The GSCA Beacon: Spring 2023

GSCA BEACON

SPRING 2023

TABLE OF CONTENTS

• School Counselors Advocating for their role …. Pg 3

• Supporting Students That Do Not Speak ….Pg 4

• Stand Up Comedy In Counseling …..Pg 5

• Culturally Responsive Counseling …. Pg 8

• Embrace Cultural Competency …. Pg 9

• Does Y’all Really Mean All ….Pg 12

• Minority to Majority …. Pg 16

• Black Lives Matter ….Pg 17

• Black Male School Counselors ….Pg 18

• Including Students with Intellectual Disabilities ….Pg 20

• How Do We Elevate Ourselves When Dealing With Loss …. Pg 21

• A School Counseling Response To Grief …. Pg 22

• I’ll Tread Water You Use The Life Jacket …. Pg 24

• Best Practices for Transitioning From Elementary to Middle ….Pg 25

• CONGRATULATIONS GEORGIA RAMP SCHOOLS! …. Pg 28

• Stress is Inevitable, Burnout is Preventable ….Pg 29

• School Counseling Supervision …. Pg 32

• Cup Running Low? …. Pg 35

• Students Experiencing Parental Relationship Distress …. Pg 37

• Make Room For Micro-credentials ….Pg 39

• Financially Preparing for College …. Pg 41

• Counselors supporting contracted student support Professionals ….Pg 45

School Counselors Advocating for their Role in Schools, Districts, and Communities

Natalie Grubbs, natalieg@gsu.edu

School Counselors List Roadblocks to Self-Advocacy

At the beginning of this school year, the GSCA Leadership Team asked over 100 Georgia school counselors about their experiences with advocating for their school counseling programs. We asked the questions below, and then looked for common themes.

 “When it comes to self-advocacy, what roadblocks have you experienced when advocating for your position within your school or district?”

 “What success have you had around self-advocacy?”

Roadblock: Lack of Awareness of the Role of the School Counselor

The school counselors who responded to the questions above shared several common roadblocks to school counseling program advocacy, as well as some tips to overcome some of those roadblocks. However, there was one roadblock that emerged as the most common roadblock to school counselor self-advocacy: The Lack of Understanding about the Role of the School Counselor. While this is a common roadblock to advocating for the school counseling program, school counselors were able to identify keys to their success in advocating for a better understanding of the roles they play in their schools, districts, and communities.

School counselors described the expectations of teachers, school administrators, and parents around what school counselors should be doing with their time as one of the roadblocks to school counselor role-awareness and self-advocacy. Some counselors stated that they feel there is no interest at all in what the school counselor is trained to do or should be doing to serve students. Old ideas of the role of a school counselor, ignoring responsibilities of diversity, equity, inclusion, and justice (DEIJ) work were other roadblocks to school counselor role awareness that school counselors identified.

Tips for Success in Raising Awareness of the School Counselor’s Role

School counselors who have experienced success with advocating for a greater understanding of the role of the school counselor shared tips for success that include defining the school counselor’s role, advocating for the use of the school counselor’s time, promoting school counselor leadership, and advocating for school counselorstudent ratios.

Define the School Counselor’s Role

 Implement a comprehensive school counseling program and work towards the Recognized ASCA Model Program (RAMP) designation.

 Advocate for being called a School Counselor instead of a Guidance Counselor

 Use resources available from GSCA and ASCA to raise awareness about the role of the school counselor.

Advocate for the use of the School Counselor’s Time

 Use use-of-time and program outcome data to request the removal of noncounseling duties from school counselor responsibilities such as:

o Response to Intervention (RTI) duties

o administrative duties

o teaching on specialist rotations.

Promote School Counselor Leadership and Recognition

 Become active in your school, district, and community in leadership roles that raise awareness of the role of the school counselor.

 Encourage the inclusion of school counselors in award programs like “Teacher of the Year” programs to promote school counselor role awareness.

Advocate for Counselor-Student Ratios

 Advocate for full funding of a school counselor ratio of 1:450 for all student categories. All Georgia school counselors should continue to advocate with state Senators and the Senate Appropriations Committee members to make sure all voices are heard.

 Please see the March advocacy update email to all members for notes on how to advocate for The State Budget aka HB19: General appropriations.

For an excellent tool and more information on advocating for the role of the school counselor, check out the advocacy resource page on the GSCA page for a PowerPoint

Supporting Students That Do Not Speak

April West

april.west@gcpsk12.org

Selective mutism is a communication disorder that affects approximately 1% of children. A child can speak normally in certain situations, such as at home or with close friends, but is unable or unwilling to speak in others, such as in school or other public places (2022). Working with selectively mute students can be challenging and rewarding for school counselors. On one hand, you know that working with them can have an impact on their academic and social success, but there is sometimes a fear that you lack the knowledge and tools to be effective.

Since the pandemic, school counselors have seen a noticeable rise in the number of students with symptoms of selective mutism (Raggi). One of the biggest challenges a school counselor faces when working with selectively mute students is communication. Considering this barrier, it is important to keep in mind that traditional counseling methods might not work with these students and that they need a more personalized approach to counseling. Students who do not speak still need to be heard, and the more creative the environment, the more opportunities there are for that to happen.

When working with selectively mute students, the primary focus is to create a safe and supportive environment where they can feel comfortable and slowly build their confidence. School counselors can start by establishing trust and building rapport with the student using nonverbal communication and allowing them to communicate in alternative ways.

In keeping with the personalized approach to counseling, there are several activities that school counselors can do with selectively mute students in one-on-one sessions to help them express themselves. The goal of these activities is to help students gain confidence and feel comfortable talking to people in different settings. One example is role-play. Games such as Charades or Pictionary can add a twist to role playing and help selectively mute students practice their communication skills in a fun and interesting way.

Another activity is creating a personal journal or artwork. Employing art therapy techniques can be a way for students to express their thoughts and feelings nonverbally. School counselors can encourage the student to share their journal or artwork if they feel comfortable doing so, or they can simply keep it as a personal outlet for self-expression. This activity can be taken a step further by utilizing a sand tray and incorporating play techniques and sensory exploration.

In addition, technology can be a useful tool in working with selectively mute students. Using electronic Boom Cards is a wonderful way to create an interactive learning environment that can help with social-emotional learning and selfregulation. Another way to use technology when working with these students is to use video conferencing

and messaging. This tool may be reserved for middle- to high-school students, but it can be an effective alternative to in-person meetings.

It is also important to include the student's family and teachers in the counseling process so that everyone works together in a consistent way. School counselors can provide support and strategies in the form of resources and outside referrals to help parents and teachers understand the condition and support the student's needs.

In the end, working with selectively mute students takes patience, empathy, and a willingness to change to meet their needs. By making counseling more personalized and supportive, school counselors can help these students get past their trouble communicating and reach their full academic and social potential.

RESOURCES:

What is selective mutism. Selective Mutism Anxiety & Related Disorders Treatment Center | SMart Center. (2022, July 14). Retrieved March 15, 2023, from https://selectivemutismcenter.org/whatisselectivemutism/Raggi, V. (n.d.).

Silent and overlooked: Children with selective mutism. Psychology Today. Retrieved March 22, 2023, from https://www.psychologytoday.com/us/blog/brave-voices/202204/silent-andoverlooked-children-selective-mutism

Stand Up Comedy in Counseling: An Exploration of Comedy, Laughter, and Treating Trauma Among Adolescents

Shannon Zogran

shannonzogran@gmail.com

“Laughter and tears are both responses to frustration and exhaustion. I, myself, prefer to laugh, since there is less cleaning up to do afterward.”

-Kurt Vongett

Introduction: Trauma Defined

“He that conceals his grief finds no remedy for it”, (Understanding substance abuse, 2008). As the mental health field continues to voice the large body of old and new research which shows the lifelong, life altering impact trauma has on one’s livelihood, there is hope more people will understand the importance of this Turkish proverb. A traumatic event is any event, such as abuse, a natural disaster, accident, which induces a sense of distress, horror, helplessness, injury, or threat of injury or death. Trauma is the emotional response one feels after experiencing a traumatic event. A trauma response typically involves emotional effects, such as anxiety and panic attacks, and physical effects, such as fatigue, poor concentration, and body pains. . What is currently known about trauma among adolescents is traumatic events impact an adolescents’ mental and physical health for years following the traumatic experience.

Although trauma is in many ways an emotional response, the effects of trauma are no different from “the effects of physical lesions like strokes” on the human body (Van Der Kold, 2015). While a whole book may be written solely on different kinds of traumatic events and how various people experience trauma, this article will focus on how trauma impacts adolescents and evidence-based interventions for adolescents. A basic understanding of the biological and psychological manifestations of trauma aids in the understanding and application of this paper. It is recommended that readers preemptively review the core concepts and topics found in Bessel Van Der Kolk’s book The Body Keeps the Score (2015).

Trauma Among Adolescents

The National Child Traumatic Stress Network (NCTSN) released a comprehensive article highlighting how adolescents experience trauma (2008). The review focuses on the association between adolescent trauma and future substance abuse. Adolescents who experience trauma will not automatically become future substance abusers. Yet, the correlation between ineffective coping among adolescents and future drug use is one that cannot and should not be ignored. Thus, school counselors must understand how trauma symptoms present in teens and have hope that there are effective, evidence-based interventions.

NCTSN describes teens who experience trauma as responding recklessly by “taking more risks” than they normally would prior to the traumatic event, withdrawing from their normal activities, fear of “going crazy” due to their strong reaction to the event or triggers, and feeling stigmatized and that they cannot talk about the traumatic event. Adolescents also experience “unexplained physical symptoms, difficulty regulating emotions, poor impulse control, sleep disturbances, and low self-esteem”. The statistics on teens experiencing traumatic events is disheartening and reaffirms the priority trauma-informed practices must take in schools. “Four out of ten adolescents have witnessed violence, seventeen percent have been physically assaulted, and eight percent have experienced sexual assault”. Without having someone to help them navigate their trauma and learn healthy coping mechanisms, many teens turn to substance abuse.

Following a traumatic event, between 25%-76% of teens turn to substance abuse. Although trauma, especially trauma among adolescents, is a difficult topic to address and the statistics may seem disheartening, there is hope for all teens to learn how to cope with their trauma and to live happy and healthy lives full of purpose. A traumatic event does not define a teen, it is how the teen adapts, copes, and continues to live after the traumatic event which dictates their future. One caring adult, such as a school counselor, can step in, support a teen, and change their life following a traumatic event by learning about and implementing effective interventions.

Oxford dictionary also describes humor as both a noun, a state of mind, and a verb, complying with one’s wishes. The overall purpose of comedy and humor is to make people laugh and to bring about a light, silly feeling. A misconception of comedy is that it must always be happy. On the contrary, some of the best comedic moments come from some of the most intense, serious times in life.

The first known use of comedy took place in fourth century B.C.E. when Aristotle described comedy’s important role in connecting “humans as social beings, rather than as private persons, and that its function is frankly corrective” (Encyclopedia Britannica, inc., n.d.). Aristotle cited comedy’s purpose as to “hold a mirror up to society to reflect its follies and vices, in the hope that [it] will, as a result, [mend].” While one may not anticipate such a deep purpose behind comedy, it is profound to learn that comedy’s original purpose is almost identical to the purpose of counseling interventions in trauma therapy. Both areas ask a traumatized person to look at themselves, to reflect on their experiences, and to share in that emotion with their community. After this is all said and done, the outcome is corrective, or in other words, healing. Profound, right?

Comedy : A Brief History

Trauma is not funny. Comedy is funny, or at least good comedy is supposed to be funny. Why on earth are comedy and trauma being discussed in the same article? It may make sense to begin by defining comedy and discussing its origins. According to the oxford dictionary, comedy is a form of entertainment with the intent of making people laugh.

Additionally, much literature around trauma, the arts, and community support this sentiment comparing trauma interventions and the purpose of comedy. Van Der Kolk (2015) explains that community experiences and music help “create meaning beyond our individual fate”. He explains that traumatized people can struggle to feel deeply and can be hesitant and scared to allow themselves to experience their emotions and lose control. Comedy, which is a form of theatre, on the other hand, “is about embodying emotions, giving voice to them, becoming rhythmically engaged, taking on and embodying different roles. . As we’ve seen, the essence of trauma is feeling godforsaken, cut off from the human race.

Theater involves a collective confrontation with the realities of the human condition.” Community theater appears in many different forms including theatrical comedy, which is a scripted performance, improv comedy, which is a comedy completely made-up in the moment, and stand-up comedy, which features one person telling humorous stories and jokes alone on stage.

Coping with Comedy: Military Veterans and Stand-Up

A basic understanding of the history of comedy and its connection to healing provides the framework needed to explore how comedy can help adolescents cope with trauma. This section of the paper will focus on a study published in 2022 titled “Comedy Bootcamp: stand-up comedy as humor training for military populations” (Olah et al.). Limitations of focusing on this article include the focus on an adult population rather than adolescents and the interventions did not take place in a school setting. Nonetheless, the results are important to note when using comedy as an intervention for trauma and the interventions can be adapted to other populations.

Olah et al. (2022) gathered data on a 72-person, stand-up comedy bootcamp which is specifically geared to military services members to build community, teach them stand-up comedy, and allow them to learn how to cope with their trauma through humor. The seven-week course involves teaching service members the basics of stand-up comedy and ends with a public performance where each participant gives a five-minute standup set. The course follows the seven humor habits framework which includes: “(1) surround yourself with humor and reflect on your own sense of humor, (2) cultivate a playful attitude, (3) laugh more often and more heartily, (4) create your own verbal humor, (5) look for humor in everyday life, (6) take yourself lightly and learn to laugh at yourself, and (7) find humor in the midst of stress.” The immediate results indicated a significant difference among participants including increased self-esteem, less depression and stress, and greater resilience upon program completion.

