# data[].attributes.attachment_link.description
See all the wonderful things Cindy Gay has made

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

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

Griffin, D., & Farris, A. (2010). School counselors and collaboration: Finding resources through community asset mapping. Professional School Counseling, 13(5), 248–256.
Retrieved from the Walden Library databases.

Moore-Thomas, C., & Day-Vines, N. L. (2010). Culturally competent collaboration: School counselor collaboration with African American families and communities. Professional School Counseling, 14(1), 53–63.
Retrieved from the Walden Library databases.

# data[].attributes.headline
EXAMPLES: Using ADVOCACY to Ensure That Every Student Has an Equal Opportunity to Succeed Academically.

# data[].attributes.subject
EXAMPLES: Using ADVOCACY to Ensure That Every Student Has an Equal Opportunity to Succeed Academically.

# data[].attributes.body
The key role of the school counselor is to advocate for every student’s academic success (ASCA, 2012).
High School Counselors will assist students with the application process and may even write letters for their students. One goal of the High School Counselors is to prepare each student is college or career readiness. Hosting a college fair or college night for the students is one way to implement college or career readiness. This will allow the students to speak with college representatives. The representatives are prepared to answer any questions the students may have at that time.  They will also inform the students what requirements are necessary for acceptance to their programs.  Hosting the college fair gives all the students a boost of confidence to prepare themselves for the transition from high school to college. Professional school counselors are knowledgeable of a wide range of resources both within and outside the school ranging in various forms to include people, programs, and agencies (Trusty & Brown, 2005).

High School Counselors should inform students of resources such as scholarships or other forms of financial aid and information on enrollment to help students who are applying to college.

High School Counselors support and promote every student’s opportunity to achieve academic success in school (ASCA, 2012).  In order to continue academic success students need to learn ways to deal with conflict. Students may be referred to or seek guidance from the school counselor to help them develop problem-solving skills. High School Counselors demonstrate problem-solving skills to help students work through situations helping them make positive decisions that align with their goals they have set out to achieve (Trusty & Brown 2005).

# data[].attributes.headline
EXAMPLES: Using LEADERSHIP to Ensure That Every Student Has an Equal Opportunity to Succeed Academically.

# data[].attributes.subject
EXAMPLES: Using LEADERSHIP to Ensure That Every Student Has an Equal Opportunity to Succeed Academically.

# data[].attributes.body
An example of leadership being utilized to ensure that every student has an equal opportunity to succeed academically would include a high school counselor becoming familiar with assessment data and high school graduation rates for their school. All counselors should maintain an accurate and updated data file of each grade level of students and their academic performance. Once data has been collected and disaggregated the professional school counselor can begin to implement programs such as the development of student portfolios.

Another example would include creating programs that help close the achievement gap for students in particular content areas. One such program might focus on student writing skills. This program would take students who are struggling in those skills (based on data that the school counselor has gathered) and improve those students’ areas of writing weakness. The counselor would need to track student progress to make the sure the program is working, and students are being successful. This closing of the achievement gap ensures that every student has an equal opportunity to succeed.

# data[].attributes.headline
EXAMPLES: Using ADVOCACY to Create a Safe School Environment

# data[].attributes.subject
EXAMPLES: Using ADVOCACY to Create a Safe School Environment

# data[].attributes.body
A safe school environment is a a school free of discrimination, harassment, intimidating and bullying. Professional school counselors work to ensure a safe learning environment for all students, while protecting the human rights of all members of the school community (Dollarhind & Saginak, 2017).
Often times instead speaking with adults, students will ask a peer or classmate for help with some of the challenges they may be facing.  School counselors may facilitate peer counseling programs in their school. Some high school students may be offered college credit if they are selected to participate as peer counselors.  Peer counseling teaches students cooperation, tolerance and responsibility therefore creating a healthier and safer school climate (Carter, 2017).
In order for school counselors to make sure that all students are being served equally they should always look for areas that need improvement or adjustments.
School counselors should continue to observe what is going on within the school walls and compare what they see to the quantitative academic and climate data (Cobb, 2014).
Cobb, N. (2014). CLIMATE, CULTURE AND COLLABORATION: The Key to Creating Safe and Supportive Schools. Techniques: Connecting Education & Careers, 89(7), 14–19. Retrieved from https://ezp.waldenulibrary.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=98641782&site=eds-live&scope=site

# data[].attributes.headline
COLLABORATION-Peer Reviewed Articles and Summaries 

# data[].attributes.subject
COLLABORATION-Peer Reviewed Articles and Summaries 

# data[].attributes.body
Principal-Counselor Collaboration and School Climate
The article, discusses the topic of principal and counselor collaboration and student success. The article states that school counselors are expected to provide a counseling program that provides access to all educational opportunities in the attempt to raise academic achievement for all students.  By having principals and counselors collaborate, it is possible to not only better evaluate current interventions, but together they can come up with additional interventions that can increase student success, in addition to identifying potential student safety issues.  The research question conducted in association with this article was “whether principal-school counselor collaboration was positively associated with school climate” (Rock, Remley, & Range, 2017).  It was found that when principals and counselors collaborate, the climate in the school did improve.

