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Chapter 12 : School Counselors as Consultants

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School Consultation Skills (Lydia - Counselor Betty - Counselee

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Training Practices in Consultation: A National Survey of Clinical, Counseling, Industrial/Organizational, and School Psychology Faculty

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Training Practices in Consultation: A National Survey of Clinical, Counseling, Industrial/Organizational, and School Psychology Faculty

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Historically, consultants have had a specialty in clinical, counseling, industrial/organizational (I/O), or school psychology but have received little preparation in the actual process of consultation. Recently, however, formal training in consultation has received increased attention in the literature as this method of service delivery becomes a more important aspect of the role of many psychologists. It has become clear that proficiency in consultation requires not only specialty knowledge and skills but also competency in the consultation process, a skill that frequently transcends all specialty areas in psychology. In other words, specialty area skills and expertise alone do not necessarily imply proficiency as a consultant.
At the present time, it does not appear that graduate programs in psychology typically offer many courses, practicum experiences, or workshops on consulting, regardless of specialty area. Yet, I/O psychology faculty respondents and school psychology faculty respondents tended to feel generally satisfied with their training in consulting, whereas clinical/counseling faculty respondents did not. With regard to training in consultation for mental health specialists, these findings are somewhat surprising, since the importance of consultation knowledge, theory, and skills has been emphasized continuously by experts, and especially since the impact of managed care on service delivery has been recognized. On the other hand, consulting competencies are not specifically recognized by APA accreditation or recognized as an official specialty or proficiency area for psychologists to seek diplomate status or some similar type of recognition.

Perhaps a central question facing graduate training in the 21st century will focus on the relative importance that consultation education and training needs to have in the training of psychologists. Survey data from members of the Division of Consulting Psychology clearly suggest that these individuals consider it important, as do most consulting faculty respondents. The needs of the marketplace will certainly be the driving force for partially answering this question, but so too will faculty who have responsibility for the graduate training of psychologists. Continuing data collection from both the marketplace and graduate programs nationally is clearly needed. However, the traditional heavy reliance on mailing surveys to identify needs is only one way to gain that knowledge. To obtain greater information and to generate creative solutions about what is happening (or could happen) with regard to consultation training in graduate programs in psychology, it might be timely to convene a national conference on this topic, similar to those held at McGill University in 1980 and in Austin, Texas, in 1987, that involves numerous APA divisions. We are pursuing such a possibility.
Hellkamp, D. T., Zins, J. E., Ferguson, K., & Hodge, M. (1998). Training practices in consultation: A national survey of clinical, counseling, industrial/organizational, and school psychology faculty. Consulting Psychology Journal: Practice and Research, 50(4), 228–236. https://doi-org.ezp.waldenulibrary.org/10.1037/1061-4087.50.4.228

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Teachers' Perceptions and Experiences Consulting with School Counselors: A Qualitative Study

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Teachers' Perceptions and Experiences Consulting with School Counselors: A Qualitative Study

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School counselor–teacher consultation is
an ef cient strategy for school counselors
to indirectly serve students on their caseload. Teachers’ perceptions are crucial in examining this consultation process.
As part of a comprehensive school coun- seling program, teacher consultation is an ef cient, systemic strategy for school counselors to impact students’ aca- demic and personal success (Sink, 2008; Stone & Dahir, 2016). In fact, teacher consultation enables school counselors to reach more students than individual or group counseling (Brigman, Mullis, Webb, & White, 2005). Through con- sultation, school counselors utilize their problem-solving, behavior management, and communication skills, and their understanding of students with social/ emotional issues, to assist teachers with classroom management and teacher– student interactions (Dinkmeyer et al., 2016; Sink, 2008). The compounded effect of school counselor–teacher con- sultation can result in teachers acquiring knowledge, skills, and awareness to pre- vent or more effectively facilitate future challenges.

