THE PROFESSIONAL SCHOOL COUNSELOR AND
HIV/AIDS
Adopted 1988;
revised 1993, 1999, 2001
The professional school counselor focuses on Human Immunodeficiency Virus and Acquired Immune Deficiency Disorder (HIV/AIDS) as a disease and not as a moral issue. The professional school counselor promotes prevention, health and education, while providing a vital link to the well being of students, staff, parents and the community.
Federal laws, regulations and court cases do not permit discrimination on the basis of HIV status. Since 1981, the HIV/AIDS epidemic has prompted health education programs and preventative measures to reach vulnerable groups. Although HIV/AIDS information and education are vital for all individuals, professional school counselors communicate with these vulnerable populations Adolescents and pre-adolescents are in stages in life when they are exploring their individual identity. School counselors have the opportunity and responsibility to provide students with accurate health information and to help them develop healthy attitudes and habits.
The professional school counselor’s role is to provide counseling, support and collaboration with school health personnel to provide educational programs for students, staff, and parents. Clear, succinct and accurate information concerning HIV/AIDS, and any related complications, is vital to all persons.
The
professional school counselor is familiar with the school policy regarding HIV
and AIDS and the ramifications for the school population. The professional
school counselor becomes familiar with current resources to assist students and
families dealing with HIV/AIDS issues.
The professional school counselor may advocate for
the initiation of an HIV/AIDS education program, and with the curriculum
developed in conjunction with groups associated with the school and officially
approved by the board of education. Specific elements may include general
information about HIV/AIDS, including knowledge of the behavior choices that put
people at risk for HIV/AIDS, how HIV/AIDS transmission occurs, HIV/AIDS-related
civil rights issues, universal health precautions and accurate information
dispelling myths about HIV/AIDS. The HIV/AIDS education program needs to include
instruction for students, parents, and staff promoting concepts of healthy
living and responsibility to self, family and society.
SUMMARY
HIV/AIDS is a national concern for which each person must take personal responsibility. Through focusing on HIV/AIDS as a disease, it is possible to develop educational programs to help prevent the spread of the disease. Professional school counselors promote approaching the issue from a health and preventive model, keeping abreast of current recommendations and resources.
THE PROFESSIONAL
SCHOOL COUNSELOR AND ATTENTION DEFICIT/HYPERACTIVITY DISORDER
(ADHD)
(Adopted 1994,
Revised 2000)
AMERICAN SCHOOL COUNSELOR ASSOCIATION
(ASCA) POSITION
Professional school
counselors support the rights of students with a medical diagnosis of Attention
Deficit/Hyperactivity Disorder (ADHD) to receive multidisciplinary, multimodal
and multifaceted treatment for symptoms and effects of ADHD. Professional school
counselors are committed to facilitating and promoting the continuing
development of each student through counseling programs within the schools. We
recognize that an important aspect of development involves recognizing students
diagnosed with medical, psychological, behavioral and/or social problems likely
to affect their performance at school, home and in the community.
RATIONALE
ADHD is one of the
most prevalent childhood and adolescence disorders, affecting from 5 percent to
10 percent of all school-age children who may be genetically predisposed to the
disorder. ADHD is believed to be an imbalance of the neurochemicals that act as
triggers, transmitters and receptors within the brain. It is not considered to
be caused by brain damage, birth trauma, poor parenting, inadequate discipline,
nutritional deficiencies, allergies or divorce. ADHD may severely affect family
relations, cause problems with school staff, impede learning and academic
achievements, interfere with peer relationships and contribute to a student’s
poor self-concept and low self-esteem. Students with ADHD will undergo pressures
and stresses that go beyond those resulting from developmental
stages.
THE PROFESSIONAL SCHOOL COUNSELOR’S
ROLE
The professional
school counselor is aware of information regarding the learning and behavioral
issues found in students with ADHD. The professional school counselor may
participate in the implementation of the following activities: (1) serve on the
school’s multidisciplinary team actively involved in the multimodal or
multifaceted delivery of interventions or services to the child/adolescent with
ADHD; (2) serve as a consultant and resource to the parents, teachers and other
school personnel on the characteristics and problems of students with ADHD; (3)
serve in the capacity of providing regular feedback on the social and academic
performance of the student with ADHD to the members of the multidisciplinary
treatment team; (4) help staff design appropriate programs for students with
ADHD that include opportunities for them to learn more appropriate social skills
and self-management skills; (5) provide students with ADHD with activities to
improve their self-esteem and self-concept and to encourage students to practice
the skills learned in counseling sessions in external settings; (6) promote ADHD
workshops for staff and support groups for parents and families with children
with ADHD; and (7) serve as an advocate for students with ADHD in the
community.
SUMMARY
The attitude of
counselors, parents, peers and other professionals toward students with ADHD
may, in the long run, have more to do with success in treating these children
than any other factor. The professional school counselor takes an active role in
providing support and implementing services for students with
ADHD.
(Note: Additional
information on Attention Deficit/Hyperactivity Disorder may be found in the DSM
IV.)
THE PROFESSIONAL SCHOOL COUNSELOR AND
CENSORSHIP
(Adopted 1985;
revised 1993, 1999)
The American School
Counselor Association (ASCA) is committed to the protection of the fundamental
democratic rights guaranteed in the U.S. Constitution, including those
provisions for free speech, free press and equal protection under the law, as
well as those rights not enumerated but held by citizens in a democratic
society. ASCA supports academic freedom in guidance and counseling and advocates
for diversity in our pluralistic society, supporting the rights of students to
receive services appropriate to their needs.
Increased censorship
activities imposed on schools, as well as efforts to censor, have created a
climate threatening the students’ basic rights to question, deal with
differences and learn to make rational, well-informed decisions. Censorship is
defined as the denial of a student’s basic right to receive any of the commonly
recognized guidance and counseling services offered by school
counselors.