Rock, W. D., Remley, T. P., & Range, L. M. (2017). Principal-Counselor Collaboration and School Climate. NASSP Bulletin, 101(1), 23–35. Retrieved from https://ezp.waldenulibrary.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1139019&site=eds-live&scope=site

Transforming School Counseling Practice through Collaboration and the Use of Data: A Study of Academic Failure in High School
The article written by Dimmitt and Carey, presents a study relating to the factors contributing to academic failure in high school.  Among the topics contributing to failure, it was found that the general climate of the school was a vital part.  Students are more likely to succeed where there is an emphasis on academics, and where both students and faculty feel both physically and emotionally safe (Dimmitt , 2003).  An administrative leadership that is positive and when collaboration occurs within the school also leads to more successful students.

Dimmitt, C. (2003). Transforming school counseling practice through collaboration and the use of data: a study of academic failure high school. Professional School Counseling, (5), 340. Retrieved from https://ezp.waldenulibrary.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=edsgea&AN=edsgcl.106913868&site=eds-live&scope=site

# data[].attributes.headline
LEADERSHIP-Peer Reviewed Articles and Summaries (2)

# data[].attributes.subject
LEADERSHIP-Peer Reviewed Articles and Summaries (2)

# data[].attributes.body
Counselors as Leaders

This article began by detailing the developmental history of the school counseling profession. It later progressed into how and why leadership has been added as an extension of the movement. The ASCA’s 2005 National Model was discussed as the purpose of adding leadership as a theme for professional school counselors. This article is relevant to my topic because it demonstrated through, extensive research, that leadership is important to the profession of school counseling, the school community, and student achievement. The article also reviewed implementation of leadership throughout the school setting. In the end the authors of the article stated, that the leadership component is the final step of the school counseling movement (Wingfield, Reese, &West-Olatunju, 2010).

Wingfield, R. J., Reese, R. F., & West-Olatunji, C. A.  (2010). Counselors as Leaders. Florida Journal of Educational Administration & Policy, 4 (1), 114-130.

School counselors as accountability leaders: Another call for action

This article focused on the professional school counselor’s important role of accountability when it comes to leadership. It is stated that this a leadership responsibility (Sink, 2009).  Professional school counselors are now being charged with adding an accountability skillset to what they do each and every day. This has become a push due to school improvement plans. The professional school counselor has to be able to document program accountability through evaluations of the school counselor, their mission statement, and their provided programs. This article is relevant to my topic because it reinforces the impact that school counselors have on student achievement, while incorporating the use of data to show this finding. In order for the professional school counselor to be an effective leader and advocate for students and the school community they must be able to show that they are utilizing best practices evidence, they are consistent about evaluating results of what they do, and they are genuine about reporting this data to districts and policy makers (Sink, 2009). Through these steps the professional school counselor will not only lead, but they will also hold themselves and their program accountable to provide the skills that students need to achieve and be successful.

Sink, C. A. (2009). School counselors as accountability leaders: Another call for action. Professional School Counseling, 13(2), 68-74.

# data[].attributes.body
Leadership: Leadership involves delegation, collaboration, and positive communication with all members of the team in order to ensure the success of all students. The school counselor will monitor all subordinate staff; along with leading by example.

Advocacy: Advocacy is defined as any action that speaks in favor of, recommends, argues for a cause, supports or defends, or pleads on behalf of others.
Collaboration: Collaboration involves school counselors and all stakeholders working together toward common goals, which include to promote and enhance student development and achievement.
Systemic Change:  School counselors will examine policies and procedures, use research methods, and examine data to keep the program current and efficient. Dollarhide and Saginak (2017) state, “When leadership, advocacy, and collaboration move educational systems, schools, and communities forward in the best interest of learning, achievement, and development for all students, systemic change happens” (p. 70).

