...OF SCHOOL COUNSELING Philosophy of School Counseling CNDV 5303 Lamar University Whether in elementary, middle, or high school, professional school counselors are an essential part of the school experience. As part of a comprehensive school-counseling framework, counselors are able to positively affect student achievement (Erford, 2015). Even though counselors are not an obligatory part of the classroom, they still impact student achievement. They help students with academic goals, career development, and personal and social issues, in order to influence valuable, productive, and well-adjusted adults of the future (Erford, 2015). I personally believe before anything counseling is a relationship. Like all good relationships, a successful school counseling relationship is based on trust. This trust develops and increases when students feel accepted and supported no matter their actions, and when students recognize the school counselor has their best interest at heart. If the student does not feel the school counselor is listening to their needs, wants, or concerns, the student will not buy into the counseling, even if sound advice is being given. I also believe that school counseling must encompass real honest communication. Honest communication is vital to the student-counselor relationship. For students, this means not suppressing important information that will impact their schooling or personal lives. For the school counselor...
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... Full Length Research Paper The role of guidance and counseling in promoting student discipline in secondary schools in Kenya: A case study of Kisumu district Jack O. Ajowi and Enose M. W. Simatwa Department of Educational Management and Foundations, Maseno University, Kenya. Accepted 16 March, 2010 This study examined the role of guidance and counseling in promoting student discipline in secondary schools in Kisumu, District, Kenya. The study population comprised 4,570 students, 65 head teachers, 65 deputy head teachers, and 65 heads of Guidance and Counseling Department from all the 65 secondary schools in the District. Out of this, a sample of 22 head teachers, 22 deputy head teachers, 22 heads of Guidance and Counseling and 916 students from 22 secondary schools was selected through the simple random sampling technique. Two instruments were used to collect data for the study. These were interview schedule and a questionnaire. The data collected through questionnaire were analyzed using descriptive statistics in form of frequencies and percentages. While data collected using interview schedule were audio taped and transcribed into themes, categories and sub-categories as they emerged from the data. They were analyzed using summary Tables for the purpose of data presentation and interpretation. The findings show that guidance and counseling was minimally used to promote student discipline in secondary schools in Kisumu District. Punishments especially corporal punishment...
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...THE ROLES OF COLLEGE GUIDANCE COUNSELORS IN CALABARZON: IMPLICATIONS TO GUIDANCE PROGRAM AND SCHOOL ADMINISTRATION M. H. A. SEMIRA Batangas State University Gov. Pablo Borbon Campus I, Rizal Avenue, Batangas City ABSTRACT The study was undertaken to identify and assess the roles of college guidance counselors in CALABARZON and its implications to the schools guidance program and school administration. According to Erford (2003), the transformative roles of school counselors were leaders, advocates, collaborators, counselors and coordinators and data utilizers. Likewise, Kuhn (2004) explained that better understanding of the roles of guidance counselors diminished some of the misconceptions and confusions of the counselors’ roles. The above-mentioned roles were reflective of the American culture that is why the present study utilized the guidance counselors’ roles presented by De Jesus (2006) which was based on Philippine context. Findings revealed that the guidance counselors highly recognized their roles as counselor, coordinator, consultant, conductor of activities, and change agent. Thus, they were contributory to the effective implementation of the guidance programs in every college or university in the region under study. INTRODUCTION The roles of school counselors have changed dramatically over time. As the 20th century began, school counselors did not exist. Instead teachers were using few minutes of their day to provide students with vocational...
