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Collaboration in school counseling is a working relationship with the many stakeholders to create a shared goal for the student’s progression and success.

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Examples of School Counselors Collaborating with Stakeholders at a High School to create a safe environment

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Examples of School Counselors Collaborating with Stakeholders at a High School to create a safe environment

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1.     A school counselor can create a safe school environment by collaborating with principals. For example, in the high school Mr. Curtain works, they had a situation of two large friend groups that were feuding. Their beef was majority of the violent outbreaks or fights and altercations going on within the building. The school counselors and principles met, to arrange a schedule so the groups would be as far away from each other as possible. Arranging classes so they are not only in the same class, but not in the same wing. The direction of classes to ensure they will not see each other in passing, and if passing was mandatory, it was a spot where a security guard was posted. The most critical was making sure the students were not in the same lunch period. Eventually the students found ways around it to create altercations and were all expelled. However, for a period the first month of the classes changed, the altercations were at an all-time low.

2.     A school counselor can create a safe school environment by collaborating with the coaches. There was another situation at the school where Mr. Curtain works as a football coach. A school counselor had suggested some kids play football. These young men had been in a lot of trouble in the past. They had decorated history with fights and small encounters with police. One’s father was a founding father of a gang that is prevalent in the city. These young men instead of being in the streets were required to be at football practice. For a while it changed their lives. The entire summer they were out of trouble and doing well. School counselors that go above and beyond to not only keep kids safe from unruly kids, but also help the unruly kids get back on track is a big way of helping create a safe school environment.

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Reference from Article: University-Urban School Collaboration in school counseling. 

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Reference from Article: University-Urban School Collaboration in school counseling. 

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Schultheiss, D. E. P. (2005). University-Urban School Collaboration in school counseling. Professional School Counseling, (4), 330. Retrieved from https://search-ebscohost-com.ezp.waldenulibrary.org/login.aspx?direct=true&db=edsgea&AN=edsgcl.132229085&site=eds-live&scope=site

This reference went into depth the much needed collaboration of stakeholders and school counselors specifically in urban communities. It highlights the added problems the 21st century young people endure, along with their urban community like "poverty, violence, and poor academic achievement" (Schultheiss, 2005).
It is very relevant to our topic because of course it mentions collaboration, but also added value to subjects of advocacy, system change, and it took place in a high school setting specifically. Mr. Curtain also works in a very diverse and close to urban high school, so he agreed with many points. The twist of this source is that the author was organizing a way for the university to collaborate with the schools since the structure of the school has no real foundation way to reach the stakeholders of the community.

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How each collaboration can be utilized to ensure that every student has an equal opportunity to succeed academically 

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How each collaboration can be utilized to ensure that every student has an equal opportunity to succeed academically 

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Collaboration just may be the biggest way to make sure every student encountered has an equal opportunity to succeed academically. Even Schultheiss backed the point up by stating, “Nurturing new and established relationships with institutions, administrators, faculty, teachers, students, and…is essential for a program's success.” (Schultheiss, 2005)

These relationships with administrators can bridge a gap between the students and their overhead principals. Some principals can be very hard to reach. Principals are not always around students. Even further, the out of building administrators like the school board are sometimes in a total separate building. Collaborating with administrators can always help with the kid’s success and safety. Personally, I have seen administrators work with counselors on scheduling, class availability, course demographics, and course success. The counselors must advocate for their students. Making sure and collaborating with teachers to make sure students learning skills and disadvantages are being accommodated to allow for success. Counselors must also collaborate with students. Having a positive relationship and understanding who the student is can be the key to their success. Counselors can really create an effective route to achieve the student’s greatest abilities by putting them in the most correct and effective path for their skill set. This takes an actual collaboration and understanding from both parties. Building these collaborations and furthering them into healthy relationships will create a healthy and effective environment for student success.

