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

© 2007 Thomson Brooks/Cole, a division of Thomson Learning

Chapter 16: School CounselingChapter 17: Clinical Mental Health CounselingChapter 18: Student Affairs and College Counseling

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School Counseling

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See list on Table 16.1, p. 544 “Professional school counselors are

certified/licensed educators with a minimum of a master’s degree in school counseling making them uniquely qualified to address all students’ academic, personal/social and career development needs by designing, implementing, evaluating and enhancing a comprehensive school counseling program that promotes and enhances student success… Professional school counselors serve a vital role in maximizing student success” (Lapan, Gysbers, & Kayson, 2007; Stone & Dahir, 2006).

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“Through leadership, advocacy and collaboration, professional school counselors promote equity and access to rigorous educational experiences for all students. Professional school counselors support a safe learning environment and work to safeguard the human rights of all members of the school community (Sandhu, 2000), and address the needs of all students through culturally relevant prevention and intervention programs that are a part of a comprehensive school counseling program (Lee, 2001).” (ASCA, 2009, para. 1–2).

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Early Developments Started with Vocational Guidance in late 1800s

George Merrill, Jesse Davis, Eli Weaver, Anna Reed Parsons (Founder of Vocational Guidance)

Boston Vocational Bureau (1908)Developed trait-and-factor approach to vocational guidance

▪ 1) an understanding of self (e.g., abilities, interests, basic personality dynamics)

▪ (2) knowledge of the principles of success and of occupational information

▪ (3) the ability to make a reasoned vocational choice based on one’s understanding of self and one’s knowledge of the world of work

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Early 1900s: Assessment expanded the vocational guidance movement and counselors soon were found addressing students’ psychological, educational, and vocational needs

1932: John Brewer suggested that guidance e seen in total educational context and that guidance counselors do a variety of functions

1930s to 1940s school counselors often used E. G. Williamson: “Minnesota Point of View”: Directive and comprehensive approach to school counseling

1940s saw Carl Rogers humanistic approach spread into the schools

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1946: George-Barden Act: Federal Funding for guidance in schools

1953: ASCA became 5th division of APGA (today ACA) 1950s: ACES and NCDA established: impacted functions of

school counselors 1957: Sputnik 1958: NDEA 1960s: Elementary and Secondary Education Act and

Vocational Education Act amendments 1960s through 1980s:

Developmental and preventative focus took hold Three “Cs” became popular (counseling, consultation,

coordination) 1990: ASCA says “counseling” not “guidance”

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High Stakes Testing and the Achievement Gap Learning Standards developed by states No Child Left Behind (NCLB) ALL students must achieve Counselors asked to be an increasingly integral

part of the educational team Impetus for Education Trust and ASCA Model

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Funded universities to develop plans to transform school counseling training

Emphasized counselors as leaders who advocate for ALL students and foster achievement and career aspirations

Sees counselors as integral part of educational system

See Table 16.2,. P. 550

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On heels of high stakes testing and with influence form the Education Trust, ASCA National Model was developed. See Figure 16.1, p. 551

The ASCA National Model Four Systems: Foundation, Delivery,

Management and Accountability Underlying each system is the fact that

counselors are: leaders, advocates, collaborators, and systemic change agents

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Based on ASCA National Model Four Systems:

1.Foundation▪ Beliefs and philosophy▪ The mission▪ The domains

2.Delivery▪ Guidance curriculum▪ Individual student planning▪ Responsive services▪ System Support

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Four Systems (Cont’d)3.Management

Management agreements Advisory council Use of data Action plans Use of time Calendars

4.Accountability Results reports Performance standards Program audit

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Themes of the ASCA Model Leadership Advocacy Collaboration and Teaming Systemic Change