It is important
to have a school climate that fosters, rather than threatens, students’ basic
rights to question, deal with differences, gather information and learn to make
rational decisions through intellectual analysis and sound scholarship. Students
should be provided with opportunities within the school climate to learn to
exercise basic constitutional rights guaranteed to citizens in our society so
that as adults they will be able to make informed decisions and exercise the
rights and duties of citizenship in a democratic society. Such a belief requires
students to be exposed to a diversity of viewpoints and ideas, a fundamental
democratic right guaranteed in our Constitution’s provision for free speech,
free press and equal protection under the law.
Professional school
counselors support academic freedom, access to information and the right to
independent thought. Professional school counselors have an obligation to
support the basic tenets of democracy and to support the fundamental democratic
right guaranteed in the Constitution’s provision for free speech, free press and
equal protection under the law as well as the rights not enumerated but held by
citizens in a democratic society. Professional school counselors conscientiously
support academic freedom in guidance and counseling and the protection of
diversity in our pluralistic society. Counselors also safeguard the students’
rights to receive services appropriate to their needs as an integral part of the
total school curriculum. ASCA encourages school counselors to take necessary
actions to ensure students have access to appropriate services permitting
maximum development, respecting each student as a unique individual, and making
recommendations and providing services that best meet students
needs.
ASCA strongly
endorses, supports and encourages the incorporation of the following activities
into the counselor’s role:
1.
teaching civic
values necessary for effective citizenship;
2.
developing critical
thinking and problem-solving skills;
3.
promoting a climate
of trust and positive interpersonal relationships within the school climate;
and
4.
advocating
appropriate services to identify and meet all student needs and the objectives
of the curriculum.
ASCA further
recommends that counselors provide a comprehensive collection
of
guidance and
counseling materials chosen in compliance with basic written selection criteria
developed by the school district, with maximum accessibility to these materials
provided to students, staff and parents. ASCA recommends that counselors provide
guidance and counseling support for staff and activities for students that
encourage growth and academic excellence as well as recognizing diversity among
ideas and students, which contributes to the American heritage. ASCA supports
providing data to the school staff and community regarding goals, objectives and
evaluation of the counseling program to ensure implementation of changes in
accord with state and local school board policies. ASCA recommends a proactive
approach in using prevention and confrontation strategies.
In order for
students to develop in a healthy manner and obtain the skills necessary for
citizenship, they need to exist in a climate that fosters the ability to make
informed decisions based upon independent inquiry and sound scholarship. School
counselors have a personal and professional obligation to support the basic
tenets of democracy to help ensure this healthy development of
counselees.
(Adopted
1998)
ASCA endorses and
supports character education in the schools. The professional school counselor
needs to take an active role in initiating, facilitating and promoting character
education programs in the school curriculum.
Character education
is the teaching of key social values, which enables students to become positive,
self-directed adults and responsible members of society. These social values are
held by our society as ethical standards that support our democratic way of
life. As professional school counselors, we know students need to acquire
certain character traits based on clearly understood, universal values. These
include: honesty, integrity, trustworthiness, respect, responsibility, fairness,
caring and citizenship. These values affirm basic human worth and
dignity.
Today, the
family faces many obstacles and burdens. Standards of right and wrong have
declined. Our nation’s moral fiber is at risk. Each day our children make
decisions about lying and cheating, using drugs or alcohol, becoming involved
with guns and gangs.
We
want our youth to acquire the knowledge, the self-esteem and the support they
will need to survive in a changing society. Counselors can be part of the school
team inviting family and community involvement to define the values that will
guide the school’s character development values. The responsibility of teaching
and instilling these values must now be shared by the school and the
home.
For
character education to be effective, all adults in the school community need to
model the behavior of good character they want students to imitate. The daily
operations of school have significant impact on what children will learn to
value. The professional school counselor needs to lead, initiate, manage and
support character education programs in the school. Counselors should encourage
the following activities if not already in practice:
7. Extracurricular activities to include the involvement of students, school staff, parents and community members
The
professional school counselor is in a position to be effective in designing,
initiating and supporting a character education curriculum. Teachers, counselors
and administrators need to work together to teach students to take
responsibility for their actions and behavior. A positive self-esteem and
effective decision-making skills are essential to this
process.
Character education
will assist students in becoming positive and self-directed in their lives and
education and in striving toward future goals. The professional school
counselor, as a part of the school community and as a highly resourceful person,
takes an active role by working cooperatively with the teachers and
administration in providing character education in the schools as an integral
part of the school curriculum and activities.
THE PROFESSIONAL SCHOOL COUNSELOR AND
CHILD ABUSE AND NEGLECT PREVENTION
(Adopted 1981; revised 1985, 1993, 1999)
It is the
professional school counselor’s responsibility to report suspected cases of
child abuse/neglect to the proper authorities. Recognizing that the abuse of
children is not limited to the home and that corporal punishment by school
authorities might well be considered child abuse, ASCA supports any legislation
that specifically bans the use of corporal punishment as a disciplinary tool
within the schools.
The
incidence of reported child abuse and child neglect has increased significantly
during the past several years. Although there are societal beliefs and values
that parents have the right to discipline their children as they choose, it
becomes a public issue of child protection when that discipline becomes abusive.
Research shows that a large percentage of abusive parents were abused children,
perpetuating the cycle of abuse. The consequences of abuse are physical and/or
emotional harm, which include the inability to build healthy relationships,
increased likelihood of being abused by another perpetrator of abuse and lowered
self-esteem.
Definitions:
Abuse: The infliction of
physical harm upon the body of a child by other than accidental means, continual
psychological damage or denial of emotional needs (e.g., extensive
bruises/patterns; burns/patterns; lacerations, welts or abrasions; injuries
inconsistent with information offered; sexual abuse involving molestation or
exploitation, including but not limited to rape, carnal knowledge, sodomy or
unnatural sexual practices; emotional disturbance caused by continuous friction
in the home, marital discord or mentally ill parents; cruel
treatment).