Cholewa, B., Goodman-Scott, E., Thomas, A., & Cook, J. (2016). Teachers’ Perceptions and Experiences Consulting with School Counselors: A Qualitative Study. Professional School Counseling, 20(1), 77–88. Retrieved from https://ezp.waldenulibrary.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1138160&site=eds-live&scope=site

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Individual Student Planning in the United States: Rationale, Practices, and Results

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Individual Student Planning in the United States: Rationale, Practices, and Results

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In the individual student planning component of the comprehensive guidance and counseling program, activities are provided to assist students in understanding and periodically monitoring their career, academic, and personal/social development.
The purpose of the individual student planning component of a comprehensive guidance and counseling program is to provide all students with guidance and counseling activities to assist them to positively assess, plan for, and then monitor and manage their personal- social, academic, and career development. The point of the activities is to have students focus on their current and future goals by developing life career plans (personal plans of study) drawing on the strengths-based content embedded in the guidance curriculum.
Our children must learn to understand and plan their life with a view beyond graduation. Keys to the success of this effort are the empowerment of young people to take control of their future; the strong relationship built between student, teacher/counselor and involved parents; and the accountability and responsibility that the students take on to meet their goals. No student is overlooked or lost; each has the opportunity to plan for and work towards a future that he or she believes in. These skills are essential preparation for the workplace that they will be entering.
http://hkier.fed.cuhk.edu.hk/journal/wp-content/uploads/2009/10/ajc_v15n2_117-139.pdf

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Implementing Best Practices for All Students in Their Local School: Inclusion of All Students through Family and Community Involvement, Collaboration, and the Use of School Planning Teams and Individual Student Planning Teams.

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Implementing Best Practices for All Students in Their Local School: Inclusion of All Students through Family and Community Involvement, Collaboration, and the Use of School Planning Teams and Individual Student Planning Teams.

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"School is not a place, but a set of relationships among individuals, some are teaching and some are learning" (Fox and Williams, 1991). Best practices state that all children should be assigned to age-appropriate general education classes. Specialized services for individuals who need them should be incorporated within the general education classes. The curriculum
that is being taught should promote a high standard of excellence through content and process oriented goals.
The individual student planning process should be implemented using best practiced-based programs which will help maximize participation in general education classes for all learners.
Individual student planning teams should consist of the student, the student's parents, the student's teachers, and other appropriate persons based on the student's needs.
Fox, T. J., Williams, W., & Vermont Univ., B. C. for D. D. (1991). Implementing Best Practices for All Students in Their Local School: Inclusion of All Students through Family and Community Involvement, Collaboration, and the Use of School Planning Teams and Individual Student Planning Teams. Retrieved from https://ezp.waldenulibrary.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED361977&site=eds-live&scope=site

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When collaborating with community resources the school counselor need to keep confidentiality in mind. Even though students are participating in other community activities or involved with community agencies, they may not have access to student information without parental permission (Stone, 2017).People who have "Legitimate educational interest" such as school counselors can have access to school records, but even school counselors are limited to access to student records (Stone, 2017). Those who are considered to have Legitimate educational interest can only use student records for performing appropriate tasks with their job description, task relating to student's education, performing a task related to discipline, or providing a service which benefits or relates to student or families such as; counseling, healthcare care or job placement (Stone, 2017). The FERPA defines who may have access to student records (Stone, 2017)

Reference
Stone, C. (2017). School counseling principles: Ethics and law (4th ed.). Alexandria, VA: American School Counselor Association.

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Promoting Academic Engagement among Immigrant adolescents through School, Family, and Community Collaboration 

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Promoting Academic Engagement among Immigrant adolescents through School, Family, and Community Collaboration 

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As school counselors our mission is create a comprehensive school counseling program that upholds academic, social/emotional development, career development, and create a safe and equal opportunity environment for all student from all cultures. This includes immigrant students as well. For immigrant students, this can be a difficult time because they will be introduced to many new things such as a new language, new social and cultural norms. The school counselor will need to work closely with the student, so he may feel welcomed and safe in his new environment. The article "Promoting Academic Engagement among Immigrant adolescents through School, Family, and Community Collaboration" looks into engagements adolescent immigrants. The article explains that has been a rise in students of immigrant origins. The authors of the articles reviewed family, school and community barriers immigrant adolescent students may face, by using a ecological framework.The authors looked into behavioral, cognitive, and relational components of student engagement. The research found a shifting range of academic performance. There were students who were doing well or improving over time, but there were other students who displayed diminishing performance. The article goes on to discuss how the school, family, and community may effect the students performance

Reference
Suárez-Orozco, C., Onaga, M., & de Lardemelle, C. (2010). Promoting academic engagement among immigrant adolescents through school-family-community collaboration. Professional School Counseling, 14(1), 15–26. https://doi-org.ezp.waldenulibrary.org/10.5330/prsc.14.1.xl6227108g624057

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This is a helpful video that give tips on how to build on community and school partnerships. The video explains how giving the student a voices can help them to be more involved in their community, which may encourage community members to invest more in children and adolescence.

