Chapter 12: Knowing Where You Belong

After reading "Kanika's Conundrum" and the importance of becoming aware of your strengths and weaknesses at the various levels, I was able to relate to the elementary and high school components due to my teaching experience.  In regards to the elementary setting, it is important to understand that you are working with students through the largest span of their development.  Dollarhide and Saginak (2012) state that the goals that are focused on during this level are building self-concepts, learning to get along with peers, developing morality and values, achieving personal independence, and developing healthy attitudes towards social groups.  To achieve these goals I would need to work with all students in whole class discussions, small groups, and individual counseling.  Observing and speaking to my counselor, bouncing ideas and speaking to her about situations that I notice in the classroom has made me feel more comfortable with entering the level of elementary.  When I was at the high school I was not sure what went on at the younger levels and having that experience I feel helps me in the long run.  Even though, I am only going for my elementary certification, I still question which level I would rather be at.  Just as Kanika, I do feel that I have a level that I would not feel comfortable which is middle school.  I feel as though I would rather be with the younger students examining and guiding them through their development or with the high school students aiding them in discovering who they are and what they want in life.  The focus in high school, as Dollarhide and Saginak (2012) bring up is search for identity, independence, self-definition, and creating meaningful relationships to make a unique contribution in life.  When working at the high school I came across some of these issues with my learning support students.  It is amazing when you can guide these students and help them make a difference in this world.  Throughout the examples of the various comprehensive school counseling program, I noticed that overall they believe that all students are able to learn and can be given the opportunity to be successful in this world with the proper support.  As future school counselors,  we need to always remember the reasoning of why we do what we do.  We are here for the students to ensure their success and support them in their development.  Finally, to relate to this chapter I felt that the panel was helpful in giving us real life situations to reflect on when looking to enter the counseling field.  It is vital to reflect on you learning and identify strengths and weaknesses and be aware of where you would be a perfect fit.  I feel confident in my journey and look forward to the experience that has yet to come.

Dollarhide, C. & Saginak, K. (2012). Comprehensive school counseling programs: K-12 delivery systems in action (2nd ed.). Upper Saddle River, NJ: Pearson Education, Inc.  

Blog 12 – Chapter 12 and article

Blog 12 – Chapter 12 and article

            This article immediately made me think of last week’s reading about personal and professional health. Mattering to others and job related stress are two things I struggle with as a teacher at times, so I suspect it will be more of a struggle as a counselor. I find the more secure I feel about the work that I do, the less the opinions of others matter. It makes sense that a counselor who feels needed and appreciated and who is doing the work they want to be doing (versus doing work they are forced to do) would make them more satisfied with their job. This is why I think that a universal socio-emotional program (such as Responsive Classroom) is needed in schools to help teachers and counselors (all staff in general) connect, this is important for students to see.

            Chapter 12 is organized in a way that is very clear and very easy to understand. If anyone is struggling with which age group to work with, it seems this chapter would be very enlightening. The section of the chapter that I found most interesting and informative was the section on High School. I am not interested in working with that age group but I am curious about how a counselors work in the high school can be improved. I have not seen a positive example of what I (or ASCA) consider an example of a CSCP working in a high school setting. As I read the chapter I could see how individual planning can quickly override all of the other counseling that is needed at this level. It seems at this level long term planning would have to be done and all counselors would have to be on board to make systemic change in a high school where counselors are told to focus solely on individual future planning and career and college preparation. I think that the academic focus in high school counseling programs is very much needed (as it is at all levels) however, the academic plans will not be carried out to fruition if students are not getting their emotional and social needs met or are meeting them in unhealthy ways. Somehow high school counselors need to work to let student know that even in high school the counselor is there for all of these reasons not just academic counseling.

Rayle, A. D. (2006). Do school counselors matter: Mattering as a moderator between job

stress and job satisfaction. Professional School Counseling, 9(3), 206-215.

Dollarhide, C. & Saginak, K. (2012). Comprehensive school counseling programs: K-12 delivery

systems in action (2nd ed.). Upper Saddle River, NJ: Pearson Education, Inc.

Chapter 12 and article

As I was reading through Chapter 12 for this weeks reading I realized one thing for certain: I am definitely pursuing the correct path in only getting certified in secondary education.  While I would like to be able to make myself more marketable for a job by being certified in both elementary and secondary, I know I would not be happy if I got a job in an elementary school.  I already knew that working with young children is not one of my strengths and reading through this chapter and the expectations for the school counselor at this level is not what would make me happy.  This point ties in nicely with the article that was assigned for this weeks reading as well in regards to job satisfaction and mattering in the school.  

The article starts out by saying that, “Given the rising demands placed upon school school counselors are experiencing greater rates of job-related stress and lower levels of job satisfaction, and ultimately school counselors may leave the profession altogether (Rayle, 2006, p. 207).  This definitely gave me an uneasy feeling because while I am aware that this job is by no means going to be stress free, I would hope that the stress isn’t so overwhelming that it would make me want to quit my job.  On the other hand if this statement is true then maybe there will be job openings for us as we graduate because other counselors are too stressed and decide to leave which could be good thing for us.  The article goes on to talk about how job satisfaction is related to how much they feel they matter to the school.  Since we do not know the type of school in which our first counseling job will be in it is difficult to evaluate this and determine if we will matter or not.  However, I think that we have been given many tools throughout this program to help us show people that we do matter.