Neglect: The failure to
provide necessary food, care, clothing, shelter, supervision or medical
attention for a child (e.g., malnourished, ill-clad, dirty, without proper
shelter or sleeping arrangements, lacking appropriate health care; unattended,
lacking adequate supervision; ill and lacking essential medical attention;
irregular/illegal absences from school; exploited, overworked; lacking essential
psychological/emotional nurturing; abandonment.
Corporal Punishment:
Any act
of physical force upon a pupil for the purpose of punishing that pupil. This
definition specifically excludes any reasonable force exercised by a school
employee that is used in self-defense, in defense of other persons or property
or to restrain or remove a pupil who is disrupting school functions and who
refuses to comply with a request to stop.
THE PROFESSIONAL SCHOOL
COUNSELOR’S ROLE
Generally, state
laws require people in the helping professions who have reasonable cause to
believe that a child is suffering physical or emotional injury to report this
situation as directed by state law to the appropriate authorities. School
counselors are mandated reporters and need policies, referral procedures and
essential knowledge. It is a legal, moral and ethical responsibility to report
child abuse.
ASCA recognizes
that it is the absolute responsibility of school counselors to report suspected
cases of child abuse/neglect to the proper authorities. Responsible action by
the counselor can be achieved through the recognition and understanding of the
problem, knowing the reporting procedures and participating in available child
abuse information programs. Professional school counselors aid in early
detection of abuse. The association also recognizes that the abuse of children
is not limited to the home and that corporal punishment by school authorities
can be considered child abuse.
School counselors
commit themselves to providing strategies to help break the cycle of child
abuse. It is the school counselors’ responsibility to help children and adults
cope with abusive behavior, facilitate behavioral changes and develop positive
interpersonal relationships as well as to prepare for parenting styles.
Professional school counselors coordinate team efforts on behalf of the child;
provide support to staff and other school personnel; work to re-establish trust
and to provide brief, educational counseling or to refer to ongoing counseling
services outside of the school community; provide developmental workshops and/or
support groups enhancing parenting skills; and provide programs and inservices
designed to help prevent child abuse.
SUMMARY
Professional school
counselors are a key link in the child abuse prevention network. It is
their
responsibility to
report suspected cases of child abuse or neglect to the proper authorities. The
professional school counselor must be able to guide and help abused and
neglected students by providing appropriate services during crisis situations.
Up-to-date information, and intervention, can sometimes mean a turning point in
the life and behavior of an abusive family.
THE PROFESSIONAL SCHOOL COUNSELOR AND
COLLEGE ENTRANCE TEST PREPARATION PROGRAMS
(Adopted 1989;
revised 1993, 1999, 2001)
Professional school counselors help students
and their families become aware of college entrance test preparation programs.
It is the responsibility of the students and their families to make any
decisions with respect to such programs.
College admissions tests are often experienced as
intimidating or threatening to students. In the wake of this pressure, college
entrance test preparation, whether in the private or public sector, is a subject
that schools and, in particular, professional school counselors must address.
Most students benefit from becoming more familiar with the format, test-taking
strategies, content area review and repeated test-based
practice.
In a comprehensive school counseling program, the
professional school counselor provides information and coordinates services for
all students in the provision of supplemental study skills programs as well as
academic and career development.
Professional school counselors collaborate with other
school staff to assist students in preparation for college admissions tests.
Advance preparation and repeated test-based practice is to the advantage of the
students taking the tests. Students and their families must make the choice of
what best meets their needs, particularly in regard to commercial test
preparation programs.
THE PROFESSIONAL SCHOOL COUNSELOR AND
COMPREHENSIVE SCHOOL COUNSELING PROGRAMS
(Adopted 1988;
revised 1993, 1997)
ASCA endorses
comprehensive school counseling programs that promote and enhance student
learning. The program’s focus is on the three broad and interrelated areas of
student development: academic, career and personal/social development. Each
encompasses a variety of desired student learning competencies, which forms the
foundation of the developmental school counseling program. The professional
school counselor uses a variety of activities and resources to promote the
desired student development. Professional school counselor responsibilities
include program organization, implementation and
coordination.
THE
RATIONALE
A
comprehensive school counseling program is developmental in nature. It is
systematic, sequential, clearly defined and accountable. The program’s
foundation is developmental psychology, educational philosophy and counseling
methodology. Proactive and preventive in focus, the school counseling program is
integral to the educational program. It assists students in acquiring and using
lifelong skills through the development of academic, career, self-awareness and
interpersonal communication skills. The goal of the comprehensive school
counseling program is to provide all students with life success
skills.
The
school counseling program has characteristics similar to other educational
programs, including a scope and sequence, student competencies or outcomes,
activities and processes to assist students in achieving the outcomes,
professionally credentialed personnel, materials and resources and national
standards for evaluation.
We
recognize that our educational system is being challenged by the increasing
needs of today’s students and society’s rising expectations. Many of our
children enter school with emotional, physical and interpersonal barriers to
learning. Although comprehensive school counseling programs include necessary
crisis-oriented responsive services, the emphasis is on developmental skill
building for all students beginning when students enter school and continuing as
they progress through the grades.
Effective school
counseling programs are a collaborative effort between the counselor and other
educators to create an environment promoting school success. Staff and
counselors value and respond to the diversity and individual differences in our
societies and communities. Comprehensive school counseling programs help ensure
equal opportunities for all students to participate fully in the educational
process.
This counseling
model is compatible with the National Education Goals and the National Standards
for School Counseling Programs.
