Structural Constraints Of College Counseling

The interview conducted with Michele Mabrie, lead school counselor at Glen A. Wilson High School to discuss the comprehensive guidance program implicated at the school. Having been a school counselor for over 20 years Michele Mabrie provided insight and personal perspective on the school-counseling program through the school level and district level. To asses the necessary findings, the interview was conduced over the course of two days, first being an introductory interview discussing the school’s counseling program and the second centering on follow up questions. Questions provided, were used to help guide the discussion, which further assed the necessary information needed.

School counselors should be able to distinguish the differences between individual and group dissimilarities and strive to value all students and groups equally. They should advocate for the equitable treatment of all students in their school and in their community. If a school counselor wants to be successful in ensuring an equity-based program, they should consider the role of culture, ethnicity, race, gender, religion, socioeconomic status, sexual orientation, and other factors (Curry & Milson, 2013). Any student regardless of background can face developmental and emotional issues that can be detrimental to their success. Some students slip through the cracks because they feel that there are no adults available whom they can trust. They

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.

This paper identifies the three major counseling theories that have been the most influential in the development of my ideas on counseling. The major points of Person-Centered Therapy, Adlerian Therapy, and Behavioral Therapy are looked at in brief. Each theory is then shown how a school counselor can apply them into their work with students. While one theory does not work for every situation in the school setting, each theory brings something beneficial to the school counselor.

For this paper, I decided to focus my attention on one population that I am potentially interested in working with, which are high school students. The first person I interviewed was a ninth-grade counselor at Alain Leroy Locke College Prepartory Academy. The second person I interviewed was a College Adviser, placed through USC, at Diego Rivera Learning Complex. While the first interview was conducted on site at Locke, the second interview was conducted on campus at USC. For both interviews, I came equipped with my questions already printed out and ready for me to write my interviewees responses down. In discussing the challenges that both the counselor and adviser experience in terms of learning, it is important to first understand the population of students that both professionals work with. While both schools are in South Los Angeles, Diego Rivera Learning Complex is a part of Los Angeles Unified School District (LAUSD), while Alain Leroy Locke is run by Green Dot Public Schools—even though it is still within LAUSD boundaries. Both schools have a primarily minority and low-income population.

Implementing and designing a comprehensive school-counseling program needs to ensure that they are meeting state standards as well as the ASCA National Model. Assessing the comprehensive school-counseling program allows school counselors consider how well they are meeting the needs of the students, and meeting the requirements of the ASCA National Model and state requirements. School counselors gain the ability to assess the effectiveness of the program and answer the question “How are students different as a result of the school counseling program” (Susan Ireland, M. ED., 2014, slide 1).

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.

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

My pursuit of becoming a School Counselor led me to apply to the School Counseling Master’s Program at University of Maryland, College Park. I am a former student at University of Maryland with a bachelor’s degree in Elementary Education. After graduating and teaching for two years in Prince George’s County Public Schools, I discovered my true passion lies not only in the classroom and students’ academics, but playing a pivotal role in the growth of their career, social, and personal development. Although I am no longer teaching full-time at the moment, my interaction with students from diverse backgrounds left an indelible responsibility to continue making a difference in our students. The objectives and mission of the School Counseling Master’s Program at University of Maryland can best help my goal of becoming an effective counselor and leader who is an agent of change to students and service the mental and emotional well-being of the younger generation.

School counselors have a key role in advocating for academic success for each student in the school. The advocacy makes the counselors have a leadership role in encouraging and promoting school reforms. The advocacy efforts of school counselors aim to eliminate obstacles preventing the development of students and to create chances for all students to learn. It also aims to ensure students have access to the school curriculum that fits their needs. School counselors collaborate with other people within and outside the school to assist students meet their learning needs. In addition, advocacy promotes positive and systematic change in schools (Trusty & Brown, 2005).

The goal of a school counseling program to help all students reach academic success by providing supportive services that addresses issues or concerns comprising of academic, career and social/personal development. School counselors are not only concerned with students who are succeeding and motivated to learn, they also aim at encouraging students who are at risk of failing or dropping out of school to continue striving for success and setting goals that encourage productive citizens in communities. In order to create a comprehensive school counseling program, one must first recognize their own assumptions, perceptions and stereotypes regarding students’ behaviors, values and beliefs. One should also have a willingness to accept and understand

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.

When first applying to this program, I had a general idea of what school counseling was, but I never knew how many responsibilities a school counselor actually had. When I initially received my copy of the ASCA National Model, I was intimidated and unsure of what to expect. I soon learned that the ASCA National Model is a framework for school counseling programs and helps build a common understanding of what school counselors are responsible for. It consists of four components, foundation, management, delivery, and accountability, that make up the framework of the ASCA National Model and is based on the themes of systemic change, leadership, advocacy, and collaboration (ASCA, 2012). With that said, school counselors hold many more responsibilities than what they were once thought to. As a future school counselor, I now know that my duties go beyond simply helping students when they are experiencing a problem. I will be responsible for helping students achieve their academic, social/emotional, and career goals, which will ultimately help them become successful members of society. MORE????

Lockhart, Estes J. & Keys, Susan G. (1998). The mental health counseling role of school counselors. Professional School Counseling, 1(4), Retrieved from PsychInfo. ‘

Looking back, I now have higher expectations about the duties of a school counselor and acknowledge the areas in which the counseling department at my school lacked. Most notably being that I was never given any traditional form of counseling. Unfortunately, I think this is due to the this growing field having not yet obtained its identity of a counseling emphasis. I knew that I could go to my counselor for academic advisement, I was sure that I would get more assistance if I struggled with my classes, but I do not believe that my counselor took an active approach of inquiring about mental health. Instead the counseling department seemed focused on student’s only when grades were down.