Blog 5

The standards and the ASCA model can have an empowering effect. In Schwallie-Giddis, ter Maat & Pak’s (2003) article I see a list of the great qualities of the counseling profession laid out. It is a statement of our place in society and most importantly our schools. The ASCA model and supporting literature is our advocate. It is increasingly difficult to implement a strict guideline of what our duties are in schools today. Budgetary constraints leave schools looking for new ways to utilize existing staff. Teachers are now being asked to counsel in TAP programs, many counselors fulfill many administrative and clerical tasks. Until there is more systemic change, the role confusion will continue. Defining our roles and backing up our programs through data is a way for us to protect and serve our profession.

I can empathize with the difficulty in promoting a school’s acceptance of a RAMP initiative. The task is quite large and includes promoting systemic change from top to bottom in some cases. This may be a difficult path for some counselors. Mason and McMahon’s (2009) article acknowledges the leadership qualities of counselors.  How are we to become adept leaders and effective change agents? We must promote proficiency in leadership skills.

I am interested in where my strengths lie within the 5 primary practices of leaders (Mason & McMahon, 2009). I believe at times I am able to use each of these skills, however, truthfully not to my satisfaction. I think that leadership is an important tool for counselors, and worthy of further imbedded program study. There are many books available on the topic. I have read some personally, but it would be interesting to experience a guided course in leadership initiatives. As well, there are surely some professional development opportunities in this field.

Leadership is also listed as a 21^st century skill to be suggested in future school curricula. Leadership has been found to be influential in many student populations ranging from special needs, at risk marginalized and gifted students. This educational opportunity addresses the encouragement of Adler’s socially useful style of life. My understanding is that encouraging a healthy way of relating to the world decreases the dysfunctional coping mechanisms. Self study in leadership will be beneficial personally, professionally and in the workplace.

In the Dollarhide & Saginak (2012) text, the differing CSCP models all have interesting components. I can see elements of each of them represented in the counseling programs with whom I have visited. The basic Developmental Guidance and Counseling model serves as the basis for most of the programs, i.e. a grandfather model. The adaptations appear to have grown and transformed from here. The most thought provoking is the DAP model, as it mirrors the ASCA model most closely, but with flexibility. In this model, the themes of leadership, advocacy, systemic change and collaboration are demonstrated as integral attributes. I appreciate the idea of a well diversified advisory council, but question how such a meeting would come about. It would be interesting to use the summit format initiated by Schwallie-Giddis, ter Maat & Pak (2003) to have small (4-6 people) discussion tables with relevant needs based prompts to discuss and hear the voices of each group after deliberation.  

Dollarhide, C.T. & Saginak, K.A. (2012) Comprehensive school counseling programs. (2nd ed.). New York: Pearson, Inc.

Mason, E. C., & McMahon, H. G. (2009). Leadership Practices Of School Counselors. Professional School Counseling, 13(2), 107-115.

Schwallie-Giddis, P., ter Maat, M., & Pak, M. (2003). Initiating leadership by introducing and implementing the ASCA National Model. Professional School Counseling, 6(3), 170-173.