1. Current Trends in School Counseling
School Counselors Circle of the Philippines
Manila
November 12, 2013
Carol Dahir Ed.D.
Professor, New York Institute of Technology

2. Magandang umaga Ohayo Shubha prabhaat Vanakkam Selamat pagi
Good Morning
Magandang umaga Ohayo Shubha prabhaat Vanakkam Selamat pagi
C. Dahir, 11/12/13

3. HOT TOPICS School Climate Student Bullying and Peer Pressure
School Counselor Accountability
Comprehensive Programs
Legal and Ethical Issues
All Students College and Career Ready
School Counselor Competence and Professionalism
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4. DepED Education Goals 2013-2014
IMPROVING HIGH SCHOOL GRADUATION COLLEGE READINESS ISSUE IMMIGRATION SPECIAL EDUCATION OPPORTUNITY GAPS 21st CENTURY CITIZENS TWO MORE YEARS OF SECONDARY SCHOOL ASEAN 2015 “Take action for education”
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5. The Global Agenda: All Students College and Career Ready
What does college and career ready mean to you?
What are you doing to help ALL students become college and career ready?
What is the role of the school counselor to advocate for college and career readiness for all students?
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6. College & Career Ready
College and Career Ready means that an individual has the knowledge and skills necessary for success in postsecondary education and economically viable career pathways in a 21st century. This includes ASEAN 2015.
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7. What Contributes to the Lack of College and Career Readiness?
Poor educational planning
Lack of rigor in curriculum
Academic standards not aligned with college and career expectations
Low expectations
Lack of Resources
Tracking
Lack of career awareness/guidance
What else??
Poor educational planning
Not taking the right number of courses
Not taking the right kind of courses
Starting planning too late—should start in middle school or before
Lack of rigor in school curriculum
State standards that aren’t aligned with postsecondary expectations
[ON CLICK] A-C-T’s solutions are designed to address problems
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8. ELEMENTARY BASIC EDUCATION STATISTICS
Participation rate (or Net Enrollment Rate)
88.31%
89.18%
89.43%
89.89%
91.21%
Cohort Survival Rate
75.26%
75.39%
74.38%
74.23%
73.46%
Completion rate
73.06%
73.28%
72.18%
72.11%
70.96%
Dropout Rate (or School Leavers Rate)
5.99%
6.02%
6.28%
6.29%
6.38%
Transition Rate
96.97%
97.05%
96.99%
96.87%
96.58%
C. Dahir 11/12/13

9. SECONDARY BASIC EDUCATION STATISTICS
Participation rate (or Net Enrollment Rate)
59.88%
60.46%
59.86%
60.88%
62.00%
Cohort Survival Rate
79.91%
79.73%
78.44%
79.43%
78.83%
Completion rate
75.37%
75.24%
73.55%
75.06%
74.23%
Dropout Rate (or School Leavers Rate)
7.45%
7.95%
7.79%
7.82%
Transition Rate
99.32%
98.45%
99.79%
100.41%
99.68%
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10. “To restructure, we must first look deeply at the goals we set for our children and the beliefs we have about them.” Asa Hillard III What do you believe about your students?
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11. C. Dahir 11/12/13

12. So How Can We Prepare Ourselves to Help All Students to Become College and Career Ready?
Use Ethical Decision Making
Act As a Social Justice Advocate
Acquire New Skills and Improve Old Skills (ASCA Competencies)
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13. Let’s Look at Ethical Decision Making
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14. Our Ethical Obligation
Q: If our students aren’t achieving to high standards, what do we need to do?
A: School counselors have an ethical obligation to systemically examine and address the issues.
Ask for responses to this question, and note the answers.
Our Ethical Obligation
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15. Our Ethical Obligation
The professional school counselor advocates for counseling plans supporting students right to choose from the wide array of options when they leave secondary education. Such plans will be regularly reviewed to update students regarding critical information they need to make informed decisions
(ASCA, 2010, A.3. b.).
Our Ethical Obligation
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16. Our Ethical Obligation
The professional school counselor assesses the effectiveness of his/her program in having an impact on students’ academic, career and personal/social development through accountability measures especially examining efforts to close achievement, opportunity and attainment gaps
(ASCA, 2010,A.9.g).