I also wanted to briefly mention our discussion with the panel of counselors from last week’s class and just say how much I enjoyed listening to them and I think I got a real sense of what it is like to be a good school counselor.  They had some great ideas for lessons and different ways to get the students involved in different activities. It was interesting for me to get different perspectives from current school counselors and to be able to ask them questions that really pertain to my future as a counselor.  I came away from class being more excited than I ever have been about becoming a school counselor.

Dollarhide, C. T. & Saginak, K. A. (2012). Comprehensive school counseling programs: K-12 delivery systems in action (2^nd ed.). Upper Saddle River, NJ: Pearson Education, Inc.

Rayle, A. D. (2006). Do school counselors matter: Mattering as a moderator between job stress and job satisfaction. Professional School Counseling, 9(3), 206-215.

Blog #12 - Chapter 12: The Delivery System in Action - Article: Do School Counselors Matter?

             Disheartening is how I would describe the findings for high school counselors in the research conducted by Rayle (2006). However, it certainly is understandable that counselors who find they do more administrative work and who struggle with role ambiguity would be less satisfied in their work. Counselors, as far as I can tell, enter the profession generally because they want to work directly with individuals. Of course working for individuals by advocating for change does make an impact, but for me personally, I have a strong 'relator' characteristic that drives me to want to work deeply with people. Therefore, if I were only able to advocate and rarely work directly with students, I would imagine that I would feel less satisfied in my job. I hope that much is changing for the role of the high school counselor. Although Rayle conducted her research in 2006, almost all of her supporting research and references predate 2003. I can only speculate that much has changed and is currently changing for the professional school counselor. Despite the findings of her research, I am not dismayed to pursue counseling at the high school level. Another interesting finding by Rayle (2006) is that counselors who were prior teachers report less job satisfaction. I would like to understand the underpinnings of this finding. Perhaps there is something that it can be attributed to and therefore combated through counselor trainings. Another important finding from the research of Rayle (2006) is that school counselors running comprehensive competency-based guidance (CCBG) programs reported greater job satisfaction. This is an encouraging finding as we begin to finalize our own comprehensive school counseling programs this semester.

            I appreciate Dollarhide and Saginak (2012) providing examples of exemplary programs at each of the three levels. Clearly, the role of the school counselor varies depending on the age group in question. However, there is a multitude of overlapping dynamics; including but not limited to advocacy, leadership, and classroom guidance lessons. Content seems to be the largest variance beyond developmental issues which also in turn drive the content. I continue to stand by my original desire of working with high school students. Although, working with middle school students would be engaging and challenging. Personally, I like challenges, because they keep me engaged. I also adore the elementary age and can usually reach most children. Between my brother and sister, I have six nieces and nephews. Then you add all my cousins' children and there are a plethora of little ones spanning a variety of backgrounds and ethnicities. I am typically the Aunt or first cousin-once-removed that is playing and relating with the kids. Working with any age level is feasible and enjoyable. I feel that I will find more satisfaction in working with older students who can rationalize more than younger ones. However, when it comes down to finding a job, I wholeheartedly believe that I will be where I am supposed to be.

 

Dollarhide, C. T. & Saginak, K. A. (2012). Comprehensive school counseling programs: K-12 delivery systems in action (2^nd ed.). Upper Saddle River, NJ: Pearson Education, Inc.

Rayle, A. D. (2006). Do school counselors matter: Mattering as a moderator between job stress and job satisfaction. Professional School Counseling, 9(3), 206-215.

 

Elementary, Middle or High School

I found this week's readings to be interesting because which level I prefer is a question I have often asked myself. Before entering the School Counseling Program at Millersville I always believed that elementary was the right level for me. I have the majority of my experience in elementary schools and have worked with young children quite often. My internship in my undergraduate years was in a local elementary school and I found myself being able to connect easily with the children from those ages. Each summer I work at a summer camp with children ages 6-13 and my favorite part is always working with the younger kids because they are so impressionable. They wanted to play the games and make the crafts and would listen when we talked to them about the rules of camp. Because of all the connections I have made, it seemed to make my decision clear from the start. However, I always knew that it would be more beneficial to me to have a dual certification and be eligible to work with any grade level. This gives me the opportunity to apply to any level wherever there is an open job.

Once I started my graduate degree at Millersville, I also started my graduate assistantship working with the MU Scholars Students on campus. These students are mostly from minority backgrounds and are all lacking in some fundamental skills to be successful in school. This age group was much different than what I was used to but it gave me the chance to explore something new. As I started to gain more experience the possibility of working with an older age group became more likely. My students are close to seniors in high school and their transitioning difficulties are very similar to that of a freshman in high school. I appreciated that I could work with different age groups because it seemed to make my transition into the world of work something that would be easier.

As I read Chapter 12 in Dollarhide & Saginak (2012), Kanika's Conundrum brought up the interesting idea of what if there is a job open in an area you are less familiar with working. The only area that I do not have much experience with at this point is middle school. I also know very little about what middle school counselors do because I have no recollection of my middle school counselors and have learned a lot through my experiences about the other two levels. Kanika showed me how important it can be to gain those different experiences and be aware of what the different jobs might entail. For her to assume that at the elementary level all you do is read Mother Goose books all day was completely wrong. There is a lot that goes into each level as a school counselor and it is important to do the most we can that is appropriate for that age group.