When looking for ways to help adolescents cope with trauma, such aspects of the interventions that are important to keep in mind is what symptoms should be alleviated by the intervention. It makes sense to focus on self-reports such as depression, self-esteem, stress, anxiety, and resiliency inventories. As discussed in the study, these inventories strongly correlate with quality of life and effective coping after experiencing a traumatic event. Additional research must be done to understand the impact stand-up comedy and comedy in general has on trauma, but from this study one may infer that using comedy as an intervention for trauma may be effective or, at the very least, have a significantly positive impact on those involved.

Overall, school counselors should consider the therapeutic benefits of comedy when supporting students who have experienced a traumatic event. The benefits of building a community, learning a new skill, and finding humor within life’s darkest moments can increase self-esteem, decrease stress, and decrease feelings of depression. Research is limited and counselors must understand their own limitations when supporting traumatized students. Yet, the implications give an excellent foundation for future use of comedy in the school setting and in supporting adolescents impacted by trauma.

This paper ends with a simple reflection and call to action. How can we endure life’s travesties without trying to find moments of joy? Counselors cannot solve their clients’ and students’ problems, but they can teach them ways to find joy on their journey and purpose in their life. Comedy and humor may be an effective treatment to achieve this goal and counselors have ignored this potential treatment for far too long. Who will shine a light on the potential of comedy in therapy? What benefits are traumatized adolescents missing out on by ignoring the potential of stand-up, improv, and theatrical comedy as interventions?

References

Encyclopedia Britannica, inc. (n.d.). Comedy: Literature and Performance. Encyclopedia Britannica. Retrieved December 12, 2022, from https://www.britannica.com/art/comedy

Olah, A., Junkin, J., Ford, T. & Pressler, S. (2022). Comedy Bootcamp: stand-up comedy as humor training for military populations. HUMOR, 35(4), 587-616. https://doi.org/10.1515/humor-2022-0007

Understanding substance abuse in adolescents: A Primer for Mental Health

Profesffdionals. (2008). PsycEXTRA Dataset. https://doi.org/10.1037/e738852011001

Van Der Kolk, Besser. (2015). The body keeps the score: Mind, brain and body in the transformation of trauma. Penguin Books.

Laughter and tears are both responses to frustration and exhaustion. I, myself, prefer to laugh, since there is less cleaning up to do afterward.”

-Kurt Vongett

Do you have innovative ideas and strategies to share with your fellow counselors throughout the state?

We invite you to submit your proposal to present a program at the 2023 Annual Conference in Augusta, GA, November 1 - 3, 2023. The deadline has been extended to May 17th.

More Information and Link to Submit Proposals on the GSCA Website: https://www.gaschoolcounselor.org/call-for-proposals Proposals covering the various topics and interest areas of school counseling such as Academic Achievement, Information Technology, College Readiness, Social Emotional Learning, Mental Health Awareness, and Diversity, Equity & Inclusion - just to name a few - are accepted.

Proposals that incorporate this year’s conference theme, Making a Difference in the Lives of Students, are highly encouraged!

In addition, we are also welcoming school administrators to attend our conference this year so they can learn more about the potential contributions and impact of school counselors in their buildings.  Please consider proposing workshops for this targeted audience.

Deadline to submit your proposal: Extended to May 17, 2023

Acceptance decisions emailed to submitters: Late July

Culturally Responsive Counseling-Diversity, Inclusion, and Equity

Dr. Tamika Hibbert, drtamikahibbert@gmail.com

Culturally responsive counseling can be described as the School Counselors' ability to identify, recognize, and utilize the cultural strengths of students to increase positive outcomes. A major component of establishing a culturally responsive school counseling program involves connecting and supporting all students within the learning environment. This includes school counselors having a thorough awareness of the role that diversity, equity, and inclusion in cultivating a culturally responsive counseling environment that helps students to foster innovation, develop new perspectives, and gain further insight.

Diversity, equity, and inclusion is a theoretical framework that seeks to promote the fair treatment and full participation of all people, especially in the workplace, including populations who have historically been under-represented or subject to discrimination because of their background, identity, disability, and other reasons. School Counselors can apply this academic context to the educational environment by employing techniques to increase diversity. One approach involves providing support services to all students regardless of their background or demographics. Another strategy includes the counselor counseling making assumptions about the students based on a specific component of their lives. An example includes the school counselor presuming that a student does not want to participate in a small group session because English is not their first spoken language.

A culturally responsive counselor also recognizes the significance of utilizing inclusive methods to ensure that every student has access to the support services and resources provided by the department. Effective school counselors can attain this goal by employing the following four elements in their daily: relationships; shared experiences; advocacy, and a sense of identity. A school counselor can build relationships with students and enhance their sense of identity by being visible and available. Some of the techniques that help to build the school counselor and student relationship include introducing yourself to students and parents at the beginning of the school year, conducting large group sessions that discuss the role of the School Counselor, leading workshops, directing small group sessions that address students social and emotional matters, and arranging individual sessions that focus on academic, career and personal topics.

Additionally, counselors can boost inclusive practices through the sharing of individual and professional experiences with students and being an advocate. Using this type of approach allows students to recognize interests, qualities, and attributes they may have in common with the School Counselor. As a result, the student might feel more connected and relatable to the School Counselor. For instance, sharing information regarding your high school and college journey can provide students with the vision needed to develop short-term and long-term. Furthermore, encouraging the student throughout this process can help increase their levels of enthusiasm and motivation required to attain successful outcomes.

Lastly, it is phenomenal when School Counselors can implement the various practices previously discussed. However, it becomes obsolete if all students do not have access to the multiple services provided by the School Counseling program. Therefore, equitable measures must be employed to ensure that each student receives what they need to develop to their full academic and social potential. School Counselors can increase the likelihood by detecting and eradicating some of the barriers that exist in the learning environment, which include peer pressure, fear of failure, lack of self-esteem, and lack of goals and social skills.

EMBRACE Cultural Competency (Considerations for the School Counselor)

Cultural competence is defined as “an evolving concept that originally emerged in American healthcare provider discourse in the 1980’s as a response to concerns over health disparities observed across immigrants and persons of color” (Danso, 2018; as cited in O’Malley et. al., 2018, p. 258). It was suggested that potential nurses must possess cultural competency in order to respond effectively to the cultural needs of patients and be able to cooperate successfully with diverse members of the healthcare team (Dayer-Berenson, 2014). School counselors, administrators and educators are similar to the example of the healthcare provider in that we must not only cooperate and collaborate with diverse team members, but connect with our students and their community in order to positively affect our student’s social-emotional learning and academic achievement.

The Health Network Solutions developed strategies for cultural competency to include a variety of topics, such as value diversity, acceptance, knowledge of culture and awareness. We compiled some of these strategies along with other ideas from our professional and personal experiences for school counselors to consider as it relates to cultural competency in education. Using the acronym EMBRACE.

“Culture is lived experience.

Culture is fluid.

Culture is visible and non-visible.”

(Gupta, 2007)

With so many dimensions, how does one embrace cultural competence?

Naomi Howard, EdD howardn@clarke.k12.ga.us Ervin Howard, PhD Ervin.Howard@ung.edu

EMBRACE

R- Respect

The core or central belief of cultural competence seems to be a cooperative respect for all ethnic groups of all people. Thus “cultural competency is understanding oneself as cultural being, having an appreciation for, and an understanding of, diverse populations and interacting with other cultural groups in ways that recognize and value their differences” (Cross, 2008; Gallavan, 2005; Miller & Mikulec, 2014; as cited by Kondor, 2015, p.2). In the classroom, we often hear the cliches ‘to get respect you must give respect’ or ‘you will need to earn my respect.’ Instead, how about reframing our thought process as educators and training our students to ‘give respect no matter what.’

A- Appreciation

E- Environment

The school environment often aligns with PBIS expectations. The Center on PBIS (2021) gives a number of suggestions when considering cultural responsiveness for establishing a positive learning environment: two-way communication, diverse team composition, and ensuring expectations are reflective of cultural values in the community.

M- Model

School Counselors have an obligation to model to the ASCA Ethical Standards which include providing culturally responsive instruction, advisement, and support diverse referrals for outside counseling agencies; along with advocating for evidence-based, culturally sustainable interventions. (ASCA, 2022)

B- Bias

Recognizing not only your personal bias, but also bias at the systemic level. The implicit bias needs to be acknowledged and counteracted in order to create a safe learning environment. (O'Mallley et al., 2018)

Appreciation of differences can be implemented with cultural and/or field immersion with service-learning projects, volunteerism and community involvement. These experiences can also help students learn employability skills (or soft skills) for college and career readiness. Szucs et.al. (2019) gave an example of pre-service teachers going into an urban school setting to teach health education and awareness in riding public transportation was an eyeopening experience for them.

C- Cultivate acceptance

Participating in cultural immersion activities helps counselors and educators gain a global perspective and increase self-efficacy as they prepare to meet the needs of diverse populations in their school. (Szucs et.al., 2019)

E- Evaluate (on-going professional development)

Evaluation is two-fold. First, evaluating the school’s data and being reflective in decisions; for example, having discussions of systemic change vs. student intervention (Leverson et.al., 2021). And second, as a professional school counselor, it is imperative to seek out professional development opportunities to continue to grow in cultural competence.

Finally, as we reflect on Szucs et. al.’s (2019) definition of cultural competence as “the ability of an individual to understand and respect values, attitudes, beliefs, and morals that differ across cultures” (p.70); it reminds us to have unconditional positive regard for all individuals. As the lyrics from a song by Mandisa say:

We all bleed the same

We're more beautiful when we come together

We all bleed the same

So, tell me why, tell me why We're divided

In considering the advice from the healthcare professionals regarding cultural competency, hopefully we can help stop the metaphorical bleeding and come together in an EMBRACE to create a positive learning environment for all.

References

American School Counseling Association. (2022). 2022 ASCA Ethical Standards for School Counselors.

Dayer-Berenson, L. (2014). Cultural competencies for nurses: Impact on health and illness (2nd ed.). Jones & Bartlett Learning.

Gupta, S. R. (2007). A quick guide to cultural competency: Practical tools for leading in today's multicultural business environment (1st ed.). Gupta Consulting Group.

Guidelines and Strategies for Cultural Competency. (n.d.). Guidelines and Strategies for Cultural Competency. Document retrieved from https://www.healthnetworksolutions.net/index.php/guidelines-and-strategies-forcultural-competency

Kondor, C.A.H. (2014). The fortuitous impact of a cross-cultural tutoring experience on prospective teachers’ development toward cultural competency (UMI 10254239). [Doctoral dissertation, Concordia University].

Leverson, et.al. (2021). PBIS Cultural Responsiveness Field Guide: Resources for Trainers and Coaches. Document retrieved from https://www.pbis.org/resource/pbis-cultural-responsiveness-field-guideresources-for-trainers-and-coaches

O'Malley, M. D., Wolf‐Prusan, L., Lima Rodriguez, C., Xiong, R., & Swarts, M. R. (2019). Cultural-competence considerations for contemporary school-based threat assessment. Psychology in the Schools, 56(2), 255–275. https://doi.org/10.1002/pits.22197

Szucs, L.E.; Shipley, M., McNeill, E.B.,Housman, J., & Vinal, C. (2019). Developing preservice teachers’ cultural competency through urban immersion. American Journal of Health Studies, 34 (2), p. 69-79.

Does Y’all Really Mean All?

Laura Ross lauraruthross@gmail.com

I began my counseling career in a men’s correctional facility in 2001. In addition to being a counselor, I was also the Security Threat Group (STG) Coordinator. As the STG Coordinator, I helped to identify detainees who were members of gangs and hate groups. Those identified were added to my caseload as a counselor. The majority of my caseload included detainees in gangs ages 17- 68. My work with these detainees is why I became a school counselor. I learned so much from them on how educators and the education system had failed them. They had no connection to their education. They felt sure they did not belong in school and their experiences in school told them that the educators in school agreed with them, that they did not belong in school. These intelligent, talented, charismatic, leaders dropped out of school and found a place to belong in gangs. Gangs that gave them worth, purpose, hope, belonging, and what seemed like support that they did not get elsewhere.

Many people know this story about what I learned from these detainees and how they are “my why” behind me being a school counselor. But…these weren’t the only lessons I learned being a counselor in the correctional facility.

While most of my caseload was made up of gang members, a smaller portion of my caseload, as the STG coordinator, included detainees who were members of white supremacist hate groups such as the Ku Klux Klan, Aryan Nations and other neo-Nazi groups. Being the counselor for white supremacists as a Black biracial woman was not easy and it is not necessarily something that I believe everyone can or should do. It means working with people whose words and actions can be demeaning, hateful, and violent. However, I learned many lessons through this experience. First and foremost, I learned I could be a counselor who utilized unconditional positive regard when counseling, supporting, and advocating for any person, including someone who essentially hates me because of my race. For me unconditional positive regard simply means seeing humanity in a person regardless of what they say or do. And with that, I can listen and work to understand a person’s experience and I can advocate for their rights as a human being. Unconditional positive regard allowed me to have a positive counselor-detainee relationship even in these situations. In what seemed like an impossible and unimaginable situation, I learned how to be a counselor without imposing my own values and beliefs while counseling, teaching, and advocating for others.

