ASCA National Model: The Roles Of A Professional School Counselor

Below, I will discuss the results of a multicultural self-assessment that I took. I will describe a time in which I felt “other”. I will then proceed to explain my personal feelings regarding each. I will discuss a course of action I plan to take as a result of the multicultural assessment. I will develop a counseling identity statement. Finally, I will explain why multicultural awareness and cultural competency are important in the field of counseling.

The experiences that I shared with those students presented me with great satisfaction. This influenced my decision to apply for a graduate degree in school counseling. Although, at this point in time I do not hold any experiences in school counseling I have researched ways to gain that experience. Volunteering at both public schools to shadow licensed school counselors and independent counseling centers will provide me the necessary experiences to gain hands on knowledge for the field. The ability to relate interpersonally to individuals from different cultural backgrounds is extremely important for a counselor. Being knowledgeable of a client’s culture, identity, ethnicity, race and gender play a major part in the counseling process. Possessing cultural competent is key to engaging a diverse clientele. Culture norms and rules change the way an individual interact. I understand the importance of identifying the barriers and bias in interacting with individual from different cultures. Through my previous years of education and current work experiences I obtained valuable interpersonal skills. These skills assist with communicating effectively with a diverse group of individuals. Those skills involved effective listening, problem-solving, decision-making, assertiveness, and verbal and non-verbal communication. In detail, while working as teacher, I was afforded the opportunity of advising interns on making practical

The American School Counselor Association (ASCA) is the division of the American Counseling Association (ACA) that supports the development of professional school counselors. It published the ASCA National Model (2012), which provides a framework for a comprehensive school counseling program that includes four quadrants: Foundation, Delivery, Management, and Accountability. The National Model also offers a detailed account of the role, function, and competencies of professional school counselors. It specifically addresses how the proper use of professional school counselors and implementation of a comprehensive school counseling program can enhance the education of the whole student at the elementary, middle, or high school level (ASCA,

The role of a school counselor is an intriguing one because they do not work with a specific type of client. While they will always be working with young children or teenagers, the problems their clients come to them with can be so different from client to client. One session might be dealing with questions about career choices. Another might be about dealing with bullying. Some days a school counselor may even have to be there for a child who was a victim of sexual or physical abuse. It is because of this wide range of demands that a school counselor should be well-versed in many types of counseling theories.

Starting this course in August, I didn’t realize the power that multicultural counseling had instilled in it. The fact that its central focus is around social justice and equality is a characteristic our society much needs today. Throughout the duration of this class, I learned about multicultural counseling as a whole, new theories that can be applied specifically to different racial/ethnic minorities, the ACA code of ethics, and who I want to be as a future counselor.

As a counselor, being aware of the theoretical approaches and which ones best suit your perspective on human nature, complications, and change for an individual is vital. Not only is understanding the approaches important, but the counselor’s own values and personal philosophy are equally fundamental for the counselor to do their job efficiently.

School counselors collaborate with other school personnel such as teachers who will help implement guidance lessons in the classroom. As a school counselor it is important to keep the teachers motivated to help implement these programs. Resource teachers typically work the special education students, collaborating with resource teachers ensures that all students are included in the comprehensive program. The resource teacher can help provide alternative to working with students in an inclusive manner. The principles and assistance principles of the school typically serve on the advisory committee, they provide resources to the program, and help communicate the important of the counseling program. School psychologist are there to assist with mental health services, doing assessments, and working with the school counselor during crisis situations. School nurses provide health services to the students. They monitor student medications and note changes in students behavior or effectiveness of the medication. Secretaries are equally important in the collaborative model. Secretaries are typically the first person a parent will come in contact with when entering the school. They are the ones that create that first impression (Erford, 2015). Community agencies can provide additional support to students outside of

It is important to be aware of one’s limitations, weaknesses and strengths in the delivery of counseling services. Taking into account the cultural values of the client, the support systems and the client’s view of the key parts of his or her makeup (the history of the client) are culture specific (because someone is of the same race does not mean that values will be the same) and does not discount the individual. Sue et al reminds us that multicultural counseling competency looks beyond racial and ethnic minorities and also includes disabilities, sexual orientation, age, and other special populations (Sue, et al, 1992).

