School Counseling: Roles and Interventions

Focuses on developmental issues.
Addresses critical concerns that pose an immediate threat to emotional, social, and psychological well-being.
21st-century counselors take an active role in addressing social inequities.

"Adequate school counselors" should have knowledge, skills, and personality traits.

Theory and knowledge: psychology, social and cultural foundations, education, and human development.
Counselors may work in mental health centers and schools.
Potential roles include psychotherapist, marriage and family therapist, and counseling psychologist.

1800s: the Industrial Revolution in the US, career and educational choices for students were refocused.
1917: First group intelligence tests, Army Alpha, and Army Beta, were developed during World War I.
1920: Freud became a significant influence in mental health practice.
Frank Parsons is the ‘Father of guidance'
Self understanding includes aptitudes, abilities, interests, resources, and limitations.
Knowledge of requirements, advantages, disadvantages, and compensation.
Understanding the relationship between the two groups of facts.
1945: End of World War II, new social trends, and increasing emphasis on career development.
Carl Rogers began to influence the counseling process with humanism.
1948: U.S. Bureau of Labor Statistics publishes the Occupational Outlook Handbook.
2005: The ASCA National Model for School Counseling Programs
2010: Ethical Standards for School Counselors were revised by the ASCA.

Represented and promoted by ACA and ASCA.
Guided the development of the counseling profession.
Established standards of preparation.
Sets criteria for certification and licensure.
Developed ethical guidelines and standards of professional practice for counselors.

Academically, students will acquire attitudes, knowledge, and skills that contribute to effective learning in school and across their lifespan, complete school with academic preparation to chose between a wide range of post-secondary options, and understand the relationship of academics to the world of work and to life at home and in the community
Regarding Careers, students will acquire skills to investigate the world of work to make informed career decisions, employ strategies to achieve future career goals, and understand the relationship between personal qualities, education, and the world of work.
Regarding Personal/Social aspects, students will acquire knowledge, attitudes, and interpersonal skills to help understand and respect self and others, make decisions, set goals, and take necessary action to achieve goals, and understand safety and survival skills.

Has four quadrants that are essential components of effective comprehensive school counseling programs to meet the expectations of 21st-century schools: Foundation and Philosophy, Delivery, Management, and Accountability

To develop a proactive belief system that ensures every student benefit from the school counseling program.
Guide and support student development in academic, career, and personal/social domains.
Counselors influence students, families, and colleagues.
Ensure that every student fully benefits and meet the ASCA National Standards.

Delivers an effective counseling program to meet developmental needs.
Includes school counseling curriculum, structured groups, and classroom guidance.
Includes individual planning with students, assessment, placement, academic, career, and personal/ social goal setting, and follow up.
Provides responsive services through individual and group counseling, consultation, and referral.
Includes system support and coordination of services.

Involves Advisory Council to discuss what needs to change and how the counseling program can better support student success.
Uses data on student achievement, improvement, and competency.
Action plans include domain areas, national standards, school improvement goals, student competencies, curriculum, timelines, methods of evaluation, and measurable outcomes.

Provides evidence of program accomplishments or student gains as a result of intentional efforts by the school counselors.

The same historical forces, psychological testing, vocational career choice, and mental health concerns affected counseling in Turkey as in other countries.
Emergence of counseling in educational settings: influenced by changes such as modernization, technological development, democratization, changing family patterns), developing human potential, recognizing individual differences, and modernizing and democratizing the school system.

The most active period of counseling in Turkey.
Included visits from American counselor educators and US-trained pioneer counselor educators.
MONE set up a Test and Research Bureau to standardize tests.
Established a Center for Psychological Services in Ankara and a Guidance and Research Center to focus on prevention and special education as well as address inadequate teachers in terms of quality and quantity.

Was an inactive stage for counseling, but witnessed significant events.
Included adaptation and development of some group tests and rapid change in school curricula.
Involved developing career counseling in secondary schools.
Turkish universities began to set up counselor education programs based on person-centered approach from US.

MONE implemented essential policies and employed counselors to start services in selected secondary schools.
Increase in quality and quantity of counseling services was very slow.
Focused on the need for counselors in educational settings during the 10th and 11th National Education Council.
"Counselor" was a title for graduates; whereas "Guidance" became a specialty field in education.

Rapidly increased number of undergraduate counselor education programs in addition to master's and doctoral.
Universities became obliged to establish a counseling and guidance service by Higher Education Law.
Key organizations included The Psychological Counseling and Guidance Association, the Journal of PCG and PCG Bulletin, and the First National PCG Congress.
Development of ethical standards and counselor roles (remedial, preventive and developmental).

MONE assigned counselors trained specifically to all K12 levels.
Involved working primarily with individuals.
Specializing in the interpretation of standardized tests, particularly group tests.
Includes educational, vocational, and personal adjustment fields.
Serves as a source of referrals to specialists in other related areas.
Being Rogerian in orientation.