Fast forward to my 17th year as a school counselor in 2023 and my why is still about creating connections with ALL students and especially those students who don’t feel like they belong in school. AND in 2023, I am heartbroken and angered as so many adults in and out of school buildings are working to disconnect our most vulnerable student populations from belonging in our schools. Ill-informed, ignorant, and yes - even hateful politicians, parent groups, and individuals are creating policies, practices, and laws that are targeting the rights and wellbeing of our youth. It puts into question the meaning behind that common southern word, “y’all.” Y’all - meaning ‘you all.’ But do we really mean ALL?

Just in the state of Georgia alone, over the past few years, we have seen an onslaught of state legislation, district policies, and school level practices that have attacked the wellbeing, safe and affirming learning environments, and the positive academic and social and emotional growth for ALL of our students, especially our BIPOC (Black, Indigenous and people of color) and LGBTQ+ (Lesbian, Gay, Bisexual, Transgender, Queer +) students all under the guise of combatting divisiveness, protection from obscene texts, and saving educational spaces from those who mean to subvert their moral foundations.

Even more heartbreaking and anger invoking than politicians, parent groups, and leaders who are creating attacks on our youth is the silence of educators including school counselors about what is happening to our most oppressed and vulnerable students. Is “y’all means all” just a performative phrase for us? Does “y’all means all” only apply behind closed doors? Or can we, Georgia school counselors live up to “y’all means all” in our actions and advocacy beyond our counseling offices?

I am heartbroken and angered to see and hear school counselors who have abandoned unconditional positive regard and are imposing their own values and beliefs especially when they choose who and who not to advocate for when it comes to our most vulnerable student populations. As school counselors we cannot claim unconditional positive regard and say we support all students but only “support” them individually in our offices, behind closed doors.

Unconditional positive regard for ALL students must include expanding our classroom lessons and school wide initiatives to be equitable and inclusive through diverse representation and lessons that teach equitable, anti-racist, and anti-oppressive social-emotional learning.

Unconditional positive regard for ALL students must include using and advocating for books and texts with diverse representation giving students mirrors of themselves and windows into others’ experiences that are not just about struggle but about joy and accomplishment.

Unconditional positive regard for ALL students must include advocating for ALL students’ rights and their emotional and mental wellbeing. Advocating as a co-conspirator by using our privilege and platforms to speak up, take risks, and put our own comfort and security on the line while we do what is best for ALL students.

Unconditional positive regard cannot be ruled by personal beliefs whether those beliefs are informed by religion, politics, or otherwise. If we cannot see and take action for the humanity of ALL of our students because of our own personal beliefs then we are at best doing a disservice to them and at worst are a part of the system that is attacking their mental, emotional, and physical wellness and safety.

Our ASCA position statements help inform our role as a school counselor with many of these vulnerable student populations and if we cannot live up to that role, we must reassess our purpose, our education, and our actions as a school counselor.

The ASCA position statement, “The School Counselor and Cultural Diversity,” discusses how school counselors can provide culturally responsive school counseling including:

• “exploring their personal knowledge, attitudes and beliefs about working with diverse student populations

• ensuring each student has access to a school counseling program that advocates for all students in diverse cultural groups

• ensuring all students’ rights are respected and all students’ needs are met

• enhancing their own cultural competence and facilitating the cultural awareness, knowledge and skills of all school personnel (Ratts & Greenleaf, 2017; Ratts, et al., 2015).”

Seeing the humanity and the lived experiences of ALL students (having unconditional positive regard) means school counselors must explore their own beliefs and how they can impact their work as a school counselor and how they may negatively impact the students they work with. We must ensure that we are advocating for the rights and needs of ALL students including those in diverse cultural groups that we may even have contradictory personal beliefs about.

The ASCA position statement, “The School Counselor and Anti-Racist Practices,” states “School counselors work toward cultural competence and engage in anti-racist actions by advocating to change racist policies, procedures, practices, guidelines and laws contributing to inequities in students’ academic, career and social/emotional development.” Seeing the humanity and the lived experiences of our BIPOC students (having unconditional positive regard) means school counselors must continue to educate themselves and be aware of anti-racism AND take action beyond the counseling office by advocating against policies, practices, and laws that contribute to inequities based on a student’s race.

The ASCA position statement, “The School Counselor and LGBTQ+ Youth,” outlines how “School counselors are committed to the affirmation of all youth regardless of sexual orientation, gender identity and gender expression and work to create safe and affirming schools” by

•“Advocating for equitable educational and extracurricular opportunities for all students regardless of sexual orientation, gender identity or gender expression (ASCA, 2019)

•Advocating for transgender, nonbinary and gender-expansive students regarding access of building facilities (e.g., ensuring a safe environment for restroom use and changing) and gender presentation (e.g., wearing a dress or pants for an orchestra or vocal performance)

•Providing a safe space for LGBTQ+ students and allies such as Genders and Sexualities Alliance Clubs

•Promoting sensitivity and acceptance of diversity among all students and staff to include LGBTQ+ students and diverse family systems

•Advocating for adoption of school policies addressing discrimination and promoting violence-prevention programs to create a safe and supportive school environment (Gower et al., 2017)

•Engaging in training on supporting LGBTQ+ students and advocating for their rights in schools (Beck & Wikoff, 2020; Gonzalez, 2017; Kull et al., 2017; Simons et al., 2017)

•Encouraging staff training on inclusive practices, an affirming school environment, accurate information and risk factors for LGBTQ+ students (Dragowski et al., 2016)

••Knowing the impact of family acceptance on student well-being and ability to thrive (Craig et al., 2018; Roe, 2017; Ryan et al., 2020)”

Seeing the humanity and the lived experiences of our LGBTQIA+ students (having unconditional positive regard) means school counselors must challenge their own personal beliefs about the experiences, feelings, and rights of our LGBTQIA+ youth when those beliefs are not supportive or affirming through continued learning and understanding. It also means school counselors must act beyond the performative support behind the closed doors of our offices and advocate for the equitable rights, access, and experience to a safe and affirming learning environment. That means standing up against anti-LGBTQ+ policies, practices, and laws that target the rights and access to a safe and affirming learning environment whether introduced by local school administration, district leaders, or state legislators.

As school counselors, we must continue to examine our practice - our words and our actions- in regard to supporting ALL students. Do we truly mean ALL students? Do we mean ALL the identities and experiences of each and every one of those students? Do we have unconditional positive regard and see the humanity and lived experiences of ALL of our students including their rights and needs? Are our actions and words as a school counselor informed by our own personal values and beliefs imposing ourselves on the humanity of our youth? Or are our actions and words as a school counselor informed by providing an optimal learning environment for ALL students that is equitable and just?  Does Y’all really mean ALL? And if it does…,what are we doing as school counselors to ensure that?

Links to ASCA position statements referenced above:

•The School Counselor and Cultural Diversity

•The School Counselor and Anti-Racist Practices

•The School Counselor and LGBTQ+ Youth

Minority to Majority: Serving Students from Different Cultural Backgrounds

Jenai Hackett

Jenai.Hackett@gmail.com

Being a school counselor is a challenging but rewarding career. Students from different ethnic backgrounds can have difficulty relating to school counselors. The advantage of being immersed in a group separate from your own is it can allow counselors to learn about other cultures, challenge their biases, and become part of a diverse community. However, it can also be intimidating when you are the minority in a school. To navigate school counseling successfully as a minority, it is crucial to embrace differences. School counselors must challenge their biases and recognize that each student is unique and that students who are part of a particular cultural group should not be viewed as a monolith.

One thing that a counselor seeking to serve students from different cultural backgrounds should do is ask authentic questions. By asking genuine questions, school counselors can foster an environment of acceptance and understanding within the school community. This will help students feel more comfortable with their school counselor, allowing them to speak with you without feeling judged or alienated. Counselors should also strive to create an atmosphere of inclusion and understanding by embracing different cultures and perspectives. Doing so can create an atmosphere where everyone feels welcomed and accepted regardless of background or identity.

School counselors' awareness of their cultural bias and blind spots can also aid in working in culturally different environments. It is essential to be aware of one's cultural background and recognize that mistakes may occur as one learns about other cultures. Embracing these mistakes as learning opportunities will make it easier for counselors to create an authentic relationship with their students and model for students’ ways to interact effectively with other cultures. This understanding will ultimately foster a relationship of positive regard bringing many benefits for the students and counselors alike.

To build relationships with your students from different ethnic backgrounds, it is essential to understand the cultural experience of your school community. To do this, school counselors must be open to learning about it. The best way to do this is by immersing yourself in the school community. Attending events outside of school and talking to parents, teachers, and community leaders are just a few ways to understand better the culture of the students you are working with. This will help you build relationships and create an environment of trust and understanding. By taking this approach, you can be sure that your interactions with your students are meaningful and effective in helping them succeed academically and emotionally.

Understanding students' worldviews through their cultural lens helps us be more effective and empathic counselors. It also allows counselors to explore their own views and cultural practices against the backdrop of another culture. Being authentically yourself is an asset for any school, especially one whose culture differs from yours. Having a posture of learning will help you be accessible in the school community. Maslow's hierarchy of needs list love & belonging as essential in a person's development. A successful school counseling program can be embedded within the school community when it understands the student's perspective and provides unconditional positive regard.

Black Lives Matter!

Tierney Langdon Tierney.Langdon@gcpsk12.org

Black Lives Matter

I remember as a child, watching cartoons and playing with toys, impersonating characters that looked like me. I never had to ask why toys and cartoons did not look like me. They all looked like me.

BLACK REPRESENTATION MATTERS.

I came from a family history of “Living the American Dream”. No worries of who to trust. No immediate judgment and disregard from others. Accepting all the freedoms related to “The Land of The Free”.

BLACK FREEDOM MATTERS.

As a child growing up, my family experienced occasional loss of employment, but with optimism of the next opportunity to come. No rejection upon first introduction. No concern that a new job may not come soon.

BLACK PROSPERITY MATTERS.

Currently in my career, I deliver lessons and give presentations. I search for images and videos that my Black students can relate to. It takes specific searches to find diverse images, in a world that continues to default to white.

BLACK REPRESENTATION MATTERS.

As a teenager getting pulled over for speeding, I was treated kindly and given warnings instead of fines. My Black friends’ experiences were more accusatory than mine, questioning their destinations and intentions.

BLACK LIVES MATTER.

I remember being given safety talks about staying in groups during social events. My Black friends were given talks on how to not look guilty, to comply and leave hands where they can be always seen.

BLACK LIVES MATTER.

“BLACK LIVES MATTER.” A statement that some understand, but many of us don’t. We miss opportunities to be educated, to understand we have pockets of privilege; ignorant to the social injustices that still exist so often today.

We become somber. We hold our heads down when we hear of yet another act of violence by those who hold positions of authority, power, and/or privilege, resulting in a precious life lost. A nation where we have become desensitized to violence and have lost empathy to feel sadness by yet the loss of another life. The loss of another life who was judged by the color of their skin. We assume because of the amount of time that has passed since The Civil Rights Movement that an equal life is guaranteed for all. This is not the case! Our reality is shown in the tragedies that the news spreads each night.

As white people, we won’t fully understand, because we do not have the underlying FEAR that has existed generation after generation. BUT we can break the ignorance. Have empathy. Be willing to listen. To learn. To share in their voice. Become louder and louder. Listen. Learn.

BLACK LIVES MATTER!

Black Male School Counselors: An Endangered Species

Jhamarcus A. Pharaoh, Ed.S, Jhamarcus.Pharaoh@gmail.com

Despite the growing diversity among the student population in Schools, diversity among educators continues to remain stagnant (Grooms et al., 2021; Kohli, 2018), resulting in the racial gap between students and educators to become wider and wider with each passing day (Villegas et al., 2012). White teachers represent the vast majority of teaching professionals in public school systems (NCES, 2020; Kohli, 2018), while Black men specifically make up less than 2% of that population (Brockenbrough, 2012). Similarly, across roles in the school counseling world, Black men are a minoritized group significantly outnumbered by their White counterparts. Black men are outnumbered by sex and race in counselor preparation programs and counselor educator roles (Bonner et al., 2021; Council for Accreditation of Counseling and Related Educational Programs, 2022). According to the ASCA State of the Profession Report (2021), 77% of respondents identified as White, while 10% identified as Black. 87% also identified as women, while only 11% identified as men. Black male school counselors have unique experiences, but their experiences are not easily recognized or acknowledged since they are a marginalized group within the profession.

You may be wondering, “so what?” Well, as schools become more racially diverse, the emergence of more diverse student needs surfaces making the need for more diverse school counselors even more critical. Literature suggests that students have much to gain from having teachers who share similar racial backgrounds (Billingsley et al., 2019; Egalite et al., 2015; Villegas & Irvine, 2010). All students can benefit from having racially diverse teachers, but the benefits are even more significant for students of color (Cherng, 2017; Bates & Glick, 2013). The same can be argued for students of color who see themselves reflected in school counselors as school counselors are uniquely positioned in schools to support the needs of students in ways other educators are not

Whether it be assisting to close the achievement gap between diverse groups of students, helping foster welcoming and inclusive learning environments or providing direct counseling services to students, the very foundation of student experiences in school is heavily influenced by the unseen magic that is the school counselor. Because school counselors are uniquely positioned in schools, their day-to-day can be exhausting since they are usually one of few like them, if not the only school counselor in the building. With role expectations evolving within the profession and duties frequently being misunderstood by colleagues and superiors [principals], role confusion and ambiguity are concepts school counselors not only understand as being part of “the job,” but they also anticipate it, unfortunately (DeKruyf et al., 2013).