After reading the three different school examples from elementary, middle, and high school, I found myself feeling that I could truly fall into any level successfully. There were activities, ideas, and job roles that I could relate to and see myself performing at all levels. This provided me with some relief knowing that although you are working with different ages, I could fit into different levels. I am still unsure as to which level I would be most interested in working but I feel that I am on the right track.

Dollarhide, C. & Saginak, K. (2012). Comprehensive school counseling programs: K-12 delivery systems in action (2nd ed.). Upper Saddle River, NJ: Pearson Education, Inc.

 

Chapter 12 - The Delivery System

                Kanika’s Conundrum reminded me of when I graduated from undergraduate school 10 years ago.  I had always wanted to teach elementary school and never in a middle school.  The only position available at the time when I graduated was at the middle level (grades 7-8).  I was really concerned but I thought it was at least a job to get my foot in the door and to gain experience.  It has been the best thing that has ever happened because I love the middle school students and the philosophy.  This has taught me to never close a door on a possibility that you are unsure if you will enjoy or not.  I would never change the age level that I am working with.  For one year I worked in an elementary school with 4^th, 5^th, and 6^th grade students and I realized that I was able to assist and provide more assistance to the students who were slightly older.  Since this experience I try to keep an open mind about all new situations because I am never sure who will reap all of the benefits.  All three levels of school counseling offer many different rewarding aspects, and I may be quite surprised to see which level I enjoy the most. 
                I think I may enjoy still working with middle school students when I graduate but I am not sure because all three levels are so very different in what they have to offer to the students.  I am not counting on one specific age level quite yet.  I want to get certified in elementary and secondary and keep my options open for which age level I may want to work with.  I got great enjoyment out of reading all three levels of the ASCA National Model.  I was thrilled to see that they had a separate one for the middle level.  Typically the middle level gets thrown in with either high school or elementary and then the information is not always pertinent.  This way it is divided up more evenly and I am able to really see and focus in on the program for that level. 
                I was pleased to read and see that typically the school counselor does not plan a lot of lessons during the first two weeks of school.  This happens because the teachers need time to settle in to their positions and learn about their students.  That is the time that the counselor works with new incoming students, crisis’ that arise, or any other needs of the students that come to the office.  This is a very stressful time for the teachers as well.  I think they could become very overwhelmed if something else was thrown at them to put on their plate during the first two weeks of school. 

Dollarhide, C. & Saginak, K. (2012). Comprehensive School Counseling Programs: K-12 Delivery Systems in Action (2nd ed.). Upper Saddle River, NJ: Pearson Education, Inc.    

 

Personal, Professional, and Ethical Issues

We are all responsible for our choices in life.  This was a statement made in chapter 14 by Dollarhide and Saginak (2012).  In life, there needs to be a balance and in regards to the case of "Emily," she seemed to be absorbed with too much and was not able to prioritize her responsibilities.  Education can be stressful and it is coming from all angles.  As a current educator, I am facing the same struggles as a school counselor which are struggling with the students and budgets that do not meet our needs.  In contrast, the one area that I do not necessarily have to worry about is what my role is whereas with a counselor, some people still do not understand fully of what they do.  I feel as though it is important for counselors to educate and make people aware of what their role is in the school.  They need to be visible as well as approachable.  Next, another point that Dollarhide and Saginak (2012) made that is an area that I must work on is "letting go."  We have to remember that clients are only going to change when they are ready.  We can educate them, guide them, and provide them with strategies, but until their ready, no change will be made.  It is up to them in the end whether they want to take what we taught them and apply it to their situation. 

This leads me into the chapter on moral, ethical, and legal issues.  This chapter opened up with another counselor that I feel was to busy trying to get items checked off on his "to do list" and forgot about the bigger picture.  He made a mistake by the choice of words he used which in turn would cause the client to loose trust.  When reading this chapter, a lot of questions sparked on what to do in certain situations.  I know that we have to be aware and knowledgeable of the professional ethics, relevant federal, state and local laws, and policies of the school district in which you are employed.  However, it made me concerned that I may make a mistake and with ethics and laws you can't just say that you didn't know.  One situation that was presented that made me question what we can or cannot do.  They bring up the fact that parents can ask what is going on in a counseling session.  I did not think we were allowed to break confidentiality and discuss unless the student gave up permission.  Along with this, I believe that it is imperative that the students are made aware that if they are having a problem they can go to the counselor.  However, they need to know if they say certain things that you as a counselor are mandated to report it.  Finally, I liked how Dollarhide and Saginak (2012) listed the Herlihy and Corey (1996) model because I feel that it would be a good tool to have by your side in case you come across an ethical dilemma which you will.  In conclusion, it is imperative to be aware and knowledgeable when it comes to the counseling profession.        

Dollarhide, C. & Saginak, K. (2012). Comprehensive school counseling programs: K-12 delivery systems in action (2nd ed.). Upper Saddle River, NJ: Pearson Education, Inc.

Blog 11 – Chapter 3 and 14

Blog 11 – Chapter 3 and 14

The scenario at the beginning of chapter three made me think Jason really jumped to conclusions with Kim’s situation. It seemed as though he ruined an opportunity to really help a student outside of his regimented scheduling meeting.  I think for some personalities listening without reacting are something that must be learned, practiced and refined.