References

Schultheiss, D. E. P. (2005). University-Urban School Collaboration in school counseling. Professional School Counseling, (4), 330. Retrieved from https://search-ebscohost-com.ezp.waldenulibrary.org/login.aspx?direct=true&db=edsgea&AN=edsgcl.132229085&site=eds-live&scope=site

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The Minority Achievement Committee is a group of minority high school students that focused on the achievement of minorities in the school district. This organization was started by a school counselor named Dr. Mary Lynne McGovern. She collaborated with many faculty to create a group to help the minority students on social issues, academic practices, and various other subjects. The biggest collaboration of this is with the students. The M.A.C scholars selected run the meetings. They choose the subjects. This group has had a great impact on my life, and taught me many valuable lessons. Job interview lessons like how to shake hands (firm grip, eye contact), dress code, posture, timeliness. These things may be common sense, but some in the minority community need these lessons. The subjects touch heavy on study practices, communications skills, even to girls. This program has been running for 30 years and below is an MAC scholar alumni reunion picture. All from the LEADERSHIP, ADVOCACY, COLLABORATION, and SYSTEM CHANGE drive of a academic counselor at Shaker Heights

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Below is a picture of a school counselor office. Similar to one of the people I work with. The office promotes higher education, but also promoting the colleges that continue collaborate and support students once they are there. This picture has Counselor and Student collaboration all over it.

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“School Counseling leadership:

1. Supports academic achievement and student development and student development.

2. Advances effective delivery of the comprehensive school program

3. Promotes professional identity

4. Overcomes challenges of role inconsistency (Shillingford and Lambie, 2010)”

American School Counselor Association. (2012). ASCA national model: A framework for school counseling programs (3rd ed.). Alexandria, VA: Author.

Summary of importance:

This list is important because it break downs the many roles of the school counselor does as leader to the stakeholders in school system. These the essential skills that school counselor needs to  be successful leader.

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How a School Counselor May Collaborate with others

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How a School Counselor May Collaborate with others

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A school counselor has a responsibility to “ mobilizes all stakeholders and creates school communities that enthusiastically pursue academic achievement and school success for every student” (Dollarhide, Saginak, 2017, p. 70) Counselors might be able to collaborate with teachers and make sure the student’s learning style is compatible with the teachers teaching style before assigning the class if possible. School counselors should collaborate with principals and security if a student is having a problem with another student. They also have the power to change the students schedule to avoid the altercations. School counselors may also collaborate with athletic coaches. Athletics can be a big part of many children’s high school experience. For troubled kids, it keeps them occupied. For depressed or lonely kids, it gets them a friend and family group, with an achievable goal. For the coaches, working with counselors can mean again creating a schedule that works well with the student. Coaches are very big on keeping kids eligible, having the team GPA be high, and also allowing kids to be eligible for college athletic scholarships.

School counselors should also collaborate with the surrounding community. Parents are first and foremost. Working with parents on class schedules and what class levels are appropriate for their child’s learning level is key to an understanding and cooperative parent. Counselors may also collaborate with jobs in the area and be able to suggest students to places of work. Again, this can help those financially struggling students and families. Counselors may be connected with the many recreational programs and outside counseling services if a student would need further counseling outside of the schools. School counselors only have the contact period for during the day. Sometimes students need an ear for a counselor outside of school hours. School counselors also may be able to establish connections with the local college counselors to help out in application processes for college seeking students.

References

Dollarhide, Colette T.. Comprehensive School Counseling Programs (Merrill Counseling) (p. 70). Pearson Education. Kindle Edition.

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Leadership is influencing others toward the achievement of shared agenda and banning together all the stakeholders to work together to ensure the students are able to thrive in their environment and achieve their goals.

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Using the collected data found throughout the counselors reports from its roles in leadership, advocacy, collaboration combined to create the ability for the system to transform and improve to the best interest of the all students’ development.

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Advocacy is the act of speaking on behalf of others. You’re the passageway of information that needs to be streamlined to other stakeholders. Making sure that your providing students with the resource of assistance. Important the strong foundation is built between the students and teachers, school administration and parents. This is imperative to a constructive counseling plan.

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Examples of School Counselors using Leadership at a High School to create a safe environment

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Examples of School Counselors using Leadership at a High School to create a safe environment

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1. Leaders will often have to make tough choices that others might not be comfortable making. As a counselor you will be asked on many occasions to help in making decisions that need to be done to start the building of a strong foundation.