School counselors do not exclusively exist in just the role; their worldview and how they walk, talk, and function are all influenced by their social identities (race, class, gender, sexuality, etc.). The ASCA Code of Ethics (2016) requires school counselors to monitor the multicultural dimensions of their own identity and how different systems influence them because social identities are such an integral part of the human experience. No matter how hard one tries not to isolate from these outside factors, they are inescapable and school counselors are tasked with figuring out how all these factors influence student development so they know where they can best support. Black male school counselors are not only performing a balancing act of educator and mental health professional, but they are doing the same performance of balancing their “blackness” and “maleness” in a space dominated primarily by White women. As the education profession seeks to recruit and retain more diverse groups like Black men, they would be better positioned to do so if they understood the unique barriers educators of color must navigate when they exist in mostly white spaces. Griffin & colleagues (2011) argue that organizations are better equipped to recruit & retain faculty of color when there is intentionality in exploring and understanding how social identities like race and gender intersect as that intersectionality heavily influences the experiences of those they are seeking to recruit and retain

The bulk of health challenges experienced by Black men are the result of racism and socioeconomic disparities (CDC, 2021; Thomas et al., 2020; Bharmal et al., 2011) and organizations that are seeking to recruit and retain for any reason need to make an intentional effort to understand them.

The very existence of Black men in white spaces has been known to cause the people around them, including colleagues to fear them based on stereotypes (McGee & Kazembe, 2015; Lynn, 2006; Mabokela & Madsen, 2003). For Black men, being constantly viewed as threatening and/or aggressive is what some scholars (Grier-Reed et al., 2020) refer to as racialized labor. According to Grier-Reed et al. (2020), racialized labor describes the extra emotional and mental labor performed by people of color in order to navigate White spaces. Prolonged racialized labor can turn into what is known as racial battle fatigue (Grier-Reed et al., 2020; Pizarro & Kohli, 2018; Smith et al., 2016), which has been linked to negative health outcomes (Corbin et al., 2018). Black men are across the nation are haunted by historical and new emerging traumas every day. Considering how racism disproportionately impacts Black men (McDaniel & Moore, 2022; Robinson-Perez, 2021) paired with them also not receiving the mental health services to combat the trauma associated with racism. The physical and mental wellbeing of Black men is not something that should be taken lightly, in fact it should be something that is prioritized in social justice and equity conversations.

Black men deserve far more attention and action to support their lives and overall well-being. Morbidity and mortality rates among Black men in the United States is regularly the lowest compared to all racial groups (Thomas et al., 2020). Black men have the highest mortality rates for heart disease, stroke, and homicide (Gilbert et al., 2016). According to the Centers for Diseases Control [CDC] (2022), Homicide is the fifth leading cause of death in Black men of all age groups but also the number one leading cause of death between the ages 1-19 and 20-44 years old.

Suicide is ranked the fourth leading cause of death for Black males between both age groups (CDC, 2022). The bulk of health challenges experienced by Black men are the result of racism and socioeconomic disparities (CDC, 2021; Thomas et al., 2020; Bharmal et al., 2011) and racism has been documented to be positively correlated with psychological distress in minoritized racial groups (Pieterse et al., 2012). Unfortunately, receiving and seeking health support [mental and physical alike] is stigmatized among Black people, but it is the most prominent among Black men (Miller-Roenigk et al., 2023).

Part of the American Counseling Association’s mission is to “use the profession and practice of counseling to promote human dignity and diversity (ACA Code of Ethics, 2014, p. 2). This means the responsibility of individual counselors and the profession is to address this head on. To better recruit and retain Black male school counselors, I offer the following. School counselors can purposely contextualize Black male students in the context of their world in an effort to better serve them. The adult Black men who spent a lifetime suppressing their feelings and emotions may not be able to do something different in their lifetime. The young Black boys are more mailable, meaning individual school counselors can start destigmatizing mental health and show them healthy ways of coping with their emotions, not just the ones that are typically deemed “acceptable” for boys. School counselors can also assist Black boys in developing a critical consciousness about the environment they live in.

The school counseling profession should focus efforts on institutional changes that may yield immediate results. Examine current recruitment practices and interrogate them through a social justice lens, the profession can model for school counselors how to reflect on their own professional practices with a critical eye. The school counseling profession can also regularly collect data from Black male school counselors and those in counselor programs to get a more nuanced understanding of their unique experiences. A direct line of communication with this population will allow the profession to not only work on behalf of them but, alongside them.

Including Students with Intellectual Disabilities in Your Comprehensive Counseling Program

By Tunisia Williams tunisia.william@ccboe.net

There has always been a special place in my heart for students with intellectual disabilities. I have often said that if I wasn’t a school counselor, I would have been a special education teacher. I have discovered being in my position as a school counselor gives me the opportunity to experience the best of both worlds.

Over the past 5 years, I have begun to develop relationships with the ASD, SID/PID, and MOID teachers and students in our building. Interacting with these students has become the highlight of my day. After speaking with one of our teachers, she informed me at her last school the school counselor had little to no interaction with her students. I understand our schedules are busy; however, it is important to serve all students in our buildings.

Let’s first start off with some basic information about intellectual disabilities or ID. An ID is a broad category and diagnosis that includes various skills and support requirements. It can manifest with an individual functioning intellectually and/or adaptively as expected. ID is not a disease or a mental health problem. Students with an ID can have an IQ range up to 70 and different levels of ID may require different levels of support. Also, the effects of ID can affect many areas of life are affected, including the role the person with ID in their family, relationship with friends, non-academic functioning, and self-confidence.

Now that you know the basics, here are a few ways to include students with intellectual disabilities into your comprehensive counseling program:

1. At the beginning of the school year, schedule a visit to the special education classes. A brief introduction with a few special treats for the students is always appreciated. Be sure to check with the teachers to find out what is appropriate for the students

2. Conduct a simple classroom guidance lesson. This is a time where you can collaborate with the teacher to plan an appropriate lesson that matches the intellectual abilities of the students.

a.Keep expectations high but not out of reach.

b.Use small steps. Break directions and tasks down into small, easy to follow steps. Use visuals with directions when possible.

c.Teach social skills. Direct instruction is highly recommended to help students learn and understand how to interpret social situations.

3. Schedule classroom visits to interact with students. If they are participating in a special activity, drop by to play a game or assist students.

d.Students with an intellectual disability know when people care about and respect them. Positive relationships are critical in their development.

4. Create opportunities for students to engage with and build relationships with other adults and students in the building. Our MOID students assist with the school store which is part of our PBIS program.

These are just a few of the ways I actively engage and interact with the students in our building. The following resources have lessons and activities you can use when working with secondary students:

•Life Skill Activities for Secondary Students with Special Needs by Darlene Mannix

•Social Skills Activities for Secondary Students with Special Needs by Darlene Mannix

How Do We ELEVATE Ourselves When Dealing with Loss?

Kathryn Sadowski, Ed.S. ksadowski@glynn.k12.ga.us

Death is never easy. Losing someone is one of the many heartaches of life. Whether it be a family member or a close friend, we struggle to live the “new normal” without them. We all know that we spend more of our waking hours with the people we work with than with our own families. This results in, whether we like it or not, having an extended family at work. So, what is it like when we lose a colleague at work? Or more specifically (as in my case) a school counselor in your department?

My work “bestie” was diagnosed with cancer the week after Thanksgiving 2022. He was told it was an aggressive cancer, but that the treatment they wanted to put him on showed a good success rate, whether at beating the cancer or, at least for buying some quality time. We were all so positive that he was going to beat this, that our hope was not going to be shattered. Fast forward to February, our hope was shattered. He never had a chance to fight. Chris passed away on 15 February, leaving behind his wife, two children, parents, brother and countless friends and family that loved him.

Chris was the life of our department, always keeping us entertained and on our toes. He played the best music. He was the ultimate team player and a whiz on the computer. He was the one that would let me vent and then calm me down. He was the one that I could get so angry with and then end up laughing hysterically with by the end of the conversation. The staff loved him, and the students thought he was the coolest of the bunch.

A huge void can now be felt in the counseling department. We are all going through the motions of everyday work and just trying to survive until the end of the school year. We too are having to learn the new normal at work. Little things will pop up every now and then that will remind us of Chris making us laugh and/or cry

We are in the process right now of holding interviews for the now vacant position. This is the hardest set of interviews I have ever had to participate in. I don’t want to hire somebody for the position, I just want Chris to come back. When a school suffers a loss, whether it be a student or faculty/staff, dealing with grief always fall on the school counselors. What happens when it is the counselors that need help? It is difficult to want to stay at work all day, every day. We are lucky that there are four of us remaining in this department. We have each other to share memories, tears, and laughter. We support each other. Our goal for the remainder of the year is to support our students and just make it successfully to the end of the year. One of the biggest supports we receive is when co-workers reach out and let us know they are checking up on us and/or thinking about us. Luckily, our county does offer employee assistance programs; an excellent resource to seek out our own counseling.

Death is not something you just “get over.” Grieving the death of a loved one is a lengthy process. It is a process that should not be ignored or pushed aside. A person you love and care about can never be replaced. Death is never easy.

A School Counseling Response To Grief

Jessica Pickard, Hello@thecounselingcrew.com

We have all been faced with students experiencing grief in our line of work. I don’t know about you, but this feels like it has doubled since the pandemic. My data showed an increase in self-referrals for bereavements. This article will cover best practices to use with K-12 students in the school setting.

One of the first things I like to do with a student experiencing grief is to lend a listening ear, a safe space, and tools of comfort. On an elementary level, a lot of my students tend to grab a stuffed animal or fidget while talking. I give the students space to express what they are thinking, their beliefs, cultural norms, or even a happy memory of their loved one or pet. This will look very different for each student. For some, talking it out helps them; however, for others, it may be writing it down, drawing, reading a book, or even doing an activity.

Next, let's talk about activities that can be used in a small group or a one-on-one setting. We have incorporated a grief wreath in our counseling department this year. One of our counseling peers suggested it and it has been a game changer ever since. It has a small cost to consider for purchasing a wire wreath frame and a bundle of ribbons; however, the impact on the staff and students is priceless. The students love selecting or bringing in their ribbon to represent their loved one and tying the ribbon to the wreath in their memory. We added the wreath to the wall outside the counseling office, and it stands as a memorial.

Let’s talk about books for a moment. I love the Invisible String Collection of books. These books talk about the connection we have with our loved ones or fallen pets even after they have passed. The Memory Tree and The Memory Box: A Book About Grief are books that help with the grieving process. When adding books to your counseling library be sure to have a few for students, parents, and staff members on all developmental levels. Even high schoolers appreciate a picture book from time to time. Next, consider adding books that represent diversity and focus on healing. Books provide support, escape, or even a reminder of healthy coping strategies for our families.

Another activity my students enjoy is creating and decorating a memory box for pictures and keepsake items. Students can bring in a box from home and decorate it using the supplies in my office. Students get into this one and write down memories that bring joy, laughter, or comfort. This is a great tool for those students that have precious photos, memories, and items that have been passed down to them. A great follow-up or homework activity can be for the student to go home and organize it. I love being able to check in and talk about the elements they have added and how it makes them feel.

RESOURCES:

• The Dougy Center for Grieving Children & Families: Portland, OR. Dougy Center. (n.d.). Retrieved March 27, 2023, from https://www.dougy.org/

• Gillard, L. (2019). The Memory Tree. Lake Union Publishing.

• Karst, P., & Lew-Vriethoff, J. (2020). The Invisible String. Findaway World, LLC.

• Karst, P., & Lew-Vriethoff, J. (2021). The Invisible Leash. Little, Brown and Company.

• Rowland, J., & Baker, T. (2017). The Memory Box: A Book About Grief. Sparkhouse Family.

“I’ll Tread Water, You Use The Life Jacket”

Jessica DeBarry jbddebarry@gmail.com

“I’ll tread water, you use the life jacket”. After spending the past few weeks juggling different components of my career of School Counseling, I called a co-counselor to check in and found myself expressing my status of burn out. I found myself apologizing to her for “dumping” but in true counselor fashion; she made the comment “I’ll tread water for awhile, you use the life jacket”.

The analogy struck me as the perfect fit for how we three counselors, in our rural Title I district, work with each other to respond to the different student crises, attendance issues, teacher needs, admin expectations and counseling duties while trying to run a successful, responsive, preventative school counseling program. With an increase in mental health needs in children, driven further by Covid 19 pandemic, treading water has become a common theme among School Counselors whose roles are often left undefined or blurred. Often roles are left as educational leaders or administrative at the expense of our mental health professional role. The roles of school counseling should be allowing us to better serve the complexities and variety of student concerns.

Our school district does not have a direct supervisor for the school counselor. Someone with past experience in school counseling with a thumb on the trends and needs of present school counselors. Research shows that school counselors often receive administrative and programmatic supervision lacking clinical supervision (Zalewski, 2022). While we may have supportive administration and district personnel, the need for clinical supervision, which has been shown to increase counseling competencies, reduce burnout and role ambiguity, would provide additional support and advocacy (Peed. 2017).

What do School Counselors do when they are missing supportive supervision? We lean on each other, often at the expense of our own self-care and mental health. While peer supervision is a viable option for clinical supervision to new professionals, support for experienced school counselors is left lacking. The need for appropriate clinical supervision and support for school counselors is an ongoing advocacy effort.

To sustain and support school counselors and the profession, ethical and professional standards show the need for school counselors to seek supervision (ASCA 2021). As practicing school counselors, advocacy efforts in local school districts, state board of education and federal department of education along with state counseling organizations should include the need and rationale for shoring up consultative and supervisional support for school counselors. For now, I’ll tread water, you use the life jacket”.

Best Practices for Transitioning from Elementary to Middle School

Quita Jones quitajones@lowndes.k12.ga.us

Both students and their parents may find the change from elementary to middle school intimidating. To ensure that the academic and social-emotional needs of the students are met, careful planning and preparation are necessary for this significant change. The school visitation program is one of the most important steps in the transition process. This article will examine the six steps needed to develop a successful rising sixth-grade elementary to middle school transition program: planning, pre-visit, visit, parent session, other transition activities, and start of middle school.

