School Social Worker
School Counselor: Poverty
Abstract
The classic definition of a school counselor is one who has knowledge, training, and a strong expertise of non academic information that improves academic performance and better learners. We have learned that their role is no longer to only provide academic guidance by assisting in a master schedule but to advocate for the students and be a voice for change. This research explores the backgrounds of poverty, investigated data, differences between social classes, the effects poverty has on children, aspects of high poverty schools and implications for school advisors, counselors and teachers that are effective and important.
Introduction
The effects poverty has on children both mentally and physically is uneasy. To expect children to deal with the harsh realities of poverty and properly function in school without assistance is unrealistic. Therefore school counselors, with the help of other school officials, must continuously search ways to intervene so they can take on life changing roles and make a difference in our low socioeconomic school systems. A difference can be made. That difference will take dedicated and motivated individuals that are up to the challenge of changing minds that will then lead to changing lives. Being a counselor alone, as discussed in class, takes courage; one has to selflessly advocate for their clients at all times. There are many tough realities that both teachers and school counselors face in the school system. By far, it is consistently found in research that one of the hardest is working in a high poverty school system. Poverty is increasing in the United States. Being a school counselor in a high poverty school district is more than just counseling disadvantaged children; it is finding a way to learn their backgrounds, learn their homes and as we learn in class, finding a way to indiscernibly counsel their parents.
Abstract
The classic definition of a school counselor is one who has knowledge, training, and a strong expertise of non academic information that improves academic performance and better learners. We have learned that their role is no longer to only provide academic guidance by assisting in a master schedule but to advocate for the students and be a voice for change. This research explores the backgrounds of poverty, investigated data, differences between social classes, the effects poverty has on children, aspects of high poverty schools and implications for school advisors, counselors and teachers that are effective and important.
Introduction
The effects poverty has on children both mentally and physically is uneasy. To expect children to deal with the harsh realities of poverty and properly function in school without assistance is unrealistic. Therefore school counselors, with the help of other school officials, must continuously search ways to intervene so they can take on life changing roles and make a difference in our low socioeconomic school systems. A difference can be made. That difference will take dedicated and motivated individuals that are up to the challenge of changing minds that will then lead to changing lives. Being a counselor alone, as discussed in class, takes courage; one has to selflessly advocate for their clients at all times. There are many tough realities that both teachers and school counselors face in the school system. By far, it is consistently found in research that one of the hardest is working in a high poverty school system. Poverty is increasing in the United States. Being a school counselor in a high poverty school district is more than just counseling disadvantaged children; it is finding a way to learn their backgrounds, learn their homes and as we learn in class, finding a way to indiscernibly counsel their parents.