Our Ethical Obligation
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17. ASCA Ethical Standards PGCA Code of Ethics for Counselors and the Counseling Profession Code of Ethics For Registered and Licensed Guidance Counselors
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18. A. 1 Responsibility to Students
School counselors primary obligation is to students
Educational, academic, career, personal, and social needs
Respect for student’s values, beliefs, and background
Knowledge of laws, regulations, and policies-inform and protect students
Collaborate with and promote the welfare of the student
Involvement of support networks
Professional distance from students
Consider potential harm of relationships with former students or family members
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19. Ethical Implications Differences for counselors who work in schools
Issues with minors
Confidentiality concerns
Relationship of the ASCA Ethical Standards to Social Justice
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20. A. 2 Confidentiality
Inform students of purposes, goals, techniques, and rules
Explain the limits of confidentiality
Keep information confidential expect for serious/foreseeable harm or legal reasons
Parents/guardians legal and inherent rights
Promote autonomy and independent of students
Ethical responsibility to provide information to 3rd parties
Family Education Rights and Privacy Act (FERPA)
A. Disclosure includes the limits of confidentiality in a developmentally
appropriate manner. Informed consent- competence of student to understand. Sometimes confidentiality not always possible. Sometimes decisions must be made on students behalf.
C. Serious and foreseeable harm is different for each minor in schools and is defined by students’ developmental and chronological age, the setting, parental rights and the nature of the harm. School counselors consult with appropriate professionals when in doubt as to the validity of an exception.
F. Ethical responsibility to provide information to an identified third party who, by his/her relationship with the student, is at a high risk of contracting a disease that is commonly known to be communicable and fatal.
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21. A. 3. Academic, Career/College/Post-Secondary
A.3. Academic, Career/College/Post-Secondary Access and Personal/Social Counseling Plans
Comprehensive school counseling programs
Equal opportunities for all students
Provide and advocate for student career awareness- support the students right to choose what they are interested in
A. 4. Dual Relationships
Avoid dual relationships when possible
Maintain professional distance
Avoid using social networking mediums with students such as face book
Avoid dual relationship with school personnel that might infringe on integrity of student counselor relationships
parallels the ASCA National Model with emphasis on working jointly with all students to develop personal/social, academic and career goals.
Equitable academic, persona/social, and post-secondary- use data
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22. A. 5. Appropriate Referrals
Make referrals when appropriate to outside agencies, parents/guardians, and students
Get signed permission of student and parent/guardian when starting a collaborative relationship with other service providers
Use reasonable termination methods when ending counseling assistance
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23. A. 6. Group Work
Screen prospective group members and maintain awareness of students needs
Notify parents/guardians before their child participates in groups
Establish clear expectations and that confidentiality is expected but can not always be guaranteed in a group
Maintain appropriate training and develop professional competences
Group work topics can include academic, career, and personal/social issues- should be brief and solution focused
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24. A. 7. Danger to Self or Others
Inform parents/guardians or appropriate authorities/school faculty when a student poses a danger to self or others
Report Risk Assessment to parents when needed
Legal and ethical liability of releasing a student who is a potential danger to self or others without proper or necessary support
A. 8. Student Records
Maintain secure records
Keep sole possession records and individual case notes separate from educational records
Understand and abide by Family Education Rights and
Privacy Act (FERPA)
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25. A.9. Evaluation, Assessment and Interpretation
Adhere to all professional standards
Confidentiality
Consider developmental age
Assess the effectiveness of programs in regard to students needs
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26. A. 11. Student Peer Support Program
A. 10. Technology
Promote benefits of technology and be aware of its limitations
Equal assess to technology for all students
Impact on electronic records of students
Impact that cyberbullying has on students
A. 11. Student Peer Support Program
Responsibility to peer helper and student
Appropriate training and supervision
FERPA-safe guards students records and allows parents to have a voice in what and how information is shared regarding their child’s educational records.