2. As a leader of students, you must practice what you are asking of your students. You need to maintain a high degree of ethical standards. You can't ask things of your students if you are not fulfilling them yourself.

3. You will be asked to lead your students into the community. You will help assist them in taking part in community drives. Whether it be a work program, or something to help the less fortunate. It’s important you show your students how important it is to help others. They will remember this, and begin to practice this daily. This will be the catalyst to making them overall better people, and that’s the goal of any counselor.

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Examples of School Counselors using Advocacy at a High School to create a safe environment

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Examples of School Counselors using Advocacy at a High School to create a safe environment

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1.    One way to use advocacy in the high school to create a safe school environment would be a cyber bullying awareness meeting with the students since technology has change and social media is a major issue for bullying, the school counselor could be an advocate for the student by explaining the dangers of cyber bullying maybe have the students share some experiences and allow the others to see the affects.

2.    Another example of advocacy in the high school is to create a teen suicide prevention program, this will allow the students that are under pressure to seek guidance before they decide to cause harm to themselves or others.

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Examples of School Counselors using System Change at a High School to create a safe environment

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Examples of School Counselors using System Change at a High School to create a safe environment

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1. Helping other school officials make new policies to better the students. As a counselor you are in constant communication with students. Firsthand you are hearing the different issues they may be having. You will start to see common denominators that students may be having. You gather the general information and take it to other school officials. You will sit down, and try to find alternative methods that will be conducive for the students. This is where change starts, with you as the counselor.

2. Each stakeholder is going to see change differently. It’s important to take the initiative, and help to get everyone on the same page. As a whole it will be difficult to see eye to eye on everything. This is where being respectful to everyone’s beliefs and ideas is crucial to the development process. This makes every stakeholders beliefs important. The common goal for all stakeholders is to better the youth and create a positive systematic change.

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How Leadership can be utilized to ensure that every student has an equal opportunity to succeed academically

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How Leadership can be utilized to ensure that every student has an equal opportunity to succeed academically

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Teaching students to be leaders at a young age is imperative to their growth not just as students, but as human beings. School counselors of course want you to be successful as students, but isn’t it as important to make sure there good people. This will be one of the most rewarding concepts of seeing their growth on a personal level. This will create the proper framework for them to develop into overall great people, not just students.

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How system change can be utilized to ensure that every student has an equal opportunity to succeed academically 

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How system change can be utilized to ensure that every student has an equal opportunity to succeed academically 

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Due to being in direct content with students daily, no one will understand their hardships like you do. Teachers, principals and other school personnel will see it, but might not have an idea of what’s going on. The student will be in direct conversation with you. The job we need to do is help assist them in what’s going to help them. If the changes of policy need to be made, then that’s what needs to be done. Counseling is constantly evolving. This means so will the students needs. That is why you have to pursue systematic change that will help the students be set up in successful environments. We owe this not just to the students, but to parents and fellow faculty.

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How Advocacy can be utilized to ensure that every student has an equal opportunity to succeed academically 

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How Advocacy can be utilized to ensure that every student has an equal opportunity to succeed academically 

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1.    One example is to bring in community resources to the school to the talk to the students about the different opportunities to be able to give back to community to become model citizens and also volunteer opportunities that would great on their college applications.

2.    Another example of the use of the advocacy ensure the all students have the equal opportunity to succeed is to explore multiculturalism and help other students learn about the each other’s cultures to differences also make sure the teachers are able to be aware to ensure it is no bias or favoritism in the classrooms.

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How a School Counselor shows Advocacy with others

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How a School Counselor shows Advocacy with others

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When students come to you with problems, it’s the job of the counselor to help creat ways to fix this. Each situation will offer different obstacles. Some situations will be much easier then others. Regardless of the level of difficulty, resolutions must be developed. Once these resolutions are developed, the counselor must present this to other stakeholders. This is how problems begin to get fixed. This will help create the pathway to success for the students. When students begin to see that change is being made for problems they are having it helps build the rapport amongst counselors and students. This will lead to better overall morale amongst school officials and students.