• Email contacts (Pre-Visit & Visit): The next step is to email the staff members involved at all locations (administration, counselors, lea teachers, club sponsors, etc.) to let them know the dates you’ve chosen for the elementary and middle school visitation program. Dates for the pre-visit (also known as a classroom visit) and campus visit should both be included in the email. This crucial step enables the feeder schools to properly plan their schedules. Additionally, it gives extracurricular organizations like athletic teams or clubs time to prepare if you invite them to present during the school visit. We invite our Connections teachers, who also have clubs, our Athletic Director, along with the middle school band and chorus to participate.

Planning

Planning the school visitation program should start at least three months prior to the scheduled date as the first step in the transition process. There are several tasks involved in this crucial step. The crucial actions that must be taken three months beforehand are listed below:

• Visitation Date Approval: The first steps is to check the school calendar to identify the best dates for you to visit the elementary classrooms and for the incoming sixth graders to visit your middle school. These are crucial steps because you need to ensure that the dates chosen do not coincide with other significant school events, such as testing days or end of year field trips for the incoming students. Once you have identified the best dates, you should seek approval from the elementary and middle school administration and begin planning your events.

• Plan Parent Information Session: At this time, you should also begin organizing the details of your parent information session. It's crucial to plan a parent event that enables the parents of students entering middle school to discover more about their new institution. The parent event should be planned to coincide with the student visitation schedule.

• Promoting your events to increase attendance: Once the dates for the classroom visit, middle school campus visit, parent information session, and any summer program (if applicable) are set, you should send that information to the school registrar to be added to the third nine weeks report cards of the incoming 6th-grade students, create flyers in pertinent languages, add to outgoing newsletters, post on social media, and send to the elementary schools to be added to their email listings. Promoting the event in multiple ways is the best way to make certain that all parents are informed, able to express interest, and aware of the upcoming events.

Creating and Updating Forms: The next step in the planning process is to create or update each of the forms needed for your parent information event. These might include things like the dress code, attendance, evaluations, extracurricular activities, or any other paperwork or procedures that might change from elementary to middle school.

•Requests: The final step in the planning process is to send any custodial or maintenance requests, start creating any packets that will be distributed to parents or students, and select, communicate with, and train the student helpers while the most important planning steps are being finished. One to two months prior to the event, go over any assigned tasks with staff and administration, make banners for the tour group, send any last-minute reminders to the elementary school, prepare your parent presentation, and complete the event schedule.

Pre-Visit (Elementary Classroom Visit)

One of the best things you can do as a school counselor to assist any new student in reducing their anxiety about starting a new school is to be one of the first people they meet before starting school or on the first day of school. Plan a day or several to visit the students' classrooms and speak with them about what it will be like to be a middle school student before they arrive on your campus. Send survey questions to the students a few weeks before you visit their classrooms, asking them how they feel about going to middle school, what activities they are looking forward to, what concerns and worries they have, what concerns and worries their parents have, and if they have any questions they'd like to ask. Using the responses to these questions, design your meet and greet classroom activity. These brief classroom sessions, which last about 30 minutes, have proven to be the best way to ease anxiety, boost optimism, and get students excited about visiting your school.

Visit to Campus

Hosting students on your campus can be done in a variety of ways. However, you can host your campus visit separately by school or in the evening with their parents. During the academic year, all of our schools are required to travel by bus on a single day. The students are split up into manageable tour groups before this day even comes. The finalized agenda of the day is distributed to middle and elementary school staff, group lists for the fifth grade are emailed to the teachers, group signs are made, student helpers are selected and trained, all participants in extracurricular activities are reminded, the gym is cleaned, schedules are adjusted, if necessary. A staff member welcomes each bus upon arrival and directs them to their tour groups. The students are given a brief presentation to introduce the school before the tour begins. At the end of the tour, all students assemble in the gym for a final presentation that includes a showcase of clubs and athletics as well as a brief pep rally.

Parent Session

According to research, parents frequently have a variety of worries when their child moves from elementary to middle school. Some common concerns include:

1.Academic Performance: Parents are often worried about whether their child will be able to handle the increased academic workload and higher expectations in middle school.

2.Social Adjustment: Many parents worry that their child will struggle to make new friends and adjust to the more complex social dynamics of middle school.

3.Safety: In a bigger, more diverse school setting, parents frequently worry about their child's safety.

1. Independence: Parents may be concerned about how their child will handle increased independence as they enter middle school, such as scheduling their own time, doing their own homework, and managing extracurricular activities.

2. Bullying: Parents frequently worry about the possibility of their middle schooler being bullied or harassed; and

3. Communication: Parents may be concerned about how they will communicate with their child's teachers and stay up to date on their child's progress throughout middle school. All of these concerns are valid and can be addressed during your parent session. Informing parents about the transition process as well as the academic, social, emotional, and environmental changes should be the main focus of this session. The presentation should contain details from your administrators, the nurse, counselors, parent involvement coordinator, athletics, and any other pertinent sources to allay the caregiver's worries

Alternative Transitional Activities

All of the aforementioned procedures and actions are necessary for parents and new students to have a successful transition plan. In addition to the previously mentioned activities and strategies, implementing a peer mentoring program in which more experienced students mentor younger students can foster a supportive relationship and make them feel more at ease. A summer orientation program can help students feel more confident and less anxious by covering topics like how to use a locker, get around campus, incorporate social-emotional learning activities, study skills, time management, and organizational techniques.

Students who are introduced to and encouraged to participate in clubs, sports teams, music ensembles, and other extracurricular activities are more likely to make new friends and feel like part of their school community. To help students feel more at ease about starting middle school, consider sending each student or their parent a welcome e-card or a real postcard with important information. When classes start, plan your "Meet the Counselor" classroom activity during the first month of the year to remind students of your responsibilities, how to set up an individual appointment, and how you can help them throughout the academic year.

In conclusion, the idea of moving from elementary to middle school can be one that evokes feelings of dread and fear. A student's perception of their new environment can change into one of excitement, which fosters academic and emotional social success, by adding a few extra supportive activities and resources to your transition program.

Congratulations Georgia RAMP Schools

This March, the American School Counselor Association (ASCA) announced a record breaking 25 Georgia schools as Recognized ASCA Model Program (RAMP). These schools will be honored during a special ceremony at the American School Counselor Association’s Annual Conference in Atlanta this summer for making an exemplary commitment to their school counseling programs. The RAMP designation, awarded for aligning with the criteria in the ASCA National Model, recognizes schools committed to delivering a comprehensive, data-informed school counseling program and an exemplary educational environment. This year’s Georgia RAMP honorees join nearly 1,200 schools nationwide as ASCA RAMP recipients.

The RAMP application process is the culmination of successfully implementing the ASCA National Model framework to show evidence of direct and indirect services to students, program planning and improved student outcomes in the school counseling program. This year’s 25 Georgia RAMP honorees have shown their commitment to students and the school counseling profession. By using data to drive their program development and implementation, all students can achieve success. RAMP designation distinguishes these schools and encourages school counselors nationwide to strive for excellence. Research findings indicate fully implemented school counseling programs are associated with a range of positive student educational and behavioral outcomes.

The following Georgia schools will be honored at a RAMP recognition ceremony at ASCA’s annual conference in Atlanta, Georgia on July 17, 2023.

A.L. Burruss Elementary School

Archer High School

Beacon Hill Middle School

Campbell Middle School

Cooper Middle School

Douglas County High School

MH Mason Elementary School

Dunleith Elementary School

Garrett Middle School

Glennwood Elementary School

Gwin Oaks Elementary School

Hickory Hills Elementary School

Hiram High School

J.J. Daniell Middle School

Lithia Springs High School

Nebo Elementary School

Oakhurst Elementary School

Palmer Middle School

Park Street Elementary School

Red Top Middle School

Talley Street Upper Elementary School

Turner Middle School

West Side Elementary School

Westchester Elementary

Wheeler High School

Stress is inevitable, burnout is preventable: A conceptual guide for novice school counselors

Ashley D. Cosby, CosbyA@fultonschools.org

School counselors are an essential part of student success. School counselors collaborate and work with faculty, staff members, and stakeholders to promote students' academic, personal, social, and emotional wellness (ASCA, 2019). As a result of the considerable responsibility that school counselors have in schools, often, their role has been misinterpreted by school leadership, parents, faculty, and staff. For that reason, school counselors endure role conflict and role ambiguity, which often lead to school counselor burnout (Holman et al., 2019). Burnout is a negative psychological experience for individuals involving feelings of distress, and discomfort. Burnout is characterized by three essential features, exhaustion, cynicism and feelings of detachment, and lack of accomplishment which are experienced due to chronic job stress (Leiter & Maslach, 2004; Maslach & Leiter, 2017). Maslach & Leiter (2016) assert that burnout can lead to healthrelated challenges, including the risk of mental health disorders, poor work performance, low self-esteem, fatigue, exhaustion, and insomnia.

Factors Contributing to School Counselor Burnout

Maslach & Goldberg (1998) assert that the school counseling environment is where "the demands of the work are high, but the resources to meet those demands are low," which places school counselors at greater risk of experiencing burnout. School counselors encounter significant challenges with burnout considering the job demands that often include the assignment of noncounseling tasks and large student-to-counselor ratios (Moyer, 2011). School counselors face increasing difficulty managing external demands when no autotomy exists regarding what tasks to prioritize and how much time can be delegated to each task (Holman et al., 2019). ).

Lack of autonomy can occur when administrators insist that school counselors work on tasks they deem essential, which may oppose the ASCA National Model. School counselors may not have time to conduct necessary tasks to develop students academically, socially, emotionally, or through careers through intentional needs-based programming. Lack of autonomy may contribute to job stress which could lead to burnout (Holman et al., 2019).

Novice school counselors may experience conflict due to the incongruence between their role as school counselors and their graduate training (Mullen et al. 2018). As a result of the contradictions between school counseling practice and role expectations of school leadership, school counselors could experience stress leading to burnout which could impact job satisfaction (Mullen et al., 2018). Fye et al. (2020) illustrated the relationship between individual and organizational factors of school counselor burnout. The authors found that novice school counselors, who have fewer years of experience, are at greater risk of experiencing burnout. Falls Holman and Grubbs (2018) assert that school counselors with less than 10 years of experience are more likely to experience burnout.

The purpose of this article is to introduce novice school counselors to practical methods that can lead to increased sustainability in school counseling. These methods discussed are defined and explicated within the confines of a conceptual framework and explained through the lens of a school counselor. Furthermore, this article is written for two reasons. First, to help mitigate the impact of burnout on novice school counselors who are most vulnerable in the initial years of their professional practice. And secondly, to share tools that are essential in professional practice to navigate job responsibilities.

Conceptual Framework

The steps in this proposed conceptual framework build upon a review of previous literature and its implications for mitigating school counselor burnout. This conceptual framework highlights the importance that, if addressed early, novice school counselors can engage in burnout prevention strategies as they navigate schools and school systems. Addressing burnout early can inhibit its development therefore positively impacting the school counseling workforce (Bardhoshi et al., 2022).

1.Steps to combating burnout:

2. Determine Organizational Fit

3. Create Community

4. Establish a Self-Care Routine

5. Seek Supervision

Determine Organizational Fit

As school counselors-in-training enter the job market, it is vital that they assess if a school and school district is the right organizational fit. Evans Zalewski (2022) references Maslach's Areas of Work Life Model which indicates that to avoid burnout, there must be a fit between the individual and the organization in the following areas— workload, control, recognition, community, fairness, and values-aligned work. Avoiding burnout entails reducing the amount of time working outside of scheduled work hours, taking a moment of respite during the day, and advocating for smaller caseload sizes and ASCA-aligned roles and duties.

As school counselors enter the job market, it is important that they assess the climate and culture of a school and school system. How does school leadership understand the role of the school counselor? What fair-share duties are school counselors responsible for? How much autonomy do school counselors have over their time and the implementation of their school counseling program? Does the school’s perception of the role of the school counselor align with best practices as defined by ASCA.

School leaders’ responses to these questions will indicate their perceived view of the role and function of the school counselor. While these questions do not give the full scope of how school counselors can be utilized within a school, school counselors should consider the responses to these questions regarding their own preferences within a professional setting.

Create Community

Community is defined as “a body of persons of common and especially professional interests scattered through a larger society” (Merriam-Webster, 2023). As novice school counselors, it is vital that one creates a community of support to help navigate areas where one may lack expertise. This includes but is not limited to colleagues within and outside of school, professors, parents, former classmates, parents, and community stakeholders. Bardhoshi et al. (2022) indicated that support from school communities is a vital protective factor for school counselor burnout. Evans-Zalewski (2022) indicated that creating meaningful connections with others can also aid in burnout prevention.

Establishing a supportive community is a fundamental aspect of development as a school counselor. The ASCA National Model (2019) states that collaboration, the act of working together to reach a shared goal is key to the success of a school counseling program. By establishing this community, school counselors improve students’ academic, social, emotional, and career development (ASCA, 2019). By establishing a network of communal support, school counselors can foster a school environment that supports their school counseling program, professional development as a school counselor, and student outcomes.

Establishing a self-care routine

As school counselors help students navigate meeting the needs of school leadership, staff members, students, and their families, it is vital that they too establish measures to care for themselves and their own mental health. EvansZalewski (2022) indicated that to prevent burnout, school counselors should engage in person-specific self-care or organization-specific self-care, however, to receive maximum benefits, school counselors should engage in both.

