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Current Trends in School Counseling

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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 C. Dahir 11/12/13

4 DepED Education Goals 2013-2014

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? C. Dahir 11/12/13

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. C. Dahir 11/12/13

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 C. Dahir 11/12/13

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

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% C. Dahir 11/12/13

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? C. Dahir 11/12/13

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) C. Dahir 11/12/13

13 Let’s Look at Ethical Decision Making
C. Dahir 11/12/13

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 C. Dahir 11/12/13

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 C. Dahir 11/12/13

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 C. Dahir 11/12/13

17 ASCA Ethical Standards PGCA Code of Ethics for Counselors and the Counseling Profession Code of Ethics For Registered and Licensed Guidance Counselors C. Dahir 11/12/13

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 C. Dahir 11/12/13

19 Ethical Implications Differences for counselors who work in schools
Issues with minors Confidentiality concerns Relationship of the ASCA Ethical Standards to Social Justice C. Dahir 11/12/13

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. C. Dahir 11/12/13

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 C. Dahir 11/12/13

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 C. Dahir 11/12/13

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 C. Dahir 11/12/13

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) C. Dahir 11/12/13

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 C. Dahir 11/12/13

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. C. Dahir 11/12/13

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 C. Dahir 11/12/13

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 C. Dahir 11/12/13

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 C. Dahir 11/12/13

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. C. Dahir 11/12/13

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 C. Dahir 11/12/13

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. C. Dahir 11/12/13

33 You can’t practice risk free
C. Dahir 11/12/13

34 Social Justice Agenda C. Dahir 11/12/13

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 C. Dahir 11/12/13

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 C. Dahir 11/12/13

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 C. Dahir 11/12/13

38 “Things which matter most must never be at the expense of things which matter least.”
- Goethe

39 School Counselor Skills and Competencies
C. Dahir 11/12/13

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 C. Dahir 11/12/13

41 National Standards for Philippine School Counseling Programs
Academic Development Career Development Personal/Social Development C. Dahir 11/12/13

42 Making Connections Ethical Standards Social Justice Agenda
School Counselor Competencies All together supports students to become college and career ready! C. Dahir 11/12/13

43 The Global Agenda: All Students College and Career Ready
C. Dahir 11/12/13

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 C. Dahir 11/12/13

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 C. Dahir 11/12/13

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. C. Dahir 11/12/13

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. C. Dahir 11/12/13

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. C. Dahir 11/12/13

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. C. Dahir 11/12/13

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. C. Dahir 11/12/13

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. C. Dahir 11/12/13

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. C. Dahir 11/12/13

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. C. Dahir 11/12/13

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? C. Dahir 11/12/13

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 C. Dahir 11/12/13

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