Collaboration in School Counseling Programs
Schools are comprised of many essential professional staff including: teachers, principals, school counselors, nurses, etc. It is a crucial time to implement school counseling elements in the classroom to create competent members of society both educationally and as humans. House and Sears (2002) focus on the specific ways school counselors can input themselves in the rigorous academic efforts to promote success for students of all backgrounds.
A few common themes among implementing school counseling curriculum is self-reflection and being confident in who the educator is themselves. House and Sears encourage all school counselors to examine their own beliefs, the need for change in their own school, and develop actions for their system specifically. As we move forward as a culture, it is important to know where we stand as educators and to let children learn and grow into their own thoughts and opinions; however, it is our duty to help students learn to deal with conflicting opinions and create active members of the community.
Finally, House and Sears discuss essential elements for change which help develop the content, methods of instruction, and partnerships for the program. With support from the community and additional school representation, it is easier to collaborate and help students with more resources than what is provided solely in the classroom, teacher and school counselor included. Collaboration and working relationships are sure to create success in any school counseling program.
Questions to consider:
How can we create professional development for all school staff in regards to mental and emotional support?
What resources can parents add to the mix, even without having to physically come into the school?
Can school counselors implement classroom teaching in all grades, k-12? Would state regulations ever allow for this to occur?
House, R. M., & Sears, S. J. (2002). Preparing School Counselors to be Leaders and Advocates: A Critical Need in the New Millennium. Theory Into Practice, 41(3), 154-162.
Alora Conner is a graduate student in the School Counseling program and a Student Success Coordinator at Capital University.