After reading chapter one of Dollarhide and Saginak’s (2012) text, I also realized that I have more knowledge of comprehensive school counseling programs than I had previously thought. I felt that I could make a connection between my previous counseling courses at Millersville and the qualities that a school counselor should possess. I am now beginning to realize that this course and the text associated with it will bring together all of our previous knowledge and continue in helping us become effective future school counselors with a strong foundation of knowledge in the ASCA national model.
One aspect of the chapter that really stuck out to me were all of the small “reflection moments” that followed each section. After reading the information on the philosophies of school counseling and education; I really began reflecting on my own experiences both as a past student and my current employment role within a school district. Unfortunately, many of the experiences that I have previously had as a student have been more negative than positive. In high school, I can remember my school counselor focusing more on vocational development than an overall focus on academic, personal and social development. The concept of “trait and factor” guidance is new to me. This concept “was characterized by testing students’ intelligence, interests, and abilities, then using that information to advise them about vocational and adjustment issues” (Dollarhide & Saginak, 2012, pg. 12). After reading this, I immediately thought about my high school counselor. The only times that I met with her were to pick courses and take a career survey. She then met with me to discuss the my potential options based on the survey results. I never felt comfortable around her, and if I had more of a personal or social issue; I would not go see her. When I was a senior in high school I actually requested to have a different counselor. My new school counselor was completely different, and appeared to have a different theoretical approach to his counseling styles. Reflecting on my past has made me think that my school may not have had a productive comprehensive school counseling program. It is possible that two separate professionals can operate so differently within the same school counseling program?
When I first gained employment in a school district a number of years ago, I thought that the philosophies of education and school counseling would be different from when I was a student. I was working in a middle school and I witnessed many of the same issues that were handled in a similar manner by counselors that I experienced as a student. One concept that Dollarhide and Saginak (2012) discuss that stuck out to me was when they noted that disadvantaged students will continue to be at a disadvantage without a comprehensive program to break the cycle (pg.10). I was working as a personal care assistant in special education. This particular school had a substantial truancy issue. Many of the students who were often absent were disadvantage and had learning disabilities. I immediately noticed the connection between the two. However, from my viewpoint; the counselors and teachers were not doing anything about the problem. Whenever the students would come to school, they were taken out of their regular classes and a bunch of makeup work was shoved at them. I would often wonder to myself; “why isn’t something being done to figure out why these students are not coming to school”? It was during this time that my interests in becoming a school counselor really started to peak. I am not saying there was no program put in place for these students; however, within my experiences I did not notice any type of programs to assist these students.
Overall, I found the chapter to be easily understood and did a nice job of outlining the history behind the philosophies of education and school counseling. I am looking forward to learning more about the ASCA national model and comprehensive school counseling programs. This course will ultimately combine all of our previous course knowledge and will prepare us to be successful school counselors in the future.
Dollarhide, C. T., & Saginak, K. A. (2012). Comprehensive school counseling programs. (2nd ed.). New York: Pearson, Inc.
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