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27. B. RESPONSIBILITIES TO PARENTS/GUARDIANS
B. 1. Parents Rights and Responsibilities
Respect rights and responsibilities of parents
Adhere to local guidelines, laws, and ethical standards
Be sensitive to diversity of families
B. 2. Parents/Guardians and Confidentiality
Inform parents of counselors roles
Importance of collaboration
Respect confidentiality of parents
Provide parents with accurate and comprehensive information
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28. C. RESPONSIBILITIES TO COLLEAGUES AND PROFESSIONAL ASSOCIATES
C.1. Professional Relationships
Respect, cooperation, and collaboration
C.2. Sharing Information with Other
Professionals
Provide accurate, concise, and meaningful data
C.3. Collaborating and Educating Around the
Role of the School Counselor
Develop relationships with faculty and collaborate with other professionals and organizations
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29. D. RESPONSIBILITIES TO SCHOOL, COMMUNITIES AND FAMILIES
D.1. Responsibilities to the School
Support, protect, and advocate for students
Knowledgeable and supportive on schools mission
Assist with the development of programs and curriculum
D.2. Responsibility to the Community
Collaborate with community, organizations, and individuals
Utilize community resources to promote equality for all students
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30. E. RESPONSIBILITIES TO SELF
E.1. Professional Competence
Individual professional competence
Monitor emotional and physical health
Professional responsibility and high standard of care
Maintain memberships in professional organization and stay involved in workshops
E.2. Multicultural and Social Justice Advocacy
and Leadership
Expand multicultural and social justice advocacy awareness
Cultural competence
Skill and knowledge to work with diverse populations
Skill and knowledge to work with diverse populations-ethnic/racial status, age, economic status, special needs, ESL or ELL, immigration status, sexual orientation, gender, gender identity/expression, family type, religious/spiritual identity and appearance.
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31. F. RESPONSIBILITIES TO THE PROFESSION
F.1. Professionalism
F.2. Contribution to the Profession
F.3. Supervision of School Counselor Candidates Pursuing Practicum and Internship Experiences:
F.4. Collaboration and Education about School
Counselors and School Counseling Programs
with other Professionals
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32. G. MAINTENANCE OF STANDARDS
G.1. When there exists serious doubt as to the ethical behavior of a colleague(s) the following procedure may serve as a guide:
G.2. When school counselors are forced to work in situations or abide by policies that do not reflect the ethics of the profession, the school counselor works responsibly through the correct channels to try and remedy the condition.
G.3. When faced with any ethical dilemma school counselors, school counseling program directors/supervisors and school counselor educators use an ethical decision-making model such as Solutions to Ethical Problems in Schools (STEPS) (Stone, 2001):
G. 1. The school counselor should consult confidentially with a professional
colleague to discuss the nature of a complaint to see if the
professional colleague views the situation as an ethical violation.
2. When feasible, the school counselor should directly approach
the colleague whose behavior is in question to discuss the complaint
and seek resolution.
3. The school counselor should keep documentation of all the steps
taken.
4. If resolution is not forthcoming at the personal level, the school
counselor shall utilize the channels established within the school,
school district, the state school counseling association and ASCA’s
Ethics Committee.
5. If the matter still remains unresolved, referral for review and
appropriate action should be made to the Ethics Committees in the
following sequence:
• State school counselor association
• American School Counselor Association
6. The ASCA Ethics Committee is responsible for:
• Educating and consulting with the membership regarding ethical
standards
• Periodically reviewing and recommending changes in code
• Receiving and processing questions to clarify the application
of such standards. Questions must be submitted in writing to
the ASCA Ethics Committee chair.
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33. You can’t practice risk free
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34. Social Justice Agenda
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35. Specific qualities required by social justice agenda
Passion for social justice, particularly with respect to educational equity and opportunity
Desire to serve as an advocate of student achievement
Sensitivity to and appreciation for cultural plurality
Knowledge of schools and system change
Leadership ability to be a change agent
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36. Specific qualities (cont’d)
Persistence and determination to follow one’s own beliefs
Personal qualities including self-awareness, capacity for reflection, interpersonal skills, ability to disclose appropriately and a sense of humor
Flexibility and tolerance for ambiguity
Interest in and awareness of others and willingness to take risks interpersonally
Capacity to profit from and contribute to learning with a diversity of students in a group
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37. Personal/social consciousness skills
Proficiency in interpersonal awareness is key to the development of relationships
Relationships are the foundation of collaboration and consultation
These are fundamental underpinnings of productive, positive interaction
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38. “Things which matter most must never be at the expense of things which matter least.”
