Post 12

I wanted to begin by reflecting on the three counselors who came into our classroom last Tuesday. I have always believed that experience is the most vital part of learning anything! I can remember when I first graduated college 5 years ago…I honestly thought that teaching would be so easy. However, I was mistaken (that is an understatement). Hearing current school counselors share their insights was beneficial because what they shared was real. A text book cannot prepare you for the real experience of being a school counselor. To be honest, it was nice to hear that each one of them has their own struggles. Even today, after years of experience, the counselors still have daily struggles. The 48 credits and certification that I earn at Millersville will prepare me for the experience, but the experience will teach me more than I will ever know. Kanika’s Conundrum in Dollarhide and Saginak (2012) is a realistic situation. Counseling high students compared to elementary students is quite different. Yes, the ASCA National Model does focus on Academic, Personal/Social, and Career elements. Yes, the model does provide a plethora of standards to meet. However, the developmental level of students is unique. A counselor must be able to differentiate his/her instruction to that of the learner. Kanika’s position is tough, but a job is a job. She will have to adjust, adapt, and overcome. I loved how Dollarhide and Saginak (2012) provided examples of the ASCA National Model CSCP for each level. It gave me some insight of exactly what an overview should look like. At the same time, it made me think about how big of a responsibility it will be to put together a strong CSCP. There are many facets to these programs that cannot be replicated because it truly depends on the school in which you are working. My CSCP will truly be dependent on my students and their data. I felt that the Rayle (2006) article could be translated over to the way that teachers feel. School counselors and teachers are in a giving profession. We may not get immediate recognition for the things that we do on a daily basis from our administration and colleagues. We may not feel up to par every day. We may not get paid enough for the hours we spend working and worrying. We may question ourselves as to why we care so much. At the end of the day, we play a vital role in children’s and adolescent’s lives. We are their go to adult. We are their role model. We are their listener. We are their protector. In some cases we are their parents. I have to tell myself these things throughout the school year. More often than not, my outside appearance truly doesn’t portrait the way I feel inside. Our jobs will be tough. They will be challenging. This is when you have to take a step back to see how much you matter to students. After all, students are what we are here for. Dollarhide, C.T., & Saginak, K.A. (2012). Comprehensive school counseling programs (2nd Ed.). New York: Pearson, Inc. Rayle, A. (2006). Do school counselors matter? Mattering as a moderator between job stress and job satisfaction. Professional School Counseling, 9(3), 206-215.