ERIC EJ902849: Advocacy and the Professional School Counselor: Practical Suggestions for Advocacy Efforts

2006·0.6 MB·English

by  ERIC

Georgia School Counserlors Association Journal, Volume 13, 2006
Advocacy and the Professional School
Counselor: Practical Suggestions for
Advocacy Efforts
Julia S. Chibbaro
ABSTRACT 1998).The expectations and demands
placed upon school counselors vary
The role of the school counselor underwent
according to grade level served, adminis-
various transformations throughout the
trative leadership, and district policies.In
twentieth century.In an effort to define the
addition, the special interests and needs of
role of professional school counselors in the
parents and the local school community
twenty-first century, the American School
impact the duties of the school counselor
Counseling Association (ASCA) developed
(Campbell & Dahir, 1997;House & Hays,
the ASCA National Model:A Framework for
2002).
School Counseling Programs.The framework
Borders (2002) addressed the role of
of the graphic model includes four themes,
the school counselor in the twenty-first
one of these being advocacy.The role of the
century as one which should focus on how
school counselor as advocate and practical
school counseling is “being done in a wide
suggestions for implementing advocacy as
range of contexts by a variety of
part of a professional school counseling
practitioners”(p.180).The new millennium
program are discussed.
brought with it an era of educational reform
which began to delineate the role of profes-
sional school counselors as change agents
ADVOCACY AND THE PROFESSIONAL and advocates for the profession (Allen,
SCHOOL COUNSELOR: 1998;Tysl, 1997).School counselors who
PRACTICAL SUGGESTIONS FOR were seen solely as service providers stood
ADVOCACY EFFORTS on the edge of possible extinction as the new
millennium approached and demanded
The role of the school counselor has
professional reform (Lenhardt & Young,
undergone various transformations
2001).Sabella (2006) discussed the need for
throughout the twentieth century as
school counselors to be accountable for
counselors have struggled to meet the needs
outcomes through the use of data and data
of students and their families (Galassi &
driven programs which aid in developing
Akos, 2004).School counselors have
curricular goals and plans.In an effort to
grappled with the need to define the
clarify the evolving transformations and
profession to create a unified identity (Allen,
redefine professional school counseling, the
1998;Baker, 2000;O’Bryant, 1992;Schmidt,
American School Counseling Association
Julia S.Chibbaro is an Assistant Professor in the Department of Counseling and Educational
Psychology at the University of West Georgia in [email protected]
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Georgia School Counserlors Association Journal, Volume 13, 2006
(ASCA) developed the ASCA National problems.Advocacy dispositions are
Model:A Framework for School Counseling necessary for the development of advocacy
Programs (2003).The ASCA National Model skills (Baker & Gerler, 2004;Gysbers &
includes national content standards for Henderson, 2000).
student development adapted from Campbell Advocacy knowledge includes areas
and Dahir (1997).The authors of the ASCA of knowledge surrounding available
model state that “Advocating for the resources, parameters, dispute resolution
academic success of every student is a key mechanisms, advocacy models and systems
role of school counselors and places them change (Brown & Trusty, 2005).Advocacy
as leaders in school reform”(ASCA, 2003, skills described by Brown and Trusty are
pp 24-25).This National Model has been comprised of communication skills, collabo-
referred to by Davis (2005) as a landmark for ration skills, problem-assessment skills,
school counseling programs as it outlines the problem-solving skills, organizational skills
necessary elements for developing effective and self-care skills.Examples of advocacy
school counseling programs.The framework activities as outlined by Brown and Trusty
of the graphic model includes four themes include providing professional development
(1) advocacy, (b) leadership, (c) collaboration to teachers on methods to respond to child
and (d) systemic change.These four themes abuse;promoting enrichment opportunities
are major elements of the Education Trust’s for students who have are talented
Transforming School Counseling Initiative artistically;advocating for a student who is at
and these themes are positioned to focus on risk for dropping out of school;and
the importance of the school counselor’s advocating for promoting tolerance in the
leadership role in advocacy (Education Trust, school environment (p.265).