I found it interesting that the authors said that this chapter could be a course within itself because I often feel like it should be, to really feel secure with all of the laws, regulations and situation we are faced with. I could connect well to the five primary values in counseling and to the sixth one which was added especially, context and systems awareness. If more individuals made this a priority perhaps human interactions would be much smoother.

My order: non-maleficence, justice, autonomy, context, fidelity, beneficence

I appreciated the clarity the authors brought to the specified rights of the client. The right to information, choose and the right to privacy. The explanations and examples brought with them a new level of understanding to me. The right to choose in relation to autonomy and being “free from the values of the counselor” (Dollarhide & Saginak, 2012, pg. 34) really stood out to me. Also, the four-step process is a good skeleton for new counselors to form their own method for the decision making process, as the authors mention several times it is ultimately our decision how we go about things from an ethical standpoint. There are some concepts that have very clear cut ethical lines and others that are more to the counselor’s discretion and subjectivity.

The scenario in chapter 14 caused me to transition through many thoughts and feelings. At first I was feeling that Emily seemed as though she was not very motivated, then it seemed that she had many odds against her in her profession and it would be very challenging, I then felt bad for her when I read about the two students talking about her, but that was followed by feeling like she should be doing more to be visible to students so they do not think those things of her. I do understand that overwhelming feeling of too many kids, not enough support, and too much work, however I think there is always a way to send the message that you are there for the students no matter what. I think when we are over worked as educators we need to try even harder to put procedures in place to stay on top of things. I think one of the worst messages we can send to things is that you are going to do something and not follow through.

Personal health is one of the most important factors to keep as a priority in this profession. I strongly believe that keeping my personal health higher on my scale of priorities has made me a better teacher.  Balance is a key component in doing this as well, work hard play hard! Reading about keeping your center was good for me, having the big picture in mind helps with the “daily grind.” I also anticipate that doing my best and then letting go will be a hard task for me as a counselor, as it was when I first became a teacher as well.

I could not agree more that having a strong self esteem helps a great deal with managing stress, when I first started in education I took a lot of feedback from others as well as my own observations of others about establishing my own ideals and priorities as an educator. When I felt more established in my beliefs, planning and teaching became easier.

Professional health stems from self confidence and ones willingness to be a lifelong learner. The sooner we can develop our own identity as educators and open ourselves to the constructive criticism of others the better off we are as professionals.

Dollarhide, C. & Saginak, K. (2012). Comprehensive school counseling programs: K-12 delivery

systems in action (2nd ed.). Upper Saddle River, NJ: Pearson Education, Inc.

Ethical Issues and Finding my Center

Since the beginning of our school counseling program, we have been asking for more information on the ethical side of counseling.  Ethics plays such a huge role in school counseling and the decisions we need to make as counselors on a daily basis.  I believe it has also caused a lot of stress and pressure in thinking about our future career.  Currently, the information that I have about ethics has been told through stories about those counselors who have made poor decisions in the past.  I have definitely learned that it is important to communicate with your school counseling peers before you make ethical decisions and that in many cases it is necessary to report many serious issues to the parents and other appropriate persons.  I think the issue that I struggle with the most, personally, is that every situation is so different.  We can learn about examples as much as we would like but there will always be something new that we experience.  Something that I took from the Dollarhide & Saginak text this week is that it is not essential that I know the answers to every question but instead where to find those answers.  I need to know the resources for ethics and who I can go to when I have to make an ethical decision.  It is clear that it takes a lot of learning as you go as evidenced by the lack of concrete information and personal stories that have been shared by other school counselors.  I look forward to gaining more knowledge from my practicum classes next year.
 

As I was reading through the counseling values in Chapter 3, I definitely noticed the clear bias to the Western culture.  Many of the things we focus and base our counseling on come from a majority culture rather than being based on individual needs.  Learning that a sixth counseling value, context and systems awareness, had been added excited me.  By 2030 to 2050, the United States will no longer be the majority Euro-American, which means that the Western values will not be what the majority are subscribing to.  It is so important as new school counselors entering the field that we become culturally sensitive and competent especially with so many new changes around us.  Going along with being culturally competent, it is crucial that we are examining our own set of values and beliefs and how they affect us personally and professionally.  The hearing aid metaphor that was used on p. 33 really explained the function of our own values and our client’s values within the counseling process (Dollarhide & Saginak, 2012).  “Rather that strive to become values-neutral (taking off the hearing aid), counselors should examine their values and attempt to make them as broad as possible (tune it to hear as many frequencies as possible), to acknowledge the wide range of various value systems that exist in the world” (Dollarhide & Saginak, p. 33, 2012).  In order to serve the majority of students, I need to be able to accept and understand different worldviews.  Ethically, this is the best way to counsel.
 

While reading Chapter 14, I was able to make a personal connection to the struggles I am having in my life right now.  It seemed to me that Emily Dorado was stuck in some sort of a rut in her career.  She wasn’t moving forward and she was satisfied with the amount of work she was accomplishing.  Yet she was just getting by day after day.  I also saw her talk about giving herself a break after all that she did do.  Currently I am having some similar feelings of being stuck and not sure how to move forward.  This is something that I fear in my time as a school counselor as well.  There is so much that goes into the job, I could see myself getting stuck in the same routine, just getting done what I need to.  I don’t want to end up in this position and I believe that finding my center is something that will benefit me.  There is a “connection between our inner reality and our outer work (counseling or educating)” and this “challenges us to develop an ongoing dialogue with our own inner teachers” (Dollarhide & Saginak, p.251, 2012).  I need to reflect on what I value, what is going on in my life and where I am headed.  By doing this and taking care of my personal and professional needs, I can avoid some of the struggles that Emily showed in her story.

