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Chapter 1 The Profession of School Counseling

Publisher to insert cover image here. Chapter 1 The Profession of School Counseling. Developed by: Kelli Saginak , Amy Taake , & Anna Girdauskas University of Wisconsin, Oshkosh. Competencies of School Counselors. Provide counseling through prevention and intervention

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Chapter 1 The Profession of School Counseling

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  1. Publisher to insert cover image here Chapter 1 The Profession of School Counseling Developed by: Kelli Saginak, Amy Taake, & Anna GirdauskasUniversity of Wisconsin, Oshkosh

  2. Competencies of School Counselors • Provide counseling through prevention and intervention • Advocate for diversity and equity in education • Use diverse multicultural perspectives in counseling • Understand barriers to learning and the causes/effects of them • Understand how to help students find their strengths and support resilience • Use data • Know legal and ethical standards of counseling • Design, evaluate, and implement developmental school counseling programs

  3. Professional Skills of School Counselors • Individual and Small-Group Counseling • Individual, group, and classroom developmental curriculum • Multicultural counseling issues • Assist students with transitions • Techniques of prevention or early intervention of mental health issues

  4. Tests of Professional Competencies • Entry Level • Prerequisites for state licensure/certification • Praxis in School Guidance and Counseling • Mid-Level • Comprehensive documentation and skill reflection • National Counselor Exam (NCE) • Become a Nationally Certified Counselor (NCC) and Nationally Certified School Counselor (NCSC) by the National Board of Certified Counselors (NBCC)

  5. How do schools define the “best” professionals? • Teaching experiences is not a predictor of a counselor’s success • Challenges for both former teachers and non-teachers alike in professional development • Teachers: Relinquish old credibility, power, and assumptions about education • Non-Teachers: Learn about the school environment and culture, various stressors placed on educators, and how to negotiate with teachers

  6. How do schools define the “best” professionals? • Both former teachers and non-teachers can gain professional development through experiences within the school • Teachers: Shadow a school counselor to learn more about the counselor’s role • Non-Teachers: Work as a teacher’s aide in a classroom or substitute teach

  7. Personal Qualities of School Counselors • Creativity and Imagination • Flexibility • Courage and Belief • Passion • Commitment to Diversity and Social Justice

  8. Philosophies of Counseling • Counseling is a helping relationship • Counselor engages client in activities specifically chosen for their individual healing, growth, and development • Counseling is a unique profession • Commonalities are apparent with other disciplines, but has a unique focus on development issues, interpersonal and intrapersonal relationships, and therapeutic approaches • Counseling is both an art and a science • Being knowledgeable about various theoretical approaches and therapeutic techniques, as well as listening to their inner voice is crucial

  9. Philosophies of Education • Traditional Philosophy • Focus on subject matter, mastery of content, and preservation of the existing national cultural heritage • Progressive Philosophy • Focus on the child, active learning, recognition of students’ individual differences, relating school to real life, the mission to address health, vocational, social, and community issues, and an agenda to transform the national cultural heritage • Each philosophy has significant strengths and weaknesses

  10. Philosophies of School Counseling • Development of school counseling is linked to development of secondary education • Guidance/Career Emphasis • Two “creators” of school counseling: • Jesse B. Davis- designed lessons to help students develop character, avoid problem behaviors, and relate vocational interests to curriculum subjects • Frank Parsons- “Father of Guidance,” said vocational guidance should be provided by trained professionals in all public schools • Focus on careers as the outcome of schooling • Criticized to be too narrow and restrictive

  11. Philosophies of School Counseling • Mental Health Emphasis • Started by writings from John Dewey and Carl Rogers • John Dewey’s Writings • Focused more on student-centered, progressive view of education • Carl Rogers’ Writings

  12. Philosophies of School Counseling • Focused more holistically on the relationship between guidance counselors and students • Use of term School Counseling started being used in high schools in 1950s • Emphasis of the role of as a mental health provider of the school • Increased advocacy for developmental goals

  13. Philosophies of School Counseling • Developmental Guidance • Movement of School Counseling into middle and elementary schools in 1960s and 70s • Awareness of the need to prevent problems by providing educational activities within the classroom

  14. Comprehensive School Counseling Programs (CSCP) • There is no absolute way to define school counseling • American School Counselor Association (ASCA) National Model • Articulates the philosophy and mission of program and implements a comprehensive delivery system • Teaching life skills and prevention programing in classrooms • Individual planning • Intervention counseling for individuals and groups of students

  15. Comprehensive School Counseling Programs (CSCP) • Made up of 4 components • Foundation • Delivery Systems • Management Systems • Accountability

  16. Models of CSCPs • Developmental Guidance and Counseling • Grounded in Developmental Theory • Focuses on developmental learning behaviors, tasks, skills, and experiences necessary for success in school and life • Interventions consist of six basic strategies: • Individual Counseling • Small-Group Counseling • Large-Group Guidance • Peer Facilitator Training and Projects • Consultation • Coordination with Guidance Services

  17. Models of CSCPs • Essential Services Model • Based on Trait-Factor approach • Evolved from differential psychology and studies on measurement of human traits and the environment • Focuses around the concepts of counseling, consulting, coordinating, and appraising

  18. Models of CSCPs • Results-Based Student Support Program Model • Focuses on all students achieving identified educational, career, and personal/social competencies for success in school and beyond • Asks the question: • “How are students different as a result of the school counseling program?” • Teaming • School Counselors lead in development of support teams to aid students in successful outcomes • Support teams include counselors, parents, school personnel, social workers, psychologists, nurses, and specialists

  19. Models of CSCPs • Strategic Comprehensive Model • Gives counselors flexibility to deliver programs based on specific factors including: • Level of Expertise • Availability of Resources • Characteristics of the Student Body and Community • Programs “for all” can fall short with providing specific interventions and services to students, such as: • Special Education • Gifted and Talented • At-Risk • Other various diverse populations of students

  20. Models of CSCPs • Strengths-Based School Counseling • Shift from deficit-oriented to empowering and positive orientations of working with students • Attends to increasing developmental assets and promoting strengths and resiliency • Foundation rests on 6 principles: • Promote Evidence-Based Student Strengths

  21. Models of CSCPs • Promote Evidence-Based, Strengths-Enhancing Education Environments • Promote Context-Based Development for All Students • Emphasize Promotion over Remediation and Prevention • Emphasize Evidence-Based Interventions and Practice • Emphasize Promotion-Oriented Developmental Advocacy at the School-Building level

  22. Models of CSCPs • Social Justice Approach • Response to specific needs in today’s schools that potentially go unnoticed unless consciously included in the framework of a comprehensive school counseling program • Six key elements (the 6 C’s) are used to target closing achievement gaps and confronting inequities within schools: • Counseling Intervention and Planning

  23. Models of CSCPs • Consultation • Connecting Schools, Families, and Communities • Collecting and Utilizing Data • Challenging Bias • Coordinating Student Services and Support

  24. Models of CSCPs • Domains/Activities/Partners Model • School Counselors create a comprehensive delivery system that meets the requirements for an ASCA National Model Program • Domains refer to the 3 focal points of student growth • Academic

  25. Models of CSCPs • Career • Personal/Social Development • Activities capture major activities within the National Model • Partners refer to the 4 major groups whose needs must be met in the model: • Students • Parents/Caregivers • Colleagues in the Schools • Colleagues in the Community

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