week 5

            As I read this week’s assignments, the word that kept going through my head was intentionality.   We have been discussing the ASCA National Model, yet I now see there are many other models as well.  And it would seem that many of the models have points of similarities and differences having been developed in particular contexts for particular reasons.  While some may be prescriptive and others not, and some focus on assessments while others stress social justice, all the programs seem to start from the assumption that the counselor be intentional when it comes to how he/she spends her time and energy.  Nowhere is it encouraged to simply be reactive to the various crises or fleeting requests of various stakeholders that may seek to define the position of school counselor.  Rather, all models invite and encourage thoughtful intentionality on the part of the counselor who must serve as a leader in the school.  Without the desire, wisdom, skill, and political savvy to be an effective leader in the school, the counselor could easily become a follower rather than a leader in developing a program that only he/she has the expertise and position to institute.

            That being said, it is important to balance the counselor’s singular role with partnerships and cooperation.  Nearly all models, although some to a greater extent than others, emphasized the importance of developing partnerships.  No counselor can effect change or enact a comprehensive guidance program by him/herself.  Students are indeed the primary partners in any CSCP.  Their cooperation, their wisdom, their perspectives, and their participation are crucial to the success of any CSCP. How does a counselor foster that partnership?  It would seem relationships, school presence, valuable and responsive programming, as well as competency will serve to establish and deepen student/counselor relationships.  School staff are also essential partners whose contribution and perspectives should be valued and encouraged.  Likewise, parents and community members are also vital partners who can contribute resources and affirmation for the work of the school counselors.  So often it seems schools can be closed systems with collaboration happening primarily within the walls of the building.  But with shrinking resources, and the acknowledgement that students are shaped by what happens after 3 pm, as well as what happens before, can encourage counselors to look beyond the school environment for support and opportunities to contribute to the CSCP.

            Looking at the various models, I can see that schools often pull from these various models as they seek to find the best fit for a CSCP in their school.  And it was refreshing to see that there is creative thinking beyond the ASCA National Model.  And as the text indicated, some of these models can be utilized in the context of the ASCA model.  Evaluation and intentionality seemed to be woven throughout nearly all of the models and would seem to be essential however a program was designed.    

            It can seem daunting to begin developing and instituting a CSCP using any of these models. But as the text reminded readers, development of a CSCP is a long process.  It doesn’t happen overnight and it doesn’t need to.  Steadfastness and patience seem to also be important attributes for any counselor beginning to develop a CSCP.

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