THE PROFESSIONAL SCHOOL
COUNSELOR’S ROLE
Within a
comprehensive school counseling program, professional school counselors will
focus their skills, time and energy on direct service to students, staff and
families. ASCA recommends a realistic counselor-student ratio to be 1:250.
Professional school counselors will spend 70 percent of their time in direct
service to students. Indirect services include counseling program planning,
maintenance and evaluation; participation in school site planning and
implementation; partnerships and alliances with post-secondary institutions,
businesses and community agencies; and other tasks enhancing the program’s
mission.
The
comprehensive school counseling program balances many components. It requires
counselors to deliver individual and small group counseling and large group
guidance; to teach skill development in academic, career and personal/social
areas; to provide consultation and case management; and to coordinate, manage
and evaluate the school counseling program.
As
student advocates, professional school counselors participate as members of the
educational team. They consult and collaborate with teachers, administrators and
families to help students be successful academically, vocationally and
personally. Professional school counselors are indispensable partners with the
instructional staff in the development of contributing members of society. They
ensure, on behalf of students and their families, that all school programs
facilitate the educational process and offer the opportunity for school
success.
SUMMARY
A
written, comprehensive developmental and career K-12 guidance curriculum should
be implemented in every school district. It should include a systematic and
planned program delivery that productively involves all students and promotes
and enhances the learning process. The comprehensive school counseling program
facilitates student development in three areas:
academic development, which includes the
acquisition of skills, attitudes and knowledge contributing to effective
learning in school throughout the lifespan.
career development, which includes the
foundation for the acquisition of skills, attitudes, and knowledge enabling
students to make a successful transition from school to
careers.
personal/social
development, includes the acquisition of skills, attitudes and knowledge to help
students understand and respect self and others, acquire effective interpersonal
skills, understand and practice safety and survival skills and develop into
contributing members of society.
The
comprehensive school counseling program should be supported by appropriate
resources and implemented and coordinated by a credentialed professional school
counselor.
THE PROFESSIONAL SCHOOL COUNSELOR AND
CONFIDENTIALITY
(Adopted 1974;
reviewed and reaffirmed 1980; revised 1986, 1993,
1999)
AMERICAN SCHOOL
COUNSELOR ASSOCIATION (ASCA) POSITION
The professional
responsibility of school counselors is to fully respect the right to privacy of
those with whom they enter counseling relationships. Professional school
counselors must keep abreast of and adhere to all laws, policies and ethical
standards pertaining to confidentiality. This confidentiality must not be
abridged by the counselor except where there is clear and present danger to the
student and/or other persons.
THE
RATIONALE
Confidentiality is
an ethical term denoting a counseling practice relevant to privacy. Privileged
communication is a legal term denoting a requirement to protect the privacy
between counselor and student.
A
student has the right to privacy and confidentiality. ASCA recognizes that a
counseling relationship requires an atmosphere of trust and confidence between
the student and the counselor. Confidentiality ensures that disclosures will not
be divulged to others except when authorized by the
student.
ASCA members affirm
their belief in the individual’s worth and dignity. It is the professional
responsibility of school counselors to fully respect the right to privacy of
those with whom they enter counseling relationships. This confidentiality must
not be abridged by the counselor except where there is a clear and present
danger to the student and/or to other persons.
THE PROFESSIONAL SCHOOL
COUNSELOR’S ROLE
Counselors have a
responsibility to protect the privileged information received through
confidential relationships with students, the students’ parents or guardians and
with staff. The professional school counselor reserves the right to consult with
other professionally competent persons when this is in the student’s best
interest. In the event of possible judicial proceedings, the professional school
counselor should initially advise the school administration and the counselee,
and if necessary, consult with legal counsel. If reports are required to be
produced, every effort should be made to limit demands for information to those
matters essential for the purpose of the legal proceedings. When a professional
counselor is in doubt about what to release in a judicial proceeding, the
counselor should arrange a conference with the judge to explain the dilemma and
get advice as to how to proceed. Counseling information used in research and
counselor training should fully guarantee counselees’
anonymity.
It
is the professional school counselors’ responsibility to fully respect the right
to privacy of those with whom they enter counseling relationships. Professional
school counselors must keep abreast of and adhere to all laws, policies and
ethical standards pertaining to confidentiality. It is the counselor’s
responsibility to provide notice to students regarding the possible necessity
for consulting with others. This confidentiality must not be abridged by the
professional school counselor except where there is a clear and present danger
to the student and/or to other persons.
The
professional school counselor and student should be provided with adequate
physical facilities to guarantee the confidentiality of the counseling
relationship. With the enactment of the Family Educational Rights and Privacy
Act, P.L. 93-380 (The Buckley Amendment), which speaks to the rights and privacy
of parents and students, great care should be taken with recorded information.
All counselors should have a copy of the complete law. Professional school
counselors must adhere to P.L. 93-380; they must be concerned about individuals
who have access to confidential information. It should be each school’s policy
to guarantee adequate working space for secretaries so that students and school
personnel will not come into contact with confidential information, even
inadvertently. Professional school counselors should undertake a periodic review
of information requested of their students. Only relevant information should be
retained. Professional school counselors will adhere to ethical standards and
local policies in relating student information over the telephone. They have a
responsibility to encourage school administrators to develop written policies
concerning the ethical and legal handling of all records in their school system.
The development of additional guidelines relevant to the local situation is
encouraged. Finally, it is strongly recommended that state and local counselor
associations implement these principles and guidelines through appropriate
legislation.
Professional school
counselors should be aware that it is much more difficult to guarantee
confidentiality in group counseling than in individual counseling.
Communications made in good faith may be classified as privileged by the courts,
and the communicating parties will be protected by law against legal action
seeking damages for libel or slander. Generally, it may be said that an occasion
of this particular privilege arises when one acts in the bona fide discharge of
a public or private duty. This privilege may be abused or lost by malice,
improper and unjustified motive, bad faith or excessive
publication.