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How a School Counselor shows Leadership with others

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How a School Counselor shows Leadership with others

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The school counselor can collaborate with the other professionals, parents and the community to promote leadership for student success by organizing a college and career fair for the upperclassman. This will be an opportunity for the students and parents to the see what opportunities they might have locally for their future.

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https://www.youtube.com/watch?v=JZDt_nR13hE&t=70s

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https://www.youtube.com/watch?v=jeG7GYEz5j8

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How a School Counselor show system change with others

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How a School Counselor show system change with others

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1.    In the high school setting one the way a school counselor can collaborate with other school professionals, parents and the larger community to promote system change would be to have an open house. An open house would be able to invite the parents of the students to hear the plans the school have for that year and also review the last year results for the testing to allow suggestions to improve them from all parties that come to participate.

2.    When it comes to addressing the school safety we can schedule a review meeting of the current safety and security plan to ensure that the community is comfortable with it and if the changes need to be made, we can address those change to improve the safety of the students.

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“Success resulting from systemic change can be measured by the closing of achievement, opportunity and attainment gaps. Examples of success in changes  for all student groups such as:

1.  Increased promotion and graduation rates

2.  Decreased discipline or suspension rates

3.  Increased attendance at school

4.  Increased numbers of students completing high school college and career ready”

American School Counselor Association. (2012). ASCA national model: A framework for school counseling programs (3rd ed.). Alexandria, VA: Author.

Summary of Importance:

This list shows the examples of how important system change can be to students success. Using the tools that school counselors have to challenge the status quo by gathering the data needed to show that the change is needed these areas will be improved.

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“The revised ASCA model details seven essential types of school counselor collaboration proposed by Lawson( cited in ASCA, 2012)

1.   Interprofessional collaboration

2.  Youth-centered collaboration

3.  Parent-centered collaboration

4.  Family-centered collaboration

5. Intraorganizational collaboration
6. Interorganizational collaboration

7.  Community collaboration “

Dollarhide, C. T, & Saginak, K. A. (2017). Comprehensive school counseling programs: K–12 delivery systems in action (3rd ed.). Upper Saddle River, NJ: Pearson.

Summary of Importance:

This list is important because it breaks down the many ways the school counselors can collaborate with different stakeholders to the promote student achievement.

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Advocating For Your School Counseling Program Using Asca Resources: American School Counselor Association (asca)

https://www.schoolcounselor.org/newsletters/december-2017/advocating-for-your-school-counseling-program-usin?st=nj

Summary of Importance:

This site provides a clear explanation of the advocacy can be implemented in school counseling. The tool will be useful for other stakeholder to understand the role school counselors play in advocacy for their students.

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Advocacy in Defining the Role of the School Counselor: The school counselor's role remains unclear in many school districts. School counselors' tasks, expectations and demands vary from district to district and school to school. In many cases, the definition of the school counselor's role is left to the administrator's discretion. When faced with questions about their roles and responsibilities, school counselors can refer to One Vision, One Voice resources. Developed by the American School Counselor Association (ASCA) in conjunction with representatives from 51 state school counseling associations, these resources promote the mission and work of school counselors.

By referencing t he Role of the School Counselor and official ASCA position statements, school counselors can confidently advocate for their professional duties. Each of the 41 position statements include the counseling topic, the rationale, the school counselor's role, a summary and references for more research. To help further clarify the professional role of the school counselor in regard to maintaining legal and ethical standards, ASCA has also created a comprehensive list of a ppropriate vs. inappropriate duties.

Advocacy for Your School Counseling Program: Advocacy ensures that stakeholders understand the role of the school counselor and the importance to students of implementing a comprehensive school counseling program. Advocacy means communicating to stakeholders what the comprehensive school counseling program is, how it makes a difference, and how it affects the success of all students. The ASCA position statement on comprehensive school counseling program s provides a concise rationale for counselors to use.

