Current Trends in School Counseling

Carol Dahir Ed.D. Professor, New York Institute of Technology cdahir@nyit.edu

School Counselors Circle of the PhilippinesManila

November 12, 2013

Good Morning

Magandang umagaOhayo

Shubha prabhaat Vanakkam

Selamat pagi

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School Climate Student Bullying and Peer Pressure School Counselor Accountability Comprehensive Programs Legal and Ethical Issues All Students College and Career Ready School Counselor Competence and

Professionalism

HOT TOPICS

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DepED Education Goals 2013-2014

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IMPROVING HIGH SCHOOL GRADUATIONCOLLEGE READINESS ISSUEIMMIGRATION SPECIAL EDUCATIONOPPORTUNITY GAPS21st CENTURY CITIZENSTWO MORE YEARS OF SECONDARY SCHOOLASEAN 2015

“Take action for education”

What does college and career ready mean to you?

What are you doing to help ALL students become college and career ready?

What is the role of the school counselor to advocate for college and career readiness for all students?

The Global Agenda: All Students College and Career Ready

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College & Career Ready

College and Career Ready means that an individual has the knowledge and skills necessary for success in postsecondary education and economically viable career pathways in a 21st century.

This includes ASEAN 2015.

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Poor educational planning Lack of rigor in curriculum Academic standards not aligned

with college and career expectations Low expectations Lack of Resources Tracking Lack of career awareness/guidance What else??

What Contributes to the Lack of College and Career Readiness? What Contributes to the Lack of College and Career Readiness?

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ELEMENTARY BASIC EDUCATION STATISTICS

2007-2008

2008-2009

2009-2010

2010-2011

2011-2012

Participation rate (or Net Enrollment Rate)

88.31% 89.18% 89.43% 89.89% 91.21%

Cohort Survival Rate 75.26% 75.39% 74.38% 74.23% 73.46%

Completion rate 73.06% 73.28% 72.18% 72.11% 70.96%

Dropout Rate (or School Leavers Rate)

5.99% 6.02% 6.28% 6.29% 6.38%

Transition Rate 96.97% 97.05% 96.99% 96.87% 96.58%

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SECONDARY BASIC EDUCATION STATISTICS

SECONDARY 2007-2008

2008-2009

2009-2010

2010-2011

2011-2012

Participation rate (or Net Enrollment Rate)

59.88% 60.46% 59.86% 60.88% 62.00%

Cohort Survival Rate 79.91% 79.73% 78.44% 79.43% 78.83%

Completion rate 75.37% 75.24% 73.55% 75.06% 74.23%

Dropout Rate (or School Leavers Rate)

7.45% 7.45% 7.95% 7.79% 7.82%

Transition Rate 99.32% 98.45% 99.79% 100.41% 99.68%

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“To restructure, we must first look deeply at the goals we set for our children and the beliefs we have about them.”

Asa Hillard III

What do you believe about your students?

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Use Ethical Decision Making Act As a Social Justice AdvocateAcquire New Skills and Improve Old Skills (ASCA Competencies)

So How Can We Prepare Ourselves to Help All Students to Become College and Career Ready?

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Let’s Look at Ethical Decision Making

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Q: If our students aren’t achieving to high standards, what do we need to do?

A: School counselors have an ethical obligation to systemically examine and address the issues.

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Our Ethical Obligation

Our Ethical Obligation

The professional school counselor advocates for counseling plans supporting students right to choose from the wide array of options when they leave secondary education. Such plans will be regularly reviewed to update students regarding critical information they need to make informed decisions

(ASCA, 2010, A.3. b.).

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Our Ethical Obligation

The professional school counselor assesses the effectiveness of his/her program in having an impact on students’ academic, career and personal/social development through accountability measures especially examining efforts to close achievement, opportunity and attainment gaps

(ASCA, 2010,A.9.g).

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ASCA Ethical Standards

PGCA Code of Ethics for Counselors and the

Counseling Profession Code of Ethics For

Registered and Licensed Guidance Counselors

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School counselors primary obligation is to students

Educational, academic, career, personal, and social needs

Respect for student’s values, beliefs, and background

Knowledge of laws, regulations, and policies-inform and protect students

Collaborate with and promote the welfare of the student

Involvement of support networks

Professional distance from students

Consider potential harm of relationships with former students or family members

A. 1 Responsibility to Students

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Differences for counselors who work in schools

Issues with minors Confidentiality concerns Relationship of the ASCA Ethical Standards

to Social Justice

Ethical Implications

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Inform students of purposes, goals, techniques, and rules

Explain the limits of confidentiality

Keep information confidential expect for serious/foreseeable harm or legal reasons

Parents/guardians legal and inherent rights

Promote autonomy and independent of students

Ethical responsibility to provide information to 3rd parties

Family Education Rights and Privacy Act (FERPA)