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...community counselor. Additionally, the framework of the community counseling model is taken into account, including some of the strategies used in community counseling. The Role of a Community Counselor Community counseling can be defined as “…a comprehensive helping framework that is grounded in multicultural competence and oriented toward social justice (Lewis, Lewis, Daniels, & D'Andrea, 2011). While this definition may serve as a starting point, any meaningful understanding of the role and function of a Community counselor requires more than a brief description or a cursory glance at a definition. The community counseling model is based on four fundamental assumptions and several concepts. The first assumption is: “1. Human development and behavior take place in environmental contexts that have the potential to be nurturing or limiting” (Lewis et al., 2011). This assumption refers to the connection between people and their environment and its potential to act as a source of support or as a limiting factor on their development. The community counseling model effectively deals with the environmental factors that have an influence on the development of problems that people encounter. “2. Even in the face of devastating stress, people who are treated respectfully can demonstrate surprising levels of strength and access resources that a pessimistic helper might not see” (Lewis et al., 2011). Traditional approaches to counseling have featured a narrowly focused scope...
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...Professional Identity The school counseling profession has evolved over time into a collaborative model. This collaborative model involves teachers, school administrators, parents, counselors, other school personal, and community stakeholders. The first guidance program was developed in 1895. In 1926 New York became the first state to require guidance workers to be certified; in 1929 New York became the first state to have full time guidance workers. In 1952 the American Personnel and Guidance Association (APGA) was established, now known as American Counseling Association (ACA). In 1952 The American School Counselor Association (ASCA) was established. In 1958 the National Defense Education Act was passed, which increased training and hiring of school counselors. In 1964 NDEA Title A was passed, providing counseling to elementary schools. In 1997 ASCA published their National Standards, providing benchmarks for student’s competency in academic, career, and personal/social domains. In 2003 the ASCA National Model was published as a framework for school counseling programs it was revised in 2005 and 2012 (Erford, 2015). The collaborative model of school counseling is a cooperative process where the school counselor “helps others in the school community to think through problems and to develop skills that make them more effective in working with student” (Erford, 2015, p.35). Through this model the school counselor partners with parents, educators, and community resources and organizations...
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...counselors in school settings are entitled with working with students who possess inadequate social skills. It thus becomes increasingly difficult to develop the child socially, academically and emotionally considering that these skills are vital in developing one’s social well-being. Cognitive Behavioral Therapy is at this moment defined as a model based on structured sessions and enactive performance-based procedures to give the desired changes in behavior, thinking and feeling. Application of CBT in Schools CBT provides an appropriate framework to handle disparities in children’s social development. The actual context will thus involve CBT bringing out behavioral and emotional changes in elementary children as well as adolescents in high schools. Fazio-Griffith and Ballard (2014) argue that there exists children who have problems in developing relationships with their teachers and peers. Usually, Cognitive Behavior Therapy has given an ample intervention that improves the academic and emotional level of functioning. In elementary and middle schools, social skills groups would function appropriately with CBT to induce the required social outcomes. Fazio-Griffith and Ballard (2014) state that elementary schools have deployed this strategy to handle cases of conduct disorders such as autism and cerebral palsy. Elsewhere in high schools where the students are older, play therapy skills such as Cognitive Behavioral Play Therapy are integrated into school programs to enhance...
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...Counseling Specialization of Interviewee This paper was written with the help and the information given by Bethel Smith a Licensed Professional Counselor also known as a Mental Health Counselor. Her areas of concentration individual therapy, couples and families groups to help them feel mentally and emotionally better. She helps her client wholeheartedly everyday by siting down patiently with each individual and truly listening to them and through a variety of techniques, helping them to find the answers they are looking for. She enjoys educating her client about assertiveness, thinking errors, communication, the dynamics of thoughts, beliefs and behaviors and how they play a role in emotional experience. Results of the Interview- What was...
