A Study of the Overlap of School Counselor Identity and Duties

Abstract

Professional school counselors (N=92) across grade levels completed the Professional Identity of School Counselors survey (PISC) online to provide their views of professional identity and the concepts of leadership, collaboration, advocacy, multiculturalism, and the general delivery (e.g., counseling, consulting, individual planning, and guidance curriculum), management (i.e., how school counselors organize their time in meeting student needs), and accountability (e.g., collecting, using, and reporting the results of data) tasks of the American School Counselor Association (ASCA) National Model. Participants identified advocacy, delivery services, and collaboration as most important to the professional identity of school counselors. None of the top activities were leadership or da-ta collection tasks. Implications and practical suggestions for counselor educators and professional school counselors are provided.

Collaboration to Support Rural Student Social-Emotional Needs

“…There are also additional challenges for school counselors and school psychologists in rural schools, particularly related to establishing connections and collaborations. In general, school counselors report that collaboration with other school professionals is relatively frequent and includes various stakeholders, including school psychologists (Gibbons, Diambra, & Buchanan, 2010); however, these collaborations were not defined as an "easy or smooth task" (p. 19). In particular, collaboration is difficult in schools where distance and schedules limit or prevent interaction.…”

Counselor–Teacher Collaboration in Multilingual Learner Contexts: A Qualitative Case Study Investigating Counselor–Teacher Partnerships

“…Collaboration within educational contexts has been described as an action-focused process that can help solve challenges that schools face (Hargreaves, 1994). Gibbons et al (2010) identified an essential feature of collaboration as "recognition that all stakeholders have a unique knowledge base and perspective equal in value and importance to the process" (p. 338). The knowledge and perspectives that school counselors and teachers have regarding their multilingual learner students can be best utilized when shared so that counselors and teachers can make decisions based on student needs and identities.…”