# data[].attributes.attachment_link.title
A Day in the Life of a High School Guidance Counselor

# data[].attributes.headline
EXAMPLES: Using COLLABORATION to Create a Safe School Environment

# data[].attributes.subject
EXAMPLES: Using COLLABORATION to Create a Safe School Environment

# data[].attributes.body
One example collaboration can be utilized to create a safe school environment would be for administrators, teachers, counselors, and even community members working together to educate students on how they are expected to behave at school.  High school students should be good, follow the rules, and have caring, and responsible behavior at school.  When this is achieved by more students, less bullying and fighting will take place, thus creating a safer school environment for all.

Another example collaboration can be utilized to create a safe school environment would be everyone working together to avoid students fighting. This can be done by paying attention to student conversations and having a presence in the hallways during passing period, then sharing information learned with each other so there can be a proactive response to situations before they can get out of hand and lead to an altercation. Especially in a high school, where teenage emotions run high, and they post everything on social media, saying things on there they would never say face to face.  Often times when this happen students don’t know how to handle confrontation appropriately, so instead they just get into a physical fight, which will lead to an uneasy and unsafe feeling in the school.

# data[].attributes.attachment_link.description
Students have the power to change the world, and school counselors help them achieve their dreams.

# data[].attributes.headline
EXAMPLES: Using SYSTEMIC CHANGE to Create a Safe School Environment

# data[].attributes.subject
EXAMPLES: Using SYSTEMIC CHANGE to Create a Safe School Environment

# data[].attributes.body
“School counselors create an “environment that encourages any student or group to feel comfortable to come forward with problems” (ASCA National Model, 2012, p. 9-10).  School counselors must respond to students needs, both needs outside the school walls and academic needs within. When these needs are addressed, it helps to create a safe environment for students. They are more confident in coming forward with problems or challenges when they know that their needs will be addressed.

“Provide leadership to create systemic change to enhance the school” (ASCA Ethical Standards, 2016, B.2.d.). One of the emerging roles as a counselor is to serve a multi-cultural liaison of sorts for students, teachers, and families. "School counselors who are social justice change agents have the beliefs, attitudes, knowledge and skills to identify and take responsibility for eradicating systemic barriers by first recognizing the educational inequalities that exist for students of color and those from low-income environments" (Griffin & Steen, 2011, p. 76).

# data[].attributes.headline
ADVOCACY-Peer Reviewed Articles and Summaries 

# data[].attributes.subject
ADVOCACY-Peer Reviewed Articles and Summaries 

# data[].attributes.body
School Counselors and Social Justice Advocacy for Lesbian, Gay, Bisexual, Transgender, and Questioning Students
This article will introduce a social justice and advocacy approach that can be used by School Counselors to promote a safe and positive environment for the Lesbian, Gay, Bisexual, Transgender or question students.  The approach introduced  here is the gay-straight alliance , a group that falls outside the realm of normal curriculum of school and performed by students. This group offers resources to middle and high school school counselors that will encourage school counselors to become social advocate to the LGBTQ students and the students on campus that also want to support all students.  This article will also outline the history of GSA and their continued support to help eliminate the negative  which include but not limited to  discrimination and violence  the LGBTQ students in middle and high school.

Bidell, M. P. (2011). School Counselors and Social Justice Advocacy for Lesbian, Gay, Bisexual, Transgender, and Questioning Students. Journal of School Counseling, 9(10), 1. Retrieved from https://ezp.waldenulibrary.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=edo&AN=125249910&site=eds-live&scope=site

School Counselors and Multicultural Education: Applying the Five Dimensions
All students are entitled to equal education no matter their race. This article explains the education approach, Multicultural Education.
The article will describe the five dimensions of this approach pointing out the training and skills of the school counselor for each dimension.

Merlin, C. (2017). School Counselors and Multicultural Education: Applying the Five Dimensions. Journal of School Counseling, 15(6). Retrieved from https://ezp.waldenulibrary.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1144757&site=eds-live&scope=site

# data[].attributes.body
Amatea, E. S., & West-Olatunji, C. A. (2007). Joining the conversation about educating our poorest children: Emerging leadership roles for school counselors in high-poverty schools. Professional School Counseling, 11(2), 81-89.

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

Dollarhide, C. & Saginak, K. (2017). Comprehensive School Counseling Programs K–12 Delivery Systems in Action (3rd ed., pp. 64-86 [VitalSource]. Retrieved from https://bookshelf.vitalsource.com/#/books/undefined/

Griffin, D., & Farris, A. (2010). School counselors and collaboration: finding resources through community asset mapping. Professional School Counseling, 13(5), 248-256.