Dollarhide, C. & Saginak, K. (2012). Comprehensive school counseling programs: K-12 delivery systems in action (2nd ed.). Upper Saddle River, NJ: Pearson Education, Inc.

Chapter 3 and 14

When I first saw the title of Chapter 3, "Moral, ethical, and legal issues in school counseling" I have to admit that I got a little nervous.  These are the three topics that scare me the most about being a school counselor because there are so many different scenarios that can play out under each of these headings and there is no way to know how to handle all of them.  One of my biggest fears is having an issue come up and either I have no idea how to handle it, or that I handle the situation in the wrong way and I jeopardize my job or the outcome of a situation.  I can appreciate the question, "How will I know what to do in an ethical dilemma?"; however, the answer that is given, "It depends on what's important to you" does not provide me with any great comfort (Dollarhide & Saginak, 2012, p. 31). 

One of the things that was really helpful to read in chapter 3 was in the four step process on pages 37-38. I feel that this gave a good outline of how to arrive at a decision.  I especially like under step four, number one where Dollarhide & Saginak (2012) say, "Strengthen your willpower, knowing that taking the action you have chosen many not be easy. Not everyone will agree with your decision" (p. 38).  I think this is important for all of us to remember in that the best decision is not always going to be easy and everybody is not always going to agree with what we have come up with, but if we have taken the right steps and firmly believe that we have arrived at the correct decision then we have to stand by that decision.  

I also enjoyed reading chapter 14 because I think it had a lot of helpful strategies for how to handle the stresses of being a new school counselor.  I think one of the hardest things for me as a counselor will be letting things go so it was helpful to read the section, “Doing your best, then letting go” (Dollarhide & Saginak, 2012, p. 252-253). There are going to be some kids that we might not be able to get through to and as hard as that is to understand as a counselor and a person, it is something that I am really going to need to remind myself so I don’t drive myself crazy.

Dollarhide, C.T., & Saginak, K.A. (2012). Comprehensive school counseling programs (2nd Ed.). New York: Pearson, Inc.

Blog #11 - Chapter 3: Moral, Ethical, and Legal Issues in School Counseling & Chapter 14: Personal and Professional Issues

Lifelong learning is a concept that I have become accustomed to over the past twenty years since graduating high school. It is an aspect that has been further emphasized throughout this graduate program. I have always loved to learn more, especially when it is done by my own will. I enjoy collaborating with others, attending conferences and workshops, as well as leading whenever necessary. Ethics; however, has always put me a bit on the edge. I do become a little anxious with the thought of being faced with an ethical dilemma and not having the support network to turn to. I am thrilled that the cohort I am in the program with is making such a concerted effort in creating a support system and resource avenue. I admit that although I look forward to reading ASCA's Ethical & Legal Issues in School Counseling, it is also overwhelming at 500 plus pages. To add to that, Dollarhide and Saginak (2012) suggest reading the ethical standards from the Association for Specialists in Group Work, the National Career Development Association, and the American Counseling Association. That is a lot of reading. In addition, I am more anxious about keeping up with the laws that are pertinent to our professional services. I can foresee ensuring a seat for a local attorney in the advisory council.

Letting go is another aspect that I know that I must deal with. I have been experiencing this personally as my 16 year-old over the past four months has been pursuing persistently and haphazardly complete freedom. There comes a time, especially with older adolescents, when you have to set particular boundaries, give valuable information, and then let them choose whether to make the healthy or unhealthy choice. It is painful to watch them make the unhealthy choices, but as long as the boundaries were set to ensure their safety, then all you can hope is that they will eventually chalk it up to learning what not to do in the future.  

I appreciated much of Dollarhide and Saginak's (2012) various discussions on the idea I have always referred to as 'self care.' I recognize self-care as an area that I have been lacking in for several years, even before starting the graduate program. This semester I have been making more of a concerted effort to reincorporate activities and strategies that offer my mind, body, and spirit a chance to renew. For instance, I have made the conscious decision to be sleeping by midnight each night. With one or two exceptions, I have accomplished this. I have also made the decision to exercise again and have successfully run my first 5K in October despite being sick for the majority of the semester.  I know that when I am centered, I am healthy in my personal life and in turn will have a greater chance of making healthy professional choices.

 

Dollarhide, C. T. & Saginak, K. A. (2012). Comprehensive school counseling programs: K-12 delivery systems in action (2^nd ed.). Upper Saddle River, NJ: Pearson Education, Inc.

Chapter 3 & 14 Legal and Ethical Issues

               This is one crucial area that is extremely important to let students know you are there to help them through any predicament, problem, or any situation that they feel as though they want guidance.  Allowing the students to know the guidelines of your responsibilities (keeping everything confidential unless they are harming themselves, others, or are being harmed by others) as a counselor from the beginning of the school year will help students decide whether they want to come in or not.  This will let them know upfront where you stand before they even come into your office. 
                Being in a moral dilemma is never an easy position to be in because there are no clear cut answers.  Looking at the model adapted from Herlihy and Corey it makes thinking about a tough issue a little easier to think about how I would handle a sticky situation about whether to report an incident or not.  There is still a lot of room left for interpretation but it definitely provides a guided structure to help you to get to the ethical answer. 
                It was nice to hear it reiterated that you should collaborate periodically with a peer.  Getting feedback from another professional can help you evaluate the situation from an outside prospective.  Sometimes when you are in the situation and you know the client very well you sometimes do not see the entire picture clearly.  Having foggy lenses that you are trying to log through can cloud the full picture and may not let you act in a morally appropriate way. 