Think about your school counseling program. Make connections between what your stakeholders want and need and the services and supports that your school counseling program can provide. Who are your stakeholders (internal and external)? Realizing that some stakeholders still cling to the old role description of guidance counselors (career/vocational), it is important for today's counselors to correct those misconceptions and provide stakeholders with an updated picture of the benefits of standards-driven comprehensive school counseling programs. Presenting ASCA Mindsets and Behaviors will help define a school counselor's role in supporting K-12 college and career readiness for all students.

ASCA National Model templates are available for tracking, analyzing, and presenting data to stakeholders. Use these tools to create meaningful data presentations to answer: How are students better served through your school counseling program's initiatives? How are your parents more effective as partners in their children's schooling? How are your teachers and students better supported and more productive during instruction? How are your administrators better able to reach their building/district goals through collaborative partnerships with the counseling program? Because of your school counseling program, how does your community benefit? ASCA also provides a statement on the importance of community relations for you to use.

Advocacy Everyday: Promote your role in the school by being visible. Introduce yourself with the use of school counselor terminology and signage everywhere. Develop a brochure. Print business cards indicating NJSCA and ASCA membership. Use data! Celebrate National School Counseling Week, February 5-9, 2017. Use bulletin boards or social media to promote your lessons and upcoming programs. Understand how to best Implement the ASCA National Model. Maintain consistent communication and conversations with administrators and staff advisory committees.

Advocacy within the District and State: Set yearly goals aligned with district and ASCA goals using data. Maintain usage of time agreements. Analyze your daily/weekly schedules. Present program results to staff, administrators, school board, home and school. Participate in official NJSCA/NJPSA school counselor mentor training each year. Maintain an advisory board with community members. Attend NJSCA conferences. Be informed about state legislative issues. Consistently demonstrate how students are different because of the school counseling program. Apply for RAMP (Recognized ASCA Model Program). Stay informed about what is going on at the state level, such as the NJSCA proposal for an official NJDOE School Counselor Mentor Program, the NJSCA Intern/New School Counselor Guide and NJSCA Evaluation Model.

Take Action: It is your responsibility to advocate for what school counselors in your local district should be doing. ASCA and NJSCA are continually working to share position statements, model programs, and research to support the effectiveness of school counselors. School counselors have a duty to the profession, themselves, and most important, to their students to advocate for your roles, responsibilities, and having school counselors in your district at every level. If you choose not to advocate for your role and position, then we leave staffing decisions up to chance. In the end, our students will suffer by not having a quality school counselor to lead efforts to improve academic, college/career, and social/emotional student development.

"Be the change you wish to see in the world." - Mahatma Gandhi

Mindy Hall has 24 years' experience as a school counselor and is currently with Moorestown Twp Public Schools. She is president-elect of NJSCA and has co-authored the NJSCA Comprehensive Mentor Program for School Counselors and the Intern/ New School Counselor Document. Mindy teaches Family Counseling and Individual Counseling Skills for Wilmington University's graduate program in School Counseling.

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Advocating for Your School Counseling Program Using ASCA Resources | American School Counselor Association (ASCA)

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Advocacy in Defining the Role of the School Counselor: The school counselor's role remains unclear in many school districts. School counselors' tasks, expectations and demands vary from district to district and school to school. In many cases, the definition of the school counselor's role is left to the administrator's discretion.

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The Stages Of Systemic Change

Ascd - http://www.ascd.org/publications/educational-leadership/sept93/vol51/num01/The-Stages-of-Systemic-Change.aspx

Summary of Importance:
This post has a table depiction of the different stages of the systemic change which a clear visual what happens when school counselors decide to implement change.

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September 1993 | Volume 51 | Number 1
Inventing New Systems Pages 14-17

Beverly L. Anderson

At first I didn't see the magnitude of the change. I thought if we just did better what we had always done, we would be OK. Then I realized we had to do something totally different, but I didn't know what. Gradually we began trying some new approaches. One change led to another and another and another, like dominos. I started to see what people meant by systemic change. A new energy and excitement surged among us as hope grew and the cloudy vision of what we wanted became clearer and clearer.