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Ten Ways to Build School-Community Partnerships

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The school counselor plays major role in the school environment. They are seen as the leaders in the school, advocates for students, promotes safety and creates a equal learning opportunity for all students from all cultures. With all the different roles a school counselor takes on, there will be times when they will need to reach for support outside of the school. For example there may be situations when a student may need mental health counseling or drug and alcohol counseling. The school counselor may not have the necessary tools needed to help a student with such difficulty. Reaching out to community resources such as mental health professionals or D&A counselors would be more equipped with helping students who struggle with their mental health or substance abuse.  The school counselor collaborating community resources not only benefit the students, but benefits the school and community, can be seen as one community.

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Family Education Rights and Privacy Act (FERPA)

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Family Education Rights and Privacy Act (FERPA)

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When collaborating with parents some of the difficult situations that a school counselor may face is confidentiality. It may be difficult for a school counselor to understand what information they would be able to share about a student with the parent. The Family Educational Rights and Privacy Act (FERPA) give guidance to difficulties with sharing student information with parents. The FERPA allows parents review their children's records and gives parents the opportunity to voice their opinions and concerns with their children's academic progress (Stone, 2017). Allowing the parents the opportunity to have a say in a child's academic development and view student records, help the school counselor to develop a deeper relationship with the parent and view parent as equal stakeholders in student success.

Reference
Stone, C. (2017). School counseling principles: Ethics and law (4th ed.). Alexandria, VA: American School Counselor Association.

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School counselors: A great resource for parents

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School counselors: A great resource for parents

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The school counselor is not only a resource for students, but also a great resource for parents as well. The school counselor can collaborate with parents on helping them deal with difficulties that a student may have or help the parents build on a student's current skills. The school counselor can help connect the parents emotional or behavioral needs for students. This video explains how a school counselor can be a great resource for parents.

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School Guidance Counselors Are a Great Resource for Students and Parents

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How students community influence school collaboration and academic progress

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How students community influence school collaboration and academic progress

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This video further looks into community influence in school collaboration. The video looks how a low income community affect the school collaborating with with the community and the families. The principle of the school talks about how miscommunication between a school staff and parent has lead to parents coming into the school and ready to fight. The parent may want to fight because of something they found to be offensive, even though it was not met to be offensive. Working with diverse populations because something that may not seem offensive to you, may come off as insulting to a parenting. Having that multicultural awareness can help limit misunderstandings between different cultural backgrounds.

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This inner city school is a bridge to empowerment for children of color

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Culturally competent collaboration: School counselor collaboration with African American families and communities. 

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Culturally competent collaboration: School counselor collaboration with African American families and communities. 

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As school counselors we understand that we will be working families from different backgrounds. Having multicultural awareness will help with collaborating with parents from different cultural backgrounds. The article of "Culturally competent collaboration" looks into the impact of school and community collaboration in African American students. The article discusses contemporary and historical factors that may affect black students and their families as they partner schools. The article also looks into strategies , specific models, and recommendations for school counselor's effective work with African American families. This article will help you develop a sense of student's communities outside of schools may impact family dynamic and how they may respond to school and community collaboration.

Reference
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. https://doi-org.ezp.waldenulibrary.org/10.5330/prsc.14.1.0876387q7466x634

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The parents play important role in the students development outside of the community, which is why it's crucial to have communication between the school counselor and parents. Viewing parents as partners and professional, share holders for accountability, engagement and influence of the child's well-being (ASCA National Model, 2012).

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

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In this video presentation, the school counselor discuss how she works with teachers and some of the teacher obstacles she faces when collaborating with other school professionals.

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Collaboration between teachers and school counselors

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Effective classrooms are founded on personal and intellectual respect (Dollarhide and Saginak, 2017). Intellectual respect is a very important factor when communicating with students. Intellectual respect can be defined as understanding where someone or a group is at intellectually and coming down to their level when interacting with them. Sometimes, when an adult is new to working in a classroom setting, they will often times talk down to the students, which ultimately loses the attention and respect from the students (Dollarhide and Saginak, 2017). There are several models that a counselor can study to learn about proper classroom management and how to go about teaching a class. However, all of these models have the same premise; when students are engaged in learning because you have created a developmentally appropriate lesson, you will receive their attention and cooperation (Dollarhide and Saginak, 2017). Some of the tools you can use to create a positive learning experience would be starting on time, have a clear lesson, keep group focused, and communicate your expectations efficiently. These are just some tools that can help you have an effective classroom lesson Dollarhide, C. T, & Saginak, K. A. (2017). Comprehensive school counseling programs: K–12 delivery systems in action (3rd ed.). Upper Saddle River, NJ: Pearson.