SUMMARY
A
counseling relationship requires an atmosphere of trust and confidence between
student and counselor. A student has the right to privacy and confidentiality.
The responsibility to protect privileged communication extends to the student’s
parent or guardian and staff in confidential relationships. Counselors must
adhere to P.L. 93-380.
THE PROFESSIONAL
SCHOOL COUNSELOR AND COMPREHENSIVE CONFLICT-RESOLUTION
PROGRAMS
(Adopted
2000)
The professional school counselor recognizes the need for all students to have access to a conflict-resolution program that is part of a comprehensive developmental school counseling program. Such programs foster a positive campus climate and promote lifelong skills enabling individuals to resolve conflict in a positive manner. Comprehensive conflict-resolution programs combine peer mediation, the incorporation of conflict-resolution principles into the academic curriculum and the education of all members of the school community in applying methods for alleviating conflicts.
RATIONALE
Violence-reduction
and conflict-management programs are integral to a safe school environment. A
comprehensive conflict-resolution program’s goal is to prevent violence and
create an optimal learning environment free of discrimination resulting from
differences in ethnicity, culture, socioeconomic status, gender, sexual
orientation or religious beliefs. These programs properly implemented by
professional school counselors serve to reduce violence, lower tension and
lessen anxiety among students, thereby increasing the opportunity for improved
academic performance, positive social adjustment and increased attendance.
Implementing a comprehensive conflict-resolution program empowers and encourages
students to take personal and collective responsibility for their conduct and
the climate of their campus.
THE PROFESSIONAL SCHOOL COUNSELOR’S
ROLE
It is the
professional school counselor’s role to provide leadership in the design,
implementation, monitoring and evaluation of schoolwide, comprehensive
conflict-resolution programs utilizing both prevention and intervention
strategies. The professional school counselor should ensure that the
comprehensive conflict-resolution program includes prevention services,
training, education in recognition of early warning signs, intervention
services, crisis response and follow-up, community involvement, peer mediation
programs and evaluation of program effectiveness.
SUMMARY
A comprehensive
conflict-resolution program promotes a safe school environment that permits
optimal personal growth and learning. Through participation in a comprehensive
conflict-resolution program, students learn skills that maximize their potential
for reaching personal goals and success in school.
THE PROFESSIONAL SCHOOL COUNSELOR AND
CORPORAL PUNISHMENT IN THE SCHOOLS
(Adopted 1995,
Revised 2000)
AMERICAN SCHOOL COUNSELOR ASSOCIATION
(ASCA) POSITION
It is ASCA’s
position that corporal punishment should be abolished in
schools.
THE RATIONALE
Professional school
counselors believe that corporal punishment teaches children violence is an
acceptable way to resolve differences. In many states, children are the only
individuals who officially may be punished, under law, by physical force.
Corporal punishment seriously compromises self-esteem and contradicts the
fundamental right of all children to be free from bodily pain and injury.
THE PROFESSIONAL SCHOOL COUNSELOR’S
ROLE
Professional school
counselors have a responsibility to protect the students they serve and to
promote the use of positive and effective disciplinary methods. Research shows
physical punishment to be ineffective in teaching new behaviors and to be
detrimental in teaching problem-solving methods. The professional school
counselor acts as a resource person to school personnel for the implementation
of effective intervention strategies that facilitate positive individual
development.
It is school
counselors’ professional responsibility to actively influence public and
legislative bodies to abolish corporal punishment in schools. Professional
school counselors encourage public recognition of the consequences of corporal
punishment, disseminate research on alternatives to corporal punishment and
encourage legislation prohibiting continued use of corporal punishment in states
where such use exists.
SUMMARY
ASCA seeks the
elimination of corporal punishment in schools. Professional school counselors
promote understanding of and research on alternatives to corporal punishment,
seek legislative solutions and advocate for the use of more effective and
affirmative discipline methods.
THE PROFESSIONAL SCHOOL COUNSELOR AND
CREDENTIALING AND LICENSURE
(Adopted 1990;
revised 1993, 1999)
THE
ASCA strongly
supports passage of a counselor licensure law in each state providing legal
definition of the counseling profession and of qualified practitioners and
establishing standards for entry and role definition in school settings,
including a privileged communication clause. ASCA strongly endorses and supports
the school counselor standards developed by the Council for Accreditation of
Counseling and Related Educational Programs (CACREP) and encourages all state
education agencies to adopt these professional standards for school counselor
credentialing. Further, ASCA supports the credentialing and employment of those
who hold a master’s degree in counseling-related fields with training in all
areas specified by the CACREP standards plus a one-year internship in a school
under the supervision of a qualified school counselor and a university
supervisor.
THE
RATIONALE
Counselor licensure
legislation protects the public and its right to select which mental health
specialty would best serve its needs. ASCA encourages legislation including a
legal definition of the counseling profession, setting minimum standards for
entry into the counseling profession and defining the role of professional
school counseling. ASCA encourages inclusion of a privileged communication
clause for counselors in all settings and of the ASCA and/or ACA Code of Ethics
as part of said legislation. ASCA strongly supports the nationwide use of CACREP
standards in establishing state certification guidelines for professional school
counselors to ensure sound academic practicum and internship experience. This
preparation and experience enhances the development of proactive and
comprehensive school counseling programs.
THE PROFESSIONAL SCHOOL
COUNSELOR’S ROLE,/b>
The
changing needs of students, families and schools require professional school
counselors who are skilled in addressing such issues as drug and alcohol
addictions, personal and family problems, suicide and teenage pregnancy, as well
as academic training in areas such as school organization and classroom
management methods.
