Stigma Of A School Counselor

School counselor is a continuous learning profession; whether it is the profession itself, or society that continues to change, or government prioritizing different matters within the school systems. The key to be a successful school counselor within the school is through research. Finding out what’s different about this year’s population, students interest, what is the most effective way to provide information to students. These are just a few reasons of why research is valuable and important to conduct throughout the course of one’s school counseling profession. There are different types of research one could utilize, and with all the research found it is important that a counselor has the necessary skills

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.

To examine the profession of school counseling, one must look at both the historical implications and the state of the profession. In addition, we must acknowledge the pressing struggle with role identity of the professional school counselor, as such identification lacks clear direction and is interpreted variably between administrators, state departments, and supplementary components that encompass the school setting.

Certainly, school counselors are in an ideal position in terms of access to, and identification of, students in need. Despite, job descriptions, duties and responsibilities, and large student to school counselor rate limit the amount of time school counselor can give to student with ongoing mental health needs (Brown et al., 2009). The American School Counselor Association (ASCA) has long advocate for the elimination of non-counseling duties such as plan testing programs, writing excuses for students who are absent or tardy, teaching classes when teachers are absent, and providing long-term therapy for students with psychological disorders (ASCA). A designation of time for school counselors to provide appropriate activities related to responsive

High school counselors also encounter structural constraints at the district and state level that prevent them from offering adequate college counseling for students. For example, financial constraints at the administrative level prevent school from hiring more school counselors when there is a need. At one time, college counseling was a high school counselor’s primary task, with counselors acting as “gatekeepers” to help a privileged few access college (Rosebaum, Miller, & Krei 1996). During the 1970s, counselors took on more visible administrative duties in order to maintain their positions (Lambie & Williamson, 2004). However, as responsibilities were added, none were removed, and high school counselors’ professional identities shifted,

“Serves a vital role in maximizing student success. Through leadership, advocacy and collaboration, school counselors promote equity and access to rigorous educational experiences for all students” (The Role of the School Counselor, 2017).

Long gone are the days when school counselors concentrated on providing guidance to students solely for the purpose of graduation preparation and course selection. The professional school counselor is responsible for delivering a well-organize school counseling program that aims at helping students reach successes. The program is held accountable for managing the needs and concerns for all students. The school counselor is seen as a leader and therefore, parents, school staff, community members and administrators rely on them to provide skilled services to aid in the academic achievements, career readiness and social/emotional development of students. There are times when school counselors will be required to work with stakeholders, one

National trends and demographics have changed the role of the professional school counselor in various ways over the years. Today’s school counselor roles differ from that of yesteryears. Change has taken form to reflect society’s economy, demographics, and overall trends relevant to that time period. Looking back to the inception of this career at the turn of the 20th century, the main roles reflected a nation with an influx of European immigrants that lacked the tools and resources needed for gainful employment during a time of the Industrial Revolution and urbanization. To better meet the needs during this time period focus was mainly on vocational guidance and counseling. Attention to individualized education led to

I once walked the halls of Highland High School as a very timid student. My lack of confidence had landed me many appointments with my school counselor, Tiffany Strauss. It was in Mrs. Strauss’ office that I gained confidence in myself and overcame many obstacles. It was also where recognized my passion for school counseling. I am a graduate of Rowan University, a CACREP accredited institution. I received my Masters in Counseling in Educational Settings (K-12) and hold a current New Jersey certification. Prior to graduation, I completed my school counseling internship at Highland.

The school counselor collaborates with school and community members to plan, design, implement, evaluate and enhance the school and district‐wide comprehensive school-counseling program to advance the academic, career, and personal/social development of all students. The school counselor knows and understands the structural components of a fully implemented comprehensive school counseling program including a philosophy and definition, facilities, advisory council, resources, budget and staffing patterns.

With the evolution of all things in the twenty-first century, the school counseling models also evolved. “The history of school counseling has been fraught with many twists and turns, leaving a trail littered with artifacts of each change of direction” (American School Counselor Association, 2012, p. x). Each institution generating a model to interpret what a school counselor should be and what a school counseling program should accomplish.

In 1993 administrators perceived school counselor roles as school leader, case consultant, clerical direct service provider, administrative team player, and substitute teacher. In contrast today principals do not place as much emphasis on disciplinary administrative actions and scheduling, but incorrectly continue to consider substitute teacher duties, clerical responsibilities, and test coordination as primary functions of a school counselor. Because of this discrepancy, counselors report it is difficult to fulfill what they perceive as their primary role — facilitators of the academic, social, and personal development of students.

Not everyone is taught how to achieve in life once they achieve their first major goal of graduating from high school. Many people often wonder what high school counselors do throughout the day at school besides counseling, not realizing that counseling comes in many dif-ferent forms, not just emotional but also motivational and preparing. At Rainier Beach High School, the role of the school counselor is limitless and the counselor wear so many hats. No one just sits behind their office simply handing out college applications, making schedule changes for students who want to drop a class or meeting with the troublemakers in the school. Counselor of the school are vital members of the education team of the youth today

Professional school counselors face countless challenges, such as changes in demographics and diminishing resources such as time. Simply, School counselors attempt to do more with less time, while ensuring student success. In this paper, school counselors in training will examine the changes in capacities, the meaning behind “head, heart, and hands” of leadership, and the impact of the article on the future.

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.