-Principal of a restructuring high school

Administrators across the United States are recognizing that the education system needs fundamental changes to keep pace with an increasingly complex global society. Yet, the deeper we get into the process of change, the more confused we can become. We need some sense of what to expect and what direction to take. Seeing the patterns of change can be difficult; stakeholders in a system tend to see change primarily from their own perspective. Often teachers may not understand what is seen by administrators and parents, nor do administrators or parents see change from a teacher's perspective, or from each other's.

To give stakeholders an aerial view of the shifts occurring in educational systems, the matrix "A Continuum of Systemic Change" defines six developmental stages and six key elements of change (see fig. 1). A composite of experiences in systemic change from across the United States and at all levels of education, the matrix provides stakeholders with a common vantage point for communicating and making decisions about change.

Stages of Systemic Change

Six stages of change characterize the shift from a traditional educational system to one that emphasizes interconnectedness, active learning, shared decision making, and higher levels of achievement for all students. Although Figure 1 displays the six developmental stages as linear and distinct, change is unlikely to follow a linear path. An education system will seldom be clearly at one of these stages but will usually experience "Brownian motion," going back and forth from one stage to another on the path toward an ideal situation. The six stages are:

Maintenance of the Old System: Educators focus on maintaining the system as originally designed. They do not recognize that the system is fundamentally out of sync with the conditions of today's world. New knowledge about teaching, learning, and organizational structures has not been incorporated into the present structure.

Awareness: Multiple stakeholders become aware that the current system is not working as well as it should, but they are unclear about what is needed instead.

Exploration: Educators and policy-makers study and visit places that are trying new approaches. They try new ways of teaching and managing, generally in low-risk situations.

Transition: The scales tip toward the new system; a critical number of opinion leaders and groups commit themselves to the new system and take more risks to make changes in crucial places.

Emergence of New Infrastructure: Some elements of the system are operated in keeping with the desired new system. These new ways are generally accepted.

Predominance of the New System: The more powerful elements of the system operate as defined by the new system. Key leaders begin to envision even better systems.

Key Elements to Change

As schools, districts, and states move through the six developmental stages, six elements of the education system seem to be particularly important. Monitoring these six elements can help us understand an education system's progress.

Vision: The vision that people have of an education system and what it should accomplish must change in order for the system to change. Through the stages of development, the number of people from different groups who agree on the shape and purpose of the new system increases.

Public and Political Support: As the vision develops and is translated into practice, the support of the public and of the political leadership at all levels of the system must grow. Such support involves a deepening understanding of the what and why of the changes needed. The inclusion of diverse populations appears to be critical in building support.

Networking: Building networks that study, pilot, and support the new vision of the education system is essential in establishing lasting systemic change. These networks typically do not rely on the existing bureaucratic structure. They frequently use computers, newsletters, conferences, and personal communications to link people of similar roles across existing organizational lines.

Teaching and Learning Changes: Teaching and learning based on the best available research on how people learn is at the core of the new system. Closely related is the perspective that all students need and can learn the higher-level skills of understanding, communication, problem solving, decision making, and teamwork. If changes do not occur in teaching and learning, all the other changes have little value.

Administrative Roles and Responsibilities: To achieve change in the classroom, administrative roles and responsibilities need to shift at the school, district, and state levels from a hierarchical structure of control to one of support and shared decision making.

Policy Alignment: State and local policy need to be aligned around the beliefs and practices of the new system, particularly in areas related to curriculum frameworks, instructional methods and materials, student assessment practices, resource allocation, and the inclusion of all types of students.

Making simultaneous changes in all six elements requires conscious planning. The process is akin to remodeling a building while people are still using it; redesign and reconfiguration need to be carefully staged to keep the building functional.

Using the Matrix

The matrix "A Continuum of Systemic Change" is proving particularly valuable in three ways. Educators are using it to:

1. Develop a common language and conceptual picture of the processes and goals of change among diverse stakeholders. Once stakeholders can see the issues and perspectives of the others, they are better positioned to take actions that will support and enhance others' specific situations. One of the nation's earliest and largest restructuring efforts, Re:Learning, used frameworks similar to this matrix to develop common understandings and to engage multiple stakeholders in discussions about the goals and strategies of systemic change.