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School counselors typically deliver the counseling core curriculum in the classroom setting. Because of this, school counselors need to be able to manage the classroom effectively (Buchanan, Mynatt, and Woodside, 2017). A study was conducted to see how newly employed school counselors would handle the classroom setting. The results showed that the participants experiences were impacted by their prior knowledge and experience, their relationships with the teachers and students, the classroom teacher's management style and their ability to plan, organize and deliver developmentally appropriate core curriculum lessons (Buchanan, Mynatt, and Woodside, 2017). Buchanan, D. K. 1. buchanand@apsu. ed., Mynatt, B. S. blair. mynatt@gmail. co., & Woodside, M. mwoodsid@utk. ed. (2017). Novice School Counselor’s Experience in Classroom Management. Journal of Counselor Preparation & Supervision, 9(1), 33–62. https://doi-org.ezp.waldenulibrary.org/10.7729/91.1146

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School counselors deliver several lessons to classrooms that meet the programs core counseling curriculum. In fact, the ASCA model encourages school counselors to spend 30-45% of their time spent at school delivering these lessons (Rannp, 2014). This direct interaction with students not only allows the school counselor to deliver the curriculum, but it also shows them students who may need additional help on some of the topics (Rannp, 2014). Some of the topics that a school counselor could focus on could be: career development, school safety, social skills, and mindfulness (Rannp, 2014). Rannp, J. (2014, April 09). Lesson Plans for School Counseling Core Curriculum. Retrieved from https://thewaterlilyway.wordpress.com/2014/04/09/lesson-plans-for-school-counseling-core-curriculum/

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This video shows us high school staff talking to her students about college readiness

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For high school students, much of their core curriculum is focused on college and career readiness. This topic is what many high school lessons are built around. It is a school counselor’s responsibility to create an appropriate curriculum that includes activities that ensure that they appropriate results are achieved (ASCA, 2012). American School Counselor Association. (2012). ASCA national model: A framework for school counseling programs (3rd ed.). Alexandria, VA: Author.

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When delivering a classroom lesson related to the school counseling curriculum, a counselor needs to place an emphasis on lesson planning (ASCA, 2012). School counselors have a limited amount of time to spend in a classroom so they need to make sure that they are planning their lessons so that they are spending their time in the classroom wisely (ASCA, 2012). The ASCA provides a template that can help counselors plan an effective classroom lesson (ASCA, 2012). The template includes several sections that make sure the counselor is prepared to present the lessons that they have created. The sections included in this template are: ASCA Student Standards, Learning Objectives, Materials, Procedure, Plan for Evaluation and Follow Up (ASCA, 2012). American School Counselor Association. (2012). ASCA national model: A framework for school counseling programs (3rd ed.). Alexandria, VA: Author.

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This video shows us ways to plan out our lessons for the classroom.

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Lesson Plan With Me | Growth Mindset Unit | High School Teacher

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Research has been conducted that shows us that the social and emotional well being of students impact their academic outcomes (Kozlowsk, 2013). Even though we are aware of this fact, counseling core curriculum often takes back seat to academic learning (Kozlowsk, 2013). This article suggest that school counselors and teachers should begin to work together and collaborate so that the counseling core curriculum can be integrated into academic learning (Kozlowsk, 2013). It is believed that if school counselors and teachers were able to collaborate on this then the students would have increased academic outcomes and could close the achievement gap (Kozlowsk, 2013). Working together with teachers on this subject shows how school counselors work as collaborators in their schools as well as how they are advocates for their schools. Kozlowski, K. A. (2013). Integrating School Counseling Core Curriculum into Academic Curriculum. Journal of School Counseling, 11(5). Retrieved from https://ezp.waldenulibrary.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1012286&site=eds-live&scope=site

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The school counseling core curriculum is consisted of a planned, written instructional program that is comprehensive in scope, preventive in nature, and developmental in design (ASCA, 2012). The curriculum is designed to promote the attitudes, knowledge, and skills of student competencies appropriate to their developmental levels (ASCA, 2012). This curriculum is designed to be delivered to every student in the school system by either the school counselor or sometimes other educators (ASCA, 2012). American School Counselor Association. (2012). ASCA national model: A framework for school counseling programs (3rd ed.). Alexandria, VA: Author.

