Professional School Counseling Research Paper
Running Head: PROFESSIONAL SCHOOL COUNSELING
Professional School Counseling in today’s Society
Abstract
The role of the school has changed tremendously from it early beginnings. Today school counselors are trained professional who should be equipped to meet the needs of our students. The school counselor is considered a partner with the school system. They are responsible for implementing programs that assist the students in achieving success and reaching their fullest potential. School counselors face many challenges in the 21st century and this paper will outline five important themes: Accountability, effectiveness, challenges, training and education and the role of the school counselor in the 21st century. The paper will also address the spiritual aspects of school counseling and the identity, focus, and ethics of the professional counselor. Finally I will give my personal reflections about …show more content…
the profession of school counseling.
Introduction The history and development of school counseling began in the early 20th century. During the industrial revolution there was a need for social reform. Vocational guidance derived out of the progressive movement, a movement that was implemented to provide change and relief from the effects of the industrial revolution. Vocational guidance was intended to assist the youth in understanding his transition into a career. As time progressed there was need for more guidance in career, education and life. In the beginning teachers were expected to provide vocational guidance to their students. They had no formal training in guidance counseling and there was not a reduction in the duties or an increase in their pay (Gysbers & Henderson, 2001). They were expected to continue to perform as educators. However, as time progressed there was a need for a more organizational system. According to Gysbers, et al. (2001) by the mid 1960’s teachers were no longer serving as counselors, they were replaced by full time counselors. Today the school counselor is a trained professional who can assist with academic, social and career objectives for the students. These professionals are well represented within the field of counseling. They are considered equal partners in the educational systems. And they are just as responsible for helping the student reach success in school as teachers. Studer, Oberman & Womack (2006) says “counselors can no longer sit back and hope that others recognize the good things they are doing” (p.1). School counselors must be proactive. The school counselor is accountable to the students, parents, administrators and their profession. Studer et al. (2006) says “Professional school counselors have the responsibility to show that their programs, activities, or interventions make a difference” (p.1). They have to implement programs and interventions that can be measured. .
The 21st Century Counselor The 21st Century counselor face some challenging times. Their accountability to the students, administrators and the community has been questioned. Their duties have changed and it has become necessary to prove their existence in the education framework. According to White (2007) “school counselors were evaluated based on such things as number of students seen, quantity of programs conducted and timeliness of reports.” This is no longer the case. School counselor’s accountability is determined by student performance. According to Dahir and Stone (2009) “school counselors are ideally situated in schools to serve as social justice advocates to eliminate the achievement gap and to focus their efforts on ensuring success for every underserved and underrepresented student”. School counselors must serve as advocates for the students and parents to help the student find balance in his home and school life. To accomplish this school counselor must have a greater level of collaboration and communication from the students and parents. The school counselor must also form an alliance with the principals and the community for positive educational reform. The principals must be willing to partner with their school counselors in assisting in the needs of their students. The school counselor must also be aware of programs that exist outside the walls of the school building that help the student as well. Finally, school counselors must be accountable to their profession. School counselors must be actively obtaining the skills necessary to provide preventive and proactive programs that can be measured and used in their profession. They must continue to educate themselves about new interventions or programs that may be effective in helping their students and school. The counselors must partners with those in the community so they can be aware of opportunities and as well as programs that may assist students in achieving success. The education of a school counselor should never cease because school reform is always possible.
Effectiveness of the School Counselor in the 21st Century The effectiveness of school counselors must be measurable. The school counselor must implement programs that really work. Evaluation is the key to determine if these programs really are meeting the needs of the students. Dimmit (2009) suggest “continuous data gathering for the duration of the intervention or program to allow for the clearest knowledge that a program is being implemented as planned, and that practices are having the intended impact”. According to Dimmit this level of measurement may be costly and timely, but it is necessary if the school counselor wants to bring about change. Assessing the needs of your students would be the first information to gather in order to implement programs or interventions. The school counselor can survey the students to determine what kinds of programs would be helpful to them. The counselor can also research programs that are already in existence and have proven to be effective and determine if they are right for their school and students. The school counselor will evaluate the program or interventions by determining whether the students are benefiting. The counselor will have to ask these questions from their students. Did the program change anything for you? Do you feel your situation has improved or gotten worse? Once these questions are answered the counselor can decide if the program or intervention needs to be continued. Should another program be implemented? The counselor’s responsibility is to insure all students involved in the programs and interventions . on. answers from my chart about global health.
worse.are going to succeed.