SUMMARY
ASCA, recognizing
the changing needs in students, families and schools, strongly supports sound
academic preparation and the use of CACREP standards in establishing state
certification guidelines for professional school counselors. ASCA further
supports licensure for all specialties within the counseling profession in all
states.
THE PROFESSIONAL SCHOOL COUNSELOR AND CRITICAL INCIDENT
RESPONSE IN THE SCHOOLS
(Adopted
2000)
The professional school counselor is a
pivotal member of a school district’s critical incident response team. The
professional school counselor is a leader in the successful implementation of a
response plan during any school-related incidents and serves primarily as an
advocate for students’ safety and well-being.
RATIONALE
ASCA promotes and
supports a safe, violence-free learning environment in the schools. Professional
school counselors are critical to the following emergency
prevention/preparedness response activities: direct student counseling services,
student suicide prevention, drug and alcohol interventions, student safety
advocacy, parent education programs, and response team planning and drill
practices. It is imperative that school districts develop district-level and
building-level emergency preparedness and response plans. Accurate and immediate
implementation of a critical incident response plan can significantly protect
and ensure students’ safety during a critical event and mitigate the long-term
effects following the event. Professional school counselors screen students for
unhealthy or unsafe coping responses to current or past tragedies and make
appropriate referrals. Professional school counselors provide critical incident
stress debriefing.
THE PROFESSIONAL SCHOOL COUNSELOR’S
ROLE
Professional school
counselors support and actively engage themselves in critical incident response
in the schools. The professional school counselor is a leader and an integral
part of the prevention, intervention and post-incident support of school
critical incident responses in both the planning and implementation. As a member
of the district and school critical incident response team, the professional
school counselor is familiar with the school community, including students,
parents and school staff members. The professional school counselor is familiar
with first responders such as law enforcement officials or emergency medical
responders and with agency counseling service providers in the
community.
The professional
school counselor’s central role is to respond to and advocate for the emotional
needs of all persons affected by the crisis. The professional school counselor
recognizes and facilitates a continuum of support for students and victims
affected by a crisis. The professional school counselor is skilled in networking
with community resources and thus is able to provide effective planning and
referral for victims of a critical incident. In the event of a critical
incident, the professional school counselor’s primary role is to provide direct
counseling service during and after the incident.
SUMMARY
The professional
school counselor is a leader and a crucial member of a district and school
critical incident response team. The development and implementation of a
coordinated district and school critical incident response plan should include
input from the professional school counselor. Professional school counselors are
student advocates and facilitators of communication with students, staff,
parents and community and assist in securing outside services when needed. The
counselor’s expertise should not be replaced by less-qualified personnel in
critical incident response planning and implementation. The professional school
counselor should help coordinate critical incident stress debriefing for
students, staff and counselors directly involved in the incident
response.
THE PROFESSIONAL SCHOOL COUNSELOR AND
CROSS/MULTICULTURAL COUNSELING
(Adopted 1988;
revised 1993, 1999)
AMERICAN SCHOOL
COUNSELOR ASSOCIATION (ASCA) POSITION
School counselors
take action to ensure students of culturally diverse backgrounds have access to
appropriate services and opportunities promoting the individual’s maximum
development.
THE
RATIONALE
Cross/multicultural counseling is the
facilitation of human development through the understanding and appreciation of
cultural diversities. ASCA recognizes cultural diversities as important factors
deserving increased awareness and understanding on the part of all school
personnel, especially the school counselor. Counselors may use a variety of
strategies not only to increase the sensitivity of students and parents to
culturally diverse persons and enhance the total school and community
environment but also to increase awareness of culturally diverse
populations.
THE PROFESSIONAL SCHOOL
COUNSELOR’S ROLE
ASCA encourages
school counselors to take action to ensure students of culturally diverse
backgrounds have access to appropriate services and opportunities promoting
maximum development. Professional school counselors use a variety of strategies
to increase sensitivity of students and parents to cultural diversity and to
enhance the total school and community climate, as well as to increase awareness
of culturally diverse persons and populations. Counselors have the skills
necessary to consult with school personnel to identify alienating factors in
attitudes and policies impeding the learning process of culturally diverse
students. School counselors need to continue to be aware of and strive to ensure
that all students’ rights are respected. This allows them to maximize their
potential in an environment supporting and encouraging the person’s growth and
development. School counselors have the responsibility of ensuring all students’
specific needs are met.
SUMMARY
Professional school
counselors have the responsibility of ensuring all students’ special needs are
met. Counselors have the skills necessary to consult with school personnel to
identify alienating factors in attitudes and policies impeding the learning
process and the skills necessary to foster increased awareness and understanding
of cultural diversity existing in the school and community. ASCA encourages
professional school counselors to use a variety of strategies, activities and
resources personally, in school, through community outreach, with students,
staff and parents, and within the school districts, to increase awareness and
understanding of culturally diverse persons and populations and to enhance the
total school and community environment and climate. School counselors need to
continually be aware of and strive to ensure all students have the right to
maximize their potential in an environment supporting and encouraging a person’s
growth and development.
(Adopted 1989;
revised 1993, 1999, 2001)
The
professional school counselor works with school system personnel and other
stakeholders to establish and maintain policies that encourage appropriate
behavior so that schools can be a safe place where teaching and learning can be
effectively accomplished. Such policies promote the use of the school counselor
as a resource person with expertise in the area of discipline plan development
for prevention and intervention not as a disciplinarian.
School discipline is one of the most serious, ongoing problems confronting school systems today. Contemporary discipline plans take a developmental approach in stressing that students are responsible for controlling their own behavior. All professional staff members need to be actively committed and involved in the development, implementation and maintenance of an effective school wide discipline plan, which has as its primary goal, making schools safe and respectful learning environment.
The
professional school counselor is increasingly being called upon to act as
mediator in teacher-student conflicts and in student-student conflict
situations. The professional school counselor is also called upon as a support
and resource for parents.
