A strengths based
school counseling approach is easily aligned with the qualities of a
comprehensive program as proposed by Dollarhide and Saginak (2012). I found
this to be very clear in the description of Henderson’s (2000) career
development study. The happy worker described is also very close to the
description of a 21st century worker. A creative, flexible, focused
and committed temperament is suggested as beneficial for career futures. As an
optimistic, creative and objective individual, I was pleased to hear my voice
echoed in those paragraphs.
The identity
achievement section was timely as well as I am working with a senior in high
school for Brief class. My senior is one of many kids I see struggling to find
a direction that correlates their view of the world and adulthood. I found it very helpful to look at the 40
developmental assets while thinking of her. I was able to see even more
strengths and resources she has available to her. It may be useful to integrate
this list into one of our activities. The 5 Cs of competency also give me a
lens in which to view our work. Within these areas I can assess her in an at-risk
status. Currently we are working on her career understanding and opening the
doors to her struggles within the 5 C areas.
Galassi, Griffin and
Akos (2008) discuss the importance of “mattering” in the strengths-based
approach and link it to the ASCA standards. Mattering is a tool that helps to close
the achievement gap. Providing a climate of hope, strength and purpose should
be the goal of all schools. Education is a fundamental right in America. It is
our duty as educators to provide equal opportunity and support to students.
Each domain must be met for the internal systemic shift in students.
Personal/social, career and academic domains are integral to one another in
terms of success.
A CSCP integrates the three
domains into a curriculum. It draws on the resources of the counselor, the
school (staff, students and families) and the broader community. For best
results, these systems must work together. If one is failing the others are at
risk. The weight of the themes in the ASCA model is massive. It is a daunting
thought that any one person would be expected to be effective as the sole administrator
of leadership, advocacy, collaboration and systemic change in an organization. We must have collaboration to make it work. Our
role as a counselor will be an integral one to this mission.
All these aspects will affect
the quality of our institutions, personnel, students, graduates and
communities. It is important to reflect on the progresses, pitfalls and changes
from year to year. Without data we have nothing but opinions and rhetoric. A
solid argument must come from facts; facts from data. It will be important for
us to create and utilize reliable systems of data collection in order for our
voices to be heard. In recent years, “accountability”
has become a nuisance word. Dollarhide and Saginak(2012) reframe the concept to
encompass assessment of programs, reflection and implementing improvements, or
in Bloom’s words, analyze, evaluate, create.
Dollarhide, C.T. & Saginak, K.A. (2012) Comprehensive school counseling programs. (2nd ed.). New York: Pearson, Inc.
Galassi,
J. P., Griffin, D., & Akos, P. (2008). Strengths-Based School Counseling
and the ASCA National Model®. Professional School Counseling, 12(2),
176-181.
Henderson,
S. J. (2000). 'Follow Your Bliss': A Process for Career Happiness. Journal
Of Counseling & Development, 78(3), 305.
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