Person-specific self-care focuses on the counselor and includes activities such as mindfulness, meditation, counseling, coping skills, and social support. In addition, Evans- Zalewski (2022) mentions that developing a healthy work-life balance is another form of person-specific self-care. School counselors should feel that one aspect— work or life- does not consume more than the other. Organization-specific self-care is defined as measures that are taken to aid the individual and the organization achieve a better fit. Establishing a self-care routine is essential for novice school counselors because school counselors not only navigate constant emotional and relational job stress but also navigate organizational job structures and school environments (Bardhoshi et al., 2022).

Seek Supervision

Supervision is a method in which school counselors receive feedback and support and is intended to improve clinical skills and counseling competency (Duncan et al., 2014; Lambie, 2007). Upon their entrance into the profession, novice school counselors are expected to provide comprehensive school counseling services to students, yet, they likely do not receive supervision throughout their professional experience (Bernard & Goodyear, 2004). Considering the expansive work of school counselors, the need for school counselor supervision during professional practice is vital (Magnuson et al., 2004). Culbreath et al. (2005) found that supervision is linked to lower stress levels in school counselors. Lambie (2007) and Moyer (2011) both found that supervision was a significant predictor and device for mitigating burnout. . Clinical supervision has yet to establish a significant presence in school counseling contexts although its need is often emphasized (Luke & Bernard, 2006). Luke and Bernard (2006) assert that the underutilization of clinical supervision may be due to a focus on the implementation of comprehensive school counseling programs instead of the clinical development of school counselors (Luke & Bernard, 2006).

Implications for practice and implementation

Given the considerable amount of literature on the effects of burnout on school counselors, it is important that novice school counselors employ this conceptual framework to help alleviate its impact. Ideally situating oneself in an environment that understands the role and function, school counselors can focus their work on creating a comprehensive school counseling program that is focused on improving students’ academic, career, and social-emotional development.

If school leadership is open to education on the role of a school counselor, there is also an opportunity to expand one’s perspective and understanding of how to optimally utilize school counselors to improve student outcomes. Given the responsibility that school counselors have in being the first mental health professional that some students may encounter, it is important that one employs strategies to prevent burnout.

References

American School Counselor Association. (2019). ASCA National Model: A Framework for School Counseling Programs (4th ed.)

https://www.schoolcounselor.org/getmedia/bd376246-0b4f-413f-b3e0-1b9938f36e68/ANM-executive-summary-4th-ed.pdf

Bardhoshi, G., Um, B., Niles, J., Li, H., Han, E., & Brown, M. (2022). Novice school counselors’ burnout profiles and professional experiences: A mixed-methods study. Professional School Counseling, 26(1). https://doi.org/10.1177/2156759x221126686

Bernard, J. M., & Goodyear, R. K. (2014). Fundamentals of clinical supervision (5th ed.). Pearson Education.

Culbreth, J., Scarborough, J., Banks‐Johnson, A., & Solomon, S. (2005). Role Stress Among Practicing School Counselors. Counselor Education and Supervision. 45. 10.1002/j.1556-6978.2005.tb00130.x

Duncan, K., Brown-Rice, K., & Bardhoshi, G. (2014). Perceptions of the importance and utilization of Clinical Supervision Among Certified Rural School Counselors. The Professional Counselor, 4(5), 444–454. https://doi.org/10.15241/kd.4.5.444

Evans Zalewski, S. L. (2022). Burnout, Self-Care, and Supervision in Middle School Counselors. Journal of Counselor Preparation and Supervision, 15(1). Retrieved from https://digitalcommons.sacredheart.edu/jcps/vol15/iss1/4

Fye, H. J., Cook, R. M., Baltrinic, E. R., & Baylin, A. (2020). Examining individual and organizational factors of School Counselor Burnout. The Professional Counselor, 10(2), 235–250. https://doi.org/10.15241/Thhjf.10.2.235

Holman, L. F., & Grubbs, L. (2018). Examining the Theoretical Framework for the Unique Manifestation of Burnout among High School Counselors. The Journal of Counselor Preparation and Supervision, 11(1). Retrieved from https://repository.wcsu.edu/jcps/ vol11/iss1/12

Holman, L. F., Nelson, J., & Watts, R. (2019). Organizational variables contributing to school counselor Burnout: An opportunity for leadership, advocacy, collaboration, and Systemic change. The Professional Counselor, 9(2), 126–141. https://doi.org/10.15241/lfh.9.2.126

Lambie, G. W. (2007). The contribution of ego development level to burnout in school counselors: Implications for professional school counseling. Journal of Counseling & Development, 85(1), 82–88. https://doi.org/10.1002/j.1556-6678.2007.tb00447.x

Leiter, M. P., & Maslach, C. (2004). Areas of worklife: A structured approach to organizational predictors of job burnout. Research in Occupational Stress and Well-Being, 91–134. https://doi.org/10.1016/s1479-3555(03)03003-8

Maslach, C., & Leiter, M. P. (2016). Understanding the burnout experience: Recent research and its implications for psychiatry. World Psychiatry, 15(2), 103–111. https://doi.org/10.1002/wps.20311

Moyer, M. (2011). Effects of Non-Guidance Activities, Supervision, and Student-to-Counselor Ratios on School Counselor Burnout. Journal of School Counseling, 9(5).

School Counseling Supervision; The Way Forward

Tylon Crook, PhD, NCC / tm.crook@outlook.com

I could hear the excitement and anxiety in the voices of my school counselors-in-training as we discussed our final topic for the evening. The topic focused on how they would continue growing as school counselor practitioners once graduated from their training programs. One student shared her reluctance at the thought of being the resident expert in school counseling as she was headed to an elementary school in a rural area and would be the only school counselor. Another student discussed how she was excited to conduct classroom guidance lessons at the middle school level but was not totally confident in her classroom management skills. A student who wanted to work at the high school level looked forward to helping students in their career development but wondered if she would be ready to handle the mental health issues she has seen as an intern at her current high school internship site. Our group supervision session was ending, and as I listened to each of them share, I thought about how I might ease their anxieties in the moment but spur them on to sharing ways to address the topics raised. My mind began to drift back to my own experiences as a freshly minted school.

As I began perusing the rolodex of memories related to my final years in school counselor training and my first years as a practitioner, I smiled as I remembered the pleasant and positive experiences. Being a military veteran, I entered the field with high confidence even as I knew I had much to learn. I remember asking a lot of questions and leaning on those with more experience within the field to obtain guidance. I leaned so heavily on one individual that he eventually became my mentor! As my thoughts continued, I noticed the feeling of my brow as it began to furl when some of the not so pleasant and challenging experiences came to the forefront. Many of the experiences were related to inappropriate school counselor roles and learning the culture of the specific school district in which I worked. I was able to navigate these experiences by again leaning on more senior school counselors, my mentor, and even previous professors from my school counselor training program. One strategy especially stood out: supervision.

My mind immediately raced back to our group supervision session where a student was sharing how she hoped to go on to acquire certification in play therapy techniques as part of her professional development plan. After she finished sharing, I asked the entire group about their professional development plans as they began moving into the profession. After a variety of well thought out plans were shared, I noticed none included school counselor supervision. Having served on the American School Counselor Association (ASCA) position statement committee during the creation and adoption of the position statement, “The School Counselor and School Counselor Supervision,” I briefly shared information about it and then asked, “What about supervision?” The subsequent discussions and conversations with my school counselor interns during our group supervision sessions validated the importance of supervision, not just for new school counselors, but also for seasoned school counselors. As school counselors we have an ethical responsibility to “self” which among many things includes “routine” professional development, increasing our knowledge and understanding of sociohistorical oppression, practicing wellness, increasing our cultural awareness, etc. (ASCA, 2022). One avenue by which we can attend to our professional selves is through the process of supervision. ASCA’s position on supervision states:

School counselors engage in quality school counseling supervision during their training and professional practice to enhance the implementation of their school counseling program. Supervision by individuals who have a background in school counseling or certification in supervision enhances school counselors’ professional growth and leadership development in their roles as practitioners and potential supervisors (ASCA, 2021).

Given this position, it is imperative that new and seasoned school counselors integrate supervision throughout their careers

School Counselor Supervision

The ASCA National Model (2019) provides a framework to guide school counselors in their implementation of a comprehensive school counseling program designed to meet the needs of students in their academic, social/emotional and career development. From this model, it is evident that school counseling is a multifaceted profession requiring unique and diverse skillsets. Because of the latitude and depth of the roles of the school counselor, receiving support and supervision from counseling professionals who are knowledgeable of the roles and responsibilities of the school counselor is essential.

Unfortunately, the level of support for school counselors can vary from state to state and school district to school district. In most states, school counselors do not have mandatory supervision hours after graduation. Requirements for licensure attainment and maintenance can vary as well. In the state of Georgia school counselors do have minimum requirements for licensure and renewal, however, there are no requirements for post-graduation supervision. Inconsistencies in licensure requirements/maintenance, support and supervision can make it difficult for individual school counselors and the school counseling profession to advance and continually integrate best practices (Tang, 2020).

Promoting individual and professional enhancement involves understanding the notion of supervision as an intervention where a more seasoned member works with a more junior member within the same profession (not always) (Neyland-Brown, et. al, 2019). This general level of supervision can be beneficial in general ways, such as helping an individual meet organizational expectations. School counselors most often receive this level of intervention in the form of “administrative supervision” provided by a principal who often does not have counseling experience (Perera-Diltz& Mason, 2012). Because of this, “clinical” supervision, which typically refers to mental health counseling and is a process used to promote a counselor’s personal and professional development, and increase competency within the field, is needed at greater frequency (Chae, 2022).

Supervision Benefits

With clinical supervision school counselors stand to benefit in many ways at the personal and professional levels. Tang (2020) found that school counselors engaged in school counselor-specific supervision had increased levels of school counselor self-efficacy than those who did not. Supervision among school counselors focused on advanced multicultural competence led to school counselors increasing their level of personal cultural awareness as it related to their biases and their ability to culturally appropriate school counseling strategies (West-Olatunji et. al, 2011). Gallo (2013) highlights that school counselor supervision can assist school counselors in navigating common professional obstacles related to ethics, cultural influences on students, and school culture. Given these benefits, it can be argued that school counseling-specific supervision could help school counselors in addressing the increased mental health needs of students since the COVID-19 pandemic by providing a space for appropriate case conceptualization and by refining basic counseling skills essential for helping students within a school environment.

Recommendations

Given the ethical responsibility that all school counselors have to “self”, the official position of ASCA regarding school counselor supervision, and the potential benefits of school counselor supervision, school counselors are encouraged to explore this medium by which they can enhance their school counseling practice. The following are offered to assist:

Seek training in counseling clinical supervision either through conference sessions, graduate courses, etc…

Identify models of supervision that fit well within the school counseling profession, i.e. Professional Academic Response Model (PARM), Connect with school counselors within your school and district to discuss the importance of counseling supervision

Reach out to your district school counseling coordinator to determine if they offer supervision or would be willing to

Reach out to a more seasoned school counselor to determine if they might be willing to provide supervision. Agree to a set day and time and follow through In the absence of more senior school counselors, create “peer supervision” groups. Contact your previous or local school counselor educators to determine if they are willing to provide supervision

After asking my school counselor interns “What about supervision?” they each paused before one intern softly asked me a question in response. She asked, “Who provides supervision after we graduate?” I smiled and responded that she would need to determine that for herself as there are no requirements in place currently to ensure school counselor-specific supervision is provided. I went on to explain that in the absence of such requirements, there is an opportunity for her to enhance her personal and professional development by crafting her own school counseling supervision unique to who she is and who she will become. After providing some of the suggestions listed above and other benefits her “School counselor supervision it is!”

References

American School Counselor Association. (2022). Ethical standards for school counselors. Retrieved March 26, 2023, from https://www.schoolcounselor.org/getmedia/44f30280-ffe8-4b41-9ad8-f15909c3d164/EthicalStandards.pdf

American School Counselor Association. (2021). The School Counselor and Anti-Racist Practices. Retrieved March 26, 2023, from https://www.schoolcounselor.org/Standards-Positions/Position-Statements/ASCA-Position-Statements/The-School-Counselor-a nd-School-Counselor-Supervis

American School Counselor Association. (2019). ASCA national model: A framework for school counseling programs (4th ed.). Chae, N. (2022). Collegial, competent, and consultative supervision: A peer supervision approach for school counselors. Professional School Counseling, 26(1).

Gallo, L. L. (2013). The need for developmental models in supervising school counselors. Journal of School Counseling, 11(19).

Use technology to connect with school counselors in rural areas, across the state, or in other areas of the US to find opportunities for supervision Be creative and integrate self-care. (Example: “Chill, Chat, and Chew” sessions where formal supervision is followed by casual dining or attending an event)

Neyland-Brown, L., Laux, J.M., Reynolds, J.L., Kozlowski, K., & Piazza, N.J. (2019). An exploration of supervision training opportunities for school counselors. Journal of School Counseling, 17(1).

Tang, A. (2019). The impact of school counseling supervision on practicing school counselors’ self-efficacy in building a comprehensive school counseling program. Professional School Counseling, 23(1).

Perera-Diltz, D. M. & Mason, K. L. (2012). A national survey of school counselor supervision practices: Administrative, clinical, peer, and technology mediated supervision. Journal of School Counseling, 10(4).