2003). An ACA Task Force on Advocacy
Competencies composed of Lewis, Arnold,
ADVOCACY COMPETENCIES House and Toporek (n.d.) outlined three
levels of advocacy as the client/student level,
Brown and Trusty (2005) presented three the school/community level and the larger
areas of advocacy competencies essential public arena.Each level has two domains
for professional school counselors.These consisting of advocacy competencies that
competencies include dispositions, include both the individual and systems
knowledge, and skills needed for designing approach.Lewis, Arnold, House and Toporek
successful school counseling programs.Of describe an advocacy orientation as one
the three areas, Brown and Trusty viewed which embodies not only system change, but
dispositions as the most important and also empowerment of the client through
stated that they are related to a counselor’s counseling.Advocacy oriented professional
personal identity and character.“Without school counselors are cognizant of the
advocacy dispositions, knowledge and skills impact of social, political, and cultural factors
will not translate into advocacy”(p.282). which affect human development and help
According to Brown and Trusty, professional their clients and students to better
school counselors who embrace advocacy understand their lives in the context of these
dispositions are those counselors who are factors.
willing to take risks in meeting the needs of Bemak and Chung (2005) discussed
students;who help families grow through the emerging advocacy and leadership roles
empowerment;who agree to advocate for of school counselors as critical.The gap in
the profession on behalf of students and achievement for poor and minority students
others;and are able to analyze ethical laws as well as social, economic and political
and principles which are needed for solving issues affecting all students alerts school
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Georgia School Counserlors Association Journal, Volume 13, 2006
counselors of the need to promote equity for by teaching them how to access support
students and their families.Thirteen systems within their environments to remove
recommendations and guidelines to assist barriers to learning.In addition, school
counselors in making the transition from a counselors should incorporate data locally,
traditional counselor role to assuming an regionally, and nationally to foster system
advocate role are provided by Bemak and changes in an effort to promote high
Chung.Encompassed in these suggestions educational standards for all children.
are recommendations for establishing Hughey and Akos (2005) asserted that
partnerships and relationships with developmental advocacy, which emphasizes
community and outside resources which proactive approaches to help students build
enable a team approach to meeting the skills necessary for adolescence, can be
needs of all students.Bemak (2000) used to foster a comprehensive middle
specified that interdisciplinary cooperation school counseling program.Howard and
and collaboration on multiple levels should Solberg (2006) affirmed that school
occur for school counselors to become counselors need to focus on promoting
effective advocates. school success for all students and become
agents for social justice when creating and
ADVOCACY EFFORTS implementing school based interventions,
especially when working with students who
Field and Baker (2004), in their qualitative are from diverse and low-income
study, discussed how nine school counselors backgrounds.
defined advocacy and described their Do professional school counselors
advocacy efforts.Advocacy efforts by the have an obligation to serve as advocates?
counselors studied included supporting Baker and Gerler (2004) encouraged
students, writing letters, taking a stand for counselors to respond to the demands of
students, and being a voice for students.One diversity and the struggles for equality on
of the conclusions drawn by the authors was many levels with advocacy actions.Baker
that many of the advocacy behaviors and Gerler recognized that multiculturalism
practiced were reactive to an individual and numerous societal issues have the
student’s needs or to a problem that had potential to prevent students from being
been in existence for some time.The authors successful in schools.According to ASCA’s
further concluded that additional research is Ethical Standards for School Counselors
needed in order for the school counseling (2004), a school counselor’s primary
profession to shift from reactive to proactive obligation is to the student and “is concerned
interventions on behalf of the students to with the educational, academic, career,
ameliorate problems. personal and social needs and encourages
In addition to various descriptions the maximum development of every student”
and definitions of advocacy, assorted (A.1.b).The ACA’s (2005) code of ethics
descriptions of actions taken by the school states“when appropriate, counselors
counselor as advocate are presented. advocate at individual, group, institutional,
Galassi and Akos (2004) suggested that and societal levels to examine potential
school counselors focus their efforts on barriers and obstacles that inhibit access
fostering success in academic, career, and and/or the growth and development of
personal/social development, including clients”(A.6.a.).Davis (2005) stated that “an
educational access equity and justice for all important guideline is to honor your
students.House and Hayes (2002) stated commitment to being a professional school
that as advocates, school counselors should counselor and be ready to advocate for the
work proactively with students and parents programs and practices that you know will
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Georgia School Counserlors Association Journal, Volume 13, 2006
sustain the students and the profession” (2006) explained that “action research has
(p.274).Several authors believe that school evolved both as a method of inquiry and as a
counselors are best positioned to assess means to mobilize and guide communities,
and promote academic success for all classrooms, and professionals in taking
students (Beale, 2004;House & Hayes, action to improve social conditions and
2002;Kaplan & Evans, 1999;Sears, 1999). conditions of practice.”(p.376).The first
suggestion for school counselors as
PRACTICAL SUGGESTIONS FOR advocates is to conduct a needs assessment
SCHOOL COUNSELORS using some form of action research which
include, but are not limited to behavioral
After having reviewed the most recent observations, needs assessments and
advocacy literature, it is apparent that no student portfolios.