2. Develop a strategic plan for moving forward on systemic change. Once systemic change is under way, people often feel overwhelmed by the magnitude of the task. A matrix such as this one can be used to specify what steps to take next.
For example, state mathematics and science curriculum directors used the matrix at a national conference to analyze their own state's progress on systemic change. Many found that they were moving along reasonably well with the vision, the policy realignment, and the shifts in administrative roles, but changes in classroom teaching were small, and public support was lagging. They realized these areas needed special attention if the full system was to change.

3. Develop an ongoing assessment process to support and encourage deep, quality change. The matrix can provide the basis for deciding the focus of an evaluation, the type of data to collect, and the modes of analysis and reporting. An organization funding changes in science instruction based its evaluation tool on the matrix. In another state, districts and communities used the matrix to evaluate their progress in redesigning arts education.

For systemic change to occur, all aspects of the system must move forward. A physician doesn't say, "Well, I guess I won't worry too much about that heart problem. The rest of the body seems fine." By adapting this matrix to their own systems, educators can help stakeholders rise above their singular viewpoints to a more comprehensive perspective of the changes occurring. By nurturing all aspects of the education system, we can bring about the systemic change that will transform education.

Beverly L. Anderson is Executive Director of InSites, 1877 Broadway, Suite 405, Boulder, CO 80302. She formerly directed the Re:Learning systemic change initiative at the Education Commission of the States.

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September 1993 | Volume 51 | Number 1 Inventing New Systems Pages 14-17 Beverly L. Anderson At first I didn't see the magnitude of the change. I thought if we just did better what we had always done, we would be OK. Then I realized we had to do something totally different, but I didn't know what.

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Lessons in Collaboration in School Counseling: American School Counselor Association (asca)

https://www.schoolcounselor.org/newsletters/october-2017/lessons-in-collaboration-in-school-counseling

Summary of Importance:

This the blog post is important because it account a school counselors experiences and the what they found out about collaborations. He talks about what worked for him and what didn't. This is an important reference for the school counselors that are wanted to collaborate for the first time to help them learn from his mistakes.

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By Brian Mathieson , EdD, NBCT

It's taken me years to truly understand the themes of the Washington State Comprehensive School Counseling and Guidance Program Model. I could name them (leadership, advocacy, collaboration and systemic change), but it wasn't until recently that I recognized their application. This is especially true of the theme of collaboration. Collaboration is to work with all stakeholders, both inside and outside the school system, to develop and implement educational programs that support students. It's a challenging task that first requires us to understand and appreciate the contributions others make to educating all children. Next, we need to build effective teams and working relationships.

My first lesson in collaboration was very early in my career when I thought I could improve students' grades or attendance through individual or group counseling alone. I was convinced, for instance, that if our advisement session was particularly good and I applied all I had learned about counseling theory, students' grades would improve. Looking at the data, however, proved that individual counseling alone was not sufficient. I learned to partner with the teachers and the parents/guardians. I also learned that what was most effective was not the plan we developed (although that certainly helped), it was the establishment of a working relationship between student, teacher, and parents/guardians. In other words, my working relationship with a student didn't make the difference. My consulting to facilitate a relationship between the student/teacher/parents or guardians did. Similar skills but a different application.

My second lesson related to the school counseling core curriculum. I've always been protective of school counselors and it always made me uncomfortable when other staff taught lessons that addressed our ASCA Mindsets & Behaviors for Student Success. I was sure that if someone else taught social/emotional or career-based lessons, school counselors would go way of the dinosaurs in a matter of time. I've learned, however, that there are too many students and too many important attitudes, bits of knowledge, and skills that they will need. We have to partner with teachers, career specialists, prevention specialists, and others to make sure all students have what they need to grow and develop. I'm a big fan of co-teaching. I've enjoyed delivering High School and Beyond Plan lessons with our career specialist, lessons on self-management with a prevention specialist, and lessons in creating positive relationships with a social studies teacher. Co-teaching, or otherwise sharing the work, ensures that school counselors are working in tandem with others to support all students.