The relationship of a counselor to his or her client can be troubled when the two come from different cultural backgrounds. "As counselors incorporate a greater awareness of their clients' culture into their theory and practice, they must realize that, historically, cultural differences have been viewed as deficits (Romero, 1985). Adherence to white cultural values has brought about a naive imposition of narrowly defined criteria for normality on culturally diverse people" (Bolton-Brownlee 1987). The challenge for counselors today is to balance multiculturalism and sensitivity for the client with the need to move the client forward and enable him or her to reach productive life goals. Cultural acceptance cannot be synonymous with complacency.

School counselors have a key role in advocating for academic success for each student in the school. The advocacy makes the counselors have a leadership role in encouraging and promoting school reforms. The advocacy efforts of school counselors aim to eliminate obstacles preventing the development of students and to create chances for all students to learn. It also aims to ensure students have access to the school curriculum that fits their needs. School counselors collaborate with other people within and outside the school to assist students meet their learning needs. In addition, advocacy promotes positive and systematic change in schools (Trusty & Brown, 2005).

Multicultural group counseling takes place when a counselor and/or clients are from differing cultural, race, and/or ethnicity groups. Due to the significant demographic changes that are occurring in the United States, multiculturalism is becoming increasingly important. When acting as a multicultural group counselor, it is important to modify techniques to reflect the cultural differences of the client, be prepared to deal with difficulties during the counseling process, and understand the way culturally diverse people conceptualize their problems as well how they resolve them (Gladding, 2012). In order to be an effective multicultural counselor, it is important that one is aware of their cultural heritage, understands how their cultural background affects their attitudes, values, and beliefs, recognizes the limitations of their multicultural expertise and/or competency, and identify the root of their discomfort with different clients (Gladding, 2012). One can implement these through three key aspects Gladding (2012) outlined in his book and effective leadership skills.

In a multicultural counseling perspective there are four key approaches when counseling individuals, (a) multicultural awareness of culturally learned assumptions about self and others leading to accurate assessments of clients, (b) multicultural knowledge of information, (c) multicultural skills and interventions, that are appropriate treating clients, and (d) individuals are from a variety of backgrounds, demographic status, and affiliation of cultures. The three-stage approach, will direct the counselor towards levels of multicultural competence in therapy by providing a successful outcome in the recovery process. When conducting a psychotherapy session with a client the counselor should be able to demonstrate skills, when exploring the client’s cultural background. Counselors should also be able to focus on the essential skills and pattern behaviors, when identifying cultural differences. Counseling a minority from a different culture counselors’ must be able to identify their own personal behaviors. These behaviors are crucial when counseling these individuals. First, a counselor must be able to sense the clients’ viewpoint or issue in some way. Secondly, a counselor should be specific when asking a question rather than being unclear and confusing.

With the diversifying population in America’s schools, a profession school counselor should be culturally competent to meet the needs of all students. “The transformed professional school counselor is culturally competent, respectful of human diversity, and a school leader in ensuring that oppressive systemic barriers to academic, career, college readiness, and personal/social development are removed (Erford, 2015, p. 173).” A school counselor needs to have a deep understanding of a variety of cultures to meet the personal, emotional, developmental needs of a student using individual and group interventions while being aware of their cultural and spiritual needs.

School counseling has evolved over the years into a significant component of the educational system. School counselors are taking on new roles in schools as leaders, working with “school administration and staff in developing student attitudes and behavior which are necessary to maintain proper control, acceptable standards of self-discipline and a suitable learning environment within the school” (Secondary School Counselor 2012). Counselors work in “diverse community settings designed to provide a variety of counseling, rehabilitation, and support services” (Counselors, 2010). When working in a school district as a counselor, you can either be an elementary school counselor, middle school counselor or a high school counselor.

Lockhart, Estes J. & Keys, Susan G. (1998). The mental health counseling role of school counselors. Professional School Counseling, 1(4), Retrieved from PsychInfo. ‘