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.