Studer, Oberman & Womack (2006) believe that the school counselors must put “theory to practice” (p.8). In order for school counselors to prove their effectiveness they must be willing to implement programs that will make a difference. The authors believe that this requires the school counselor to do research into programs that may have worked in other schools. The counselor may have to devise strategies that will assist your students at your schools.
Challenges Faced in 21st Century The school counselor faces many challenges in the 21st century. Paisley & McMahon (2001) believe that “role definition is the most significant challenge” (p.2). The school counselor is being asked to perform so many duties they are failing their students. There must be a balanced found in order for school counselors to adequately meet the needs of at risk students. The authors believe boundaries must be set and school counselor’s focus should be on meeting the academic, career, personal and social needs of the students. Paisley, et al (2001) believes “school counselors must educate and reeducate those with whom they work concerning appropriate and inappropriate roles and tasks of school counselors” (p.8). Counselors must limit their time spent on non-counseling duties. Other challenges faced by school counselors are the need to be culturally competent in order to meet the needs of diverse populations. Our schools include students from different cultures, backgrounds, ethnicity and race. Our students are also are more open with their sexual orientation. The school counselor must be able to meet everyone’s needs. Therefore, it is necessary that school counselor have multicultural counseling skills and be aware of the needs of those who may be considered different by others. The school counselors do not want any students to fell alienated or discouraged from seeking help. The school counselors also face challenges is their lack of technical skills. There are many programs that exist that would assist the counselors in meeting the needs of their students. Paisley & McMahon (2001) believe that “counselors do not take advantage of the programs available on the computer and through the internet because the counselors do not have skills necessary are thy only use the computer for basic record- keeping, scheduling and word processing”(p.11). The authors state that educational programs are now requiring technology competence. This technology requirement can open the door for school counselors to offer additional resources to assist the students in achieving success. The school counselor also faces many ethical challenges. All counselors are governed by ethics that must be abided by. These standards are devised to serve as guidelines if and when dilemmas occur. Bodenhorn (2006) makes reference to a survey that was given to ninety-two Virginia school counselors to document their greatest ethical dilemmas. The author notes that “student confidentiality, dual relationships, parental rights, and acting on information of student danger to themselves or others” were at the top of the list. The author believes even though the study only represented a small percentage of schools counselors in one state, “counselor educators and supervisors would benefit from the background information by being able to prepare novice counselors to meet these challenges on the job” (Bodenhorn, 2006, p.1).
The school counselor may also feel relieved to know that many other school counselors face the same issues as they do. The study reminds the school counselor to always be aware of updated laws and policy. It is imperative for the school counselor to know what they should do if they have to face an ethical dilemma. Bodenhorn (2006) says “counselor educators and supervisors should include case studies and role play opportunities for school counseling students to resolve challenging dilemmas in order to increase self –efficacy. Those who have direct exposure and practice when learning a skill will develop more confidence in utilizing the skill”(p.11).
Training and Education of School Counselors Professional school counselors have to possess the skills and the training necessary to operate effectively in the schools. Brott (2006) believes these skills can be obtained through effective education and training. The author indicates, “the mission of the counselor education program can be grounded in training effective school counselors” (p.2). The author believes that the educators can be “accountability gatekeepers,” by provided courses that allow the students to “learn by doing” throughout their training programs. This allows the students an opportunity to apply what they have learned. School counselors should also learn from their students. They need their support in order to implement programs and interventions that really help the students. The students can provide feedback about these programs and interventions. By partnering with the students the school counselor can determine what works and what does not. Teachers can also assist the school counselor. The teacher can assist the school counselor by communicated what the needs of the students also. According to Beesley (2004) “teachers are in a primary position to provide accurate and meaningful feedback on the effectiveness of counseling services” (p.6). Counselors should continually monitor their effectiveness and seek supervision to evaluate their efficacy as counselors. Counselors should apply knowledge of human behavior and counseling theories. They should also learn to identify counseling best practices and become familiar with available resources and instruments. Brott (2006) suggests that specific teaching and learning strategies should be implemented in the counselor education curriculum (p.3). The Role of the School Counselor in the 21st Century The professional school counselor role has changed over the years. Counselors must make preparations for the future. Portman (2009) states that it necessary that school counselors have the skills, knowledge and awareness to touch the lives of their students (p.1). In order to accomplish this, the counselor must be willing to change they way they do things. Counselors must be aware of the needs of 21st century students. The school systems are steadily changing. In order for the school counselors to be ready for the 21st century student, the counselor must have the cultural skills necessary to meet the needs of the diverse school populations. The counselor must also be open minded about counseling approaches that may help one person and not another. The school counselor must learn how to promote academic achievement for tall students, and know how to assist the student in finding social and emotional balance. According to Galassi & Akos (2007) “school counselors only provide reactive services to a small percentage of the student population” (p.50). It has become necessary that school counselors reach a larger percentage. Galassi, et al. (2007) in their strength based counseling model are challenging counselors to learn to promote student development and achievement for all students. The model encourages the counselor to focus on positive youth development for all students. The authors believe the counselor should nurture and enhance the student’s strengths or competencies.
