes the initiative

to help teachers and students best understand how they learn, student achievement improves.

 Every student tends to have a learning style Every student tends to have a that works best for him or her

How can a school counselor work with learning styles?

©2012 Cengage Learning These materials are designed for classroom use and can be used for educational purposes only

Reproduction for commercial use is in violation of copyright laws

Helping Teachers Develop Helping Skills

 Teachers serve as caregivers, mentors, role models, surrogate parents, and authority figures

 Teachers help students:

• resolve conflicts

• understand emotional needs

• identify abuse situations, and

• guide students’ physical, emotional, and social development

Student Development and Resilience

 Strengths are more powerful than problems

 Students need caring relationships, high expectations, and opportunities to

participate and contribute.

 Shift the mindset from at risk to resilient.

©2012 Cengage Learning These materials are designed for classroom use and can be used for educational purposes only

Reproduction for commercial use is in violation of copyright laws

Developmental Assets

How can the Developmental Assets help students acquire coping and resiliency skills?

What are the differences between the internal and external assets?

Personalizing the School Experience: Advisory Programs

that no child goes unnoticed and afford students the ability to make connections with adults

in the organization and curricular development

of an advisory model that emphasizes affective and life-skills instructional components

©2012 Cengage Learning These materials are designed for classroom use and can be used for educational purposes only

Reproduction for commercial use is in violation of copyright laws

Successful School Counseling Practice Means

 faculty, administrators, and all student support personnel must recognize the unique role that counseling plays in a school setting.

 students acquire attitudes, knowledge, and skills as a result of individual and group counseling, and classroom lessons.