My third lesson had to do with establishing an advisory council. Very few school counseling programs have an advisory council; it's often considered a high-wire act only performed by schools seeking Recognized ASCA Model Program (RAMP) designation from the American School Counselor Association. I've found, however, that an advisory council reflecting the diversity of the community (students, parents, teachers, school counselors, administrators, school board members, and business and community members) can be an invaluable asset. Forming an advisory council from the start can make implementing the Washington State Comprehensive School Counseling and Guidance Program Model easier. And this is really the key: collaboration, overall, makes our work more effective and efficient.

Contact Brian Mathieson, EdD, NBCT, WSCA president, at brianmathiesonwsca@gmail.com.

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Lessons in Collaboration in School Counseling | American School Counselor Association (ASCA)

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By Brian Mathieson , EdD, NBCT It's taken me years to truly understand the themes of the Washington State Comprehensive School Counseling and Guidance Program Model. I could name them (leadership, advocacy, collaboration and systemic change), but it wasn't until recently that I recognized their application.

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Summary:
Page 80 goes into detail the importance of Direct Student Services. A picture of student services was shown in collaboration. The section mentioned individual student planning. Having this individual plan is important to the success of every student that is encountered. Pushing for individual student plans is important for counselors as it requires leadership, forces to be advocate for the students, requires collaboration with the staff and family involved, and the overall push IS system change.

Dollarhide, Colette T.. Comprehensive School Counseling Programs (Merrill Counseling) (p. 80). Pearson Education. Kindle Edition.

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School Advocacy Journal Review

An Article was published by Jack Simmons And Mary Cuadrado. It was taking an in-depth look at counselors being Advocates for LGBTQ students. The article looked at why enough resources aren’t there for students who fall within this category. Trying to navigate your way through a new and uncommon identity could be deemed extremely tough for anyone. To have a student go through this with less life experience could be detrimental if they aren’t assisted.  This is becoming more of a social norm amongst young adults. It’s imperative as a counselor you have an idea of what different problems students from the LGBTQ students are dealing with. If you can maintain a strong grasp on this it wont only help you advance in your careers, but them in their lives. It is important that the counselor makes other stakeholders have an idea of what expectations LGBTQ students should expect, and how that can be made accessible to them. Having competency of this subject should have to be something every counselor familiarizes themselves with. I have personal experience dealing with youth in the afternoon range of 12 to 18 years old. I am a juvenile correctional officer. LGBTQ youth are becoming more common. It has helped my career to familiarize with different issues they go through. I make sure to always maintain sensitivity to different hardships they face. Being a strong advocate for students who fall within this category is necessary to create strong foundation for these youth.

References

Simons, J., & Cuadrado, M. (2018). Narratives of School Counselors Regarding Advocacy for LGBTQ Students. Professional School Counseling. https://doi.org/10.1177/2156759X19861529

# data[].attributes.body
School Advocacy Journal Review

An Article was published by Jack Simmons And Mary Cuadrado. It was taking an in-depth look at counselors being Advocates for LGBTQ students. The article looked at why enough resources aren’t there for students who fall within this category. Trying to navigate your way through a new and uncommon identity could be deemed extremely tough for anyone. To have a student go through this with less life experience could be detrimental if they aren’t assisted.  This is becoming more of a social norm amongst young adults. It’s imperative as a counselor you have an idea of what different problems students from the LGBTQ students are dealing with. If you can maintain a strong grasp on this it wont only help you advance in your careers, but them in their lives. It is important that the counselor makes other stakeholders have an idea of what expectations LGBTQ students should expect, and how that can be made accessible to them. Having competency of this subject should have to be something every counselor familiarizes themselves with. I have personal experience dealing with youth in the afternoon range of 12 to 18 years old. I am a juvenile correctional officer. LGBTQ youth are becoming more common. It has helped my career to familiarize with different issues they go through. I make sure to always maintain sensitivity to different hardships they face. Being a strong advocate for students who fall within this category is necessary to create strong foundation for these youth.

References

Simons, J., & Cuadrado, M. (2018). Narratives of School Counselors Regarding Advocacy for LGBTQ Students. Professional School Counseling. https://doi.org/10.1177/2156759X19861529