1. Discuss the proper responsibilities of school counselors in effectively serving students.
Roles and responsibilities of school counselors vary based on the needs of constituencies served and the understandings and expectations of each school principal that are ultimately responsible for guidance operations in their schools. The duties of a school counselor vary according to grade level, assignment, student and community needs, expectations of school administration, and governmental regulations, there are several broad categories of activities and services that describe appropriate counselor roles. These include, but are not limited to, counseling, consultation, coordination, assessments, large group guidance, Professional Behavior, program management and Professional Standards. All of these roles can be incorporated into an organized program.
It is very important to consider the counselor-student ratio, because the counselor’s job description may vary depending on this number and school setting. All counselors have responsibilities on all the domains mentioned above; however, not all domains are necessarily balanced the same way for all of them.
When we talk about counseling, it makes reference to a process that involves helping students deal with problems of a personal, social, academic or career development nature (Starr, 1996: Texas Education Agency, 1998). Counseling is provided to students on an individual basis or via small groups. If this counseling is provided in a small group basis, it will allow the counselor to monitor and incorporate the interactions of the group member as well as implement interventions. Whether we talk about individual or group based, counseling relates to students’ problems and goals, involving a positive relationship between the student and counselor, and theory based techniques therefore counseling is not equated as advising or providing information.
In consultation, the focus of attention is the student, and how the consultee might interact with the student per se for the benefit of the student. An example of a consultee can be a teacher who is having problems with a student and request the service of a counselor, the consultant in this case, and ask for assistance. While interacting, both parties share valuable information, discuss options, and generate a plan of action for the teacher to implement and seek for a solution of the problems.
Coordination has been defined as a process of managing different indirect guidance services to students, including special events, and general procedures. When counselors provide this service, they are called upon to collect and disseminate data and develop and keep a positive working relationship with other school professionals and any outside resources in the community. Some of the examples that I can mention are: Career day, financial aid workshops, maintenance of students’ records, peer helper programs, orientation, scholarships and students awards ceremonies. It is here when the counselor can take a lot of the duties that administrators could handle and therefore, counselors are left with insufficient time and resources for the counselor to serve the students in ways more aligned to the counselor’s profession.
Assessments refer to collecting and interpreting data to facilitate more informed decisions. Assessment of students is accomplished by using standardized instruments that usually measures achievement, aptitude, interest and/or personality. These assessments are usually used for purposes of students’ description regarding to achievement level and educational diagnosis.
A planned sequence of large group guidance objectives is often outlined in a guidance curriculum with content and delivery methods that are age-appropriate. This curriculum should be planned with the overall needs of the students in mind. This a a function that can be done by teachers and by counselors, if completed by a teacher, the counselor can assist the educator with planning and resources materials. The focus of the activity is on involving students as a group with information that will be designed to meet their developmental needs. Its instructional nature tell us that delivery of large groups of students does not have to be lecture type all the time, it can also include discussions, multi media resources, panels, guests speakers, and other means of involving students in learning.
Program management includes four components: planning, implementation, evaluation and educating stakeholders. The first one encompasses assessing needs, establishing realistic goals and objectives, setting priorities and designing activities. The second component includes actuating and carrying out the activities to meet the objectives, the third component consists of judging the value or worth of both individual counselor activities and the overall program in terms of meeting the desired goals. Last but not least, the fourth component involves informing the school staff, parents and the community about the guidance program.
On professional behavior, counselors take the responsibility for self directed professional development through different efforts to improve their competence so they can meet and exceed standards in performing their jobs.
On professional standards, school counselors must adhere to professional standards in all components of a developmental guidance and counseling program. The activities must promote understanding and application of professional rules, policies and regulations. All of the above accounted for in a system support component of a comprehensive guidance and counseling program.
2. As a school administrator, discuss how you would support the implementation of a comprehensive, developmental guidance and counseling program.
As a future principal, I will adhere to a good model that will fit my school, I know school counseling literature provides several models for developing a program, and they all have different labels for the steps in the program developmental process, but I will pick one that will include:
* An assessment is made of the current program.
* Organizing for change occurs.
* Needs are assessed.
* Planning and designing the new or revised program.
* The program is implemented
* The program that has been implemented is evaluated.
Also, I will use a committee that will help us facilitate the process throughout its steps.
3. After reading Section VI, how would you evaluate your school's counseling program and why?
I would gather data about the program, and use the data to draw conclusions that will tell me about the value of the program. As such, evaluation forms the basis for changes to the program to increase its effectiveness, for demonstrating accountability to needs, and for counselor’s professional development and growth. I think that a proper program evaluation requires stated goals that are agreed upon by those involved in the evaluation process. As one may find in many fields, program evaluation will be a continuous process, not an outcome goal itself. After the evaluation, we will be able to recognize areas for improvements such as cycle of organizing and assessing, designing and implementing. When evaluating the counseling program, it will entail us to use data about the delivery of services and the outcomes related to those being served. These evaluations may also focus on the balance of time allocated to different program components, availability of the counselors, timely delivery of services and the relationship by assessing outcomes.
Counselors should be also be evaluated and it should be based on the job description that the counselor is expected to follow, the procedures should be understood by the evaluator and counselor in advance, and the model be flexible enough to reflect variations agreed upon by the counselor and evaluator. Schmidt (1999). Counselor evaluations should be based on data gathered through a variety of means such as observations, interviews, self-reports, input from others receiving services, record of actaivities and outside expert review.
