School Counselor Research Paper

Residential schools are coming into perspective as harsh and assimilating institutions. These schools have been in place from 1870s to 1990s and were operated by churches. The intent of these schools were to civilize and assimilate indigenous children at the age of 6-18 into the “European” world. The assumption that Indians were uncivilized came from an ethnocentric worldview and the institutions were as to say “to kill the indian in the child”. Attendance at these schools was mandatory according to the Indian Act of 1920. Often “Indian agents” kidnaped children from their homes if their parents did not willingly hand them over. The children were not permitted to see their families, except on rare occasions. Sometimes the children were told that their parents and tribe had perished in order to break attachments. The schools started off as a way to provide education to First Nations, however, the institutions became known for their harsh methods of instilling

In order to provide a comprehensive school counseling program (CSCP) that meets the unique needs of Ocean Elementary School, the school counselor must understand the needs of the school. Therefore, conducting a needs assessment can help a new school counselor to evaluate the CSCP in order to plan, implement, and improve the effectiveness of the program (Astramovich & Coker, 2007). Additionally, utilizing the accountability bridge counseling program evaluation model, a continuous evaluation cycle helps to improve services based on stakeholder feedback, the needs of those served, and outcomes (Astramovich & Coker, 2007). Within this model, a needs assessment must be conducted in order to plan and develop services that address the needs of the students (Astramovich & Coker, 2007). Thus, by utilizing assessment questionnaires, the school counselor can gather information from the diverse population of students, parents, teachers, and administrator to determine how the CSCP can best support all students’ needs (American School Counselor Association [ASCA], 2012). Additionally, the use of other data, such as observations, standardized test scores, absentee rates, and student referrals can support the feedback received on the questionnaires. Based on the data, the school counselor can evaluate the school counseling program in order to improve the program in the domain areas of academic, social/emotional, and career development. Thus, within the accountability bridge counseling

I desire to pursue school counseling as my career to become an effective and successful leader in this profession. Why? I have always held a passion for touching the lives of the youth in a great and positive manner. A licensed school counselor entails helping students with academic achievement, personal/social growth and career development, ensuring students become the industrious, well-balanced adults of tomorrow. while, operating as a professional school counselor involves me obtaining the appropriate knowledge and skills that will support me with providing exceptional service for clients. I believe that I can obtain this intelligence here at Capella University. I comprehend that as a professional school counselor I would be expected

It was during my senior year of college that I decided I wanted to become a school counselor. Up until my senior year in college at Penn State I did not know where I wanted to take my career but I knew I wanted to work in a school setting and I knew that I wanted to work with kids. When it came time to choose an internship site for my last semester, I chose an alternative school called Buxmont Academy in Bethlehem where I would be shadowing two of their school counselors as well as engaging with the students themselves. I got to work with these children on a more personal level, gaining an understanding of their emotions, experiences, and difficulties, as most of these children came from broken homes, and drug and alcohol related settings. I am interested in becoming a school counselor because I want to help. When I become a counselor I want to make a difference in a child’s life whether that be by simply giving them support that they might not have in their lives or helping them make changes to better themselves and their futures. A counselor has such an important role in helping to shape young children and that is something that I want to be a part of.

From this twenty year counseling veteran I learned about a functioning guidance program, the role of the counselor, the amount of time she spends in various components of the program, how to foster a positive relationship with the teachers and faculty, ways to continue to develop professionally, and insight for a future career in school counseling. As I drove away from the school, I felt a mix of emotions such as, intimidation, excitement, and hopefulness to name a few. When I began to try to take in just how much is required and how many people rely on a school counselor it was intimidating. In my mind I began to wonder if it is possible for one person to be that much to that many people and still keep some kind of balance. As soon as the thought passed through my mind, I immediately heard the words of wisdom that had been shared with me, "don 't beat yourself up for not being able to be everything to everybody." I also reflected on how upbeat the counselor sounded when she talked about her role in helping students become "the best people

It takes a special person to become a school counselor and in doing so it is important to take those life skills, knowledge, dispositions, and background experiences to help along the way. In the counseling field there are some guidelines and theories that will help, but nothing that prepares you for what may happen at any moment or any time during the day. It is clear that life definitely throws some unexpected curve balls and that is the same for situations in the field of school counseling. You never know what situation you will run into and in order to dodge those curve balls it is those life experiences that often time influence the direction in which we take both personally and professionally. It is important to compile all the knowledge and experiences that we have gained throughout life and apply them in a way that will help others to be successful. It is key to reflect on the past and those skills that I have that will lead me to become an effective professional school counselors.

