I hope this message finds you well as we move through another exciting and impactful year. It is with great enthusiasm that I introduce our theme for this year: “Counseling That Matters.” This theme reflects our commitment to ensuring that every interaction, intervention, and support we provide has a lasting, positive impact on the students and families we serve. Because everything we do as school counselors… MATTERS!
In alignment with this theme, we are excited to launch a year-long professional development series titled “What You Didn’t Learn in Graduate School.” While our graduate education provided the essential foundation for our work, there are so many aspects of being a school counselor that we only learn through experience. This series is designed to fill in those gaps and provide practical tools and strategies that can be applied immediately to enhance your daily practice.
In our fall and spring Beacon publications, we will be tackling topics that extend beyond the textbook—everything from Tips, Ideas, and Activities, Classroom Management, Advocacy, what it means to be a leader, and of course data results reports. Each edition will dive into the real-world challenges of school counseling, offering solutions and tips from your Leadership Team and seasoned professionals.
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In addition to the Beacon articles, we will host a series of webinars that will expand on these topics. These interactive sessions will allow you to ask questions, engage in meaningful discussions, and learn from experts in the field. Our goal is to create a supportive learning environment where you can gain valuable insights, share your experiences, and grow together as a community of professionals committed to making a difference.
As we embark on this journey, I encourage you to take full advantage of these resources. Whether you are a new counselor just starting out or a veteran school counselor, the “What you didn’t learn in graduate school” series will provide something for everyone.
Thank you for your continued dedication to this important work, and I look forward to growing and learning alongside you as we continue to provide “Counseling That Matters.”
Until next time, Robin Zorn President, Georgia School Counselor Association
Robin Zorn 2024-2025
2024 Annual Conference:
We hope you attended and had a blast!!!
Savannah Georgia
The Mission and Vision of GSCA :
The Georgia School Counselor Association (GSCA) vision statement is to promote student success, improve student development, and continue the development of the school counseling profession. The GSCA's mission is to be essential in improving student development, assist counselors in delivering more effective services, and speak for school counselors at the state and national levels.
Francene Breakfield, EdD
Georgia Southern University
Rockdale County High School Counselor original
The Essential Counselor Toolbox: M.A.L.L.E.T., T.A.P.E., and S.C.R.E.W.S.
Whether you're new to the counseling profession or transitioning to a new level or school building, there are three key elements you need in your counselor toolbox: M.A.L.L.E.T., T.A.P.E., and S.C.R.E.W.S. These tools will help you navigate and thrive during your first year in this new role.
The M.A.L.L.E.T. (Mentors who Advocate, Love, Listen, Educate, and Train)
At the high school level, most counselors work as part of a team, often alongside two or three co-counselors. In contrast, many elementary schools have only one counselor on staff. Your coworkers are invaluable resources, offering advice on policies and guidance on how to navigate the unique climate of your school. If you have a district lead counselor, they can provide additional support and opportunities for professional development. If you are the only counselor in your building, reach out to neighboring high school counselors or others in your district. The Georgia School Counselor Association (GSCA) can also connect you with a seasoned counselor who can mentor and support you throughout this journey. Building a strong network will help you hammer out the difficult days.
The T.A.P.E. (Time Allocated to Prepare Every Day)
Graduate school may not have fully prepared you for the “duties as assigned” that come with the job. These duties can range from bus supervision to assisting with events like Homecoming, or monitoring students during lunch.
Although your schedule may be filled with meetings you didn’t plan, it's crucial to carve out time each day to prepare and reflect. Even if it's while driving to work, take a moment to create a to-do list, check your calendar, or set daily goals. Once you step into the building, the day moves quickly, so having that quiet planning time will help you stay grounded and organized.
The S.C.R.E.W.S. (Self-Care Rules for Everyone at Work)
Self-care is essential in a profession where you are expected to "fix" everything for students, teachers, administrators, parents, and even community members. When I leave the building at 4 PM on Friday, I disconnect until 8 AM Monday morning. I make it a point not to bring work home. Boundaries like these allow you to recharge and protect your peace of mind. As Aunt Maxine says, you must “reclaim your time.”