Professional School Counselor Identity, Focus and Ethics School counselors must be aware of who they are as professional and what their role is in the schools or community. Beesley (2004) believes “The role and function of school counseling has been influenced by societal changes and fluctuating social concerns” (p.2). Therefore it is necessary for school counselors to be more concern about their accountability and effectiveness. School counselors must be focused on doing what is best for their students. They must be dedicated to providing the best possible care. They are committed to implementing programs and interventions that will allow those they serve to reach their fullest potential. They are willing to accept feedback and criticism from stakeholders to insure they are working to the best of their ability.
They are always learning by continuing to educate themselves about new approaches and ideals. School counselors must always attempt to be ethical in their practice and in their care of their students
Spirituality in School Counseling in the 21st Century School counselors have been reticent to discuss religious and spiritual issues with their students in keeping with the separation of church and state (Allen & Coy, 2007, p.1). Lambie, Davis, & Miller (2008) also believe that many school counselors disregard or discount spirituality as an important competent in school counseling. However, students are seeking personal identity to give meaning to their lives. Therefore, spirituality values has be reintroduced into public schools and counseling programs. Spirituality has become an important element in school counseling (Allen et al.,
2007).
School counselors can play a significant role in reducing conflict and violence in America’s schools by implementing spiritual competencies (Lambie et. al., 2008). For many students, their spirituality is an important component of their counseling process, it promotes constructive change. A study was done that showed a reduction in school violence when counselors implemented spiritual competencies. The student’s spiritual beliefs and practices played a significant role in the reduction of violence in the school. The school counselor must be aware of their beliefs so the can open to understand their student’s spirituality.
Personal Reflections on the Professional School Counselor As I conclude my paper I realize my opinion of school counselors have changed. After doing research for my paper I better understood the challenges that the school counselor face. The school counselor has so many duties. Even though my pass experiences with my son’s school counselors has not been great, I must I commend those who choose to counsel students. School counselors have a very difficult job, especially in the 21st century where the school dynamics are always changing. The task seems to be insurmountable in a lot of ways. The school counselor faces so many challenges and has to answer to so many people. Their accountability and effectiveness always questioned. However, I do realize that there are many people who would be committed to counseling in schools. Those people would not be fazed by the many other duties they may be asked to perform or challenges they face. I believe these people would be the ones who would truly make a difference in a student’s life. I can remember when I was high school I had a great school counselor. His name was Mr. J. Austin. He was very instrumental in my career choices and it made my transition to college so much easier because he told me what to expect. He helped me prepare all the paperwork needed to go to college. My son enters middle school next year and I hope there is a “Mr. Austin” at his school who will assist him with his transition from elementary school to middle school easier. I hope he learns to appreciate him or her and one day realize the importance role a school counselor can have in your life. In conclusion, the profession of school counseling is very challenging as well as rewarding career for those who commit themselves to servicing the needs of students and adhering to the many rules and challenges faced in the school system. The profession has changed tremendously from it early beginnings. What began as vocational guidance has expanded to include so many other tasks. Vocational guidance was only intended to assist youth in career choices. Teachers were the first vocational guidance counselors. They were required to counsel students without an increase in their pay or reduction in their work duties. They also had no formal training. Today the professional school has so many duties. Some of the duties of the school counselor may include conducting individual & group counseling session, classroom guidance intervention, consult with parents, teachers and staff, build partnerships with the community, members of policy making groups, developmental and mental health advocates, and coordinate school wide programs. All these duties keep the counselor busy and it is questioned whether they can be effective change agents. The school counselor faces many challenges. Their effectiveness is often questioned. They are held accountable by stakeholders, which include students, parents, principals, and the board of education. They faced challenges in dealing with diverse student populations. The schools are rapidly changing. The student population includes students from different cultures, ethnicity and races. The school counselor must have the skills necessary to address the needs of all students.
