The Role of the School Counselor

chool counselors are certified/li- School counselors serve a vital role in experiences for all students. School coun- censed educators with a minimum maximizing student success (Lapan, Gys- selors support a safe learning environ- Sof a master’s degree in school coun- bers, & Kayson, 2007; Stone & Dahir, ment and work to safeguard the human seling, making them uniquely qualified 2006). Through leadership, advocacy and rights of all members of the school com- to address all students’ academic, career collaboration, school counselors promote munity (Sandhu, 2000) and address the and social/emotional development needs equity and access to rigorous educational needs of all students through culturally by designing, implementing, evaluating relevant prevention and intervention pro- and enhancing a comprehensive school grams that are a part of a comprehensive counseling program that promotes school counseling program (Lee, 2001). and enhances student success. School The American School Counselor Associa- counselors are employed in elementary, tion recommends a school-counselor-to- middle/junior high and high schools; in student ratio of 1:250. district supervisory positions; and coun- selor education positions. The School Counselor’s Role School counselors have a minimum of a master’s degree in school counseling, meet the state certification/ licensure standards and abide by the laws of the states in which they are employed. They uphold the ethical and professional standards of ASCA and other applicable professional counseling associations and promote the develop- ment of the school counseling program based on the following areas of the ASCA National Model: foundation, de- livery, management and accountability.

FOUNDATION School counselors create comprehensive school counseling programs that focus on student outcomes, teach student com- petencies and are delivered with identi- fied professional competencies. Program Focus – To establish pro- gram focus, school counselors identify personal beliefs that address how all students benefit from the school counsel- ing program. Building on these beliefs, school counselors create a vision state- ment that defines what the future will look like in terms of student outcomes. In addition, school counselors create a mission statement that aligns with their school’s mission and develop program goals that define how the vision and mis- sion will be measured. Student Competencies – Enhancing • advisory councils made up of students, systemic activities designed to assist the learning process for all students, the parents, teachers, school counsel- students in establishing personal goals ASCA Mindsets & Behaviors for Student ors, administrators and community and developing future plans. Success guide the development of effec- members to review and make recom- • Responsive Services – Responsive tive school counseling programs around mendations about school counseling services are activities designed to three domains: academic, career and program activities and results meet students’ immediate needs and social/emotional development. School • use of data to measure the results of concerns. Responsive services may counselors also consider how other stu- the program as well as to promote sys- include counseling in individual or dent standards that are important to state temic change within the school system small-group settings or crisis response. and district initiatives complement and so every student graduates college and Indirect Services for Students inform their school counseling program. career ready Indirect services are provided on behalf • curriculum, small-group and closing- Professional Competencies – The of students as a result of the school the-gap action plans including devel- ASCA School Counselor Competencies counselors’ interactions with others opmental, prevention and intervention outline the knowledge, attitudes and including referrals for additional as- activities and services that measure skills that ensure school counselors are sistance, consultation and collaboration the desired student competencies and equipped to meet the rigorous demands with parents, teachers, other educators measure the impact on achievement, of the profession. The ASCA Ethical and community organizations. behavior and attendance Standards for School Counselors specify • annual and weekly calendars to keep the principles of ethical behavior neces- ACCOUNTABILITY students, parents, teachers and ad- sary to maintain the highest standard of To demonstrate the effectiveness of the ministrators informed and to encour- integrity, leadership and professionalism. school counseling program in measur- age active participation in the school They guide school counselors’ decision- able terms, school counselors analyze counseling program making and help to standardize profes- school and school counseling pro- sional practice in order to protect both gram data to determine how students DELIVERY students and school counselors. are different as a result of the school School counselors provide services to counseling program. School counsel- students, parents, school staff and the MANAGEMENT ors use data to show the impact of the community in the following areas: School counselors incorporate organi- school counseling program on student zational assessments and tools that are Direct Services with Students achievement, attendance and behavior concrete, clearly delineated and reflective Direct services are in-person interactions and analyze school counseling program of the school’s needs. Assessments and between school counselors and students assessments to guide future action and tools include: and include the following: improve future results for all students. The performance of the school coun- • school counselor competency and • School Counseling Core Curriculum – selor is evaluated on basic standards of school counseling program assess- This curriculum consists of structured practice expected of school counselors ments to self-evaluate areas of strength lessons designed to help students at- implementing a comprehensive school and improvement for individual skills tain the desired competencies and to counseling program. and program activities provide all students with the knowl- • use of time assessment to determine edge, attitudes and skills appropriate Summary the amount of time spent toward the for their developmental level. The School counselors are certified/licensed recommended 80 percent or more of school counseling core curriculum educators with the minimum of a mas- the school counselor’s time to direct is delivered throughout the school’s ter’s degree in school counseling and are and indirect services with students overall curriculum and is systemati- uniquely qualified to address the devel- • annual agreements developed with cally presented by school counselors in opmental needs of all students through and approved by administrators at collaboration with other professional a comprehensive school counseling the beginning of the school year ad- educators in K-12 classroom and program addressing the academic, career dressing how the school counseling group activities. and personal/social development of all program is organized and what goals • Individual Student Planning – School students. will be accomplished counselors coordinate ongoing

References Lapan, R. T., Gysbers, N. C., & Kayson, M. A. (2007). Missouri school counselors benefit all students. Jefferson City, MO: Mis- souri Department of Elementary and Secondary Education. Lee, C. (2001). Culturally responsive school counselors and programs: Addressing the needs of all students. Professional School Counseling, 4, 163-171. Sandhu, D. S. (2000). Alienated students: Counseling strategies to curb school violence. Professional School Counseling, 4, 81-85. Stone, C. B. & Dahir, C. A. (2006). The transformed school counselor. Boston, MA: Houghton Mifflin Company.