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School counselors implemented a group program for students who needed academic enhancement. Students who had earned a D or F in any of their core classes during the previous term were selected to participate in this group program. Group members’ grades and progress toward their academic goals were reevaluated at the end of the term (Dollarhide and Saginak, 2017). The results show that these students saw a change in their academic performance since they had attended and participated in the academic enhancement groups that the school counselors designed (Dollarhide and Saginak, 2017). Dollarhide, C. T, & Saginak, K. A. (2017). Comprehensive school counseling programs: K–12 delivery systems in action (3rd ed.). Upper Saddle River, NJ: Pearson.

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Group counseling for high school students experiencing burn out

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Group counseling for high school students experiencing burn out

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Research was conducted to analyze the effect that group counseling sessions had on high school students who were experiencing school burn out. The study used a pre-test post-test control group random design (Antes, 2016). Once the data was collected, an Independent Samples t-test and One Factor ANCOVA were conducted to better understand the data (Antes, 2016). The results of this study determined that solution focused group counseling was effective upon high school students struggling with school burnout (Antes, 2016). This is just another example of how group counseling is such a vital part of a comprehensive school counseling program. Ates, B. (2016). Effect of Solution Focused Group Counseling for High School Students in Order to Struggle with School Burnout. Journal of Education and Training Studies, 4(4), 27–34. Retrieved from https://ezp.waldenulibrary.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1088502&site=eds-live&scope=site

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This video discusses the common mistakes that counselors may make when conducting a group counseling session and how to avod making those mistakes.

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There are several things to consider when deciding on placing someone in group counseling. Group sessions have several advantages as well as a few limitations that need to be considered. The first advantage would be that it involves developmental appropriateness (Dollarhide and Saginak, 2017). It allows students to be peer-oriented and allows students to get involved with a group that motivates, empowers, and supports them (Dollarhide and Saginak, 2017). Secondly, group counseling is efficient (Dollarhide and Saginak, 2017). Many school counselors have large caseloads. Group counseling allows the school counselor to more students than they would be able to if they were all one-on-one cases. It also allows these students to learn together and support each other through their struggles (Dollarhide and Saginak, 2017). The biggest limitation to group counseling is the fact that because it is not a one-on-one session, there is no way to keep the sessions confidential (Dollarhide and Saginak, 2017). No matter how much emphasis the school counselor puts on confidentiality, there is a high possibility that some information will end up getting breached. Dollarhide, C. T, & Saginak, K. A. (2017). Comprehensive school counseling programs: K–12 delivery systems in action (3rd ed.). Upper Saddle River, NJ: Pearson.

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Group counseling in the school setting is designed to be an efficient and effective way of reaching student’s academic, career, social/ emotional developmental and situational needs (ASCA, 2014). It involves having multiple students working through situations in order to achieve the goals that they have set. Group counseling is an important part of a comprehensive school counseling program and should be supported by the staff in the school (ASCA, 2014).  American School Counselor Association. (2014). The School Counselor and Group Counseling. Retrieved from https://www.schoolcounselor.org/asca/media/asca/PositionStatements/PS_Group-Counseling.pdf

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A study was done to explore the value of group career construction counseling in the high school setting.  57 participants answered career questionnaires before the group session and again after the session. The results showed that the student’s understanding of their career adaptability had improved meaningfully on all accounts (Maree, 2019). These findings tell us that there is importance on using group counseling sessions in the high school setting. Maree, J. G. (2019). Group Career Construction Counseling: A Mixed‐Methods Intervention Study with High School Students. Career Development Quarterly, 67(1), 47–61. https://doi-org.ezp.waldenulibrary.org/10.1002/cdq.12162

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This video shows us an example of group counseling sessions in the school. The topic that was discussed in this particular session was students at risk of failure.