clear definition of advocacy relating to school
counselors exists (Chibbaro, Cao, Jackson & 2.Develop a plan of action.
Lavizzo, 2005).In addition to this unclear Ezell (2001) stated that “a necessary
definition of advocacy, confusion surrounding condition for doing advocacy is that you have
the specific actions and competencies to know that action is necessary, that the
necessary for school counselors to serve as unmet needs of current and future clients are
advocates remains (Bemak & Chung, 2005; not and will not be addressed without an
Brown & Trusty, 2005;Field & Baker, 2004; advocacy intervention”(p.15).Fiedler (2000)
Galassi & Akos, 2004;House & Hays, 2002; developed a five step model including
Howard & Solberg, 2006;Hughey & Akos, problem definition, information gathering,
2005;Kiselica & Robinson, 2001;Lewis, action planning, assertive action and follow-
Arnold, House & Toporek, n.d) up. Based upon the results of the needs
Supplying the professional school assessment, choose two or three areas of
counselor with specifics of how advocacy improvement that you feel your school
impacts their role and function and types of counseling program could positively impact.
duties associated with this role is not viable. Narrow down your area of concern to the
Perhaps specificity of this role as advocate one area that you feel most passionate
may never be feasible due to variations in about.As Fiedler’s model suggests,
social, economic and political forces. developing a plan of action is the third step.
However, providing practical suggestions for A thorough examination of who is going to
school counselors as advocates is possible. have the greatest benefit from the resolution
of the problem should be considered.Also,
1.Conduct a needs assessment. any adversarial individuals or groups should
ASCA’s National Model (2003) incorporates be considered.
the use of data collection and analysis as a
part of the management system of school 3.Take assertive action.
counseling programs With its’focus upon Rowell (2006) discussed the power of politics
immediate application, Allen, Gallagher and as practiced by politicians at the state, local
Radd (1992) suggested that action-oriented and district levels.The relationship between
research is appropriate for school counselors knowledge and power and changes that are
to use in the school setting.Allen (1992) realizable as well as beneficial must include
stated that action-oriented assessment the political distribution of power.Change
methods and techniques may be used to can be both empowering and frightening.
ascertain student characteristics, programs, Knowledge of systems change may be
and to measure changes resulting from a necessary on the part of the counselor.In
particular intervention or process.Rowell
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Georgia School Counserlors Association Journal, Volume 13, 2006
taking assertive action to resolving concerns, (Stone, 2000), have appeared in professional
it is helpful to consider multiple perspectives journals.The specificity of direction as “how
and attempt to create situations in which all to”advocate for students and their families
parties can benefit.Of particular importance appears to be scarce in the literature for
is to ensure that actions are culturally professional school counselors.This article is
responsive to diversity within the school an attempt to provide school counselors with
setting (Simcox, Nuijens, & Lee, 2006). practical steps to begin advocacy efforts.
4.Follow-up to ensure changes or REFERENCES
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