Managing the Quagmire of Counseling in a School: Bringing the Parents Onboard

2008 ◽  
Vol 11 (6) ◽  
pp. 2156759X0801100 ◽  
Author(s):  
Susan Norris Huss ◽  
Amanda Bryant ◽  
Suzanne Mulet

The American School Counselor Association's Ethical Standards for School Counselors respects parents’ rights and responsibilities toward their children and at the same time addresses confidentiality as the professional school counselor's primary responsibility. Educating parents and students about privacy, confidentiality, and privileged communication helps the professional school counselor avoid misunderstandings that impair the student-counselor relationship. By creating management agreements among administration, parents, students, and professional school counselors to clearly define the school counseling program, “agreed-upon conditions” can be determined, and an ethical environment and collaborative relationship are established. Providing information to parents and students about confidentiality through school Web sites, e-mail, public forums, printed media, and personal interactions will help ensure exposure to the concept of confidentiality within the school setting.

2007 ◽  
Vol 10 (4) ◽  
pp. 2156759X0701000 ◽  
Author(s):  
Amy Milsom ◽  
Patrick Akos

National certification and the professionalism of school counselors are becoming more salient, particularly as a result of the No Child Left Behind Act. Archival data were used to examine the relationship between preparation at programs accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP) and national certification for school counselors. Significantly more individuals who obtained the National Certified Counselor credential were graduates of CACREP-accredited programs while the majority of school counselors who obtained the National Certified School Counselor credential were graduates of non-accredited programs. Implications for school counselors are examined.


2007 ◽  
Vol 10 (4) ◽  
pp. 2156759X0701000
Author(s):  
Carlos P. Hipolito-Delgado ◽  
Courtland C. Lee

Borrowing from the legacy of feminist and multicultural theories, various counseling fields have applied portions of empowerment theory to their work with oppressed clients. This article examines the main concepts associated with empowerment theory and provides important implications for professional school counselors.


2009 ◽  
Vol 12 (5) ◽  
pp. 2156759X0901200
Author(s):  
Summer M. Reiner ◽  
Robert D. Colbert ◽  
Rachelle Pérusse

In a national survey, teachers were asked about their perceptions of the professional school counselor role as defined by the American School Counselor Association (ASCA, 2005). Teachers were questioned about the extent that they believed that school counselors should engage in and were engaged in a variety of tasks endorsed as appropriate or inappropriate by ASCA. This research revealed that teachers agreed that school counselors should engage in 13 and were engaged in 12 of the 16 appropriate responsibilities.


2021 ◽  
Vol 11 (1) ◽  
pp. 122-128
Author(s):  
Joshua D. Smith ◽  
Neal D. Gray

Each year TPC presents an interview with a seminal figure in counseling as part of its Lifetime Achievement in Counseling series. This year I am honored to introduce Michael Ryan. He identifies as a professional school counselor and advocate and shares his experiences and perspective on the professionalization of school counseling. I am grateful to Dr. Joshua Smith and Dr. Neal Gray, who continue to bring the contributions and vision of leaders in the profession to TPC readers. Their interview with Ryan provides a view to his path to school counseling, his work to meet the needs of underrepresented student populations, and how he empowers students and staff as agents of change and in so doing promotes a clear understanding of the roles and responsibilities of professional school counselors within his community. I imagine his approach may both resonate with and energize TPC readers. — Amie A. Manis, Editor


2013 ◽  
Vol 17 (1) ◽  
pp. 2156759X0001700 ◽  
Author(s):  
Tyler M. Kimbel ◽  
Rita Schellenberg

Authors discuss the importance of school counselors addressing spiritual and religious issues in ethically meeting the developmental and cultural needs of K-12 students. Domains of spiritual and religious competence for professional counselors, published by the Association for Spiritual, Ethical, and Religious Values in Counseling (ASERVIC, 2009), are examined in relation to their relevance for professional school counselors. The authors introduce expert-reviewed Spiritual and Religious Competencies for School Counselors to supplement the American School Counselor Association (ASCA) School Counselor Competencies (ASCA, 2012). Implications for practice are presented along with strategies for integrating the competencies into a comprehensive school counseling program.


2012 ◽  
Vol 16 (2) ◽  
pp. 2156759X0001600 ◽  
Author(s):  
Richard T. Lapan ◽  
Norman C. Gysbers ◽  
Bragg Stanley ◽  
Margaret E. Pierce

Results link lower student-to-school-counselor ratios to better graduation rates and lower disciplinary incidents across Missouri high schools. An interaction favorable for promoting student success in school was found between increasing percentages of students receiving free or reduced-price lunch and smaller student-to-school-counselor ratios. In high-poverty schools, those schools that met the ASCA criteria of having at least one professional school counselor for every 250 students had better graduation and school attendance rates, and lower disciplinary incidents.


2008 ◽  
Vol 11 (6) ◽  
pp. 2156759X0801100
Author(s):  
Christopher Janson ◽  
Matthew Militello ◽  
Natalie Kosine

This study in this article investigated how school counselors and principals perceive their professional relationship. Q methodology was used to develop 45 opinion statements about the relationship between school counselors and principals, and 39 professional school counselors and principals then sorted the statements. Four factors emerged representing different viewpoints of this relationship. Each contained constructive attributes of the school counselor–principal relationship, but one factor exhibited an appreciation of the context of interpersonal collaboration along with the content of school improvement initiatives.


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