# data[].attributes.body
American School Counselor Association. (2012). ASCA National Model: A framework for school counseling programs (3rd ed.). Alexandria, VA: Author.

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

Trusty, J., & Brown, D. (2005). Advocacy Competencies for Professional School Counselors. Professional School Counseling, 8(3), 259–265.

Carter, S. (2017). Peer Counseling Programs. Research Starters: Education (Online Edition). Retrieved from https://ezp.waldenulibrary.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ers&AN=89164360&site=eds-live&scope=site

# data[].attributes.body
American School Counselor Association. (2016). ASCA Ethical Standards for School Counselors. Retrieved December 9, 2018, from https://www.schoolcounselor.org/asca/media/asca/Ethics/EthicalStandards2016.pdf

Chen-Hayes, S. and Ockerman, M. (2015) Academic Development and Planning for College and Career Readiness K–12. In B. Erford (Eds.), Transforming the School Counseling Profession, 4th Edition. (4th ed., pp. 242-257) [Bookshelf Online]. Retrieved from https://bookshelf.vitalsource.com/#/books/9781323332931/

Ellis, A. E. (2002). Overcoming resistance: A rational emotive behavior therapy integrated approach. New York, NY: Springer.
Ratts, M. J., DeKruyf, L., & Chen-Hayes, S. F. (2007). The ACA advocacy competencies: a social justice advocacy framework for professional school counselors. Professional School Counseling, (2), 90. Retrieved from https://ezp.waldenulibrary.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=edsgea&AN=edsgcl.172831285&site=eds-live&scope=site

School Safety [digital image]. (2015). Retrieved from http://media2.govtech.com/images/940*625/Feat_Schools_1.jpg

Collaboration Meeting. [digital image]. (n.d.). Retrieved from http://www.courageit.com/innovation/

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

Baker, S. B., Robichaud, T. A., Westforth Dietrich, V. C., Wells, S. C., & Schreck, R. E. (2009). School counselor consultation: A pathway to advocacy, collaboration, and leadership. Professional School Counseling, 12(3), 200-206.

Curry, J. R., & DeVoss, J. A. (2009). Introduction to special issue: The school counselor as leader. Professional School Counseling, 13(2), 64-67.

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

# data[].attributes.headline
How a school counselor might collaborate with other school professionals, parents, and/or the larger community in each of the four themed areas to address school safety and student success.

# data[].attributes.subject
How a school counselor might collaborate with other school professionals, parents, and/or the larger community in each of the four themed areas to address school safety and student success.

# data[].attributes.body
LEADERSHIP:
A professional school counselor might collaborate with other school professionals and stakeholders to address school safety and student success through leadership. This leadership is one of the themes outlined by the ASCA. Research has shown that student achievement is strongly enhanced through staff/student relationships, therefore professional school counselors who take on leadership roles can positively impact student achievement (Curry and DeVoss, 2009). For example, promoting positive relationships, modeling advocacy, collaborating with other educators, community leaders, and parents creates safe schools with an involved community, one where students achieve and are successful. Professional school counselors that are leaders are knowledgeable about educational best practices they work to providing a safe and stable environment and are able to communicate effectively with all members of the school community. These leaders notice and acknowledged the hard work of others engaged with them and they make sure to include them in the decision-making process (Curry and DeVoss, 2009). It is this this collaborative work spearheaded by a driven leader that enhances school safety and provides an environment where all students are successful learners.

ADVOCACY:
Collaborative relationships are developed largely through effective communication, and collaboration skills and communication skills are closely related. Developing and maintaining positive relationships with school administrators is paramount. School counselors and principals should come to a mutual understanding regarding school counselors' advocacy roles (Trusty & Brown, 2015).

COLLABORATION:
To offer the greatest chance of success to high school students, it is important for the counselor to collaborate with the other stakeholders in the student’s life.  By enlisting the help of administrators, school social workers, if there are any, each of the student’s teachers, and parents, there is a greater likelihood of success.  The old African proverb “it takes a village to raise a child,” holds true in successfully educating them as well.  By utilizing the abilities, strengths, and available resources of the other stakeholders and by sharing the responsibilities and decision-making, it is possible to be of greater assistance to the success and safety of each student (Dollarhide & Saginak, 2017).