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...Effects of the Distributed-Counseling Model in 7th Grade Hispanic Middle School Students’ Self-Efficacy Skills and Motivation \ Abstract The purpose of this study is to examine the impact of the distributed counseling model on twenty-four 7th grade Hispanic middle school students’ self-efficacy skills and motivation. This study focuses on measuring the various skills that Hispanic middle school children need to be successful at both the high school and collegiate level through the use of a self-efficacy and motivation instrument. In determining the effects of the distributed counseling model one can identify the effectiveness of this model in aiding with student success amongst Hispanic adolescents. It is noted that self-efficacy, amount of intrinsic as opposed to extrinsic motivation an individual possesses, and overall self-management skills are strong predictors of student success. Introduction Alonso-Zaldivar and Tompson (2010) found that Hispanics are at a point where, “Eighty-seven percent said a college education is extremely or very important, compared with 78% of the overall U.S. population.” However, “Census figures show that only 13% of Hispanics have a college degree or higher, compared with 30% among Americans overall.” This figure alone is astonishing in the sense that Hispanics understand the importance of an education, yet somehow seem to get caught up in the process of actually motivating and self-regulating themselves to achieve these educational...
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...Ethics Reaction Paper Argosy University Jennifer Keeton was a counseling student at Augusta State University (ASU) who felt her constitutional rights had been violated. Miss Keeton enrolled into ASU’s Educational Counselor Program in Fall 2009 to obtain her Master’s degree and become a school counselor. Miss Keeton had voiced her religious views to many of her colleagues in and out of the classroom. She has also stated her views to her professors within many papers she has written over her two semester time frame at ASU. Miss Keeton is a Christian and she strongly defends her Christianity and condemns homosexuality because of her bible teachings. During Summer 2010, Miss Keeton was informed in order for her to remain in the school’s counseling program, she needed to complete a Remediation Plan. She would be dismissed from the counseling program if she was unable to successfully complete the programs’ Remediation Plan, which consisted of two sections. The professors informed Miss Keeton it is unethical for her to impose her values and beliefs to her clients. She was also advised it is possible for others to have views not the same as her own. The purpose of the Remediation Plan was to expose Miss Keeton to more of the gay and lesbian populations as well as improve her technical-grammatical skills. Miss Keeton’s professors wanted to ensure she had the ability to separate her personal values from her professional requirements. The Remediation Plan advised Miss Keeton her...
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...The Paper Scholarly articles for epstein difference between parent involvement and parent counselling | Parent involvement in school conceptualizing multiple … - Kohl - Cited by 311Parents as the exclusive agents of change in the … - Golan - Cited by 420The McMaster model of family functioning - Epstein - Cited by 402 | | Search Results 1. Differences Between Parental Involvement and Parental ... www.termpaperwarehouse.com › Other Topics * * * Mar 28, 2013 - Read this essay on Differences Between Parental Involvement and... to Epstein (2005:77-96) the benefits of parental counselling differ from the ... 2. [PDF] About the Difference Between “Parent Involvement” and ... www.urbanschools.org/.../Parent_Involvement.pdf?...Parent%20Involve... * * * About the Difference Between “Parent Involvement” and ... and the work of schools (for example, Joyce Epstein and colleagues at the center on Family, School,. 3. [PDF] Parental Involvement - York Region District School Board www.yrdsb.edu.on.ca/pdfs/w/schools/parentalinvolvement.pdf * * * Successful parental involvement programs provide the link between the home and school that ... To provide parents with access to specific counseling and treatment for their children ... The strongest message of this book is that parents do make adifference. The need for ... (Joyce Epstein, Draft Paper May 1994). WHAT DO ... 4. [PDF] promoting parental...
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...1 Evidence-Based Counseling Interventions With Children of Divorce: Implications for Elementary School Counselors Marianne E. Connolly Johns Hopkins University Eric J. Green The Chicago School of Professional Psychology Evidence-Based Counseling 2 Abstract Parental divorce has become increasingly common for large numbers of families in schools (Lamden, King, & Goldman, 2002). This article addresses the effects of divorce on children and protective factors supporting their adjustment. Evidence-based interventions for children of divorce in elementary school counseling programs are discussed. School-based consultation, the Children of Divorce Intervention Program, and the Children’s Support Group are three evidence-based practices described. Implications for schools counselors are provided to help integrate research findings and practice. Evidence-Based Counseling 3 Evidence-Based Counseling Interventions With Children of Divorce: Implications for Elementary School Counselors Children of divorce comprise a significant portion of the U.S. school population. Each year in the United States, more than one million children experience parental divorce (U.S. Census Bureau, 2000). Projections indicate that by age 18, approximately 40% of children will experience their parents’ divorce. Because divorce affects a significant number of children, a body of empirical literature has emerged addressing its impact (Amato, 2001; Amato & Keith, 1991; Hipke...