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There are two different types of group counseling; structured or psychoeducational groups and process groups. Structured groups are those in which the counselor takes direct leadership of the group. The counselor will establish the goals, select the activities and direct the interactions to direct the group toward certain conclusions including a psychoeducational goal (Dollarhide and Saginak, 2017). Structured groups often receive criticism because the counselor is in such a dominant role. However, these group sessions still yield positive results (Dollarhide and Saginak, 2017). Some topics that would be discussed in structured groups would be friendship skills, decision making, career planning, or other topics that have a predetermined outcome (Dollarhide and Saginak, 2017). Process groups, are the opposite of structured groups. They focus on allowing the students to learn from group interaction and the natural progression of the relationships formed (Dollarhide and Saginak, 2017). Unlike structured groups, these sessions do not have a predetermined goal, students are encouraged to explore their choices and gain support from these sessions (Dollarhide and Saginak, 2017). Some topics that would be discussed in process groups would be loss and grief, diversity support, changing families, and other topics where students need support (Dollarhide and Saginak, 2017). Dollarhide, C. T, & Saginak, K. A. (2017). Comprehensive school counseling programs: K–12 delivery systems in action (3rd ed.). Upper Saddle River, NJ: Pearson.

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Group counseling was not originally perceived as something that was beneficial to school counseling. Now, however, school counselors feel as if group counseling is a vital part of their school counseling program (Dollarhide and Saginak, 2017). Group counseling involves primary intervention. The purpose of the group sessions is so that students will be able to learn about themselves, other people, life events, and has a therapeutic focus (Dollarhide and Saginak, 2017). Research suggest that group counseling can be more effective than individual counseling in cases of at-risk students (Dollarhide and Saginak, 2017). Typically, at-risk students are more open to group sessions because they see that they are not the only ones who are attending sessions with the school counselor. Dollarhide, C. T, & Saginak, K. A. (2017). Comprehensive school counseling programs: K–12 delivery systems in action (3rd ed.). Upper Saddle River, NJ: Pearson.

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A study was conducted to explore high school male student’s experiences with individual school counseling. The participants attended six sessions with their school counselor and focused on improving the student’s academic performance (Protivnak, Mechling, and Smrek, 2016). The results of this study can be displayed in four themes; changed perception of counseling, gained academic information, increased confidence and prompted change for behavior (Protivank, Mechling, and Smrek, 2016). This study shows us as school counselors how important individual counseling sessions can be and what an impact they can make on the students that we are working with. Protivnak, J. J., Mechling, L. M., & Smrek, R. M. (2016). The Experience of At-Risk Male High School Students Participating in Academic Focused School Counseling Sessions. Journal of Counselor Practice, 7(1), 41. Retrieved from https://ezp.waldenulibrary.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=edb&AN=114464067&site=eds-live&scope=site

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Another way that a school counselor may work with a student individually is through individual student planning. This is where the school counselor talks to the student about career/ college planning (Dollarhide and Saginak, 2017). While these discussions may begin as early as the elementary school level, emphasis is put on individual planning at the high school level. Dollarhide, C. T, & Saginak, K. A. (2017). Comprehensive school counseling programs: K–12 delivery systems in action (3rd ed.). Upper Saddle River, NJ: Pearson.

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This video gives us 5 approaches that you can use when working with adolescents.

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Five Approaches to Counseling Adolescents

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Creative Strategies and Multiple Intelligences

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Creative Strategies and Multiple Intelligences

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Creative strategies are resources that school counselors can use in order to cultivate a relationship between you and a student. Some of these creative strategies include art, play, and music. These strategies can be used in K-12, they execution will just look different depending on the grade level (Dollarhide and Saginak, 2017). Other ways that you can work effectively with students is in the form of multiple intelligences. If you know the student that you are working with and have built a good rapport with them, then you can integrate whichever multiple intelligence works best with them along with the theory that you base your counseling off of (Dollarhide and Saginak, 2017). Dollarhide, C. T, & Saginak, K. A. (2017). Comprehensive school counseling programs: K–12 delivery systems in action (3rd ed.). Upper Saddle River, NJ: Pearson.

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Individual counseling is a skill that school counselors use to help students on a one-on-one basis. School counselors are able to identify the student’s problems and use their methods and theories to resolve these issues. However, school counselors can only work on with a student to a certain extent, and they will refer the student to other professionals if needed (n.d.). Students will go to a school counselor to discuss topics such as stress, anxiety, educational choices, career choices, self-esteem issues, and other culturally relevant topics (n.d.). Individual Counseling in a School Setting. (n.d.). Retrieved March 28, 2019, from http://www.school-counselor.org/topics/individual-counseling.html

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This video shows us a mock session of individual school counseling in the high school setting.

