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The self-study process was successful on two levels. On a first, basic level, the institution successfully complied with all NCATE requirements for re-accreditation. On a second, deeper level, the transformational model adopted for the self-study process allowed for authentic conversations regarding diversity across disciplines, departments, hierarchical structures and cultural differences among our candidates, our faculty, our staff, and our multiple stakeholders.
Erin Mason. Trish Hatch. The school counseling profession has struggled throughout history to secure a legitimate integral position in the educational mission of school. The profession is more likely to gain acceptance and be seen as a legitimate profession if we understand three theories that form the foundation of professional legitimacy: Organizational Theory, Institutional Theory, and Political Theory.
This article briefly explains each theory, examines the profession through the lens of each theory, discusses how the ASCA National Standards and ASCA National Model were intended to address them, and suggests specific actions that school counseling professionals must take to ensure the profession grows and prospers.
Reynante Roxas R Malano. Mark Lumba. Log in with Facebook Log in with Google. Remember me on this computer. PSCs need ongoing clinical supervision to help them refine counseling skills, learn how to deal with difficult student issues, practice ethically, and perform their many and varied functions. Although there is little agreement in the literature on a definition and description of supervision, the idea that supervision should be regular and constant seems to be accepted by most counselors and counselor educators.
Supervision is an important part of any counselor's professional development. PSCs seem to be lagging behind other groups within the counseling profession in integrating this activity as part of their professional culture. PSCs need to take the initiative and actively pursue clinical supervision to ensure self-care and the provision of quality services Herlihy et al. The ASCA National Standards for School Counselors recommend that counselors receive in- service and pre-service instruction and supervision to develop and implement a comprehensive school counseling program.
Comprehensive school counseling programs require a collaborative effort among well-trained, highly competent professionals. Supervision is one aspect of collaboration that can ensure that PSCs are effective agents in schools Williamson, Clinical supervision is one of the most important continuing education and professional development tools available to PSCs.
Such duties inherently detract from the counselor's ability to devote time and energy to appropriate counseling-related duties i. Partin commented, "In many schools the counselor's role has evolved into that of an assistant principal. If not on paper, at least by default, the counselor's job description has grown to encompass a vast array of noncounseling duties, from supervising restrooms to conducting school fundraising drives Several studies have shown that PSCs are managing large caseloads of students who have issues related to drugs and alcohol, depression, stress, suicidal ideation, identity conflict, and family concerns e.
Consequently, if PSCs are to offer the advocated professional services they were trained to provide, they will need to reverse the "add-on' trend of taking on additional responsibilities without giving up any of their current duties.
Therefore, a paradigm shift away from school counselors being perceived as "assistant administrators" guidance counselors to being school counseling professionals with clearly defined roles and responsibilities is necessary and requires a conscious effort by the entire profession. In addition to the four steps presented educating principals, abolishing teaching requirement for counseling licensure, providing supervision in the schools, and reassigning inappropriate duties , another proposed movement for supporting this change is for PSCs to be consistent in their language.
Therefore, PSCs need to be consistent in the language they use to define the profession. One of two possible approaches is for counselors to identify themselves as "professional school counselors" and not simply as "guidance counselors.
Furthermore, PSCs need to be advocates of their profession and not submissive bystanders. This includes being active members in school counseling professional associations, attending and presenting at professional conferences, reading the professional literature, staying up-to-date by attending workshops and taking courses, and seeking supervision.
Additionally, PSCs need to be able to verbalize their professional role and educate others about what a PSC is and is not. As a profession, we can choose to be defined by our history as guidance counselors or we can choose to accept and appreciate our history while constructing our new and ever-evolving professional identity as professional school counselors. References American School Counselor Association. Alexandria, VA: Author. American School Counselor Association. The role of the professional school counselor.
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