The Emergent Model: Will hopefully reduce percent of time

counselors spend in non-counseling related activities

Over 300 schools have achieved RAMP: Recognized ASCA Model Program

See Box 16.2, p. 557

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Counseling Theory Trained in many theoretical approaches School setting lends itself to short-term or brief

approaches▪ Behavioral, cognitive, reality therapy,

solution-focused, and narrative approaches often used

▪ Being empathic always important

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Career Development Theory Super often applied due to its developmental

nature Trait and factor and personality theories can be

applied in the middle school Social cognitive career theory and

constructivist theory important to high school students

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Human Development Theory Knowledge of physical and cognitive

development helps school counselors identify those with delays or those who are gifted

Moral development helps counselors understand world of the students

Lifespan approaches helps counselors identify if students are progressing normally

Personality develop help counselors determine what might be considered “abnormal”

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Systems Theory (“Fix the system not the student”) Important for:

▪ Family counseling▪ Group counseling▪ Consultation with teachers and other

personnel▪ Supervising others and being supervised

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ASCA recommends: 80% of time school counselors do direct service 1:250 counselor to student ratios

ASCA National Model will hopefully help school counselors move to this percentage and this ratio

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Elementary School Counselors See Box 16.3, p. 560 See Box 16.4, p. 560

Middle School Counselors See Box 16.5, p. 561 See Box 16.6, p. 562 See box 167, p. 563

Secondary School Counselors See Box 16.8, p. 564 See Box 16.9, p. 564

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Creating a Multicultural School Environment American schools becoming increasingly diverse However, still a lag in serving Students of color Students from families with low income English language learners Students receiving special education services

Counselors should be responsive to creating an environment which welcomes ALL students See Table 16.3

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Assessing Multiculturla Competencies Hocomb-McCoy offer a 51 item checklist that measures

the following areas:1.multicultural counseling, 2.multicultural consultation,3.understanding racism and student resistance, 4.multicultural assessment, 5.understanding racial identity development, 6.multicultural family counseling, 7.social advocacy, 8.developing school-family-community partnerships, and

9.understanding cross-cultural interpersonal interactions.

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Ethical Issue: ASCA’s Code of Ethics Use to be addition to ACAs—Now stand alone See headings and subheadings: Table 16.4, p. 567 See Code at: www.schoolcounselor.org and click

“Legal and Ethical”

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Professional Issue ASCA

▪ 28,000 members▪ One of largest divisions of ACA▪ Sponsors workshops and conferences▪ Sponsors legislative initiatives▪ Publishes the ASCA School Counselor (magazine)

and the Professional School Counselor (journal)▪ Separate ethical code▪ Liability insurance▪ ASCA: In or Out of ACA (did not sign 20/20 Vision

document)

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Specialty Certifications National Certified School Counselor: Sponsored by NBCC National Board for Professional Teaching Standards

(NBPTS) certification process for counselors. Cost $2500. Some states now reimburse cost and offer salary incentives

Youth Experiencing Trauma, Mental Health Concerns, Substance Abuse and Other Issues

Counselors increasingly asked to intervene on major mental health concerns

Salaries and Job Outlook Employment expected to grow faster than average Median salary: $57,800

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Confidentiality, Privileged Communication, and the Law Generally do not have privileged communication Law takes precedence over ethical code

Child’s Right to Confidentiality/Parents’ Rights to Confidential Information Although ethical codes generally support

student’s right to confidentiality, the law has not Parents generally have right to information

about their children Consult with parents!

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PL 94-142, IDEA, Section 504, ADA Identification, protection, and planning for

individuals with disabilities FERPA (Buckley Amendment)

Ensures assess to educational records Counseling notes excluded

Suspected Child Abuse: Mandated reporter Hatch and Grassley Amendments

Children in federally funded programs cannot participate in surveys, analysis, or evaluation projects without the consent of their parents or guidance

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Adapting to the 21st Century Roles and functions of school counselors ever

changing▪ Working with more culturally diverse students▪ Use of data▪ Technology▪ Career options for students▪ More involvement of families▪ Other

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