                Keeping up to date and current on legal regulations and issues will be crucial.  The laws and regulations are always changing and I don’t want to be caught in a legal situation without knowing the most current regulations.  In reading these chapters, I have really started to think about different types of questions that I should ask in an interview to figure out the climate of the school and be able to gage the administration.  Having supportive administration is crucial when dealing with cases that need to be reported to other organizations.  I have worked with multiple different administrators and there are certain personalities that I would want to work with on a long term basis and there are others that I definitely would not want to be working alongside of.  The personality of others can certainly make or break reporting something a little more easily or add unneeded stress to the already stressful situation.  In my eyes it is crucial to work in a setting whose leadership has a similar ethical opinion as your own. 

Dollarhide, C. & Saginak, K. (2012). Comprehensive School Counseling Programs: K-12 Delivery Systems in Action (2nd ed.). Upper Saddle River, NJ: Pearson Education, Inc.    

 

Educating and Curriculum Delivery

The chapter on educating and curriculum delivery hit home due to my experience as a teacher.  I liked how Dollarhide and Saginak (2012) distinguished the difference between the word “teach” which means, “to give instruction to, to guide the studies of” whereas “educate” means “to advance the mental, aesthetic, physical or moral development of; to qualify by instruction for the business and duties of life” (pg. 141).  We need to remember that counselors are not there just to counsel but also educate the youth of today.  As a whole school and community we are all educators.  With that being said, in regards to the case study that was presented in the beginning of the chapter, I feel as though you cannot point blame.  We should be working as a team instead of pointing fingers.  We educate children on various subjects throughout their lives and it there choice whether to listen or learn on their own.  Obviously, we want them all to make good choices but ultimately the decision is theirs.  One way that counselors play a role in educating the students is through classroom lessons.  Dollarhide and Saginak (2012) brings up the fact that through this they need to make sure that counselors are careful when creating curricula to ensure that it meets the competencies that are defined in ASCA.  Some ideas that were discussed in the chapter were coping strategies, appreciation for diversity, conflict resolution, healthy choices, etc. 

Next, when Dollarhide and Saginak (2012) discussed the design of learning experiences, it was at that point where it hit home.  Essentially, they are breaking down in how the lesson should be developed.  As a counselor you need to believe in what you teach and determine the purpose of what you’re teaching before you begin.  You can do that by establishing learning objectives so that at the end of the lesson you can determine whether what you wanted to get across did.  An important factor to remember is that you want to implement a lesson that is engaging to the students and meet all types of learners through visual, auditory, and tactile.  In addition, when planning a lesson you want to ensure that you have all materials needed so that use your time wisely and have a well planned, organized lesson.  Finally, the only battle that the counselors face is when to implement the lessons.  This is one of the barriers that Dollarhide and Saginak (2012) bring up as a barrier for school counselors.  For me, guidance is a lesson for the students so there is a block of time that is set aside for the counselor once a month.  In conclusion, we need to remember how important it is to educate the students and meet all their needs.              

Dollarhide, C. & Saginak, K. (2012). Comprehensive school counseling programs: K-12 delivery systems in action (2nd ed.). Upper Saddle River, NJ: Pearson Education, Inc.

Leadership

I found it interesting that Dollarhide and Saginak (2012) compared a school to a plane stating that principals are the pilots and school counselor’s copilot.  This supported how important the role of school counselors is in terms of leadership.  In school we are taught the necessary techniques in order to foster communication between groups and advocate for students, parents, and teachers.  Yet, in the real world some counselors do not believe that they are considered a leader within their school.  This brings me back to my interview where a school counselor I interviewed simply stated that he did not feel as though he had a leadership role.  He felt that he just did as administration requested.  On the other hand, there are some counselors that believe that they are an intricate part of the school system whether it is through administration support or conversations with the superintendent.  Dollarhide and Saginak (2012) state that, “it takes courage, energy, and determination to be a leader and advocate” (pg. 187).  The fact was also brought up that you will find people that chose to stand up and then others that go with the flow.  I am not one for confrontation and this is something that I will have to work on.  I will come across some difficult situations and I need to keep in mind that I am here for the students and it is our job to help the advocate for them. 

Another area on the chapter of leadership was when Dollarhide and Saginak (2012) defined leadership and looped it in with power.  Leadership was defined as, “the process of influencing the activities of an individual or a group in efforts toward goal achievement in a given situation” (pg 188).  With this there were four frames of leadership.  The first two, structural and human resource leadership stood out to me.  I feel that with structural it is vital for school counselors to be up to date in their education.  I had a conversation with my school counselor and I was discussing about something that I had learned in class and she stated that she was excited to hear about the new things because it has been awhile since she has been in school.  Next, with human resource, counselors need to visible and out and about within the school.  Unfortunately, some school counselors do not take their job seriously and will just hide in their office.  This does an injustice not only to the students but the teachers and community.  We need to be passionate in what we do and support the students.  It is important for them to know who you are because if they help than they will more likely come knocking on your door.  In conclusion, we cannot forget that school counselors do play a major role in the academic, career, and personal/social development of students and it is our job to work with the teachers, administration, and community to ensure student success and positive overall climate.      

