The world of the Counselor An introduction to the counseling profession 5e chapter 16

Chapter 16: School CounselingChapter 17: Clinical Mental Health Counseling Chapter 18: Student Affairs and College Counseling... 544with a minimum of a master’s degree in school counseli

Chapter 16: School Counseling

Chapter 17: Clinical Mental Health Counseling

Chapter 18: Student Affairs and College Counseling

School Counseling

 See list on Table 16.1, p 544

with a minimum of a master’s degree in school counseling

making them uniquely qualified to address all students’

academic, personal/social and career development needs by

designing, implementing, evaluating and enhancing a

comprehensive school counseling program that promotes and enhances student success… Professional school counselors serve

a vital role in maximizing student success” (Lapan, Gysbers, &

Kayson, 2007; Stone & Dahir, 2006)

“Through leadership, advocacy and collaboration, professional school counselors promote equity and access to rigorous educational experiences for all students

Professional school counselors support a safe learning environment and work to safeguard the human rights of all members of the school community (Sandhu, 2000), and address the needs of all students through culturally relevant prevention and intervention programs that are a part of a comprehensive school counseling program (Lee, 2001).”

(ASCA, 2009, para 1–2)

 Early Developments

 Started with Vocational Guidance in late 1800s

 George Merrill, Jesse Davis, Eli Weaver, Anna Reed

 Parsons (Founder of Vocational Guidance)

 Boston Vocational Bureau (1908)

 Developed trait-and-factor approach to vocational guidance

▪ 1) an understanding of self (e.g., abilities, interests, basic personality dynamics)

▪ (2) knowledge of the principles of success and of occupational information

▪ (3) the ability to make a reasoned vocational choice based on one’s understanding of self and one’s

knowledge of the world of work

Early 1900s: Assessment expanded the vocational guidance

movement and counselors soon were found addressing

students’ psychological, educational, and vocational needs

 1932: John Brewer suggested that guidance e seen in total

educational context and that guidance counselors do a

variety of functions

 1930s to 1940s school counselors often used E G

Williamson: “Minnesota Point of View”: Directive and

comprehensive approach to school counseling

 1940s saw Carl Rogers humanistic approach spread into the

schools

 1946: George-Barden Act: Federal Funding for guidance in schools

 1953: ASCA became 5 th division of APGA (today ACA)

 1950s: ACES and NCDA established: impacted functions of school counselors

 1957: Sputnik

 1958: NDEA

 1960s: Elementary and Secondary Education Act and Vocational

Education Act amendments

 1960s through 1980s:

 Developmental and preventative focus took hold

 Three “Cs” became popular (counseling, consultation, coordination)

 1990: ASCA says “counseling” not “guidance”

High Stakes Testing and the Achievement Gap

educational team

 Funded universities to develop plans to transform school

counseling training

students and foster achievement and career aspirations

On heels of high stakes testing and with influence form the

Education Trust, ASCA National Model was developed

Accountability

leaders, advocates, collaborators, and systemic change agents

 Based on ASCA National Model

 Four Systems (Cont’d)

 Themes of the ASCA Model

non-counseling related activities

Model Program

Counseling Theory

approaches

and narrative approaches often used

 Career Development Theory

the middle school

important to high school students

Human Development Theory

school counselors identify those with delays or those who are gifted

the students

are progressing normally

might be considered “abnormal”

 Systems Theory (“Fix the system not the student”)

ASCA recommends:

move to this percentage and this ratio

 Elementary School Counselors

Creating a Multicultural School Environment

 American schools becoming increasingly diverse

 However, still a lag in serving

 Students of color

 Students from families with low income

 English language learners

 Students receiving special education services

 Counselors should be responsive to creating an environment which welcomes ALL students

 See Table 16.3

 Assessing Multiculturla Competencies

 Hocomb-McCoy offer a 51 item checklist that measures the

5 understanding racial identity development,

6 multicultural family counseling,

7 social advocacy,

8 developing school-family-community partnerships, and

9 understanding cross-cultural interpersonal interactions.

Ethical Issue: ASCA’s Code of Ethics

Ethical”

 Professional Issue

 ASCA

▪ 28,000 members

▪ One of largest divisions of ACA

▪ Sponsors workshops and conferences

▪ Sponsors legislative initiatives

▪ Publishes the ASCA School Counselor (magazine) and the Professional School Counselor (journal)

▪ Separate ethical code

▪ Liability insurance

▪ ASCA: In or Out of ACA (did not sign 20/20 Vision document)

 National Certified School Counselor: Sponsored by NBCC

 National Board for Professional Teaching Standards (NBPTS)

certification process for counselors Cost $2500 Some states now

reimburse cost and offer salary incentives

 Youth Experiencing Trauma, Mental Health Concerns, Substance Abuse and Other Issues

 Counselors increasingly asked to intervene on major mental health

concerns

 Salaries and Job Outlook

 Employment expected to grow faster than average

 Median salary: $57,800

 Confidentiality, Privileged Communication, and the Law

Confidential Information

confidentiality, the law has not

children

PL 94-142, IDEA, Section 504, ADA

disabilities

in surveys, analysis, or evaluation projects without the consent of their parents or guidance

 Adapting to the 21st Century