West-Olatunji, C., Goodman, R.D., & Shure, L. (2011). Use of multicultural supervision with school counselors to enhance cultural competence. Journal of School Counseling, 9(16)

Cup Running Low? It May Be Time

Jennifer Perry, Ph.D., LCMHCA, NCC, ACS jperry@georgiasouthern.edu

When I was a practicing school counselor, there were two pivotal points in the semester where I was wiped. Simply burnt out. Those points were in the fall, right before Thanksgiving or the fall break, and in the spring, right before spring break. It’s like my body somehow intuitively knew there was a break coming and it was time to relax. Now, this does not mean these were the only times I felt overwhelmed or exhausted throughout the year. But these were my designated reset points. These were the points in the semester that I intentionally sought to refill my cup. We all know the saying, “you cannot pour from an empty cup”. So, I ask you, is it time for a refill?

School Counselor Burnout

It is well documented that school counselors experience burnout often (see Mullen & Gutierrez, 2016; Mullen et al., 2017; Kim & Lambie, 2018; Mullen et al., 2021). Along with high, demanding caseloads, which supersede the recommended 250:1 student-to-counselor ratio (ASCA, n.d.), school counselors have varying roles – those which fit the job description and others often labeled “other duties as assigned”. Burnout is attributed to role confusion, large caseloads, high demand, and greater perceived stress (Clemons et al., 2011; Kim & Lambie, 2018; Holman et al., 2019) to name a few. To ensure students are adequately served, school counselors must self-advocate to perform the roles they were trained for and avoid burnout (Perry et al., 2020).

Research has provided ways in which burnout can be prevented, remedied, or lessoned, citing supervision, stress coping strategies that are task-oriented, and greater occupational support at school (Kim & Lambie, 2018; Evans Zalewski, 2022). Evans Zalewski (2022) cited person-specific self-care as well as organization specific self-care, with the former focusing on bettering the person and the latter having a focus of creating a better fit for the person and the workplace. The author stressed the importance of the school counselor to advocate for and engage in self-care, no matter the chosen form.

for a Refill

Below, I list some tips on practicing self-care and refilling your cup so that you may be able to continue to pour into your students…and have enough left over for yourself.

5 Tips to Refill Your Cup

1.Self – Care

a.If you are in bad shape, you can't effectively help the students. Self-care does not have to be an elaborate or even lengthy action.

i.Maintain control of your health.

ii.Take time for YOU. Have a hobby, exercise, get a massage, spend time with family and friends, watch your favorite television show, or read that book you placed on the shelf ages ago.

iii.Do what brings you joy.

2.Breathe a.Go in your office (or a quiet place - it can even be within), close the door, and simply breathe. You’d be surprised by how often we forget to breathe.

i.Inhale thru your nose - Count slowly to 5 (concentrating on your breathing) - Exhale thru your mouth – Count slowly to 5 (concentrating on your breathing) – Repeat

3.Learn When to Leave It

a.You undoubtedly will encounter issues with students, parents, fellow staff, and administration. It will be very easy to consume you and equally easy to stay with you even when you leave the building. This can begin to affect your outside relationships and responsibilities. Learn to know when you have done your best and to let it play out. Trust that it will work out.

References

American School Counselor Association. (n.d.). School counselor roles & ratios

https://www.schoolcounselor.org/About-School-Counseling/School-Counselor-Roles-Ratios

a. If you need to release, find a trusted friend and talk it out. Sometimes, we just need someone to listen. i. Counselors have students and staff alike coming to you for this. Make sure you have someone to go to as well. I recommend either a therapist or a mentor.

[Remember, you should maintain confidentiality of students and families at all times.]

5. Remember Your Purpose

b. Working in schools can become stressful, hectic, and draining. However, it can also be extremely rewarding, joyful, and empowering. Remember your why! Keep in mind “why” you decided to become a school counselor. We do this for the betterment of our youth and society as a whole. Remember that you are important & a vital asset for students. They need you to be full and energized. I hope you can find ways that speak to you and work for you to obtain the refill you need to continue the work they (students) need.

Clemens, E. V., Shipp, A., & Kimbel, T. (2011). Investigating the psychometric properties of school counselor self-advocacy questionnaire. Professional School Counseling, 15(1), 33-44.

Evans Zalewski, S. L. (2022). Burnout, self-care, and supervision in middle school counselors. Journal of Counselor Preparation and Supervision, 15(1). https://digitalcommons.sacredheart.edu/jcps/vol15/iss1/4

Holman, L. F., Nelson, J., & Watts, Richard. (2019). Organizational variables contributing to school counselor burnout: An opportunity for leadership, advocacy, collaboration, and systemic change. The Professional Counselor, 9(2), 126-141. https://doi.org/10.15241/lfh.9.2.126

Kim, N., & Lambie, G. W. (2018). Burnout and implications for professional school counselors. The Professional Counselor (8)3.

https://tpcjournal.nbcc.org/burnout-and-implications-for-professional-school-counselors/

Mullen, P. R., Blount, A. J., Lambie, G. W., & Chae, N. (2017). School counselors’ perceived stress, burnout, and job satisfaction. Professional School Counseling, 21(1), 1-10. hppts://www.jstor.org/stable/10.2307/90023539

Mullen, P. R., & Gutierrez, D. (2016). Burnout, perceived stress, and direct student services among school counselors. Journal of Counseling & Development, 95, 401-411. https://doi.org/10.1002/jcad.12155

Perry, J., Parikh, S., Vazquez, M., Saunders, R., & Bolin, S. (2020). School counselor self-efficacy in advocating for self: How prepared are we?. The Journal of Counselor Preparation and Supervision, 13(4). https://repository.wcsu.edu/jcps/vol13/iss4/5

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Energized for Continued Growth in Counseling Students Experiencing Parental Relationship Distress

Christopher Wheelus, cwheelus@liberty.edu

GSCA published an article in The Counselor Connection about divorce being potentially more disruptive to students' academic attainment than parental death. My surprise at that bold finding caused me to reflect on my decision this year to once again work as a part-time couples counselor in clinical practice and part-time volunteer as a school counselor at a local private school. I decided to write my reflections, as follows.

Looking deeper into the article, I read that the researchers obtained data from selective secondary school students in several European countries and that the support they studied centered on financial support. I could immediately imagine the school system and students studied, having toured a high school in Sweden in 2022 and 2023 as part of a study abroad course. While there are several differences between Sweden's school and socialeconomic systems and those of the US, the article does give pause for us to consider our role as school counselors and possible outcomes of our work for children in stressful family situations.

At the beginning of this academic year, I decided that my graduate school counseling students may benefit more from my pedagogy if my experience in schools was current and fresh. So, I started volunteering a day each week at a local school. Soon after starting, I quickly heard from several teachers and administrators about several students who need counseling due to emotional or behavioral issues in the classroom. In each of those cases parental divorce was the primary issue stated and in almost all the ensuing counseling sessions, the students wanted to talk about it. Shortly after starting at the school, I was talking to a science teacher about the GSCA article.

He shared that when he was in middle school his parents divorced. He said that the only thing he remembers from that entire school year was the school counselor. Specifically, he stated remembering not anything she said but simply (and profoundly) that she cared about him and that she was available to him on those days when he was suffering the most and in need of emotional support. He said she was the reason he made it through that year of middle school. You are that person for many of your students.

Counseling students has energized me as a counselor in general, which has energized to continue counseling couples very part-time in private practice (managing, of course, the ethical boundaries by not counseling the parents of students enrolled at my school). The combination of those two endeavors then has energized my teaching of graduate school counseling students. I feel that synergy beginning to improve how I teach. I also feel the pleasure of knowing that helping couples can be a good way to help students, and helping students develop social-emotional skills in current family situations can help students succeed academically. Honestly, I sometimes wonder if my impact as a school counselor is far greater than my efforts to counsel couples. It is certainly more enjoyable! Both are, nonetheless, wonderfully altruistic endeavors.

My challenge to us as school counselors is to consider how to best support students whose parents/guardians are experiencing relationship distress or dissolution. What counseling approach can energize us to provide students what they need to persist, as in the case of the science teacher written about above? What resources to we have from which to become more energized for the task?

Some ideas for us as school counselors are that we can; (a) network with counselors in our communities who provide couples/family counseling in private practice, (b) attend a continuing education workshop sponsored by LPCA of Georgia, GAMFT, or ACA of Georgia to gain knowledge and to expand our network of colleagues in related professions, (c) partner with one of those professionals to present a workshop at the GSCA conference on student success and family issues, (d) refresh your knowledge of a counseling theory that addresses relationship issues from a developmental perspective, and (e) read articles about theories that have broad application across helping professions (i.e., school counseling, mental health counseling, and couples/family counseling), such as SFBT, CBT, and Narrative therapy. I am grateful to GSCA for making articles and resources available to school counselors to equip us to serve students well.

Make Room for Micro-credentials

Christina Cotsakis Cordón cotsakiscordonc@clarke.k12.ga.us

When considering students’ plans immediately after graduation, school counselors think about two “C”s and one “M”: college, career, and military. Let’s add a new “M” to the mix: micro-credentials!

Micro-credentials are programs offered by for-profit businesses, traditional education providers, or other organizations that allow students to gain competency in a narrow field in a short amount of time (UNESCO, 2022). Micro-credentials could include coding boot camps, proprietary training on using a specific technology, massive open online courses (MOOCs), and short industry certifications in fields traditionally associated with career, technical, and agricultural education. Some micro-credentials award digital badges upon completion that can be displayed to demonstrate skills. Micro-credentials can provide initial training for entry into a new field or help someone to increase their skills or “upskill.”

According to the EDUCAUSE Horizon Report, a leading publication on educational trends, “micro-credentials and other forms of skills-based certifications may be positioned to overtake the traditional college degree as the most common and even most preferred form of postsecondary education and training” (Pelletier et al., 2022, p. 29). This shift means school counselors must consider an increasingly diverse postsecondary landscape for students. While school counselors already know that additional education or training after high school leads to higher earnings and a lower unemployment rate (U.S. Bureau of Labor Statistics, 2022), there is an increase in the types and number of options to pursue that education or training. As workers reconsidered their careers during the COVID-19 pandemic, thus desiring to add new skills, and students became increasingly comfortable with online learning, the emerging micro-credential market exploded and continues to gain steam (Pelletier et al., 2022).

There are many reasons that micro-credentials might appeal to students. Students can focus on an area of interest that directly aligns with career goals without taking core classes that may not be as relevant to their goals. Micro-credentials can pivot and adjust to industry needs faster than traditional academic pathways (D’Agostino, 2023), so students can know they are getting the most up-to-date preparation. Since micro-credentials are shorter and easier to “stack” than traditional college degrees, micro-credentials can be a way for students to gain expertise in areas that might seem unrelated or combine their many interests. For example, a student can complete micro-credentials in photography and entrepreneurship to prepare for starting their own photography business. Due to the brevity of the programs, students can get a taste of a specific career field before deciding to dive in deeper. Micro-credentials can also be a small, manageable first step towards a more traditional education credential, which can be especially important for students who are interested in, but not ready to commit to, a 2-year or 4-year degree. Some micro-credentials are fully online, which helps a wider range of students access training.

Of course, micro-credentials are not perfect. Both students and employers can be confused by the variety of micro-credentials offered, differences in program quality, and determining the skills represented within the programs (D’Agostino, 2023). Just as not all colleges or majors are equal, not all micro-credentials are created equal regarding reputation and quality. It can be challenging for students and school counselors to determine which programs are the most reputable. In addition, funding for micro-credentials can be confusing, whether hosted by traditional universities, nonprofit organizations, or businesses.

School counselors can work with their students to consider their postsecondary options, including micro-credentials. School counselors can collaborate with students to analyze whether micro-credential programs would meet a student’s interests and goals. Whether students want to attend a coding boot camp in preparation for a career in software development or get an industry certification to become a ski instructor, school counselors already know how to help students consider the factors that impact postsecondary choices by asking questions like:

● How does this program align with the student’s objectives?

● What will the cost be?

● What do the job outcomes of the program look like?

● How long is this program?

● Does the program have existing relationships with employers?

These questions and many others can help students discern whether a micro-credential will help them reach their goals. While this may involve research on new, more specific types of programs, students will benefit from having an increased set of postsecondary options to explore.

Finally, as professional school counselors, we can also obtain our own micro-credentials to upskill. ASCA U Specialist Trainings are a great example of micro-credentials specifically targeted towards school counselors. School counselors can gain additional expertise in college admissions, bullying prevention, and data in approximately 50 hours (ASCA). School counselors can also obtain training and certification from the technology platforms we use daily, like Google for Educators, Microsoft Office, Pear Deck, or Canva. Of course, there are also micro-credentials available through MOOCs on platforms like Coursera or edX that can help anyone explore their interests in Shakespeare, food, or guitar.

As you consider immediate postgraduation options for students, you can help students consider whether they would like to start with college, go directly into a career, join the military, or pursue a micro-credential! Along the way, you can also make room for micro-credentials for yourself.

References

American School Counselor Association (ASCA). (n.d.). ASCA U specialist training. https://www.schoolcounselor.org/Events-Professional-Development/Professional-Development/ASCA-U-Specialist-Training

D’Agostino, S. (2023, March 3). Microcredentials confuse employers, colleges and learners. Inside Higher Ed. https://www.insidehighered.com/news/2023/03/03/microcredentials-confuse-employers-colleges-and-learners

Pelletier, K., McCormack, M., Reeves, J., Robert, J., Arbino, N., Dickson-Deane, C., Guevara, C., Koster, L., Sánchez-Mendiola, M., Skallerup Bessette, L., & Stine, J. (2022). 2022 EDUCAUSE horizon report, teaching and learning edition. EDUCAUSE, Boulder, Colorado. https://library.educause.edu/-/media/files/library/2022/4/2022hrteachinglearning.pdf

UNESCO. (2022). Towards a common definition of microcredentials. United Nations Educational, Scientific and Cultural Organization, Paris. https://unesdoc.unesco.org/ark:/48223/pf0000381668

U.S. Bureau of Labor Statistics. (2022, May). Education pays, 2021. Career outlook. https://www.bls.gov/careeroutlook/2022/data-on-display/education-pays

FINANCIALLY PREPARING FOR COLLEGE

Dr. Crystal R. Hudson Crystal@CrHudson.com

Oftentimes there’s one influential person in a student’s life that guides them to college. College can change a student’s life for the better and expose them to a whole new world. You, the school counselor, are probably that influential person. When considering the best college fit, students must also prepare financially. This article provides information that school counselors can utilize with students to help them develop a plan to pay for college.