The weight of what others unload on you can be heavy, so it’s crucial to release that burden before heading home. I remind my coworkers before every holiday and summer break that I am unavailable. If there’s an emergency, they can call 911. Remember: you come first, and you must prioritize your well-being in order to effectively help others. In conclusion, don’t forget your M.A.L.L.E.T. to hammer out the tough moments, your T.A.P.E. to hold it all together, and your S.C.R.E.W.S. to keep you anchored. These tools will help you succeed as you navigate your first year and beyond.
Empowering Students Through Community Collaboration: School Counselor Tips and Ideas by Ginny
Wages
As professional school counselors, we hold unique roles that extend beyond the academic and emotional needs of students. We act as bridges to resources that can help families meet their basic needs, especially when collaborating with the wider community. By building partnerships with local organizations, businesses, and volunteers, we can create programs that provide essential items such as food, school supplies, and holiday assistance. Here are some practical tips and ideas for community collaboration that can make a significant impact on the lives of our students and their families.
1. Partner with Local Food Pantries and Establish a School Food Closet
One of the most pressing issues many students face is food insecurity. To address this, consider partnering with local food banks or pantries to set up a food closet on your school campus. This initiative ensures that students have access to nutritious meals and snacks throughout the week.
● Tip: Start by reaching out to local churches, nonprofit organizations, and grocery stores. Many of these entities may be willing to donate food items regularly.
● Idea: Designate a private, accessible space in the school where families or older students can discreetly pick up food items. Involve volunteers to help manage the food closet and promote the program in a way that maintains dignity and respect.
● Refer: If an on-site pantry is not an option, conduct food drives through the school or community and donate the items to a local co-op. Additionally, many churches offer “weekly snack bags” and will deliver them to your school as needed; I have found that all we need to do is let someone know there is a need and they will find a way to fill it!
2. Coordinate Holiday Assistance Programs
The holiday season can be stressful for families who struggle to make ends meet. Offering holiday help through community partnerships can alleviate this burden, creating a sense of joy and support.
● Tip: Organize a "Giving Tree" program in collaboration with local businesses or religious organizations, allowing community or staff members to adopt a student or family by providing gifts or essential items, including coats and gift cards, during the holidays.
● Idea: Host a "Holiday Market" where families can pick out donated toys, clothes, and other gifts for their children. Partner with local toy stores, clothing retailers, or large corporations that often participate in charitable giving during the holiday season.
3. Develop a School Supply Drive with Community Partners
Ensuring that students have the tools they need to succeed is essential. Many students start the school year without basic supplies, and replenishing those supplies throughout the year can be a challenge for families. School counselors can work with the community to organize supply drives and provide ongoing support.
● Tip: Collaborate with local businesses, office supply stores, and civic groups to collect backpacks and necessary school supplies. Leverage back-to-school promotions and ask businesses to donate overstocked items.
● Idea: Invite community organizations offering services such as after-school programs or tutoring to “Meet the teacher” events. Consider having a “free supplies” table for families.
4. Create a Resource Guide for Families
In addition to direct services, it’s helpful to compile a resource guide that connects families with ongoing community support. This guide can include information on local food pantries, housing assistance programs, healthcare services, and other resources that meet basic needs.
● Tip: Work with local social service agencies and school social workers to ensure that your guide is comprehensive and up to date. Distribute this guide at school events, through newsletters, and on the school website.
5. Engage Parents and Volunteers and Network
Engaging parents, school staff, and local volunteers can help keep these initiatives running smoothly. Additionally, network with friends, family, and community businesses to see what resources may be available. My school has been able to donate beds to families (who had no beds previously!) through the support of a generous friend and his service-minded company.
● Tip: Utilize your Counseling Advisory Council or establish a parent-volunteer group that can assist with food collection, holiday events, and supply drives.
Conclusion
By collaborating with community partners, school counselors can help address the challenges students face outside the classroom. The aforementioned ideas are just a few ways to make a lasting impact. These efforts not only meet students’ basic needs but also foster a sense of belonging and care, ensuring that all students have the support they need to thrive.
Robin Zorn
GSCA President
I remember when I first became a school counselor, classroom management was the one area where I felt like a deer in the headlights. I �� was book smart…but the hands-on, practical experience is what I needed. After 30 years, here are some thoughts and some keys strategies that have helped me throughout the years.
First things first…Things to keep in mind
· A question that I always ask myself when a student is misbehaving is, “What need is being met by this student?” All behavior is purposeful, and some need is being met by their actions…but it is up to us adults to figure that out. It is like a puzzle! Sometimes we need to try different strategies to support that student.