You are a Licensed Professional School Counselor working in a middle school in North Carolina and one of my former students Tierra has graduated and has come by my office to share her plans after graduation. While talking with her, she has informed me that she had been romantically involved with her high school counselor, Zack for most of her senior year in high school but that they had recently decided to just be friends. Tierra also stated they had not been involved sexually, and had not gone any further than kissing.

Additionally, research has been done that examines the perceptions of school counselor effectiveness, as well as the usefulness of available supervision (Borders & Usher, 1992; Henderson & Lampe, 1992). During a school counseling master’s education program, there is ample supervision, both on-site and through the university, during the practicum and internship field experiences (Peterson & Deuschle, 2006; Studer & Oberman, 2006). However, it has been noted that clinical supervision of school counselors post-graduation has not been utilized in the most effective way (Linton & Deuschle, 2006). Several studies have examined the reason behind the lack of effective supervision within a school setting. Some researchers suggest that there is incongruence between the daily tasks of school counselors and models of clinical supervision most often utilized (Luke, Ellis, & Bernard, 2011). There also appears to be limited research on whether school counselor directors are being provided “best practices” methods of formal education and training for their positions.

The role of a school counselor is an intriguing one because they do not work with a specific type of client. While they will always be working with young children or teenagers, the problems their clients come to them with can be so different from client to client. One session might be dealing with questions about career choices. Another might be about dealing with bullying. Some days a school counselor may even have to be there for a child who was a victim of sexual or physical abuse. It is because of this wide range of demands that a school counselor should be well-versed in many types of counseling theories.

Due to inclement weather, all 8th grade Sussex Middle School students who have appointments to meet with High Point counselors on Tuesday, February 9th have been rescheduled for the same time on Thursday, February 11th. Any questions, please feel free to contact the High Point Guidance Department at 973-875-3101 ext. 1280.

School resource officers are a great contact for youth, who can interact with students daily. These officers can develop a trusting relationship that allows the students to have someone to speak with that is not seen as part of the school staff or a teacher. As sworn law enforcement officers, the resource officers are responsible for the safety of those at the school and the property of the school. Resource officers that openly carry a firearm give a visual deterrent to anyone who thinks about bringing a firearm to the school for harm. When a potential shooter sees that there are officers carrying firearms at the school, the potential shooter may consider that bringing a firearm to the school would not produce the results the potential shooter

A common career path for school supervisors is to begin by teaching. Some teachers move directly into administrative positions, but others move up to assistant principal or another administrative position within a school before transitioning to school supervisor.

With the diversifying population in America’s schools, a profession school counselor should be culturally competent to meet the needs of all students. “The transformed professional school counselor is culturally competent, respectful of human diversity, and a school leader in ensuring that oppressive systemic barriers to academic, career, college readiness, and personal/social development are removed (Erford, 2015, p. 173).” A school counselor needs to have a deep understanding of a variety of cultures to meet the personal, emotional, developmental needs of a student using individual and group interventions while being aware of their cultural and spiritual needs.

School counseling has evolved over the years into a significant component of the educational system. School counselors are taking on new roles in schools as leaders, working with “school administration and staff in developing student attitudes and behavior which are necessary to maintain proper control, acceptable standards of self-discipline and a suitable learning environment within the school” (Secondary School Counselor 2012). Counselors work in “diverse community settings designed to provide a variety of counseling, rehabilitation, and support services” (Counselors, 2010). When working in a school district as a counselor, you can either be an elementary school counselor, middle school counselor or a high school counselor.

In schools all over the world today, School Counselors are crucial to assisting students, parents, school administrations, and the community. I believe that creating an effective counseling program that supports the counselors’ role in education will foster a close interaction between students and counselor to achieve success in their personal/social lives, academic achievements, and college readiness careers.