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A study was done in order to see what African American 9th graders discuss with their school counselor in individual counseling. The results showed that the majority of students came in to talk about going to college, math and other courses (Shi and Goings, 2017). It also showed that male students were more likely to talk to their school counselor about science courses than female students (Shi and Goings, 2017). The study also found out that a student’s socioeconomic status and school belonging had an impact on what the student’s discussed in individual sessions (Shi and Goings, 2017).  Shi, Q., & Goings, R. (2017). What Do African American Ninth Graders Discuss During Individual School Counseling Sessions? A National Study. Professional School Counseling, (1). https://doi-org.ezp.waldenulibrary.org/10.1177/2156759X18778803

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There are a couple different responsive services. These responsive services are designed to help students resolve any academic, career, and personal/ social issues that the student may face (ASCA, 2012). One of the responsive services strategies is counseling. The counseling that school counselors provide to their students is goal focused and short-term (ASCA, 2012). This is because of the fact that school cousnselors have such a large case load. In events where a student is in need of long-term counseling, the school counselor should make a referral to another health professional (ASCA, 2012). American School Counselor Association. (2012). ASCA national model: A framework for school counseling programs (3rd ed.). Alexandria, VA: Author.

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Every school counselor will decide what theoretical perspective that they will use when counseling individuals. Since school counselors have such a large case load, they will not always have multiple one-on-one sessions like a client would at a private practice. Since school counselors know this, they typically choose one of three techniques that work well in the school counseling setting. These three techniques are Adlerian therapy, solution-focused therapy, and reality therapy (Dollarhide and Saginak, 2017). Adlerian therapy focuses on how the client’s behavior is being used to gain significance in their social settings (Dollarhide and Saginak, 2017). Solution-focused therapy gives choice and empowerment to the student and whatever problem they are facing (Dollarhide and Saginak, 2017). Lastly, reality therapy explores the wants of the student, the direction of the student, the evaluation of the direction and planning for change (Dollarhide and Saginak, 2017).

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Principal-Counselor Collaboration and School Climate 

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Principal-Counselor Collaboration and School Climate 

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The article Principal-Counselor Collaboration and School Climate, examined whether collaboration between School administration and counselors influenced the school's climate. The study was completed by sending 4,193 surveys to high school counselors in the United States. The researchers received 419 responses back. The surveys suggested that as collaboration between school counselors and school professionals increased, the principal was viewed as supportive by school counselors, the teachers treated one another with respect, the school community had high but achievable standards, and decreases with the school being influenced by outside members such as community groups and vocal parents. The study found a significant correlation between school counselors collaboration with administration and school climate.

Reference
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

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Counselorup 2016. Retrieved from https://www.pinterest.com/pin/412994228325744460/

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Teacher, Principles and school counselor

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Teacher, Principles and school counselor

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This video explains the role of the school counselor and how their collaborations with administrators and school staff, have an impact on the school environment and student support.

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Mod 9 Video 1: The Counselor in the Principal’s Leadership Circle

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When implementing the ASCA National Model, Administrator support is essential and crucial to support academic development (ASCA National Model, 2012). The ASCA Notional Model explains several guidelines that encourages administrator engagement.

The first component that is explained is the foundation component which encourages the school counseling team to connect school counseling program missions and goals with the school district's mission (ASCA National Model, 2012).

A annual agreement is a second component, which help school counselors and administrators remain on the same page with developing programs, organization, creating a safe and equal opportunity environment (ASCA National Model, 2012)

The third component to administrator support is conducting yearly program assessment. This component will help administrators develop a clearer understanding of the work the school counselor is doing, while helping the school counselor evaluating the effectiveness of their comprehensive school counseling program (ASCA National Model, 2012)

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

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The school counselor collaborates in many ways within the school. A school counselor will encourage students, teachers, school staff, and all other members of administration to collaborate on the same goals in creating a safe and equal opportunity environment for all students from all cultures. By understanding and acknowledging how every school professional contribute to student development, a sense of community can be developed within the school.

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A Social Justice Approach to Comprehensive School Counseling

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A Social Justice Approach to Comprehensive School Counseling

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According to Holcomb & McCoy (2007) "there are six key elements of school counseling target on closing achievement gaps and confronting inequities in schools: 1) counseling and intervention planning; 2) consultation; 3) connecting schools, families, and communities; 4) collecting and utilizing data; 5) challenging bias; 6) coordinating student services and support."
The article gives examples of how each element promotes a school counselors role and relationship to all stakeholders and students.  Example of the benefits of these elements are all positive. According to Holocomb-McCoy's (2007) emphasis on collecting and using data brings up the importance of consistently disaggregating data as part of the analysis process." An example of this is a school counselor gathers data indicating that 13 percent of high school juniors drop out prior to graduation using the data collected school counselors can see where interventions and strategies are needed or these students.
Reference:
Dollarhide, C. T., & Saginak, K. A.
(2017). Comprehensive school
programs: K-12 delivery
systems in action (3rd ed.).
Upper Saddle River, NJ:
Pearson.