- Goethe

39. School Counselor Skills and Competencies
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40. ASCA School Counselor Competencies
Knowledge
I-A-1 Understand the structure and governance of educational systems and the influences on education practices
I-A-6 Collaborate with stakeholders to create learning environments that promote equity and success for every student
Abilities and Skills
I-B-4 Collaborates to promote and support student success
I-B-5c Understands the impact of policies/practices supporting and/or impeding student success
Attitudes
I-C-3 Every student should graduate HS prepared for employment or college and other post-secondary education
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41. National Standards for Philippine School Counseling Programs
Academic Development
Career Development
Personal/Social Development
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42. Making Connections Ethical Standards Social Justice Agenda
School Counselor Competencies
All together supports students to become college and career ready!
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43. The Global Agenda: All Students College and Career Ready
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44. School Counselors Can:
Facilitate students’ understanding of the relation between school and post high school opportunities (e.g., work, college)
Provide information, knowledge (self and the world of work) and skills to promote College and Career Readiness
Help students to become active participants in planning for the future
Collaborate with teachers to create a learning environment that promotes College and Career Readiness beyond the focus on academics
Provide career development activities throughout the year
Contribute to the creation of a College and Career Readiness school culture
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45. National Office For School Counselor Advocacy
College Aspirations
Academic Planning for College and Career Readiness
Enrichment and Extracurricular Engagement
College and Career Exploration and Selection
College and Career Assessment
College Affordability Planning
College and Career Admission Processes
Transition from High School Graduation to College Enrollment
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46. College Aspirations Components Goal College Aspirations
Build a college-going culture by nurturing confidence in students to aspire to college, both 2 and 4 year, and the resilience to overcome challenges along the way. School counselors can help maintain high expectations by providing seeking adequate supports, building social capital and conveying the conviction that all students can succeed in college.
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47. Academic Planning for College and Career Readiness
Advance students’ planning, preparation, participation and performance in a rigorous academic program that connects to their college and career aspirations and goals. School counselors can deliver career development activities that focus on STEM related careers as well as encourage students to enroll in dual enrollment courses, career and technical courses, and career academies if available.
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48. Enrichment and Extracurricular Engagement
Ensure equitable exposure to a wide range of extracurricular and enrichment opportunities that build leadership, nurture creativity, talents and interests, and increase engagement with school. School counselors can help to motivate students to engage in technological innovations, environmental problem solving, research, and entrepreneurship, as well as exploring their passions through elective courses and after school activities.
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49. College and Career Exploration and Selection Processes
Provide early and ongoing exposure to experiences and information necessary to make informed decisions when selecting a college or career that connects to academic preparation and future aspirations. School counselors can deliver a comprehensive career awareness and career exploration program and encourage out of the box thinking about career pathways.
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50. College and Career Assessments
Promote preparation, participation and performance in college and career assessments by all students. School counselors can utilize free and low cost web based tools to help students discover “who am I”, “ where am I going” and “how do I get there?”. This is a complex process that moves beyond interest inventories and surveys, and engages students in the intrapersonal analyses of addressing their motivation, persistence, resiliency, and coping skills to align their career goals with educational persistence.
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51. College Affordability Planning
Provide students and families with comprehensive information about college costs, options for paying for college, and the financial aid and scholarship processes and eligibility requirements, so they are able to plan for and afford a college education. Start early – with the families of middle school students and provide this information annually.
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52. College and Career Admission Processes
Ensure that students and their families have an early and ongoing understanding of the college and career application and admission processes so they can find the postsecondary options that are the best fit with their aspirations and interests. A developmental and sequential curriculum, with specific goals based on the needs of your students, and the ASCA National Standards, can be delivered in a scope and sequence during the 7 years of middle and high school. A focused intentional approach will provide students with awareness, knowledge, and skills making the senior year application and decision making process much less daunting.
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53. Transition from High School Graduation to College Enrollment
Connect students to school and community resources to help the students overcome barriers and ensure the successful transition from high school to college. School counselors can collaborate with the Parent Teacher Association (PTA), community organizations, and local business, high school alumni enrolled in technical school, 2 and 4 year colleges. Small group meetings, mentoring, workshops, and alumni meetings can provide support for smooth transitions from high school to college.
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54. All Filipino Students College and Career Ready!
What does college and career ready mean to you now?
What 3 things will you do to help ALL of your students become college and career ready?
How will you do next week to advocate for college and career readiness for all of your students?
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55. College and Career Readiness Resources
National Career Development Association /sp/Home_Page
NOSCA
Eight Components of College and Career Readiness Counseling
Elementary, Middle School, and High School Counselor Guides
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