Therefore the school counselor must keep their skill sets current and must be aware of updates in laws and policies. School counselors must also participate in training to further to prepare themselves for new programs and interventions. Continuous education is also necessary. The school counselor must be aware of current methods in order to offer their students the best care that is available. The school counselor may also have challenges in role definitions. Many counselors may be performing duties that are outside their scope of training. This hinders the counselor from really tended to the needs of at risk students. There may be a need for educational reform where the role of counselor can be clearly defined so counselors can do the work they were trained to do. Finally, professional school counselors face many ethical dilemmas. One of the greatest dilemmas is student confidentiality. It is important that school counselors adhere to the codes and ethics they are governed by. School counselors have to educate themselves about updates and changes in laws and policies insuring that their students are protected.
References
Akos, P., & Galassi, P. (2004). Training school counselors as developmental advocates.
Counselor Education & Supervision, 43(3), 192-206.
Allen, J., & Coy, D. (2004). Linking spirituality and violence prevention in school counseling
Professional School Counseling, 7(5). 351-355.
Beesley, D. (2004). Teachers perceptions of school counselors effectiveness: Collaborating for
Student Success. Education, 125(2), 259-270.
Bodenhorn, N. (2006). Exploratory study of common and challenging ethical dilemmas
experienced by professional school counselors. Professional School Counseling, 10(2), 195.
Brott, P. (2006). Counselor education accountability: training the effective professional school
counselor. Professional School Counseling. 10(2). 179.
Dahir, C.A. & Stone, C. B. (2009). School counselor accountability: the path to social justice and
systematic change. Journal of Counseling & Development, 87(1), 12-20.
Davis, T. E. (2006). Looking forward by going back: a school counselor educator’s return to school
counseling. Professional School Counseling, 10(2), 217-224.
Dimmitt, C. (2009). Why evaluation matters: determining effective school counseling practices.
Professional School Counseling, 12(6), 395-399.
Galassi, J.P., & Akos, P. (2007). Strengths-based School Counseling. New Jersey: Lawrence
Erlbaum Associates.
Gysbers, N., & Henderson, P. (2001). Comprehensive guidance and counseling programs: a rich
history and a bright future. Professional School Counseling, 4(4), 246.
Lambie, G.W., Davis, K.M., & Miller, G. (2008). Issues and Insights: Spirituality: implications
for professional school counselors’ ethical practice. Counseling and Values, 52, 211-223.
Paisley, P., & McMahon, H. (2001). School counseling for the 21st century: challenges and
and opportunities. Professional School Counseling, 5(2), 106.
Portman, T.A.A. (2009). Faces of the future: school counselors as cultural mediators. Journal of
Counseling & Development, 87(1), 21-27.
Studer, J.R. Oberman, A.H., & Womack, R.H. (2006). Producing evidence to show counseling
effectiveness in the schools. Professional School Counseling, 9(5), 385-391.
White, F.A. (2007). The professional school counselor’s challenge: accountability. Journal of
Professional Counseling: Practice, Theory, and Research, 35(1), 62-70.
Professional School Counseling in today’s Society
Abstract
The role of the school has changed tremendously from it early beginnings. Today school counselors are trained professional who should be equipped to meet the needs of our students. The school counselor is considered a partner with the school system. They are responsible for implementing programs that assist the students in achieving success and reaching their fullest potential. School counselors face many challenges in the 21st century and this paper will outline five important themes: Accountability, effectiveness, challenges, training and education and the role of the school counselor in the 21st century. The paper will also address the spiritual aspects of school counseling and the identity, focus, and ethics of the professional counselor. Finally I will give my personal reflections about …show more content…
the profession of school counseling.
