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

Chapter 16: School Counseling
Chapter 17: Clinical Mental Health Counseling
Chapter 18: Student Affairs and College Counseling

© 2007 Thomson Brooks/Cole, a division of Thomson Learning

1


School Counseling

© 2007 Thomson Brooks/Cole, a division of Thomson Learning

2





See list on Table 16.1, p. 544
“Professional school counselors are certified/licensed educators
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).

© 2007 Thomson Brooks/Cole, a division of Thomson Learning

3




“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).

© 2007 Thomson Brooks/Cole, a division of Thomson Learning

4




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

© 2007 Thomson Brooks/Cole, a division of Thomson Learning

5




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

© 2007 Thomson Brooks/Cole, a division of Thomson Learning

6












1946: George-Barden Act: Federal Funding for guidance in schools
1953: ASCA became 5th 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”

© 2007 Thomson Brooks/Cole, a division of Thomson Learning

7




High Stakes Testing and the Achievement Gap
 Learning Standards developed by states
 No Child Left Behind (NCLB)
 ALL students must achieve
 Counselors asked to be an increasingly integral part of the
educational team
 Impetus for Education Trust and ASCA Model

© 2007 Thomson Brooks/Cole, a division of Thomson Learning

8







Funded universities to develop plans to transform school
counseling training
Emphasized counselors as leaders who advocate for ALL
students and foster achievement and career aspirations
Sees counselors as integral part of educational system
See Table 16.2,. P. 550

© 2007 Thomson Brooks/Cole, a division of Thomson Learning

9






On heels of high stakes testing and with influence form the
Education Trust, ASCA National Model was developed.
 See Figure 16.1, p. 551
The ASCA National Model
 Four Systems: Foundation, Delivery, Management and
Accountability
 Underlying each system is the fact that counselors are:
leaders, advocates, collaborators, and systemic change
agents

© 2007 Thomson Brooks/Cole, a division of Thomson Learning

10




Based on ASCA National Model
Four Systems:
1. Foundation
▪ Beliefs and philosophy
▪ The mission
▪ The domains
1. Delivery
▪ Guidance curriculum
▪ Individual student planning
▪ Responsive services
▪ System Support

© 2007 Thomson Brooks/Cole, a division of Thomson Learning

11


 Four Systems (Cont’d)
3. Management

 Management agreements
 Advisory council
 Use of data
 Action plans
 Use of time
 Calendars

4. Accountability
 Results reports
 Performance standards
 Program audit
© 2007 Thomson Brooks/Cole, a division of Thomson Learning

12




Themes of the ASCA Model
 Leadership
 Advocacy
 Collaboration and Teaming
 Systemic Change



The Emergent Model:
 Will hopefully reduce percent of time counselors spend in
non-counseling related activities
 Over 300 schools have achieved RAMP: Recognized ASCA
Model Program
 See Box 16.2, p. 557

© 2007 Thomson Brooks/Cole, a division of Thomson Learning

13



Counseling Theory
 Trained in many theoretical approaches
 School setting lends itself to short-term or brief
approaches
▪ Behavioral, cognitive, reality therapy, solution-focused,
and narrative approaches often used
▪ Being empathic always important

© 2007 Thomson Brooks/Cole, a division of Thomson Learning

14




Career Development Theory
 Super often applied due to its developmental nature
 Trait and factor and personality theories can be applied in
the middle school
 Social cognitive career theory and constructivist theory
important to high school students

© 2007 Thomson Brooks/Cole, a division of Thomson Learning

15



Human Development Theory
 Knowledge of physical and cognitive development helps
school counselors identify those with delays or those who
are gifted
 Moral development helps counselors understand world of
the students
 Lifespan approaches helps counselors identify if students
are progressing normally
 Personality develop help counselors determine what
might be considered “abnormal”

© 2007 Thomson Brooks/Cole, a division of Thomson Learning

16




Systems Theory (“Fix the system not the student”)
 Important for:
▪ Family counseling
▪ Group counseling
▪ Consultation with teachers and other personnel
▪ Supervising others and being supervised

© 2007 Thomson Brooks/Cole, a division of Thomson Learning

17





ASCA recommends:
 80% of time school counselors do direct service
 1:250 counselor to student ratios
ASCA National Model will hopefully help school counselors
move to this percentage and this ratio

© 2007 Thomson Brooks/Cole, a division of Thomson Learning

18




Elementary School Counselors
 See Box 16.3, p. 560
 See Box 16.4, p. 560



Middle School Counselors
 See Box 16.5, p. 561
 See Box 16.6, p. 562
 See box 167, p. 563



Secondary School Counselors
 See Box 16.8, p. 564
 See Box 16.9, p. 564

© 2007 Thomson Brooks/Cole, a division of Thomson Learning

19




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

© 2007 Thomson Brooks/Cole, a division of Thomson Learning

20

Assessing Multiculturla Competencies
 Hocomb-McCoy offer a 51 item checklist that measures the
following areas:
1.multicultural counseling,
2.multicultural consultation,
3.understanding racism and student resistance,
4.multicultural assessment,
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.


© 2007 Thomson Brooks/Cole, a division of Thomson Learning

21




Ethical Issue: ASCA’s Code of Ethics
 Use to be addition to ACAs—Now stand alone
 See headings and subheadings: Table 16.4, p. 567
 See Code at: www.schoolcounselor.org and click “Legal and
Ethical”

© 2007 Thomson Brooks/Cole, a division of Thomson Learning

22




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)

© 2007 Thomson Brooks/Cole, a division of Thomson Learning

23















Specialty Certifications
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

© 2007 Thomson Brooks/Cole, a division of Thomson Learning

24






Confidentiality, Privileged Communication, and the Law
 Generally do not have privileged communication

 Law takes precedence over ethical code
Child’s Right to Confidentiality/Parents’ Rights to
Confidential Information
 Although ethical codes generally support student’s right to
confidentiality, the law has not
 Parents generally have right to information about their
children
 Consult with parents!

© 2007 Thomson Brooks/Cole, a division of Thomson Learning

25