Week 4

            I continue to be struck by how recently the school counseling profession has adopted standards, competencies, and a national model.  Is it any wonder that many schools and even counselors still do not operate with these kinds of standards?  As our text pointed out, simply because the profession has adopted these hallmarks of accountability and responsibility, does not mean that school boards, teachers, parents, or administrators are necessarily aware of or in agreement with these new standards.  So how does the professional develop buy-in to what we ourselves have developed?  It would seem to be that counselors will not only need to be advocates for students, but we will also need to be advocates for the profession.  Data collection and assessments would seem to be more than just an option, but rather a necessity as we advocate for the impact we make toward student success.  When I was talking with a counselor who had been in the profession since the 1970’s he mentioned how the cutbacks that we now see in school counseling positions, were also something he experienced many years ago.  One could imagine that whenever budgets get tight, certain disciplines are most vulnerable.  While the tendency to cut school counseling positions may not be new, the way we define and defend the vital role of school counseling professionals has changed.  There is a different sense about creating a comprehensive program that is preventative and purposeful in nature.  And there is an emphasis not just on being busy, but also on making a measurable impact.  The scope and the breadth of the program have now gone beyond scheduling, college recommendation, and responsive services.  Counselors today are equipped with an understanding of their role that includes these things but encompasses much more. 

I was intrigued by the suggestion that counselors should think of school counseling programs that reach into the preschool ages.  Many school districts now include 3 and 4 year-old students in education in their district.  What would school counseling look like for this age group and for their parents?  This would be an interesting field to explore as we follow many other disciplines that have shown the value of early intervention in terms of social and academic development.  The profession of school counseling continues to develop and as practitioners it will be our responsibility to continue to learn and pursue professional development for many years to come.

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.