Check your emotions!! I cannot say that enough. The more upset we get…well you know how that turns out. And we know that we cannot control someone else’s behavior…only they can do that.
Put yourself in the student’s shoes. Would you like someone to speak to you in that way? Need I say more??
So, what can we do to positively manage classroom behaviors?
Classroom Management Strategies
Have Clear Expectations:
● Visuals: If you go into the teacher’s classroom, follow the displayed expectations the teacher put in place. If you are a PBIS school, follow the school-wide expectations.
● Create Additional Expectations Together: At the beginning of the school year, I ask my classes how they would like me to treat them. What would that look like? Then I would share how I would like them to treat me. Throughout the school year, I would remind them about what we agreed upon.
● Be Consistent: Stick to the established expectations and consequences so students know what to expect.
Tokens: Sometimes I would use tokens (e.g., tickets or points that students can earn for positive behavior and redeem for small rewards). This is a big part of being a PBIS school.
● Verbal Praise: “Thank you for paying attention during my lesson, I really appreciated it.”
● Classroom rewards: Implement group rewards such as 10 minutes of free time at the end of the lesson or listen to music while doing independent work.
Engaging Lessons:
● Active learning: Incorporate hands-on activities, group work, and interactive lessons to keep students engaged. If the students aren’t engaged in your lesson, they will engage in something else.
● Differentiated Instruction: Tailor activities to meet different learning styles and levels, keeping all students challenged and interested.
● Movement: Include short, movement activities or brain breaks to help students release energy and refocus.
Build Relationships:
● Get to know your students: Show interest in their lives and backgrounds. Greet them at the door and engage in one-on-one conversations when you can.
● Use positive language: Focus on what students can do, rather than what they shouldn’t do.
● Restorative practices: When conflicts arise, use restorative conversations to help students understand the impact of their actions and how they can make amends.
● 2x10 Relationship Building: For the individual students who really push your buttons, spend two minutes a day for 10 consecutive days talking with the student. Ask open-ended questions about what interests them. This is a good strategy to have teachers do as well since they are with them most of the time.
By using some of these strategies, you can create a positive, respectful classroom environment that supports student learning and mutual respect. As we know…there is not one full proof classroom management technique that works perfectly in every classroom…oh how I wish there was! But when we go back to the “Things to keep in mind,” all behavior is purposeful. It is up to us to figure out how to best reach the student in a caring and respectful way.
Growing Through Adversity: Counseling for Resilience
By Teshia Dula
Imagine a garden. Just as gardens need rich, healthy soil to support vibrant plants, children require a safe and nurturing environment to thrive. This "soil"—comprising love, positive experiences, and stability—forms the foundation of healthy development. Adverse Childhood Experiences (ACEs) can act like weeds that take root, spread, and smother healthy plants. These "weeds"—abuse, neglect, and household dysfunction—can significantly hinder growth and development. However, like plants that need water and sunlight to flourish, children require emotional support and guidance to overcome challenges. Even in a garden with some weeds, healthy plants can still grow with proper care. In this analogy, the gardener plays a vital role, much like a school counselor who helps cut through the "weeds" of ACEs and nurtures students to build resilience. Counselors provide tools that empower students to thrive despite challenges, instilling hope and optimism in their hearts.
Childhood adversity changes our biological systems and has lasting effects throughout life (Harris, 2018). ACEs encompass various forms of childhood abuse, including physical, emotional, or sexual abuse, as well as neglect—both physical and emotional—and household dysfunction, such as witnessing domestic violence or substance abuse. For instance, a child who witnesses their parents fighting or one who is frequently left alone due to a parent's substance abuse experiences ACEs. Our understanding of ACEs began with a study by Felitti et al. (1998), which established a clear link between ACEs and numerous health risk behaviors and diseases in adulthood. More than half of the participants reported experiencing at least one ACE, and those who experienced four or more categories faced significantly increased health risks, including alcoholism, drug abuse, depression, and a higher likelihood of chronic diseases. Understanding these connections is essential in the school context, where many affected students spend significant time.
Recognizing ACEs is important for school counselors. According to Kaiser Permanente (2024), around two-thirds of Americans have experienced at least one ACE, with many facing four or more. ACEs not only contribute to adverse health outcomes later in life—such as obesity, diabetes, and heart disease—but they also negatively affect student learning and behavior. For instance, children with three or more ACEs are five times more likely to have attendance issues and six times more likely to experience behavioral problems.
