scholarly journals Lifetime Achievement in Counseling Series: An Interview With Michael Ryan

2021 ◽  
Vol 11 (1) ◽  
pp. 122-128
Author(s):  
Joshua D. Smith ◽  
Neal D. Gray
Keyword(s):  
School Counseling ◽  
School Counselors ◽  
School Counselor ◽  
Professional School ◽  
Clear Understanding ◽  
Roles And Responsibilities ◽  
Professional School Counselor ◽  
Lifetime Achievement ◽  
Agents Of Change ◽  
Professional School Counselors

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

Empowerment Theory for the Professional School Counselor: A Manifesto for What Really Matters

2007 ◽  
Vol 10 (4) ◽  
pp. 2156759X0701000
Author(s):  
Carlos P. Hipolito-Delgado ◽  
Courtland C. Lee
Keyword(s):  
School Counselors ◽  
School Counselor ◽  
Professional School ◽  
Empowerment Theory ◽  
Professional School Counselor ◽  
Professional School Counselors

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.

scholarly journals The ACA Advocacy Competencies: A Social Justice Advocacy Framework for Professional School Counselors

2007 ◽  
Vol 11 (2) ◽  
pp. 2156759X0701100 ◽  
Author(s):  
Manivong J. Ratts ◽  
Lorraine DeKruyf ◽  
Stuart F. Chen-Hayes
Keyword(s):  
School Counseling ◽  
School Counselors ◽  
School Counselor ◽  
Change Agent ◽  
Professional School ◽  
Social Justice Advocacy ◽  
American Counseling Association ◽  
Access And Equity ◽  
Professional School Counselors ◽  
K 12

The recent endorsement of the advocacy competencies by the American Counseling Association signals their relevance to the school counseling profession. This article outlines the importance of being a social change agent, the value of advocacy in K-12 schools, and how school counselors can use the advocacy competencies as a framework for promoting access and equity for all students. Implications for professional school counselors and school counselor educators in using the advocacy competencies are also addressed.

Enhancing School Counselor Accountability: The Large Group Guidance Portfolio

2007 ◽  
Vol 11 (2) ◽  
pp. 2156759X0701100
Author(s):  
Jennifer Curry ◽  
Glenn W. Lambie
Keyword(s):  
School Counseling ◽  
School Counselors ◽  
Stakeholder Engagement ◽  
School Counselor ◽  
Professional School ◽  
Large Group ◽  
Accountability Measures ◽  
School Counseling Programs ◽  
Large Group Guidance ◽  
Group Guidance

Professional school counselors (PSCs) are being asked to employ accountability measures to support the merit of their comprehensive, developmental programs. Further, to address the problem of PSC role ambiguity, it has been suggested that PSCs become proactive professional advocates and work to promote greater stakeholder engagement in their school counseling programs. The utilization of a large group guidance portfolio may address these issues. This article (a) reviews the need for PSC accountability measures and stakeholder engagement, (b) presents a case illustration of a PSC using a large group guidance portfolio, and (c) offers implications for PSCs.

National Certification: Evidence of a Professional School Counselor?

2007 ◽  
Vol 10 (4) ◽  
pp. 2156759X0701000 ◽  
Author(s):  
Amy Milsom ◽  
Patrick Akos
Keyword(s):  
No Child Left Behind ◽  
School Counselors ◽  
School Counselor ◽  
Educational Programs ◽  
Professional School ◽  
Archival Data ◽  
Left Behind ◽  
Professional School Counselor ◽  
National Certification ◽  
The Relationship

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.

School Counseling Leadership Team: A Statewide Collaborative Model to Transform School Counseling

2006 ◽  
Vol 9 (4) ◽  
pp. 2156759X0500900
Author(s):  
Carol J. Kaffenberger ◽  
Sally Murphy ◽  
Fred Bemak
Keyword(s):  
School District ◽  
School Counseling ◽  
School Counselors ◽  
School Counselor ◽  
Leadership Team ◽  
Professional School ◽  
Collaborative Model ◽  
Counseling Supervisors ◽  
Future Plans

The School Counseling Leadership Team (SCLT) is a model of a collaborative team formed to advocate for the transformed role of professional school counselors. The members of the SCLT included school district counseling supervisors, counselor educators, and leaders of statewide school counselor organizations. This article reviews the need for and evolution of the SCLT, its goals, accomplishments, and future plans. Suggestions and guidelines are offered for replicating the model.

Professional School Counselors’ Approaches to Technology

2006 ◽  
Vol 9 (3) ◽  
pp. 2156759X0500900
Author(s):  
Laurie A. Carlson ◽  
Tarrell Awe Agahe Portman ◽  
Jan R. Bartlett
Keyword(s):  
New York ◽  
Service Delivery ◽  
School Counseling ◽  
School Counselors ◽  
Professional School ◽  
Use Of Technology ◽  
Professional School Counselors

Existing literature in the field of school counseling discusses how technology may be used for service delivery; however, the translation of this knowledge to practice among school counselors has been minimally examined. Three hundred eighty-one school counselors in Colorado, Iowa, and New York completed a survey regarding their comfort with and use of technology. Findings indicate that the majority of those surveyed were very comfortable with technology. Implications for school counselors are presented.

Supportive Learning Communities and the Transformative Role of Professional School Counselors

2008 ◽  
Vol 12 (2) ◽  
pp. 2156759X0801200
Author(s):  
Christopher A. Sink ◽  
Cher Edwards
Keyword(s):  
Learning Communities ◽  
School Counselors ◽  
School Counselor ◽  
Multicultural Competency ◽  
Professional School ◽  
School Counseling Programs ◽  
Comprehensive School Counseling ◽  
Comprehensive School Counseling Programs ◽  
Caring Communities ◽  
Professional School Counselors

This article considers some of the key processes and methods needed to reenvision and transform comprehensive school counseling programs (CSCPs) as strengths-based, prevention-focused learning communities. Specifically, following a discussion of evidence-based “school as community” models found in the literature and how they relate, in part, to the American School Counselor Association's (2005) CSCP framework, professional school counselors are provided with effective techniques to assess student resiliency characteristics and enhance multicultural competency to support and maintain their CSCPs as caring communities of learning.

Third Culture Kids: Implications for Professional School Counseling

2011 ◽  
Vol 15 (1) ◽  
pp. 2156759X1101500 ◽  
Author(s):  
Dodie Limberg ◽  
Glenn W. Lambie
Keyword(s):  
Middle School ◽  
School Counseling ◽  
School Counselors ◽  
International Business ◽  
School Counselor ◽  
Educational Needs ◽  
Third Culture Kids ◽  
Case Illustration ◽  
Professional School ◽  
Third Culture

The increase of international business, military placements, and immigration has led to an increase in students attending schools in a country other than where they were born: third culture kids (TCKs). TCKs have unique educational needs, necessitating the support of their school counselors. This article (a) defines and introduces the needs and characteristics of TCKs, (b) reviews interventions for school counselors working with TCKs during transitional stages, and (c) presents a case illustration of a middle school counselor employing the suggested strategies.

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