Blog 14 final blog

     In reading the Dahir, Burnham and Stone (2009) article this week, I am pleased to see that the differences in counselor roles and program emphasis I have found and noticed within the different school levels has been accurate.  I believe the different levels have internal differences that may have some responsibility in the counselor roles and perceptions at these schools. In some cases the counseling suite mirrors what is expected from the students. If we capitalize on the strengths of our school levels and strive for continual improvement, we model the skills for success our students need.

     In elementary schools there is often only one counselor in the school. It is the responsibility of that counselor to develop and share the counseling vision and inspiration with the rest of the staff at the school. Counselor collaboration with the teachers is encouraged as many student support professionals move fluidly throughout the school.  The elementary school level is focused on giving young students early interventions for a strong foundational base needed in order to learn to learn.

      

     In middle school counseling, school counselors often work within a suite together. This brings in other ideas, perspectives and talents; an advantage and a challenge. The maturity levels of the students also vary. Middle schools that embrace the idiosyncrasies of adolescence and transitions often fare best. I am also pleased to see that the work we put into our CSCP clearly represents the needs for working with this age group and planned to avoid some of the pitfalls common in middle school. We emphasized teamwork within the domain lessons, among our counseling suite and promoted it in our students. We demonstrated the necessary balance between elementary and high school age.

     High school level counselors work more independently, but collaborate within a suite. Intervention is often focused on one-on-one interactions, career and college readiness and involves less classroom guidance. Students work independently as they focus on specific career pathways and interests. However, they also work collaboratively with staff and classmates.

     

     Continuing professional development is necessary for all counselors and I am happy to participate in these opportunities. The lack of professional engagement for school counselors is apparent in the membership numbers for the ASCA and PSCA. This is unfortunate because membership to professional organizations can provide opportunities for networking and self and program improvement. It also provides the strength in numbers necessary to make real systemic change. 

     Attendance at conferences is a luxury that many counselors may not have as they strive to meet the daily needs of their students. However, the information that can be gained in this forum is valuable. We are fortunate to have this conference so close to our home. I appreciate the opportunity to meet counselors from around the state and to hear about the work of those who are striving to be their personal best.  I leave inspired by their courage to imagine and achieve big things.

Dahir, C.A., Burnham, J.J., & Stone, C. (2009). Listen to the voices: School counselors and comprehensive school counseling programs. Professional School Counseling, 12(3), 182-92.