Hertz (2020) highlights that youth who experience multiple ACEs face immediate challenges: nearly 50% of youth aged 6 to 17 reported experiencing one ACE, while 23% reported two or more. These experiences can lead to academic failure, as students with two or more ACEs are almost three times more likely to repeat a grade than their peers without ACEs. Emphasizing the need for ACE awareness equips school counselors to address these issues effectively.
School counselors play a pivotal role in addressing the impact of ACEs on students. They create warm and welcoming environments where students feel they belong and also promote Social-Emotional Learning (SEL). According to Hertz (2020), the ASCA Mindsets & Behaviors framework encompasses essential skills that enhance students' social abilities, behavior, attendance, and academic performance. These competencies are integral to the American School Counselor Association's (ASCA) comprehensive model and align with the Collaborative for Academic, Social, and Emotional Learning (CASEL) framework. Primarily working within Tier 1 services—universal interventions designed to promote a positive school climate— counselors provide classroom lessons, teaching essential skills related to emotions, coping mechanisms, and resilience. For students who require additional support, counselors offer Tier 2 interventions through individual counseling sessions and small group activities, introducing mindfulness and coping strategies that empower students to manage stress and anxiety, ultimately enhancing their emotional well-being. Counselors also manage school-wide programs such as Kindness Week and anti-bullying initiatives, fostering a positive and supportive school culture. By organizing family workshops and resource fairs, they educate parents about ACEs and available support services, thereby reinforcing their value and integral role in the school community.
Understanding ACEs is vital for school counselors because these experiences can impact a child's ability to learn, socialize, and thrive. Recognizing the effects of ACEs enables counselors to identify emotional and behavioral challenges and tailor interventions accordingly. This understanding also helps counselors create safe spaces where affected students feel understood and valued. It equips them to build trusting relationships, engage families, and advocate for policies that support trauma-informed practices. Ultimately, recognizing the significance of ACEs equips school counselors to address the whole child, promoting both academic success and personal resilience. This empowerment and responsibility are integral to their role, allowing them to guide students to blossom into their fullest potential.
References
Felitti, V. J., Anda, R. F., Nordenberg, D., Williamson, D. F., Spitz, A. M., Edwards, V., Koss, M. P., & Marks, J. S. (1998). Relationship of childhood abuse and household dysfunction to many of the leading causes of death in adults: The adverse childhood experiences (ACE) study. American Journal of Preventive Medicine, 14(4), 245-258.
Harris, N. B. (2018). The deepest well: Healing the long-term effects of childhood adversity. Houghton Mifflin Harcourt.
Hertz, M. F. (2020). Address adverse childhood experiences. Retrieved from https://www.schoolcounselor.org/Magazines/May-June-2020/Address-Adverse-Childhood-Experiences
Jones, C. M., Merrick, M. T., & Houry, D. E. (2020). Identifying and preventing adverse childhood experiences: Implications for clinical practice. JAMA, 323(1), 25-26. https://doi.org/10.1001/jama.2019.18499
Kaiser Permanente. (2024). Thriving schools. Retrieved from https://thrivingschools.kaiserpermanente.org/
Wallace, L., Hai, A., & Franklin, C. (2020). An evaluation of working on what works: A solution-focused intervention for schools. Journal of Marital and Family Therapy, 46(4), 687-700.
Wartski, S. (2024, May 17). Parenting is like gardening. Psychology Today. Retrieved from https://www.psychologytoday.com/us/blog/mindful-metaphors/202405/parenting-is-like-gardening
ES Tips, Ideas, and Activities for New School Counselors
By: Merrill Baxley ED.S
As a new elementary school counselor, building strong relationships with students is a key foundation for your work. Spend time in classrooms, during lunch, or at recess to connect with students, making yourself visible and approachable. An open-door policy and a welcoming office environment can help students feel safe and respected when they need support. Equally important is establishing strong communication with teachers and parents to become part of the larger support network for each student. Regular meetings, workshops, and offering resources for teachers and families are essential to maintaining collaboration.
Incorporating core curriculum lessons on social-emotional learning (SEL) is a proactive way to reach all students. Interactive lessons focused on topics like conflict resolution, empathy, and emotional regulation can be highly effective when combined with activities such as role-playing, art projects, or group discussions. Make sure you align your lessons with ASCA’s Mindsets & Behaviors standards for student success.