Introduction The history and development of school counseling began in the early 20th century. During the industrial revolution there was a need for social reform. Vocational guidance derived out of the progressive movement, a movement that was implemented to provide change and relief from the effects of the industrial revolution. Vocational guidance was intended to assist the youth in understanding his transition into a career. As time progressed there was need for more guidance in career, education and life. In the beginning teachers were expected to provide vocational guidance to their students. They had no formal training in guidance counseling and there was not a reduction in the duties or an increase in their pay (Gysbers & Henderson, 2001). They were expected to continue to perform as educators. However, as time progressed there was a need for a more organizational system. According to Gysbers, et al. (2001) by the mid 1960’s teachers were no longer serving as counselors, they were replaced by full time counselors. Today the school counselor is a trained professional who can assist with academic, social and career objectives for the students. These professionals are well represented within the field of counseling. They are considered equal partners in the educational systems. And they are just as responsible for helping the student reach success in school as teachers. Studer, Oberman & Womack (2006) says “counselors can no longer sit back and hope that others recognize the good things they are doing” (p.1). School counselors must be proactive. The school counselor is accountable to the students, parents, administrators and their profession. Studer et al. (2006) says “Professional school counselors have the responsibility to show that their programs, activities, or interventions make a difference” (p.1). They have to implement programs and interventions that can be measured. .
The 21st Century Counselor The 21st Century counselor face some challenging times. Their accountability to the students, administrators and the community has been questioned. Their duties have changed and it has become necessary to prove their existence in the education framework. According to White (2007) “school counselors were evaluated based on such things as number of students seen, quantity of programs conducted and timeliness of reports.” This is no longer the case. School counselor’s accountability is determined by student performance. According to Dahir and Stone (2009) “school counselors are ideally situated in schools to serve as social justice advocates to eliminate the achievement gap and to focus their efforts on ensuring success for every underserved and underrepresented student”. School counselors must serve as advocates for the students and parents to help the student find balance in his home and school life. To accomplish this school counselor must have a greater level of collaboration and communication from the students and parents. The school counselor must also form an alliance with the principals and the community for positive educational reform. The principals must be willing to partner with their school counselors in assisting in the needs of their students. The school counselor must also be aware of programs that exist outside the walls of the school building that help the student as well. Finally, school counselors must be accountable to their profession. School counselors must be actively obtaining the skills necessary to provide preventive and proactive programs that can be measured and used in their profession. They must continue to educate themselves about new interventions or programs that may be effective in helping their students and school. The counselors must partners with those in the community so they can be aware of opportunities and as well as programs that may assist students in achieving success. The education of a school counselor should never cease because school reform is always possible.
Effectiveness of the School Counselor in the 21st Century The effectiveness of school counselors must be measurable. The school counselor must implement programs that really work. Evaluation is the key to determine if these programs really are meeting the needs of the students. Dimmit (2009) suggest “continuous data gathering for the duration of the intervention or program to allow for the clearest knowledge that a program is being implemented as planned, and that practices are having the intended impact”. According to Dimmit this level of measurement may be costly and timely, but it is necessary if the school counselor wants to bring about change. Assessing the needs of your students would be the first information to gather in order to implement programs or interventions. The school counselor can survey the students to determine what kinds of programs would be helpful to them. The counselor can also research programs that are already in existence and have proven to be effective and determine if they are right for their school and students. The school counselor will evaluate the program or interventions by determining whether the students are benefiting. The counselor will have to ask these questions from their students. Did the program change anything for you? Do you feel your situation has improved or gotten worse? Once these questions are answered the counselor can decide if the program or intervention needs to be continued. Should another program be implemented? The counselor’s responsibility is to insure all students involved in the programs and interventions . on. answers from my chart about global health.
worse.are going to succeed.
Studer, Oberman & Womack (2006) believe that the school counselors must put “theory to practice” (p.8). In order for school counselors to prove their effectiveness they must be willing to implement programs that will make a difference. The authors believe that this requires the school counselor to do research into programs that may have worked in other schools. The counselor may have to devise strategies that will assist your students at your schools.