Everyone deserves a great college experience, but they must plan in order to graduate debt free. Many students are graduating with an enormous amounts of student loan debt. Maybe they don’t realize that there is another option to pay for college, through scholarships and grants. There’s a student who runs up to me every time she sees me on campus and says, “Dr. Hudson I’m going to graduate debt free”. She was awarded a full tuition scholarship, each year, and she didn’t stop there. She hustled and found other scholarships to pay for her room & board. If she can do it, anyone can do it.

STRENGTHS, ACTIVITIES & INTERESTS

When developing a financial plan for college, the school counselor should have students list at least five strengths, activities, or interests that they could use to obtain scholarships and grants. Students who are strong academically, or whom have high GPAs would be eligible for academic scholarships. Athletes in any sport could be eligible for athletic scholarships and students who play musical instruments could be eligible for scholarships in the college band or through organizations based on musical instruments. An example would be The Chicago Federation of Musicians offers the “Dorothy Olsen Paulette Scholarship Fund” for young piano players who want to pursue a life of music (Chicago Federation of Musicians, 2023).

Scholarships are available based on students’ career interest and scholarships can be used to expose students to certain industries, especially when certain segments of the population are virtually absent from that industry. Female students might be offered scholarships to enter STEM (Science, Technology, Engineering and Math) fields. African American students might be offered scholarships to study data analytics, because less than 3% of African Americans are in that industry (Northwestern Bootcamps, 2023). Scholarships are available through companies, states and federal governments, foundations, and individuals for a multitude of reasons.

CHOOSING A COLLEGE THROUGH COST/BENEFIT ANALYSIS

Next, school counselors should assist students in selecting their ideal college through a cost/benefit analysis. Through research, students should identify colleges that are well-known or have a great reputation for their selected career path. These colleges would generate the most career opportunities and advancements (benefits) for the student. If the student wants to be a computer programmer, MIT (Massachusetts Institute of Technology), Georgia Tech (Georgia Institute of Technology) and Purdue University all have great reputations for offering top notch technology and computer science degrees. So, they would be great options for students.

Next, students should determine the least expensive option of these three colleges. If a student is from the state of Georgia, the least expensive option is Georgia Tech because it is a public university, which is less expensive than private universities. Furthermore, the student would pay in-state tuition as opposed to out-of-state tuition, which is more expensive. Also, the state of Georgia offers the HOPE scholarship and the Zell Miller scholarship for its residents to stay in state to go to college. So, between the three colleges, Georgia Tech would be the best option because it is the least expensive option and offers the same level of benefits.

Once students have selected a college, they should research the cost of that college. In other words, how much does it cost to attend Georgia Tech, per year, for in-state residents? All students should know the cost of attending college. This cost will be the funding target when students search for scholarships and grants. In 2023-2024, it cost $28,536 in tuition & fees and room & board for undergraduates to attend Georgia Tech (Georgia Institute of Technology, 2023).

SCHOLARSHIP SEARCH

I have been on college campuses for most of my adult life, and I believe that there are more scholarships available than there are students applying for them. Students need to know where to look for scholarships and must be aggressive in pursuing and applying. Before students begin the search, they should first understand the different types of scholarships. Merit-based scholarships are awarded based on academic performance or academic performance plus a special talent. Need-based scholarships are awarded based on the financial need of the student, typically determined by information on their FAFSA (Financial Application for Financial Student Aide) form. That financial need is based on the student’s Expected Family Financial Contribution (EFC) or how much their family could contribute to the student’s college education (Financial Student Aid, 2022a). Students who are eligible for both meritbased and need-based scholarships have an enormous number of scholarships available to them. The most popular grant is the Pell Grant. The Pell Grant is provided by the US government to undergraduate students who display exceptional financial need. Those students with the most financial need would receive more aid from the Pell Grant than those who don’t have as great a need. The maximum amount of the Pell Grant for 2023-2024 is $7,398 (July 1, 2023 - June 30, 2024). Aside from the Pell Grant, the federal government also offers the Federal Supplemental Educational Opportunity Grant (FSEOG) which is awarded to between 100 - 4,000 undergraduates who have demonstrated exceptional financial need (Financial Student Aid, 2022b).

ON CAMPUS:

School counselors should direct students to start their search on the college campus of their choice. Most colleges will initially award scholarships to its top incoming freshmen based on their academic performance in high school. However, these same colleges list all available scholarships on their website; those scholarships that have already been awarded and those scholarships that are still available. Many colleges list scholarships that might apply to their student body. Thus, Historical Black Colleges and Universities (HBCUs) may list the United Negro College Fund as a potential source of scholarships for its students. In essence, these colleges have already started the search for the student, they just must apply for them. There are other select places on campus where students can find scholarships.

OFF CAMPUS:

After searching for scholarships on campus, next the school counselor should direct the student to search for private scholarships off campus. Private Scholarships are provided by individuals, corporations, foundations or not for profit organizations both large and small. Some of the more popular private scholarships are:

• The Gates Scholarship: Awarded annually to about 300 minority high school seniors who exhibit strong leadership skills, have a strong academic record, and have an exceptional financial need. A GPA of at least 3.3 plus eligibility for the Federal Pell Grant are usually required (Murtagh, 2018).

• Coca Cola Scholarship Program: An achievement-based scholarship for high school seniors that recognizes the student's ability to lead and serve and to make a commitment to their school and community. Each year, awards are $20,000 per person to 150 students based on academic merit and leadership skills (Murtagh, 2018).

• Society of Women Engineers Scholarship: Scholarships that support women interested in a career in engineering, engineering technology and computer science (Murtagh, 2018).

• Google Scholarships: Google aims to provide financial support to students, especially students from underserved minority communities, who aspire to pursue a career in technology (Murtagh, 2018).

• Dell Scholars: Dell Scholarships are provided through the Michael and Susan Dell Foundation and Dell Scholars are awarded $20,000, given a laptop, and assistance with textbooks. These students must be from an underserved and lower income household to achieve their dream of a college career (Murtagh, 2018).

• United Negro College Fund (UNCF): UNCF is the nation’s largest provider of private scholarships to minority students. UNCF has raised over $4.7 billion to provide operating funds for 37 HBCUs and provides approx. 60,000 scholarships, annually, to college students (Murtagh, 2018).

SCHOLASHIP SEARCH PORTAL

School counselors should advise students to use scholarship search portals for their off-campus scholarship search. They can use any browser and use key words to search for scholarships that may apply to them. If a student is the first in their family to go to college, they could do a search for First Generation scholarships. Or if a female student is interested in the STEM (Science, Technology, Engineering and Mathematics) fields she should search for scholarships in that field. Students should set up an account on a scholarship search portal and search for scholarships. This same portal will deliver any future scholarship opportunities to students. Some of the more popular scholarship search portals are:

● scholarships.com

● fastweb.com

● collegescholarships.org

● niche.com

● scholarships360.org

•(Lutli, 2021)

Note: All information and activities in this article, and much more, can be found in Dr. Crystal Hudson’s latest book: “BE YOUR OWN COLLEGE ADVISOR: Your money management guide into and through college”. Which you can purchased by contacting Dr. Crystal R. Hudson or through Amazon.

REFERENCES

Chicago Federation of Musicians (2023). Dorothy Olson Paulette Scholarship Fund. Retrieved from: https://cfm10208.com/support-us/dorothy-olson-pauletti-scholarship-fund

Federal Student Aid (2022a). Understanding Financial Aid. How Financial Aid Works. U.S. Department of Education. Washington, DC. Retrieved from https://studentaid.gov/h/understand-aid/how-aid-works

Federal Student Aid (2022b). Understanding Financial Aid. Types of Financial Aid. U.S.

Department of Education. Washington, DC. Retrieved from: https://studentaid.gov/understand-aid/types

Georgia Institute of Technology. (2023). Office od Scholarships and Financial Aid. Undergraduate Cost. Estimated year cost (2023-2024). Retrieved from: https://finaid.gatech.edu/costs/undergraduate-costs

Lutli. B. (2021). Student Loans: The 9 best scholarship search engines. BankRate. New York, NY. Retrieved from: https://www.bankrate.com/loans/student-loans/scholarship-search-engines/ Murtagh, A. (2018). 11 Private scholarships to help you pay for college. US News and World Report. New York, NY. Retrieved from:

https://www.usnews.com/education/best-colleges/paying-for-college/articles/2018-09-20/11-private-scholarships-to-help-you-p ay-for-college

Northwestern Bootcamps (2023). Barriers to entry and opportunities for social justice in data science. Retrieved from https://bootcamp.northwestern.edu/blog/40-resources-diversity-in-data-science/.

Make Yourself at Home: Four Ways School Counselors Can Best Support Contracted Student Support Professionals

Amari BenLevi abenlevi21@gmail.com

Have you ever visited a friend’s home for the first time, and they said, “make yourself at home,” however, you do not know if you should take your shoes off or not, you have no idea where the restroom is, you are unsure which couch is meant for sitting and which one is for decoration only, and you do not know what remote turns on the TV? Many contracted educational support professionals feel this is a very similar feeling as they enter new school buildings. I can remember my time as an AmeriCorps service member at a local high school in the Atlanta area. I was presented with a list of tasks from my supervisors at Hands on Atlanta of data I needed to gather, a needs assessment I needed to complete, a caseload that I needed to develop, and activities that needed to be completed by the end of the school year. I also remember the high anxiety I felt as the new kid on the block with no relationships with critical stakeholders, no access to student information systems, and limited knowledge about the school’s culture, climate, and day-to-day functions. I had to quickly build relationships with members of the School Counseling team, and that was the basis of everything else I needed to do my job successfully. That year of service set the tone I needed moving forward as a Support Staff Professional. It helped me to be a better Communities in School Site Coordinator at a local middle school and an even better supportive counselor helping the contracted employees I work alongside now. Today I would like to share four ways that School Counselors can best support the contracted student support professionals that work in their buildings.

Build Strong Relationships

One of the best compliments I received about my new house is that it feels like a home. . I work very hard to create an inviting atmosphere and to be a top-tier host to all my guests.

It is imperative that when working with contracted student support professionals, School Counselors provide a kind and welcoming atmosphere. This can be done by being friendly and approachable and ensuring them that you are someone that they can lean on for support in the building. This relationship-building helps build trust within the partnership. These support programs are often provided to schools to help fill an academic, attendance, behavior, or post-secondary access gap. Healthy relationships between stakeholders make it much easier for the contracted employee to feel comfortable to ask questions and seek knowledge to information they may not have access to. It also helps meet the over goal of student success.

Assist with Access to Data

My friends like to call me “The Host with the Most.” I cannot help but give stellar service to them when they come over. However, I expect you to fix your own cup of juice after your third visit. I remember my sister’s first time at my home, she asked for something to drink, and I yelled from the bedroom, “HELP YOURSELF, THERE IS JUICE IN THE FRIDGE!” I assumed she would do just that, but she quickly informed me that she didn’t know where the cups were and what juice was available to be used. This is similar to the contracted student support professionals not knowing where and how to access school-related data. This may require the School Counselor to provide them with a tour of the school and introductions to the critical stakeholders in the building. Knowing the flow of the school helps with completing a needs assessment and finding meeting locations. The contracted support professional will also determine that the School Counselor is often the best “Go-to” person when they need access to student locators, student contact information, and academic, behavioral, and attendance data. This information is vital to helping them set and meet annual student success goals.

Supported Caseload Development

Many of my friends purchased homes during the pandemic and hosted virtual house warmings. They all would make a beautiful social media post about their accomplishment with a link to their Amazon wish list of furniture, decor, and appliances they wanted to fill their home. This list had many wants and needs for their new home, and each time I worked hard to choose a gift that met both criteria. This is similar to the support the contracted student support professionals need when building a caseload. They often come with specific types of students they want to choose, and the School Counselors also help them identify students that need their support. The School Counselor can share insight into students’ needs and best practices for working with the students at their school.

Encourage Student Support Collaboration

The highlight of my home is the large backyard. Most visitors notice how massive it is and ask, “When is the next BBQ?” Here is a secret, I do not cook or grill. I also only own one tent, two tables, and three lawn chairs, and my echo dot is only loud enough for my bedroom. These supplies may be enough for a small picnic, but it will take much more support from my brother, who is a chef, my family member, who has more tables, chairs, and tents, and my uncle, who is a Dj. This is the same level of collaboration needed to ensure all student support professionals are working together to meet the needs of the school and the students. This collaboration starts with meetings to discuss caseload students and their needs. Collaborating on events, such as parent nights and college tours, is also essential. Effective collaboration helps meet the needs of most students.

I am privileged to work alongside two phenomenal, contracted student support professionals, Amy Stokes with College AIM and Evelyn Armstrong with Communities in Schools Atlanta. They both truly help support the students we serve by helping to remove barriers to their education and providing exposure and access to college and career opportunities. I wholeheartedly believe in the mission of Communities in Schools when they say, “we surround students with a community of support, empowering them to stay in school and achieve in life.” We must continue to work well with your partners in education to ensure that we are meeting the needs of all students.

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