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Advocacy and Impact: A Comparison of Administrators' Perceptions of the High School Counselor Role.

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Advocacy and Impact: A Comparison of Administrators' Perceptions of the High School Counselor Role.

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This article compared counselors who use the ASCA RAMP program versus the those who do not use the RAMP program.  RAMP is, "Recognized ASCA Model Program."  This program promotes the appropriate role of the school counselor.  The author of this article did a study and found that school counselors   using RAMP have reported positive findings.  School counselors were able to show that the "guidance lessons delivered to students during their free time were making a difference in students' perceptions about graduation requirements, career planning, the college search process, and the students' ability to determine post-graduate plans." Another positive in using RAMP is having data to share with all stakeholders and demonstrate how counselors providing important classroom curriculum makes a difference with students.

Dodson, T. (2009). Advocacy and      impact: A comparison of
administrators' perceptions'
of high school counselor role.
Professional School Counseling,
12 (6), 480-487. Retrieved from
the Walden Library databases.

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This is a very informative blog that addresses the issues of self-harming.  I also think it fits in with creating a safe environment duty.  This comfort kit is made of of non-injurious things that students can have access to in order to comfort themselves and prevent them from self-injury, such as cutting. Some examples are to fill the kit with things to make clay or play doh, and personal items from students that they find comfort from.  The examples they gave for personal items are stuffed animals, cards, photos and such.  The kit is kept in the counselors office where the student is allowed to sit with it for 20 to 30 minutes, is the suggested time.

https://forhighschoolcounselors.blog/?s=comfort+kits+for+students+who+self+harm

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Tips On Planning Your High School Program

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Tips On Planning Your High School Program

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In this video University Counselors share tips and information on how to plan a high school program to help students plan for their future college experience.  They not only give tips on supporting the high school students but suggest encouraging students to "own" their planning as well.  One way they suggested doing this is to first ask the students questions about what they like, what they're thoughts and interests are. They suggest not only showing them the information needed but teaching them where to go to find information so they can pursue for themselves.

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Tips on Planning Your High School Program

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A safe school environment is one of the important tasks for a school counselor.  In this video a high school counselor explains the way they conduct a detention serving period.  Instead of detention they call it, The Zone.  They bring high schoolers that are serving detention together in a group to talk and work on solutions to their problems that got them in to The Zone.  At the beginning of the session the school counselor explains that there is no competition here for power, it is a safe place for them to help each other and themselves with guidance and support.

https://www.youtube.com/watch?v=1-RZYSTJAAo

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Restorative Circles: Creating a Safe Environment for Students to Reflect

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This video is a great example of a high school counselor collaborating with students. This counselor is reaching out to former high school students asking for their help for the next graduating students. Alumni are asked by their former high school counselor about their readiness experiences for college. She asks them four questions to help her improve the school counseling program path.

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Helping Your High School Counselor - #YouBelong

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College Students Thank their High School Counselors

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This video is a thank you card for school counselors who have helped now college students in their high school years.  The students in this video explain why they are so very thankful for their high school counselors support and guidance.  The verbal testimony includes how the students were helped to achieve their goals and how doors to opportunities were open.  Some of these students explain how with the help of their counselors they were able to pay for college, attained  scholarships and were prepared for their journey in to college.

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College Students Thank their High School Counselors

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In this video a high school counselor relates to her students song. She used the music of a popular song of today and replaced the words. The words were replaced with inspirational words toward graduation. "I'm gonna get good grades" is a line she sang, relaying the message of good grades are some of what is needed to graduate. Making herself vulnerable is key to relating to her students and letting them know she is there to help!

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School Counselor Raps to Thrift Shop- Graduation 2015

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This video explains the ways a school counselor may spend their days. The school counselor in this video tells how she works with students to prepare them to attain their goals toward their future, such as staying on track for college. She explains how she collaborates with students, families, teachers and academic coaches. She used self-disclosure about regarding her high school days and how it helps her relate to high school students she works with today.

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A day in the life of a Graduation Alliance School Counselor