Challenges Faced in 21st Century The school counselor faces many challenges in the 21st century. Paisley & McMahon (2001) believe that “role definition is the most significant challenge” (p.2). The school counselor is being asked to perform so many duties they are failing their students. There must be a balanced found in order for school counselors to adequately meet the needs of at risk students. The authors believe boundaries must be set and school counselor’s focus should be on meeting the academic, career, personal and social needs of the students. Paisley, et al (2001) believes “school counselors must educate and reeducate those with whom they work concerning appropriate and inappropriate roles and tasks of school counselors” (p.8). Counselors must limit their time spent on non-counseling duties. Other challenges faced by school counselors are the need to be culturally competent in order to meet the needs of diverse populations. Our schools include students from different cultures, backgrounds, ethnicity and race. Our students are also are more open with their sexual orientation. The school counselor must be able to meet everyone’s needs. Therefore, it is necessary that school counselor have multicultural counseling skills and be aware of the needs of those who may be considered different by others. The school counselors do not want any students to fell alienated or discouraged from seeking help. The school counselors also face challenges is their lack of technical skills. There are many programs that exist that would assist the counselors in meeting the needs of their students. Paisley & McMahon (2001) believe that “counselors do not take advantage of the programs available on the computer and through the internet because the counselors do not have skills necessary are thy only use the computer for basic record- keeping, scheduling and word processing”(p.11). The authors state that educational programs are now requiring technology competence. This technology requirement can open the door for school counselors to offer additional resources to assist the students in achieving success. The school counselor also faces many ethical challenges. All counselors are governed by ethics that must be abided by. These standards are devised to serve as guidelines if and when dilemmas occur. Bodenhorn (2006) makes reference to a survey that was given to ninety-two Virginia school counselors to document their greatest ethical dilemmas. The author notes that “student confidentiality, dual relationships, parental rights, and acting on information of student danger to themselves or others” were at the top of the list. The author believes even though the study only represented a small percentage of schools counselors in one state, “counselor educators and supervisors would benefit from the background information by being able to prepare novice counselors to meet these challenges on the job” (Bodenhorn, 2006, p.1).
The school counselor may also feel relieved to know that many other school counselors face the same issues as they do. The study reminds the school counselor to always be aware of updated laws and policy. It is imperative for the school counselor to know what they should do if they have to face an ethical dilemma. Bodenhorn (2006) says “counselor educators and supervisors should include case studies and role play opportunities for school counseling students to resolve challenging dilemmas in order to increase self –efficacy. Those who have direct exposure and practice when learning a skill will develop more confidence in utilizing the skill”(p.11).
Training and Education of School Counselors Professional school counselors have to possess the skills and the training necessary to operate effectively in the schools. Brott (2006) believes these skills can be obtained through effective education and training. The author indicates, “the mission of the counselor education program can be grounded in training effective school counselors” (p.2). The author believes that the educators can be “accountability gatekeepers,” by provided courses that allow the students to “learn by doing” throughout their training programs. This allows the students an opportunity to apply what they have learned. School counselors should also learn from their students. They need their support in order to implement programs and interventions that really help the students. The students can provide feedback about these programs and interventions. By partnering with the students the school counselor can determine what works and what does not. Teachers can also assist the school counselor. The teacher can assist the school counselor by communicated what the needs of the students also. According to Beesley (2004) “teachers are in a primary position to provide accurate and meaningful feedback on the effectiveness of counseling services” (p.6). Counselors should continually monitor their effectiveness and seek supervision to evaluate their efficacy as counselors. Counselors should apply knowledge of human behavior and counseling theories. They should also learn to identify counseling best practices and become familiar with available resources and instruments. Brott (2006) suggests that specific teaching and learning strategies should be implemented in the counselor education curriculum (p.3). The Role of the School Counselor in the 21st Century The professional school counselor role has changed over the years. Counselors must make preparations for the future. Portman (2009) states that it necessary that school counselors have the skills, knowledge and awareness to touch the lives of their students (p.1). In order to accomplish this, the counselor must be willing to change they way they do things. Counselors must be aware of the needs of 21st century students. The school systems are steadily changing. In order for the school counselors to be ready for the 21st century student, the counselor must have the cultural skills necessary to meet the needs of the diverse school populations. The counselor must also be open minded about counseling approaches that may help one person and not another. The school counselor must learn how to promote academic achievement for tall students, and know how to assist the student in finding social and emotional balance. According to Galassi & Akos (2007) “school counselors only provide reactive services to a small percentage of the student population” (p.50). It has become necessary that school counselors reach a larger percentage. Galassi, et al. (2007) in their strength based counseling model are challenging counselors to learn to promote student development and achievement for all students. The model encourages the counselor to focus on positive youth development for all students. The authors believe the counselor should nurture and enhance the student’s strengths or competencies.