Dollarhide, C. & Saginak, K. (2012). Comprehensive school counseling programs: K-12 delivery systems in action (2nd ed.). Upper Saddle River, NJ: Pearson Education, Inc.

Developmental Curriculum

After reading Chapter  9 in Dollarhide & Saginak (2012), I thought a lot about the section on Delivering the Curriculum.  The curriculum is a huge part of the comprehensive school counseling program yet in many situations it is not being fully utilized.  I thought that this section provided a good background and insight into the importance of an effective classroom and the way the information is being taught.

As school counselors we will be expected to come into classrooms every once in a while to teach the students about essential developmental issues such as community, self-esteem, individuality, bullying and career focus.  The more understanding I am gaining about the school system, the more I am recognizing that delivering the students this curriculum can really make a difference in the environment.  Dollarhide & Saginak (2012) mention that a teacher, counselor or teacher-counselor team can provide the lessons and that they all can be beneficial to the students.  The situation that seems most helpful to me is the teacher-counselor team.  If the students see their teacher working with the counselor in a positive way then they can feel more supported when meeting with the counselor.  Another reason that this interaction can be positive, is that teachers learn more about what the counselor is all about and can benefit from implementing some of the counselor's ideas in the classroom.  The teacher is also likely to allow their students to see the counselor when needed and for a greater support system to form within the school.  "In many cases, teachers are already presenting topics from the developmental curriculum, but they may not recognize it as such" (Dollarhide & Saginak, p.152, 2012).  The majority of a school counselor's lessons fit into the academic curriculum that a teacher is already presenting.  Adding in the developmental part can provide application and allow the students to relate things they have learned to their own lives.

One very important part of an effective classroom and effective teaching is respect both personally and intellectually.  When students feel they are being given respect, they are more likely to return the favor and will get more out of the classroom.  Personal respect refers to a student's individual perspective and being allowed to share their own views and feel supported within the classroom.  Often times this is not the case because all students are not given the opportunity to share and be accepted.  While doing a developmental lesson, I feel that is something very important that can be taught to the students about respecting each other and our differences.  Intellectual respect is about understanding a person's intellectual functioning and being able to match their level.  Part of this involves letting the students know what will be discussed and asking them to join in on the conversation.  From my own personal experience when a teacher informs me of how a class will be run and what I can expect from the lesson it gives me more motivation to pay attention and participate.  I feel that I am being included in the discussion and given the chance to share my own views.  This is also why classrooms work better when students are considered collaborators rather than listeners or learners.  If they are allowed to collaborate in the learning environment, they become more involved with what they are being taught.

Students also feel a greater connection to the classroom when their teacher or school counselor is up to date on what is going on in their world.  When you better understand where your students are coming from it is easier to relate to them and for them to look up to you.  As a young school counselor it will be easier for me to relate to the world they are growing up in because I have/am growing up in it as well.  The term that is referred to in Dollarhide & Saginak (2012) is "withitness".  This means that a counselor or teacher has social insight and understands what is going on with their students.  Students will be more willing to communicate and confide with teachers and counselors who fit into this category.  I do feel that this is a great advantage to being as young as I am in this field.

Dollarhide, C. & Saginak, K. (2012). Comprehensive school counseling programs: K-12 delivery systems in action (2nd ed.). Upper Saddle River, NJ: Pearson Education, Inc.

Blog #10 - Article + Chapter 9: Educating and Curriclum

            Students are navigating a difficult time of life during the middle school years. Freud poignantly termed this developmental phase as 'storm and stress' (as cited in Akos, 2005). Puberty, identity searching, and exploring autonomous choices mark an era of significant change. The school counselor is ideally and potentially a significant guide for students who find they struggle through this phase. There is a positive impact when high school counselors collaborate with teachers and other stakeholders, but in comparison, middle school students will benefit greatly from their school counselors collaborating with schoolteachers and an array of stakeholders due to the high potential of turmoil in this developmental phase. Schools that structure their teachers into teams give the school counselor an edge of multiple perspectives in terms of identifying students who may need assistance (Akos, 2005). Advisory programs described by Akos, utilized in the middle school have the potential of monitoring every student, not just the ones that may be showing evidence of maladaptive behavior. Ultimately, it would be ideal to see the use of advisory programs within teaming.

            In regards to counselor assignment within the middle school, I will not pretend to know what is best. I do know that my home district's middle school consists of 6^th thru 8^th grade and counselors maintain the same class all three years. I cannot help but to wonder if there would be some benefit in one counselor managing the incoming 6^th graders every year while the other two counselors loop with their classes every two years. It would offer the counselors and teachers more opportunity to work collaboratively, establishing a better working rapport with one another. It would also allow the sixth grade counselor to improve transition strategies continually. It then in turn allows the other two counselors to focus on preparatory work for the transition to the high school.  Of course, all three counselors would be aware of the personal/social issues that arise for this age group.