The
professional school counselor plays a participatory role in the developmental
aspects of discipline programs, within state regulations. It is not the
role of the professional school counselor to mete out punishment but to help
create effective behavior change. The professional school counselor acts as a
liaison, representative and mediator to help create effective learning
environment, keeping in mind students’ the diverse cultural, developmental and
emotional needs individual needs.
The
professional school counselor’s role in the disciplinary referral process must
be clearly
delineated by
district administrative policy. Such policy needs to describe the ability and
limits of the professional school counselor’s involvement in disciplinary
action. The professional school counselor should be, by policy, perceived by all
as a neutral and resourceful mediator of those involved in conflict resolution.
It is not the professional school counselor’s role to serve as an enforcement
agent but rather a significant contributor to the development of the prevention
and intervention plans through which problem student behaviors are managed and
positive student behaviors are nurtured.
THE
(Adopted 1989-90;
revised 1993, 1999)
Professional school
counselors at all levels make a significant, vital and indispensable
contribution toward the mental wellness of “at-risk” students. School counselors
work as a member of a team with other student service professionals including
social workers, psychologists and nurses, in liaison with staff and parents, to
provide comprehensive developmental counseling programs for all students
including those identified as being potential dropouts or
at-risk.
RATIONALE
There are
probably as many definitions of the “at-risk” student as there are school
districts. Any student may at any time be at risk with respect to dropping out
of school, becoming truant, performing below academic potential, contemplating
suicide or using drugs. The underlying reasons for these behaviors often deal
with personal and social concerns such as poor self-esteem, family problems,
unresolved grief, neglect or abuse. Students experiencing these concerns can be
helped by professional school counselors. The decision to drop out of school can
carry with it devastating lifelong implications. The school counselor, in
conjunction with other school staff members, identifies potential dropouts and
other students considered at risk and works closely with them to help them stay
in school or find alternative means of completing their
education.
THE PROFESSIONAL SCHOOL
COUNSELOR’S ROLE
The
professional school counselor provides consultation in defining and identifying
at-risk students. The goal is to identify and intervene before they move through
a continuum of self-destructive behavior. The school counselor provides
responsive programs, including short-term individual, group, family and crisis
counseling; provides programs for individual planning to meet academic,
educational and career counseling needs; provides curriculum programs to
strengthen personal/interpersonal skills (choice, self-acceptance, feelings,
beliefs and behaviors, problem-solving, decision-making); identifies suicidal
students, counsels them and refers them to appropriate outside agencies;
provides in-service support presentations to staff; provides referrals for
additional specialized support services within the district and from other
community resources; and provides consultation with and support for
parents/guardians of at-risk students. The school counselor works as a member of
a team with other student service professionals.
SUMMARY
Professional school
counselors work with other educators and community resources to provide early
identification and intervention for potential dropouts and other students who
may be considered at-risk through a comprehensive, developmental, K-12
counseling program.
THE PROFESSIONAL SCHOOL COUNSELOR AND
EDUCATIONAL PLANNING
(Adopted 1994,
Revised 2000)
The professional school
counselor works with administrative, curricular and instructional staff to
ensure all students have the opportunity to design academically challenging
programs of studies.
RATIONALE
Specialization
within a student’s program of studies should lead to successful completion of
requirements for the chosen post-secondary option, while permitting
opportunities for the development of other competencies. A systematic
educational planning program promotes a student’s opportunity to make individual
choices geared to his or her unique profile of abilities, interests and goals.
Lack of educational planning leads to inequities based on gender, stereotypical
attitudes and students’ special needs.
THE PROFESSIONAL SCHOOL COUNSELOR’S
ROLE
Professional school
counselors play a critical role in assisting students in the development of a
comprehensive plan allowing for exploration of their educational and career
opportunities. The professional school counselor possesses knowledge of
national, state and local goals and programs identifying how students can best
achieve success in their post-secondary plans.
The professional
school counselor advocates for developmental guidance programs involving
individual and group activities stressing educational planning (i.e.
decision-making, career awareness and exploration). The professional school
counselor educates parents to become active members of the decision-making
team.
Collaboration within
the education community is necessary to provide all students with better choices
and opportunities for quality educational programs. The professional school
counselor takes a proactive role in facilitating changes that afford students,
parents and staff the opportunity to accurately assess student strengths,
interests and preferences and encourages the selection of challenging
educational programs.
SUMMARY
The professional
school counselor advocates for equal educational planning opportunities for all
students. Decisions that a student makes about a chosen course of study must be
based upon information unique to the individual and his or her profile of skills
and knowledge.
THE PROFESSIONAL SCHOOL COUNSELOR AND
EVALUATION
(Adopted 1978;
reaffirmed 1984; revised 1986, 1993; reviewed 1999)
Each school
counselor should have an annual evaluation. This evaluation must be based upon
criteria recognizing the differences between evaluating counselors and classroom
personnel and conforming to local and state
regulations.
THE
RATIONALE
Since the
primary purpose of the evaluation process is to ensure the continued
professional growth of school counselors, ASCA is committed to the continued
improvement of the process. It is the association’s position that evaluation
must be based upon criteria that recognize the differences between evaluating
professional school counselors and classroom personnel and that conform to local
and state regulations. It is recommended that each professional school counselor
be evaluated with regard to the implementation of the district’s written
counseling program and school counselor job description. Both the district’s
plans on evaluating professional school counselors and the professional school
counselor need to be evaluated and reviewed annually. The plan needs to contain
specific goals along with objectives emphasizing student outcomes. The written
evaluation is a dynamic document, modified annually to reflect the changing
needs of the students and the improved skills of the school counseling staff. As
professional school counselors are committed to the improvement of school
counseling programs, the association also welcomes the opportunity to aid local
administrators, department heads and others charged with the improvement or
development of evaluation instruments and procedures.
