Week 6

            I found it very interesting to read the statistic that schools with the highest ratings reported spending “71 to 72 percent of their time in individual and group counseling” (Dollarhide and Saginak, p. 123).  I was left wondering whether many school counseling programs would be able to report similar results.  Considering the many other activities and responsibilities that occupy counselors’ time, I would imagine few would report such numbers. And not only were the ratings high, but this emphasis seemed to correlate well with students’ stated desires and needs. 

            Of course, I found it interesting to note that as the text’s author suggests, counseling may mean something different to our stakeholders than it may mean to us.  I certainly believe there is still a stigma involved with going to “counseling”.  It is often associated with a negative connotation and something a client may only be reluctant to admit to when talking with peers.  I wonder if it helpful for counselors to be less tied to the word counseling and instead use other terms to describe to parents and students what they can provide or how they can assist students.  Even though, these things may not always be called “counseling” in the students’/parents’ minds, counselors may often rightly tabulate them as part of their time spent in counseling.

            One other thing that caught my particular interest in the text was the section discussing the assets that support student success.  Three of the six listed, involved families and parents.  Therefore, although school counselors are primarily focused on the student, one could deduce that being focused on the student means being focused on the parents and family as well.  Even as a parent, I have sometimes felt the school system is unwelcoming of parental involvement and even somewhat dismissive of the role parents play in the success of their children.  This is particularly true at the middle and high school levels.   I wonder how we as counselors can work to bridge that gap, and include parents as we advocate for students.  Parents can be wonderful allies, and students benefit from parental involvement in their child’s education.  Perhaps school counselors can fulfill a unique role in connecting with parents and helping them to feel a part of our schools.   It would seem that this is a vital and important key to student success K – 12.  Parent involvement will look different at different ages, and as counselors we may be able to assist parents in understanding how they can be the most helpful at different ages.  We do well not to assume that parents understand their role.  Many parents may know what it means to be supportive of their elementary student, but may be less sure as their student moves into junior and senior high school.  Yet, I am convinced and the research quoted in the book points out, parental involvement and support is vital for student success. 

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