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In the article, The Experience of At-Risk Male High School Students Participating in Academic Focused School Counseling Sessions there were 11 at risk males grades 9th-10th who were failing academically and participated in a survey.  In this survey, the participants attended six 30 minutes counseling sessions to see whether or not it would have an impact on them academically.  These males also were interviewed and asked questions about their experiences three times for 50 minutes.  They were interviewed twice individually and collectively one time.  This survey concluded that the at risk males wanted to learn and achieve academically because of attending these counseling sessions.  They stated that they begin to have a relationship with the counselor that made them feel like they were cared about.  And in return it caused them to be more concern about their work and made them realized that their academic success was based on their efforts to do more than what they had been doing. The young males also stated that having the counseling sessions more frequently caused them to stay focus on their work because they knew they were being held accountable and they didn’t want to let the counselor down or themselves.

The American School Counselor Association (ASCA, 2012) National Model states that school counselors should focus on maximizing student academic achievement.  It is clear that school counselors are integral components of the academic mission of the high school.

Students have also provided their perceptions regarding the preferred role of school counselors. A survey of high school students found that school counselors should serve

as leaders, advocates, collaborators, counselors, coordinators, and users of data (Kuhn, 2004).

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1. Galassi, Griffin & Akos (2008), illustrated in their article how the ASCA National Model and Strengths-Based School Counseling can work together to serve all students through research based practices. Additionally, this article provided detailed encounters where the themes of leadership, advocacy, collaboration and accountability were used with great benefit for the preK-12 students (Galassi, Griffin & Akos, 2008). Lastly, they concluded with a goal to see strength-based strategies be the most effective approach for school counselors (Galassi, Griffin & Akos, 2008).
2. Studer, Diambra, Breckner & Heidel (2011), researched CACREP school counselors to explore the drawbacks and benefits in developing and implementing a comprehensive school counseling program. In their findings they concluded that the participants’ perception of their current school's counseling program was more positive then when they first arrived as a school counselor (Studer, Diambra, Breckner & Heidel, 2011). When the participants were asked to identify what could make their experiences better as a school counselor, most answered more supportive administration, especially those who have taken a course in school counseling and readily available information about the ASCA National Model & website information (Studer, Diambra, Breckner & Heidel, 2011). Of course there were limitations to the study, such as a small pool of participants and the general lack of experience from the participants but overall the study was well done and has brought insight into this topic (Studer, Diambra, Breckner & Heidel, 2011).

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Abeles, O. M. (2015). Service-Learning and the "Real World" of Classroom Politics: A College and High-School Composition Collaboration. Partnerships, 6(1), 100-114.
American School Counselor Association (2012). The ASCA National Model: A Framework for School Counseling Programs, Third Edition. Alexandria, VA: Author.
Dollarhide, C. T., & Saginak, K. A. (2017). Comprehensive School Counseling Programs K-12 Delivery Systems in Action (3rd ed.). New York City, NY: Pearson.
Galassi, J. P., Griffin, D., & Akos, P. (2008). Strengths-based school counseling and the ASCA National Model[R]. Professional School Counseling, (2), 176.
Spencer, J. (2017, September 17).
Kuhn, L. A. (2004). Student perceptions of school counselor roles and functions. (Unpublished master’s thesis). University of Maryland, College Park, MD.
The 7 Keys to Creative Collaboration. Retrieved September 10, 2018, from https://www.youtube.com/watch?v=2DmFFS0dqQc
F. (2013, February 19).
Studer, J. R., Diambra, J. F., Breckner, J. A., & Heidel, R. E. (2011). Obstacles and Successes in Implementing the ASCA National Model in Schools. Journal Of School Counseling, 9(2).
A Story of Systemic Change. Retrieved from https://www.youtube.com/watch?v=9psa7iYkNfE
O'Brennan, L., Furlong, M. J., & Yang, C. (2019). Promoting collaboration among education professionals to enhance school safety. In M. J. Mayer, S. R. Jimerson (Eds.) , School safety and violence prevention: Science, practice, policy (pp. 247-271). Washington, DC: American Psychological Association. doi:10.1037/0000106-011
Wagner, T. (1993, September). Systemic Change: Rethinking the Purpose of School. Retrieved September 13, 2018, from http://www.ascd.org/publications/educational-leadership/sept93/vol51/num01/Systemic-Change@-Rethinking-the-Purpose-of-School.aspx

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Through collaboration with school, family, and community school counselors are able to create a safe environment where students can succeed (ASCA. 2012).