SYSTEMIC CHANGE:
School counselors are social justice change agents who have the knowledge, skills, and motivation to identify and eradicate educational systemic inequalities that exist for minority students and those from low-income environments (Ratts, DeKruyf, & Chen-Hayes, 2007). School counselors advocate change by working with local and global stakeholders to influence school/district policy and promote local/state legislation that supports equality.
Furthermore, "school counselors are trained to view the world in terms of alternative perspectives, they can consult with teachers and offer alternative perspectives on low-income student and family behavior and assist teachers in designing more effective learning experiences. (Amatea & West-Olatunji, 2007, p. 82)

# data[].attributes.headline
EXAMPLES: Using COLLABORATION to Ensure That Every Student Has an Equal Opportunity to Succeed Academically.

# data[].attributes.subject
EXAMPLES: Using COLLABORATION to Ensure That Every Student Has an Equal Opportunity to Succeed Academically.

# data[].attributes.body
One example collaboration can be utilized to ensure that every student has an equal opportunity to succeed academically would be when students know all stakeholders (counselors, teachers, administrators, and parents) are all on the side of the student, and are all working together toward the student’s success, they have several people counting on them to do their best and to help them when they struggle.  Sometimes teenagers feel like everyone is against them, or are trying to make their life difficult, but with all collaborating towards their success, they should feel the love, support and encouragement to work to do their very best.

Another example using collaboration to achieve an equal opportunity to succeed academically would be for the high school to create an intervention team that includes administrators, counselors, and teachers that would work with at risk students.  A community asset map could be created so all stakeholders are aware of outside community agencies that can offer assistance as needed. At risk students would include students with known unstable home lives, possibly African American students, or other minorities, students with failing grades, and truancy issues.  The intervention team would work with the at risk student’s teachers, community agencies, as well as with them and their parents to provide whatever assistance might be needed to help them succeed.

# data[].attributes.headline
EXAMPLES: Using SYSTEMIC CHANGE to Ensure That Every Student Has an Equal Opportunity to Succeed Academically.

# data[].attributes.subject
EXAMPLES: Using SYSTEMIC CHANGE to Ensure That Every Student Has an Equal Opportunity to Succeed Academically.

# data[].attributes.body
“Thus, professional school counselors at all levels must make the commitment to ensure students are given equal access to an academically rigorous curriculum and that these efforts intentionally build on one another from grades K–12 to produce college- and career-ready students on graduation” (Chen-Hayes, & Ockerman, 2015 p. 255).

According to the National Center for Education Statistics (NCES) between 2000 and 2016, the percentage of U.S. school-age children who were White decreased from 62 to 52 percent (Musu-Gillette et al., 2017). The demographics of American schools are changing. School counselors and educators must consider how race and class disparities, affect learning opportunities (Mordechay & Orfield, 2017). As Albert Ellis (2002) stated, practitioners should be multi-culturally open-minded and educate themselves about the governing rules of other cultures. Furthermore, the change in student demographics has presented new challenges for our school systems.

# data[].attributes.headline
SYSTEMIC CHANGE-Peer Reviewed Articles and Summaries 

# data[].attributes.subject
SYSTEMIC CHANGE-Peer Reviewed Articles and Summaries 

# data[].attributes.body
Demographic Transformation in a Policy Vacuum: The Changing Face of U.S. Metropolitan Society and Challenges for Public Schools
Part of a school counselor’s role is to help facilitate systematic change.  In order to do make change possible one must examine policies and procedures to keep the program current and efficient.  This article urges educators and policy makers to realize the race and class disparities in learning opportunities across American society. Understanding the student population is a significant part of what guides systematic change.

Mordechay, K., & Orfield, G. (2017) Demographic Transformation in a Policy Vacuum: The Changing Face of U.S. Metropolitan Society and Challenges for Public Schools, The Educational Forum, 81:2, 193-203, DOI: 10.1080/00131725.2017.1280758

Status and Trends in the Education of Racial and Ethnic Groups 2017
The focus of systematic change is to create an educational path that is in the best interest of all students. In order to do that effectively we, as counselors, need to be able to recognize the areas in which change should occur.  This article examines the current conditions and changes that have been in education made over time. “The indicators in this report show that some traditionally disadvantaged racial/ethnic groups have made strides in educational achievement over the past few decades, but that gaps still persist.” In order to facilitate change we need to figure out the “why” the gaps exists and the “how” do we narrow that gap.

Musu-Gillette, L., de Brey, C., McFarland, J., Hussar, W., Sonnenberg, W., and Wilkinson-Flicker, S. (2017). Status and Trends in the Education of Racial and Ethnic Groups 2017 (NCES 2017-051). U.S. Department of Education, National Center for Education Statistics. Washington, DC. Retrieved December 9, 2018, from http://nces.ed.gov/pubsearch.