Orientation to the counseling profession 3rd edition pdf free download

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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.

The indispensable counselor. The School Counselor, 42 4 , Baker, S. Mandatory teaching experience for school counselors: An impediment to uniform certification standards for school counselors. Counselor Education and Supervision, 33 4 , School counseling for the twenty-first century 3rd ed.

Beale, A. Selecting school counselors: The principal's perspective. The School Counselor, 42 3 , Borders, L. Comprehensive school counseling programs: A review for policymakers and practitioners. Journal of Counseling and Development, 70 4 , Brock, B. Principals and counselors: Creating effective elementary school counseling programs.

Educational Considerations, 26, Brott, P. Development of professional school counselor identity: A grounded theory. Professional School Counseling, 2 5 , Burnham, J. School counselor roles: Discrepancies between actual practice and existing models. Professional School Counseling, 4 1 , Campbell, C.

Sharing the vision: The national standards for school counseling programs. Cobia, D. Handbook of school counseling. Coll, K. Role conflict among elementary school counselors: A national comparison with middle and secondary school counselors. Elementary School Guidance and Counseling, 31 4 , Cormany, R.

It's our problem: An administrator looks at school guidance. The School Counselor, 43 3 , Crutchfield, L. Challenge and support: Group supervision for school counselors. Professional School Counseling, 1 1 , Davis, K.

Bridging the gap between school counselors and teachers: A proactive approach. Professional School Counseling, I 5 , DeCarvalho, R. A history of the "third force" in psychology. Journal of Humanistic Psychology, 30, Dewey, J. Experience and education. New York: Collier. Original work published in Erford, B. Transforming the School Counseling Profession. Freedman, J. Narrative therapy: The social construction of preferred realities. New York: W. Fruggeri, L Therapeutic process as the social construction of change.

Gergen Eds. Inquiries in social contraction pp. Good, G. Norman C. Gysbers: A proponent of comprehensive school guidance programs. Journal of Counseling and Development, 73 2 , Gysbers, N. School guidance and counseling in the 21st century: Remember the past into the future. Professional School Counseling, 5 2 , Developing and managing your school guidance program 2nd ed.

Hansen, J. To A review and critical analysis of humanistic approaches to treating disturbed clients. Journal of Humanistic Counseling, Education and Development, 38, Leading and managing your school guidance program staff. Herlihy, B. Legal and ethical issues in school counselor supervision. Professional School Counseling, 6 2 , Herr, E. Historical roots and future issues. Erford Ed. Humes, C. School counselors and PL The School Counselor, 25 3 , Hussar, W.

Projections of education statistics to Pocket projections Report No. Functions of secondary school counselors in the public schools: Ideal and actual. The School Counselor, 34 2 , Kelly, E. Relationship-centered counseling: A humanistic model of integration.

Journal of Counseling and Development, 75 5 , Kendrick, R. Job demands, stressors, and the school counselor. The School Counselor, 41 5 , Lambie, G. Dissertation Abstracts International, 63, A systems approach to substance abuse identification and intervention for school counselors. Professional School Counseling, 5 5 , Maslow, A.

Towards a psychology of being 2nd ed. New York: Van Nostrand Reinhold. Mercer, R Stress and the guidance counselor. The School Guidance Worker, 37 2 , Moles, O. Guidance programs in American high schools: A descriptive portrait. The School Counselor, 38, Myrick, R. Developmental guidance and counseling: A practical approach 3rd ed.

Minneapolis, MN: Educational Media. Napierkowski, C. Diffusion of innovation: Implementing changes in school counselor roles and functions.

The School Counselor, 42, Paisley, P. School counseling: An evolving specialty. Journal of Counseling and Development, 74 2 , Parsons, R.

Counselor role and function: The clash of the real and ideal. Paper presented at the annual meeting of the American Association for Counseling and Development, Baltimore. Partin, R. School counselor's time: Where does it go? The School Counselor, 40 4 , Ponec, D. Relationships among elementary school counselors and principals: A unique bond. Professional School Counseling, 3 3 , Ribak-Rosenthal, N. Reasons individuals become school administrators, school counselors, and teachers.

The School Counselor, 41 3 , Rogers, C. Counseling and psychotherapy: New concepts in practice. Boston: Houghton Mifflin. Client-centered therapy. Rowley, W. Expanding collaborative partnerships among school counselors and school psychologists.

Schmidt, J. Counseling in the schools: Essential services and comprehensive programs 4th ed. Boston: Allyn and Bacon. Sears, S.

Stressor in school counseling. Education, , Sink, C. Contemporary school counseling: Theory, research, and practice. The status of comprehensive guidance and counseling in the United States. Professional School Counseling, 2 2 , Reforming the high school counselor's role: A look at developmental guidance. Studer, J. The professional school counselor: Supporting and understanding the role of the guidance program.

Super, D. Transition: From vocational guidance to counseling psychology. Journal of Counseling Psychology, 2 1 , Sutton, J. Post-degree clinical supervision of school counselors. The School Counselor, 42 1 , Towner-Larsen, R. Supply and demand for school counselors: Perceptions of public school administrators. Professional School Counseling, 3 4 , VanZandt, C. Your comprehensive school guidance and counseling program: A handbook of practical activities. White Plains, NY: Longman.

Williams, W. Using a person-centered approach with children who have a disability. Elementary School Guidance and Counseling, 25 3 , Williamson, E. How to counsel students.

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