Identifying Role Diffusion in School Counseling

Abstract

Chronic illness and disability (CID) impact more than 35 million Americans, often interfering with their everyday life (Livneh & Antonak, 1997). The condition is typically accompanied by a prolonged course of treatment, an often uncertain prognosis, constant and intense psychosocial stress, increasing interference with the performance of daily activities and life roles, and conflict with family and friends (Livneh & Antonak, 1997). Approximately 11% of undergraduate students reported having a disability in 2008 (National Center for Education Statistics, 2011) and 88% of colleges are continuing to enroll students with disabilities (The Princeton Review, 2011). In addition to adjusting to the presence of a disability, adjustment to independent living and beginning academic courses at an undergraduate institution can be challenging for someone with a chronic illness or disability. The severity of the disability and its functional limitations do not always correlate in a uniform pattern with coping and adjustment (Lustig, Rosenthal, Strauser, & Haynes, 2000). Similarly, disability may include permanent and significant changes in an individual's body appearance, functional capacities, body image and self-concept (Lustig et al., 2000). This variable, typically referred to as psychosocial adaptation, becomes compounded among college students and deserves further investigation. In order to better understand the adaptation process, conceptualize cases, and provide the most effective services to college students with disabilities, it is important for researchers to test comprehensive models specifically designed to aid in the interpretation of illness-induced interference. Similarly, counselors need to understand and implement empirically supported interventions, techniques and related strategies to assist individuals with disabilities in the transition to higher education. Currently, there is a dearth of information pertaining to the adjustment of young people that can be applied to college students with chronic illness and disabilities. Additionally, theories within the rehabilitation, quality of life, and counseling literature are used to translate theory into practice. After describing the nature of

Counselling at School: A Comparison of the Work Characteristics of School Counselling Professionals in Four Different Countries

“…Tyrimo rezultatai rodo, kad dažnai mokinių konsultavimo funkcijos yra priskiriamos įvairių sričių profesionalams: Lietuvoje šias funkcijas dažniausiai atlieka psichologai, Airijoje -mokyklų konsultantai, Italijoje -mokytojai. Jeigu rengiant psichologus ar socialinius darbuotojus studijų programose galima tikėtis rasti karjeros konsultavimo discipliną, tai realioje mokyklų praktikoje galima sutikti konsultavimo profesionalų, turinčių savo nuosavą pasirengimo konsultuoti kvalifikaciją (Cedefop, 2009;Astramovich et al, 2013;Evans, Payne, 2008;Agresta, 2004).…”

“…Konsultantų vaidmenų neaiškumas, dviprasmiškumas, sumaištis yra analizuojama jau daugiau negu pusę amžiaus (Astramovich et al, 2013;Gysbers and Stanley, 2014;Lambie, Williamson, 2004). Autorių teigimu, konsultantų mokykloje vaidmenų neapibrėžtumas siejamas su neteisingu konsultantų darbo supratimu ir mokyklos vadovų priskiriamomis funkcijomis, siekiant efektyvaus mokyklos valdymo.…”

“…Padėtis darosi dar labiau komplikuota, kai konsultantų funkcijos yra priskiriamos kitiems mokykloje dirbantiems profesionalams (mokytojams, socialiniams darbuotojams). Astramovich et al (2013) tyrimo rezultatai parodė, kad konsultantų funkcijų identifikavimas ir gebėjimas jas vykdyti priklauso nuo to, kam skiriamos šios pareigos. Tyrėjai mokyklos konsultantų pareigas sugrupavo pagal penkias konsultantų darbo su mokiniais turinio sritis: akademinė, karjeros, asmenybės-socialinė, tiesioginio konsultavimo ir paramos funkcijos.…”

Group Counseling with South Asian Immigrant High School Girls: Reflections and Commentary of a Group Facilitator

“…School counselors receive conflicting obligations and messages from counselor educators, school administrators and other stakeholders. However, research has found that among usual school counselor duties, direct counseling services are the most unique role of school counselors (Astramovich, Hoskins, Gutierrez, & Bartlett, 2014). Counseling services are often underutilized.…”

The Development and Validation of the School Counseling Program Report Card – Student Version

“…Another concern is that the instrument was developed in alignment with the ASCA National Model (2005,2012). Although this model is considered the professional standard for school counseling, the ASCA National Model is flawed, criticized for lacking a supervision element (Murphy & Kaffenberger, 2007) and for its diminishing focus on counseling (Astramovich, Hoskins, Gutierrez, & Bartlett, 2013). The ASCA National Model is not the only school counseling model that exists.…”