            Reflecting upon the 'Donna' case study, I admittedly recognize that my first initial reaction may be to be defensive (Dollarhide & Saginak, 2012). However, after a brief moment of silence, I would acknowledge that all those present do not know all the facts, including myself; therefore, it is necessary to withhold judgment or quick decisions. I would want to know from the teachers their ideas of how to incorporate the same message/education into all facets of the students' lives; more specifically, what can teachers, parents, school counselors, communities, and school administrators do in order to give the same consistent message to every student.

            I appreciate the change in terminology from 'classroom guidance' to 'developmental curriculum.' A simple change in terms may give the respect of what counselors do to educate students from administration and teachers. I look forward to developing lessons. As much as I enjoy being creative and using material that is fresh and derived from the students' culture, I recognize that I will need to evaluate each lesson and ensure that it is serving its function. Educating parents will be a different story. It is not that I am apprehensive about facilitating education seminars or workshops for parents; it is just that I am unclear on how to get the parents who really need to be present to the event.

Akos, P. (2005). The unique nature of middle school counseling. Professional School Counseling, 9(2), 95-103.

Dollarhide, C. T. & Saginak, K. A. (2012). Comprehensive school counseling programs: K-12 delivery systems in action (2^nd ed.). Upper Saddle River, NJ: Pearson Education, Inc.

Blog #10 - Chapter 9 and article

As I was reading through chapter 9 I had mixed feelings about the information.  I think that the information presented was incredibly helpful in making sure that the lessons that we are designing have a structure and a flow to them, but I still have questions about us actually being able to present guidance lessons in a classroom.  There was also an excellent quote on page 144 that says, “To be effective with our students, we have to know, deep in our souls, that what we tach has value, has meaning, and has the ring of human truth to it” (Dollarhide & Saginak, 2012).  This quote is so important because as future school counselors we have to remember where our passion comes from for this job and being able to convey that to the students will go a long way in connecting with them.

All of the steps on creating a lesson plan are helpful in making sure that it will be effective but that still does not mean that we will be able to get into the classrooms.  Dollarhide & Saginak (2012) discuss “curricular integration” and trying to get the lesson to aline with what is being taught in the class at the time (p. 147).  In a perfect world this would be easy and after we come up with a lesson that deals with what is being taught in a particular class and we present it to a teacher they allow us to teach the lesson during their class.  The tables on pages 148-151 are very useful in coming up with lesson plans and figuring out where they fit into the curriculum.  These tables give us a good basis to go on and to build from with our own lesson plans.  However, I do not think that this is a realistic picture of how we are going to be received in a school when we approach teachers about doing a guidance lesson.  One of the counselors that I interviewed for our project earlier this semester told me that she doesn’t do any guidance lessons during class time because the teachers will not allow her to and the counselors are no longer allowed to do them.  She did tell me that she will occasionally go into different homerooms and do a guidance lesson because that is the only option that she has.  I think that this is a more realistic picture of what we are going to face when trying to do a lesson in a classroom in that depending on the teacher we will probably face a lot of resistance. 

I also really liked the article reading for this week because as a middle school field hockey coach and someone who enjoys working with the middle school population this article was a good refresher on the developmental changes that middle school kids go through.  I also liked how the article really integrated the ASCA National Model into being a middle school counselor because I think it gives a more realistic picture of how this would fit into a middle school. 

Akos, P. (2005). The unique nature of middle school counseling. Professional School Counseling, 9(2), 95-103.

Dollarhide, C. T., & Saginak, K. A. (2012). Comprehensive school counseling programs (2nd Ed.).  New York: Pearson, Inc.

Blog 10 – Chapter 9 and Middle School Counseling article  

This chapter hits a lot of really important areas of counseling that I feel pretty informed about as a teacher. I definitely agree with Nate that it would be much harder to get into classrooms to teach lessons in secondary schools than elementary, however many elementary classrooms seem to be more difficult now than before. I do not think that consulting with teachers to use the curriculum would be very successful as far as classroom lessons, but maybe implementing certain teacher habits, modeling, or interactions with students would be realistic. Most teachers would be resistant to having more to teach in their classroom, although some would probably be willing.

The layout of the authors’ text as far as lesson planning and carrying out a lesson is very clear and easy to follow. This is a difficult process if you have never taught a classroom lesson or do not do it on a regular basis. This text outlines the key components of a lesson as well as many helpful hints to plan for and keep in mind so that your lesson is successful both in learning and retention.

This article addresses one of my greatest conflicts in counseling. I had my first thoughts of wanting to be a counselor when I was a middle school student however I believe it is the most difficult place to be as an educator. So, in a way I feel a calling to be there yet I feel more prepared for elementary school. I remember many of the struggles of being a middle school student, the inter changes that contradict the outside surroundings, identity conflictions, freedom and choices, and health and body image issues.

I see understanding the particular needs of middle school students as the number one important concept for being a successful middle school counselor. As the authors state, it is a challenge for these students to build and keep relationships with adults because they are feeling so conflicted and perceive that no one understands them. “Higher quality teacher student relationships predict stronger motivation for eighth grade students” (Akos, 2005, pg.99). Akos also suggested that positive relationships with a teacher could make up for support that is missing with friends or family members.

Dollarhide, C. & Saginak, K. (2012). Comprehensive school counseling programs: K-12 delivery

systems in action (2nd ed.). Upper Saddle River, NJ: Pearson Education, Inc.

Akos, P. (2005). The Unique Nature of Middle School Counseling. Professional School

Counseling, 9(2), 95-103.