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...referrals were documented for child abuse and neglect in the state of Idaho. In that same year 5,000 teens in the state of Idaho between the ages of 16 and 19 were not in school or working. In 2013 over 2.4 million children were homeless in the United States equaling to 1 out of every 30 children (Bassuk). In the state of Idaho alone 20% of children were living in poverty, while over 12,000 children were faced with homelessness (Idaho Youth Ranch). These statistics are absolutely appalling, but the numbers will only continue to grow and expand if nobody helps these children out. That is where the Idaho Youth Ranch, steps into play, where they fight to lower these numbers each and every day with the help of their supporters,...
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...cope with life. And it is a basic but a very important matter that each and everyone should have. Education makes a man complete. In addition, the education is the principle means by which society carries out its national objective. And its purpose is to foster the development of each individual so that he may achieve the most satisfying life of which he is capable (Mcneil 1998). Education changes an individual. Having knowledge, an individual will have the courage to do anything. Education is the main factor to mold individuals to become what they want. It is true that schools are the primary source in having a formal education. But, not everyone can attend school due to different reasons. There are unfortunate children that could not afford to go to school not only because they are poor, but there are also other reasons that they consider in going to school. In 2009, Sallie Mae discovered that 84% of college students indicated they need a big amount of money for their education. In addition to that, Noel Levitz (2009) reported and concluded that only 46.4% of college students claimed that they had enough financial resources to finish college. Hossler (2006) cited that students have been dropping out for ever since, formal schooling has started. Since dropouts adversely affect finances and credibility of academic institutions, administrators have become increasingly concerned about the decreasing number of students that enrolls....
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...contemporary school or agency. Topics include: the nature and scope of counseling, the definition of ethics and its meaning for professional counselors, and the relationship between counseling and professional ethical practice as defined by the American Counseling Association. The variety of agency and school settings are examined to illustrate the specific ethical guidelines that apply to schools and agencies. Professional norms, such as non-malfeasance, patient autonomy, and confidentiality are explained. (3 credits) TEXT: Ethics in Counseling and Psychotherapy: Standards, research and emerging issues (4th edition) Elizabeth Reynolds Welfel (2013) Belmont, CA: Brooks/Cole Cengage ISBN13: 978-0-8400-2858-7 American Counselor Association Code of Ethics http://www.counseling.org/docs/ethics/2014-aca-code-of-ethics.pdf?sfvrsn=4 Code of Ethics of the American Mental Health Counseling Association. Available on-line at www.amhca.org/ethics.html American School Counselor Association Ethical Standards for School Counselors, Available on-line at www.schoolcounselor.org/library/ethics.pdf Program Outcomes (PO) – Master of Science in Mental Health Counseling Program Outcome (PO) Code | Program Outcomes (POs) | Program Goal (PG) Alignment | * PO1 | * Students will identify and describe the application of the American Mental Health Counseling Association standards in order to qualify to take the licensing examination in Mental Health Counseling required...
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...Working with students in an academic setting regardless of if they are in elementary, middle, or high school is going to come with a slew of ethical and legal standards to consider. As school counselors we are working with minors, so in some circumstances it is important to tread lightly, and in others it’s necessary to know proper protocols and courses of action. The amount of ethical and legal knowledge within a school setting to maintain can be intimidating, and some aspect of these standards will be applied on a regular basis. Continuing to seek and maintain knowledge on appropriate criterions when working with students will help counselors protect both students and themselves. In high school students are at a higher cognitive level at this point, but disabilities still need to be taken into consideration when considering higher education and career choices. Ethical standards are in...
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