Professional School Counselor Identity, Focus and Ethics School counselors must be aware of who they are as professional and what their role is in the schools or community. Beesley (2004) believes “The role and function of school counseling has been influenced by societal changes and fluctuating social concerns” (p.2). Therefore it is necessary for school counselors to be more concern about their accountability and effectiveness. School counselors must be focused on doing what is best for their students. They must be dedicated to providing the best possible care. They are committed to implementing programs and interventions that will allow those they serve to reach their fullest potential. They are willing to accept feedback and criticism from stakeholders to insure they are working to the best of their ability.
They are always learning by continuing to educate themselves about new approaches and ideals. School counselors must always attempt to be ethical in their practice and in their care of their students
Spirituality in School Counseling in the 21st Century School counselors have been reticent to discuss religious and spiritual issues with their students in keeping with the separation of church and state (Allen & Coy, 2007, p.1). Lambie, Davis, & Miller (2008) also believe that many school counselors disregard or discount spirituality as an important competent in school counseling. However, students are seeking personal identity to give meaning to their lives. Therefore, spirituality values has be reintroduced into public schools and counseling programs. Spirituality has become an important element in school counseling (Allen et al.,
2007).
School counselors can play a significant role in reducing conflict and violence in America’s schools by implementing spiritual competencies (Lambie et. al., 2008). For many students, their spirituality is an important component of their counseling process, it promotes constructive change. A study was done that showed a reduction in school violence when counselors implemented spiritual competencies. The student’s spiritual beliefs and practices played a significant role in the reduction of violence in the school. The school counselor must be aware of their beliefs so the can open to understand their student’s spirituality.
Personal Reflections on the Professional School Counselor As I conclude my paper I realize my opinion of school counselors have changed. After doing research for my paper I better understood the challenges that the school counselor face. The school counselor has so many duties. Even though my pass experiences with my son’s school counselors has not been great, I must I commend those who choose to counsel students. School counselors have a very difficult job, especially in the 21st century where the school dynamics are always changing. The task seems to be insurmountable in a lot of ways. The school counselor faces so many challenges and has to answer to so many people. Their accountability and effectiveness always questioned. However, I do realize that there are many people who would be committed to counseling in schools. Those people would not be fazed by the many other duties they may be asked to perform or challenges they face. I believe these people would be the ones who would truly make a difference in a student’s life. I can remember when I was high school I had a great school counselor. His name was Mr. J. Austin. He was very instrumental in my career choices and it made my transition to college so much easier because he told me what to expect. He helped me prepare all the paperwork needed to go to college. My son enters middle school next year and I hope there is a “Mr. Austin” at his school who will assist him with his transition from elementary school to middle school easier. I hope he learns to appreciate him or her and one day realize the importance role a school counselor can have in your life. In conclusion, the profession of school counseling is very challenging as well as rewarding career for those who commit themselves to servicing the needs of students and adhering to the many rules and challenges faced in the school system. The profession has changed tremendously from it early beginnings. What began as vocational guidance has expanded to include so many other tasks. Vocational guidance was only intended to assist youth in career choices. Teachers were the first vocational guidance counselors. They were required to counsel students without an increase in their pay or reduction in their work duties. They also had no formal training. Today the professional school has so many duties. Some of the duties of the school counselor may include conducting individual & group counseling session, classroom guidance intervention, consult with parents, teachers and staff, build partnerships with the community, members of policy making groups, developmental and mental health advocates, and coordinate school wide programs. All these duties keep the counselor busy and it is questioned whether they can be effective change agents. The school counselor faces many challenges. Their effectiveness is often questioned. They are held accountable by stakeholders, which include students, parents, principals, and the board of education. They faced challenges in dealing with diverse student populations. The schools are rapidly changing. The student population includes students from different cultures, ethnicity and races. The school counselor must have the skills necessary to address the needs of all students.
Therefore the school counselor must keep their skill sets current and must be aware of updates in laws and policies. School counselors must also participate in training to further to prepare themselves for new programs and interventions. Continuous education is also necessary. The school counselor must be aware of current methods in order to offer their students the best care that is available. The school counselor may also have challenges in role definitions. Many counselors may be performing duties that are outside their scope of training. This hinders the counselor from really tended to the needs of at risk students. There may be a need for educational reform where the role of counselor can be clearly defined so counselors can do the work they were trained to do. Finally, professional school counselors face many ethical dilemmas. One of the greatest dilemmas is student confidentiality. It is important that school counselors adhere to the codes and ethics they are governed by. School counselors have to educate themselves about updates and changes in laws and policies insuring that their students are protected.
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