The article and chapter that we read this past week correlated with the interviews that I did with practicing school counselors. According to the article on initiating leadership, Schwallie-Giddis, Patter Maat, and Pak defined leadership as “the ability to lead… one who guides” (pg. 171). The article supports that the ASCA National Model focuses on this theme and can easily be followed as well as others. In order to make this happen, we need the support of parents, teachers, and administrators. In addition, time needs to be provided to create a well developed program. Throughout my interviews, I received mixed messages of whether or not they felt like leaders within their district. Two of the three felt that they were; whereas, the other felt, that what they did was under the direction of someone higher up. I believe that we can be seen as leaders if we have the support that is needed to form a successful comprehensive counseling program. However, for this to happen, we need to make sure that we have the resources available. This was another point that the article brought up, stating that teachers voiced that they needed more resources, money, and time. In regards to that need, one of the counselors that I spoke to noted that those three components are barriers in the school district of Lancaster (SDOL).
The ASCA National Model does not seem to be followed by the SDOL, as well as trainings not being offered. On the other hand, the counselors that I spoke to are communicating personal/social, academic, and career needs with the students. When reading about the developmental guidance and counseling program, I noticed that it involves a lot that is done at Hamilton. Dollarhide and Sagniak (2012) expressed that the interventions that are included in this program is individual, small-group, and large group. In regards to individual counseling, the students are allowed to fill out slips that state why they would like to speak with the counselor and rate the importance. Then with small-group, the counselor has lunch bunches or will meet with particular students regarding a topic. Finally, with large group counseling, I see as the guidance lessons that are given each month. During this instruction, the students are taught a variety of lessons related to personal/social, academics, and career. Even though there are a lot more components with a developmental guidance program it is something that could be accomplished especially if you have the time, resources, and support of your administration. Another key factor which Dollarhide and Sagniak (2012) state is that the program, “depend on the collaboration and participation of everyone working together to promote students’ personal, academic, and social growth (pg. 90)”
Finally, having experience at the high school, when Dollarhide and Sagniak (2012) mentioned, “decision making and problem solving, peer relationships, motivation, conflict resolution” (pg. 90), etc it made me think of the ARCH homerooms that were in place at McCaskey East. On Wednesday’s our homeroom time was extended from seven minutes to twenty. This was a time that the homeroom teachers would address these conversations as well as the counselor coming in from time to time. In conclusion, it is important to have a developed comprehensive counseling program so that you are meeting all needs of the student population.
Dollarhide, C. & Saginak, K. (2012). Comprehensive school counseling programs: K-12 delivery systems in action (2nd ed.). Upper Saddle River, NJ: Pearson Education, Inc.
Schwallie-Giddis, P., Patter Maat, M., & Pak, M. (2003). Initiating leadership by introducing and implementing the ASCA National Model. Professional School Counseling, 6(3), 170-174.
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