A. 2 Confidentiality

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Comprehensive school counseling programs Equal opportunities for all students Provide and advocate for student career awareness-

support the students right to choose what they are interested in

A. 4. Dual Relationships Avoid dual relationships when possible Maintain professional distance Avoid using social networking mediums with students such

as face book Avoid dual relationship with school personnel that might

infringe on integrity of student counselor relationships

A.3. Academic, Career/College/Post-SecondaryAccess and Personal/Social Counseling Plans

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Make referrals when appropriate to outside agencies, parents/guardians, and students

Get signed permission of student and parent/guardian when starting a collaborative relationship with other service providers

Use reasonable termination methods when

ending counseling assistance

A. 5. Appropriate Referrals

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Screen prospective group members and maintain awareness of students needs

Notify parents/guardians before their child participates in groups

Establish clear expectations and that confidentiality is expected but can not always be guaranteed in a group

Maintain appropriate training and develop professional competences

Group work topics can include academic, career, and personal/social issues- should be brief and solution focused

A. 6. Group Work

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Inform parents/guardians or appropriate authorities/school faculty when a student poses a danger to self or others

Report Risk Assessment to parents when needed Legal and ethical liability of releasing a student who is a potential

danger to self or others without proper or necessary support

A. 8. Student Records Maintain secure records Keep sole possession records and individual case notes

separate from educational records Understand and abide by Family Education Rights and Privacy Act (FERPA)

A. 7. Danger to Self or Others

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Adhere to all professional standards

Confidentiality Consider developmental age

Assess the effectiveness of programs in regard to students needs

A.9. Evaluation, Assessment and Interpretation

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A. 10. Technology

Promote benefits of technology and be aware of its limitations Equal assess to technology for all students Impact on electronic records of students Impact that cyberbullying has on students

A. 11. Student Peer Support Program Responsibility to peer helper and student Appropriate training and supervision

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B. 1. Parents Rights and Responsibilities

Respect rights and responsibilities of parents Adhere to local guidelines, laws, and ethical standards Be sensitive to diversity of families

B. 2. Parents/Guardians and Confidentiality

Inform parents of counselors roles Importance of collaboration Respect confidentiality of parents Provide parents with accurate and comprehensive information

B. RESPONSIBILITIES TO PARENTS/GUARDIANS

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C.1. Professional Relationships Respect, cooperation, and collaboration

C.2. Sharing Information with Other Professionals Provide accurate, concise, and meaningful data

C.3. Collaborating and Educating Around theRole of the School Counselor

Develop relationships with faculty and collaborate with other professionals and organizations

C. RESPONSIBILITIES TO COLLEAGUES ANDPROFESSIONAL ASSOCIATES

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D.1. Responsibilities to the School Support, protect, and advocate for students Knowledgeable and supportive on schools mission Assist with the development of programs and curriculum

D.2. Responsibility to the Community Collaborate with community, organizations, and individuals Utilize community resources to promote equality for all students

D. RESPONSIBILITIES TO SCHOOL,COMMUNITIES AND FAMILIES

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E.1. Professional Competence Individual professional competence Monitor emotional and physical health Professional responsibility and high standard of care Maintain memberships in professional organization and stay

involved in workshops

E.2. Multicultural and Social Justice Advocacyand Leadership

Expand multicultural and social justice advocacy awareness Cultural competence Skill and knowledge to work with diverse populations

E. RESPONSIBILITIES TO SELF

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F.1. Professionalism

F.2. Contribution to the Profession

F.3. Supervision of School Counselor Candidates Pursuing Practicum and Internship Experiences:

F.4. Collaboration and Education about SchoolCounselors and School Counseling Programswith other Professionals

F. RESPONSIBILITIES TO THE PROFESSION

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G.1. When there exists serious doubt as to the ethical behavior of a colleague(s) the following procedure may serve as a guide:

G.2. When school counselors are forced to work in situations or abide by policies that do not reflect the ethics of the profession, the school counselor works responsibly through the correct channels to try and remedy the condition.

G.3. When faced with any ethical dilemma school counselors, school counseling program directors/supervisors and school counselor educators use an ethical decision-making model such as Solutions to Ethical Problems in Schools (STEPS) (Stone, 2001):

G. MAINTENANCE OF STANDARDS

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You can’t practice risk free

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Social Justice Agenda

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Specific qualities required by social justice agenda

Passion for social justice, particularly with respect to educational equity and opportunity

Desire to serve as an advocate of student achievement

Sensitivity to and appreciation for cultural plurality

Knowledge of schools and system change

Leadership ability to be a change agent

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Specific qualities (cont’d)

Persistence and determination to follow one’s own beliefs

Personal qualities including self-awareness, capacity for reflection, interpersonal skills, ability to disclose appropriately and a sense of humor

Flexibility and tolerance for ambiguity Interest in and awareness of others and

willingness to take risks interpersonally Capacity to profit from and contribute to

learning with a diversity of students in a group

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Personal/social consciousness skills Proficiency in interpersonal awareness is

key to the development of relationships

Relationships are the foundation of collaboration and consultation

These are fundamental underpinnings of productive, positive interaction

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“Things which matter most must never be at the expense of things

which matter least.”- Goethe

School Counselor Skills and Competencies

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ASCA School Counselor Competencies Knowledge

◦ I-A-1 Understand the structure and governance of educational systems and the influences on education practices

◦ I-A-6 Collaborate with stakeholders to create learning environments that promote equity and success for every student

Abilities and Skills◦ I-B-4 Collaborates to promote and support student success◦ I-B-5c Understands the impact of policies/practices

supporting and/or impeding student success Attitudes

◦ I-C-3 Every student should graduate HS prepared for employment or college and other post-secondary education

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National Standards for Philippine School Counseling Programs

Academic Development Career Development Personal/Social Development

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Ethical Standards Social Justice Agenda School Counselor Competencies

All together supports students to become college and career ready!

