1. © 2007 Thomson Brooks/Cole, a division of Thomson Learning Chapter 16: School Counseling Chapter 17: Clinical Mental Health Counseling Chapter 18: Student Affairs and College Counseling 1

2. © 2007 Thomson Brooks/Cole, a division of Thomson Learning School Counseling 2

3. © 2007 Thomson Brooks/Cole, a division of Thomson Learning  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). 3

4. © 2007 Thomson Brooks/Cole, a division of Thomson Learning  “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). 4

5. © 2007 Thomson Brooks/Cole, a division of Thomson Learning  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 5

6. © 2007 Thomson Brooks/Cole, a division of Thomson Learning  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 6

7. © 2007 Thomson Brooks/Cole, a division of Thomson Learning  1946: George-Barden Act: Federal Funding for guidance in schools  1953: ASCA became 5 th 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” 7

8. © 2007 Thomson Brooks/Cole, a division of Thomson Learning  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 8

9. © 2007 Thomson Brooks/Cole, a division of Thomson Learning  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 9

10. © 2007 Thomson Brooks/Cole, a division of Thomson Learning  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 10

11. © 2007 Thomson Brooks/Cole, a division of Thomson Learning  Based on ASCA National Model  Four Systems: 1. Foundation ▪ Beliefs and philosophy ▪ The mission ▪ The domains 2. Delivery ▪ Guidance curriculum ▪ Individual student planning ▪ Responsive services ▪ System Support 11

12. © 2007 Thomson Brooks/Cole, a division of Thomson Learning  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 12

13. © 2007 Thomson Brooks/Cole, a division of Thomson Learning  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 13

14. © 2007 Thomson Brooks/Cole, a division of Thomson Learning  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 14

15. © 2007 Thomson Brooks/Cole, a division of Thomson Learning  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 15

16. © 2007 Thomson Brooks/Cole, a division of Thomson Learning  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” 16

17. © 2007 Thomson Brooks/Cole, a division of Thomson Learning  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 17

18. © 2007 Thomson Brooks/Cole, a division of Thomson Learning  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 18

19. © 2007 Thomson Brooks/Cole, a division of Thomson Learning  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 19

20. © 2007 Thomson Brooks/Cole, a division of Thomson Learning  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 20

21. © 2007 Thomson Brooks/Cole, a division of Thomson Learning  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. 21

22. © 2007 Thomson Brooks/Cole, a division of Thomson Learning  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”www.schoolcounselor.org 22

23. © 2007 Thomson Brooks/Cole, a division of Thomson Learning  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) 23

24. © 2007 Thomson Brooks/Cole, a division of Thomson Learning  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 24

25. © 2007 Thomson Brooks/Cole, a division of Thomson Learning  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! 25

26. © 2007 Thomson Brooks/Cole, a division of Thomson Learning  PL 94-142, IDEA, Section 504, ADA  Identification, protection, and planning for individuals with disabilities  FERPA (Buckley Amendment)  Ensures assess to educational records  Counseling notes excluded  Suspected Child Abuse: Mandated reporter  Hatch and Grassley Amendments  Children in federally funded programs cannot participate in surveys, analysis, or evaluation projects without the consent of their parents or guidance 26

27. © 2007 Thomson Brooks/Cole, a division of Thomson Learning  Adapting to the 21 st Century  Roles and functions of school counselors ever changing ▪ Working with more culturally diverse students ▪ Use of data ▪ Technology ▪ Career options for students ▪ More involvement of families ▪ Other 27