Small group counseling provides targeted support for students with similar needs, such as building selfesteem, learning friendship skills, or managing emotions. Using games and activities can make these sessions engaging, while setting personal goals gives students a sense of purpose and achievement.
One-on-one counseling sessions allow you to support students on a more individualized basis. Tools such as emotion thermometers, feelings charts, or calm-down kits can help younger students express themselves and regulate emotions. Introducing problem-solving models teaches students critical thinking by walking them through steps like identifying a problem, brainstorming solutions, and evaluating outcomes.
Additionally, organizing school-wide programs or events such as kindness campaigns, career days, or buddy programs can help foster a sense of community and promote positive behaviors. We are just starting No Place for Hate at our school and we are loving it so far. Below are some examples of activities that I have used for core curriculum lessons, small group counseling, and individual counseling.
1. Feelings Charades:
○ A fun and interactive game where students act out emotions like happiness, anger, sadness, etc. Helps students recognize and name emotions.
2. "All About Me" Collage:
○ Students create a collage with images or words that describe who they are. This can be a great way to learn about their interests, strengths, and self-perception.
3. Calm Down Corner:
Set up a designated area in classrooms with calming tools (e.g., stress balls, coloring sheets, or breathing exercises) where students can go when feeling overwhelmed
1. Friendship Bingo:
○ Create a bingo board with different social actions (e.g., "Introduce yourself to someone new" or "Help a classmate with their work"). Encourage students to complete a row or column to earn small rewards.
2. Worry Box:
○ Have a box in your office where students can write down their worries and place them inside. This can help students externalize their concerns, and you can later discuss how to handle them.
3. Goal-Setting Activity:
○ Encourage students to set academic, social, or personal goals. Help them create action steps and track their progress over time.
4. Breathing Techniques:
○ Teach simple mindfulness and breathing exercises, such as "balloon breathing" or "5-finger breathing," to help students regulate emotions and calm down when stressed.
Starting your journey as a school counselor is an exciting and rewarding challenge. These ideas and tips will hopefully help you foster a positive school environment while providing vital support to your students.
Making Counseling Skills Stick with the Four Ps: Props, Puppets, Party Favors, and Play!
By Dr. Nancy Pittard Jones
As counselors, we spend a significant amount of time planning, preparing, and delivering our counseling lessons, whether they are in classrooms, small groups, or even individually with students. But how do we maximize the opportunities to make concepts stick, when we have a limited amount of time to deliver our content? Remember that information travels from short-term to long-term memory in different ways depending on individual brain wiring. In order to optimize learning and the chances of making skills stick, try using one or more of these four Ps:
PROPS
Props: Sein (2022) suggested that visual supports increased student engagement in a classroom setting. Other research has suggested that humans take in 65% or more of their total information visually. Visual props may help that happen! If you are counseling a student that worry can cloud their vision, pull out a pair of “worry glasses” – oversized goggles or glasses from a local dollar store, with lenses that make things “fuzzy.” If the classroom lesson is “don’t judge a book by its cover,” bring two books – one with a brown paper bag cover, and one with an exciting, colorful cover! The plain brown book, of course, is exciting inside, whereas the colorful cover book contains only blank pages.
PUPPETS
Puppets can be a type of prop that makes it easy to grab and hold the attention of your students. The puppet (or stuffies) might match a book you are using in your lesson, or it might be your school mascot: at my school, we are the wolves, and Wesley the Wolf goes with me many places throughout the day! Puppets can also help with classroom management. I often tell students I am looking for a wellbehaved student to “babysit” my puppet while I do an activity or lead a lesson. I just place the puppet on a desk, and periodically move it to other desks as I see other students trying hard to be the puppet keeper!
PARTY FAVORS
Party Favors are the take-homes: something the students make during the lesson, that they keep and take home, so that they can continue to have discussions about the content presented. Teaching multiple lessons on bully prevention? Give them guided notes in a book format (stapled together with a cardstock cover) so they can fill in the blanks while you share information. They can also illustrate scenarios or draw their suggested solutions to problems. Doing some lessons on being responsible? Have them create a bookmark of five ways to show responsibility, or a sticker they can wear home that says, “Ask me what I know about being responsible!” Want students to remember your lesson on being resilient? Leave them with a small rubber ball that they write “(their name) can bounce back!”