Making Connections

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The Global Agenda: All Students College and Career Ready

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School Counselors Can:

• Facilitate students’ understanding of the relation between school and post high school opportunities (e.g., work, college)

• Provide information, knowledge (self and the world of work) and skills to promote College and Career Readiness

• Help students to become active participants in planning for the future

• Collaborate with teachers to create a learning environment that promotes College and Career Readiness beyond the focus on academics

• Provide career development activities throughout the year• Contribute to the creation of a College and Career

Readiness school culture

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National Office For School Counselor Advocacy

College Aspirations Academic Planning for College and Career

Readiness Enrichment and Extracurricular Engagement College and Career Exploration and Selection College and Career Assessment College Affordability Planning College and Career Admission Processes Transition from High School Graduation to

College Enrollment

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Components Goal

1. College Aspirations

 

Build a college-going culture by nurturing confidence in students to aspire to college, both 2 and 4 year, and the resilience to overcome challenges along the way. School counselors can help maintain high expectations by providing seeking adequate supports, building social capital and conveying the conviction that all students can succeed in college.

College Aspirations

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2. Academic Planning for College and Career Readiness

Advance students’ planning, preparation, participation and performance in a rigorous academic program that connects to their college and career aspirations and goals. School counselors can deliver career development activities that focus on STEM related careers as well as encourage students to enroll in dual enrollment courses, career and technical courses, and career academies if available.

 

Academic Planning for College and Career Readiness

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3. Enrichment and Extracurricular Engagement

Ensure equitable exposure to a wide range of extracurricular and enrichment opportunities that build leadership, nurture creativity, talents and interests, and increase engagement with school. School counselors can help to motivate students to engage in technological innovations, environmental problem solving, research, and entrepreneurship, as well as exploring their passions through elective courses and after school activities. 

Enrichment and Extracurricular Engagement

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4. College and Career Exploration and Selection Processes

Provide early and ongoing exposure to experiences and information necessary to make informed decisions when selecting a college or career that connects to academic preparation and future aspirations. School counselors can deliver a comprehensive career awareness and career exploration program and encourage out of the box thinking about career pathways.  

College and Career Exploration and Selection Processes

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5. College and Career Assessments  

Promote preparation, participation and performance in college and career assessments by all students. School counselors can utilize free and low cost web based tools to help students discover “who am I”, “ where am I going” and “how do I get there?”. This is a complex process that moves beyond interest inventories and surveys, and engages students in the intrapersonal analyses of addressing their motivation, persistence, resiliency, and coping skills to align their career goals with educational persistence. 

College and Career Assessments

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6. College Affordability Planning

Provide students and families with comprehensive information about college costs, options for paying for college, and the financial aid and scholarship processes and eligibility requirements, so they are able to plan for and afford a college education. Start early – with the families of middle school students and provide this information annually. 

College Affordability Planning

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7. College and Career Admission Processes

Ensure that students and their families have an early and ongoing understanding of the college and career application and admission processes so they can find the postsecondary options that are the best fit with their aspirations and interests. A developmental and sequential curriculum, with specific goals based on the needs of your students, and the ASCA National Standards, can be delivered in a scope and sequence during the 7 years of middle and high school. A focused intentional approach will provide students with awareness, knowledge, and skills making the senior year application and decision making process much less daunting. 

College and Career Admission Processes

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8. Transition from High School Graduation to College Enrollment

Connect students to school and community resources to help the students overcome barriers and ensure the successful transition from high school to college. School counselors can collaborate with the Parent Teacher Association (PTA), community organizations, and local business, high school alumni enrolled in technical school, 2 and 4 year colleges. Small group meetings, mentoring, workshops, and alumni meetings can provide support for smooth transitions from high school to college. 

Transition from High School Graduation to College Enrollment

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What does college and career ready mean to you now?

What 3 things will you do to help ALL of your students become college and career ready?

How will you do next week to advocate for college and career readiness for all of your students?

All Filipino Students College and Career Ready!

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College and Career Readiness Resources

National Career Development Association http://associationdatabase.com/aws/NCDA/pt/sp/Home_Page

NOSCA http://advocacy.collegeboard.org/publications • Eight Components of College and Career Readiness

Counseling• Elementary, Middle School, and High School Counselor

Guides

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