The role of a school counselor
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Theroleofaschoolcounselor.pptxTHE ROLE OF A SCHOOL COUNSELOR TODAY:
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Good morning, faculty and staff. My name is Megan Cole and I am honored to be the new school counselor here at Maddison Middle school. As some of you may know, I recently graduated with my master’s degree in in school counseling. One thing I have learned during my studies is that the role of school counselors has changed a lot over the years. So, this morning, I’d like to share with you the role of school counselors today.
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GENERAL OVERVIEW OF SCHOOL COUNSELING:
“School counselors are certified/licensed educators who improve student success for ALL students by implementing a comprehensive school counseling program.”
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School counselors are certified/licensed educators who improve student success for ALL students by implementing a comprehensive school counseling program. Comprehensive in that it supports students’ career, academic, and social emotional development.
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QUALIFICATIONS OF A SCHOOL COUNSELOR:
Mater’s degree
Certification/licenseure
Continuing education
Uphold professional standards
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All school counselors must have at least a master’s degree in school counseling.
While certification and licensure procedures may be different across states, all school counselors must meet state certification or licensure standers.
All school counselors are required to maintain continuing education hours. Continuing education hours are simply courses that improve the knowledge and skills of professionals. There is al ways something new to learn. While some states require more than others, it is a requirement for all.
Uphold professional standards. All school counselors are expected to uphold professional standards as set by the American School Counseling Association. This allows fro all counselors to be on one accord.
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ROLES AND SERVICES:
Direct student services
School counseling core curriculum
Individual student planning
Responsive services
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Roles and services. At most school, the principal and other school leaders handle the management of the school as a whole. School counselors complement that role in that they are present to support the individual students who attend the school (Geesa et. al, 2019). School counselors provide direct and indirect student services. Direct student services are face to face interactions between the counselor and the student. Direct services include school counseling core curriculum, individual student planning, and responsive services. The core curriculum is a comprehensive, instructional program (ASCA, 2019). Much like teacher have lesson plans they follow, so do school counselors.
Individual student planning. The purpose of this service is to evaluate and advise students. During individual student planning, the school counselor works directly with the student to assess their abilities, interests and values. Once an assessment is made, the school counselor advises that student and makes the necessary recommendations. The end goal of individual student planning it to help the student discover and reach his or her full potential (ASCA, 2019).
Responsive services. responsive services is support given to students after they have experienced a challenging situation that is hindering their success. Responsive services can be provided individual counseling, group counseling or crisis intervention. The goal of responsive services is to aid the student in identifying problems, sorting through consequences, and making a plan to address the problem if it arises again (ASCA, 2019).
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ROLES AND SERVICES:
Indirect services
Referrals to other providers at school as well as outside of school.
Consultation
Collaboration
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Indirect services are the interactions between the school counselor and other individuals included in the referral, consultation, and collaboration processes (ASCA, 2019).
Sometimes student need more help than school counselors can provide. If this is the case, the student must be referred (ASCA, 2019). For example, a student may be internally referred for academic support provided by the school. A student may also be externally referred for mental health counseling provided by an outside agency or professional. Referral are made according to each individual student’s needs.
Consultation. School counselors provide and seek consultation. A variety of information is gathered about the student and provided to those who are able to support said student’s needs. The gathered information can be used to seek help from other professionals (ASCA 2019).
Collaboration. Collaboration takes place when multiple stakeholders work together to meet the needs of the student. Stakeholders can include but are not limited to family members and school personnel. Collaboration can also take place when a school counselor is a part of a committee or advisory board in their district. By doing this, the school counselor is able to support the counseling program on a larger scale (ASCA, 2019).
The goal for all of these different services is to advocate for the students and foster their academic, career and social emotional development.
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WHAT CAN FACULTY EXPECT FROM THE SCHOOL COUNSELOR?
Support
Guidance
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PROGRAM ORGANIZATION:
ASCA National Model
Allows for all school counselors to be on one accord.
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ASCA stands for American School Counselor Association. It is a national model that guides school counselors through their profession and provides structure in relation to their interactions with students (Chandler et. al, 2018). As I stated earlier, ASCA allows all school counselors to be on one accord, following the same code of ethics.
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PROGRAM ORGANIZATION:
How will needs be determined?
Active listening
Interviewing techniques
Effectiveness for program and specific services
Communication and feedback
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How will needs be determined?
Program needs can be determined by a number of ways.
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REFERENCES:
American School Counselor Association. (2019). ASCA National Model: A Framework for School Counseling Programs (4th ed.).
Chandler, J. W., Burnham, J. J., Riechel, M. E. K., Dahir, C. A., Stone, C. B., Oliver, D. F., ... & Bledsoe, K. G. (2018). Assessing the Counseling and Non-Counseling Roles of School Counselors. Journal of School Counseling, 16(7), n7.
Geesa,R.,Elam,N.,Mayes,R.,McConnell,K. & McDonald,K.(2019).School leaders’ perceptions on comprehensive school counseling (CSC) evaluation processes: Adherence and implementation of the American School Counselor Association (ASCA) National Model. Journal of Educational Leadership, Policy and Practice,34(1) 25-43. https://doi.org/10.21307/jelpp-2019-002
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