PLAY
Play is the language of children and allows them to move! Whether you create a “jeopardy” type game on a power point or have the students create a skit to capture content you’ve taught them, getting them up and moving may increase their motivation and engagement. If you’re teaching social skills, pair up your students and have them toss a small stuffed animal back and forth as they take turns participating in a conversation. Play the four corners game to introduce or wrap up a lesson. Try a Go Noodle video that helps students practice selfcontrol.
As you continue to explore these 4 Ps, remember that they are often better together! Teach them a song with set movements to compliment a topic you are teaching. I always teach my fourth-grade students The Bully Wrap from my friend David Young’s book, Skits, Raps, and Poems for the School Counselor (Young et al. (2009). Years later, my students still break into the bully rap when I see them! Pair a prop with a party favor: if you’re bringing your Worry Toolbox full of items to help chase away worries, have them make and take one of the items (worry spray or a worry stone). Experiment with these 4 Ps to help your important work root itself into the minds of the students in your care.
References
Sein, Naomi A. (2022) "Enhancing the Educational Environment: Improving Student Outcome Using Visual Supports," PANDION: The Osprey Journal of Research and Ideas: Vol. 3: No. 1, Article 7. Available at: https://digitalcommons.unf.edu/pandion_unf/vol3/iss1/7
Young, D. S., Sirrell, T., & Mar*Co Products, Inc. (Firm. (2009). Skits, raps, and poems for the school counselor. Mar*Co Products, Inc.
Relationship Building is the Real “Flex” for Rural School Counselors:
Incorporating an ecological school counseling framework to meet the needs of students from rural schools.
Yolanda Duncan, Middle School Counselor/Dooly County K-8 Academy
GA
Rural Counselor Liaison/GSCA
School counselor graduate programs teach a broad range of theoretical approaches and strategies that focus on meeting the needs of students. In theory, our training tells us that we must utilize these theoretical approaches to be competent in how we meet the needs of each student. Unfortunately, it seems as though school counseling preparation programs are taught through the lens that all schools have comprehensive school counseling programs where school counselors are appropriately utilized within the school setting and have adequate resources to meet the needs of students. These are not always ideal, moreover, realistic for rural school counselors.
School counselors who work in rural communities are most often the only school counselor in that school or sometimes in the district. As a result, a rural school counselor must work in multiple roles throughout the building, thus being inaccessible to all students; consequently, leading to the ineffectiveness of the counselor or burn out. With the increased unmet mental health needs of students heightened after the pandemic, and recent mass school shootings, which have impacted student academic or post-secondary successes, schools are not functioning without the expertise of trained school counselors within the building. To combat ineffective school counselors due to being inappropriately utilized and their limited accessibility to their students, rural school counselors must approach their roles within the schools and build their level of effectiveness from a relational perspective. School counselors working in rural schools must be creative in how they build relationships with their students, school and district personnel, parents, and other community stakeholders. Building these connections can allow for the needs of all students to be addressed and ultimately met.
A school counselor’s most distinctive characteristic is to be relational; to be able to build relationships with others for positive outcomes. In comparison, one of the most common characteristics of rural communities is the feeling of having close-knit relationships within the community (like a Hallmark Channel movie during the holidays). Bronfenbrenner (1979) developed a theoretical systems framework on how an individual lives and interacts within four ecological systems: microsystem, mesosystem, exosystem, and macrosystem. In a more modern approach to Bronfenbrenner’s approach, McMahon et. al. (2014) presented the ecological school counseling (ESC) framework in reference to how the school counselor operates within five ecological systems:
· Individual: Individual counseling, goal setting
· School: Small groups, classroom lessons
· Community: Advisory councils, staff and family collaborations
· Public policy: Examine censes data that equates to local dollars supporting student-focused programs and initiatives
These five systems will help rural school counselors to have an identity as well as position themselves to be adequately functionable inside and outside the school community. Adopting an ecological school counseling framework will also inform all stakeholders of the school counselor’s role, be accessible to students, provide effective student interventions/initiatives, less burnout, and ultimately, function as a comprehensive school counselor who is meeting the needs of all students.
Source:
Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Harvard University Press.
McMahon, H. G., Mason, E. C. M., Daluga-Guenther, N., & Ruiz, A. (2014). An ecological model of professional school counseling. Journal of Counseling and Development, 9(3), 248-251. https://doi.org/10.1177/2156759X0500900307