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Leadership is a process whereby an individual influence a group of individuals to achieve a common goal (Northouse, 2007).  It is also an essential skill for school counselors as they develop and manage a comprehensive school counseling program. (Mason & McMahon, 2009).

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1. School counselors are often a part of the planning of school safety due to their many connections to the community. Involving the community in creating a plan will ensure balance, communication, connectedness, and support (O’Brennan. 2019).

2. To encourage collaboration with sources outside of the school building could occur by pairing up a high school student with a college student who could advise them on their writing. The collaboration between the two classes would create different learning outcomes for each class. The college students would be able to put their knowledge to use in helping others and the high school student would get a chance to interact with people who are in a position they may find themselves in soon. (Abeles. 2015)

3. Collaboration is important for student success. The school counselor can co-teach a class with teachers to promote character education within the core classes. Student can see that there is collaboration between teachers and counselors when they are in a class and co-teaching (Dollarhide & Saginak. 2017).

4. Collaboration within the building between classes would help to promote student success. Using the dynamics of the building could be useful to promote responsibility among the older students, and give the younger students an opportunity to work with someone closer to their age.

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Collaboration is incredibly important. This video highlights the keys to creative collaboration. School counselors who work in a high school will have to be creative to cultivate a culture of collaboration.

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1. To supports academic achievement and student development  A school counselor can do this by promoting career readiness.

2. To advance effective delivery of the comprehensive school counseling program. A school counselor can make sure that the students are receiving all the counseling resources available to them  and they can also evaluate current programs for effectiveness.

3. To promote professional identity.  A school counselor can do this by making sure the professionals are aware of their beliefs and values and how their profession can be an important  source of their self-esteem.

4. To overcomes challenges of role inconsistency (Shillingford & Lambie, 2010)  A school counselor can do this by making sure everybody is clear of their role  when working with the students and have an understanding of how everybody can work together to make sure the students succeed

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---Advocacy
---Leadership
---Collaboration
---System Change

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A school is a system. Each component of the school has an impact on the other components. School counselors create systemic change when they are effectively supporting leadership, advocacy, and collaboration. The first three themes that drive the school counselor all work together to create effective systemic change.

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1. Systemic change must come from first understanding what needs to change within the system. School counselors can work with groups of students to identify what they need from their school. This would help to create awareness of what within the system needs to change (Dollarhide & Saginak. 2017).
2. School counselors can begin to create a culture of trust among the staff and students. This will allow the teachers to cultivate more of an advisor relationship with the students.
3. Holding "Town Meetings" with students, parents, and teachers. These meetings can be a place where the best practices are discussed and plans to enact are created. Having the input of the students is very valuable.
4. To create real systemic change, school counselors need to be realistic with the timelines for these changes. Real and lasting change occurs over time. School counselors can help to ensure the frustration levels with the changes stay low by creating realistic expectations.

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School counselors want to see personal growth in every student they encounter. In order to create systemic change it is vital to be aware of how we all exist within a system.

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Dollarhide and Sagninak (2017) define advocacy as the action of speaking for or with others on their behalf. A school counselor speaks for those whose voices are not heard when a higher cause is at stake; such as fairness, equality and justice (Dollarhide & Saginak, 2017, p.96).

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1. To promote a students' academic achievement, a school counselor may advocate and speak up on the student's behalf if they are scoring low on exams when English is their second language.
2. A school counselor may advocate for change when an outdated school policy has contributed to the unfair suspension of a student based on a minor dress code violation.
3. A school counselor would be practicing advocacy when they encourage students to attend career days or college visits by providing transportation and information meetings that historically have not attended due to a lack of motivation, information or funds. Ethical school counselors are advocates ensuring access to rigorous college- and career-readiness curriculum and have high expectations for every student (ASCA, 2012).
4. A counselor may advocate on behalf of themselves to their Principal for the opportunity to attend cultural trainings and other continuing education courses for their professional growth.
5. A school counselor may advocate on behalf of a Mexican American boy who was overlooked for valedictorian status because he was absent during finals week when his parents were deported.