THE PROFESSIONAL SCHOOL COUNSELOR AND
FAMILY/PARENTING EDUCATION
(Adopted 1989;
revised 1993, 1999)
Professional school
counselors need to take an active role in the initiation, promotion and
leadership of providing family/parenting education in the
schools.
THE
RATIONALE
Family/parenting
education is specialized instruction on the practices of childrearing.
Instruction and strategies are provided by trained group leaders who provide
guidance, resources and consultation on a regular basis.
Family/parenting
education programs positively influence the attitudes of parents and cause
behavioral changes in their children. Research findings indicate that
school-sponsored parent education integrates home and school life. It provides
families with a model of participation.
THE PROFESSIONAL SCHOOL
COUNSELOR’S ROLE
Under a
comprehensive school counseling program, grades K-12, the school counselor will
include units for community-oriented family/parenting education programs. The
content of the guidance will vary according to the developmental levels, stages
and needs of the participants but will be provided to students as part of the
family life/teen parent component of the guidance program and to parents as part
of the community outreach component of the guidance program. Group approaches
are the preferred means of delivery for developmental guidance activities in
terms of efficiency and effectiveness. The goal of the parent education program
is to improve parenting skills in interpersonal relationships on the basis of
mutual respect, to improve problem-solving and decision-making skills and to
provide a “skill bank” of alternative coping skills. The counselor also provides
resources and educational materials for parents to continue their independent
study of parenting skills.
SUMMARY
Research indicates
that school-sponsored family/parenting education integrates home and school
life, providing families with a model of participation. The school counselor, as
part of the comprehensive school counseling program, takes an active role in
providing family/parenting education in the schools.
THE PROFESSIONAL SCHOOL COUNSELOR AND
GENDER EQUITY
(Adopted 1983;
revised 1993, 1999)
ASCA members are
committed to facilitating and promoting the fullest possible development of each
individual by reducing barriers of race, gender, ethnicity, age or handicap and
by providing equal opportunity and equal status for all genders. As such,
members need to be sensitive to the use of inclusive language and positive
modeling of gender equity. ASCA is committed to equal
opportunity.
THE
RATIONALE
Many internal and
external obstacles exist in school and society inhibiting students from
developing their full potential (e.g., gender-role stereotyping and
socialization, tracking systems). To expand the range of options available to
students, it is important that school counselors become acutely aware of ways in
which verbal/nonverbal and conscious/unconscious communications may limit
opportunities on the basis of gender. Some of the ways in which barriers are
maintained is through language, organizational structures, leader selection,
expectations of individual students and activities
implementation.
This position
statement focuses primarily on equal opportunity and status for both genders and
expands the range of opportunities available to students. Members in a field
committed to human development must become acutely aware of and sensitive to
ways in which communications limit or expand the range of opportunities
available on the basis of gender. Many federal and state laws have been passed
protecting individuals from sex and race discrimination in education and work
(e.g., the Equal Pay Act of 1963, the Civil Rights Act of 1964, the Vocational
Amendments of 1976, the Women’s Educational Equity Act of 1974, Affirmative
Action and Executive Orders, and Title IX). These important legal mandates to
ensure equal treatment under the law do not necessarily change ingrained
attitudes and behaviors.
THE PROFESSIONAL SCHOOL
COUNSELOR’S ROLE
The
professional school counselor uses inclusive language and equitable expectations
toward students. Counselors are sensitive to those aspects of interpersonal
communication and organization that provide working models of gender equity and
equality. They may also promote gender equity through large and small group
presentations. Counselors must become vigilant as to the pervasive negative
effects of stereotyping gender-role expectations. The counselor becomes
sensitive to ways in which interpersonal attitudes and behaviors can have
negative effects on others and provides constructive feedback on negative and
positive use of inclusive language and organizational structure. The school
counselor emphasizes a person’s competence and not his or her appearance. When
planning activities, equal representation of genders in visible leadership
positions as well as other role positions demonstrates gender
equity.
SUMMARY
ASCA is committed to
equal opportunity. ASCA supports consciousness-raising among professional school
counselors including modeling of inclusive language and equal opportunity for
both genders in order to break through stereotypical behaviors and expectations.
THE PROFESSIONAL SCHOOL COUNSELOR AND
GIFTED AND TALENTED STUDENT PROGRAMS
(Adopted 1988;
revised 1993, 1999, 2001)
The professional
school counselor assists in providing technical assistance and an organized
support system within the developmental comprehensive school counseling program
for gifted and talented students to meet their extensive and diverse needs as
well as the needs of all students.
An organized support system throughout the formative years is imperative for such students to be able to realize their potential. A part of this support system is participation in a school counseling program that meets the extensive and diverse needs of the gifted and talented students.
THE PROFESSIONAL SCHOOL
COUNSELOR’S ROLE
The
role of the professional school counselor in gifted and talented programs may be
as follows:
1.
Assisting
in the identification of gifted and talented students through the use of a
multiple criterion system utilized in their school district, which may include:
Intellectual ability
Academic
performance
Visual and
performing arts ability
Practical arts
ability
Creative thinking
ability
Leadership potential
Parent, teacher,
peer nomination
Expert
evaluation
2.
Advocating for the
inclusion of activities that effectively address the personal/social, and career
development needs, in addition to the academic needs of identified gifted and
talented students
3.
Assisting in
promoting understanding and awareness of the special issues that may affect
gifted and talented students including:
4.
Providing individual
and group counseling for gifted and talented students, as warranted.
5.
Recommending
material and resources for gifted and talented programs and teachers and parents
of gifted and talented students.
6.
Engaging
in professional development activities through which knowledge and skills in the
area of programming for the needs of the gifted and talented are regularly
upgraded.
Underachievement
Perfectionism
Depression &n