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Letter From The President
Robin Zorn 2024-2025
Dear GSCA Members,
I hope this message finds you well as we move through another exciting and impactful year. It is with great enthusiasm that I introduce our theme for this year: “Counseling That Matters.” This theme reflects our commitment to ensuring that every interaction, intervention, and support we provide has a lasting, positive impact on the students and families we serve. Because everything we do as school counselors… MATTERS!
In alignment with this theme, we are excited to launch a year-long professional development series titled “What You Didn’t Learn in Graduate School.” While our graduate education provided the essential foundation for our work, there are so many aspects of being a school counselor that we only learn through experience. This series is designed to fill in those gaps and provide practical tools and strategies that can be applied immediately to enhance your daily practice.
In our fall and spring Beacon publications, we will be tackling topics that extend beyond the textbook everything from Tips, Ideas, and Activities, Classroom Management, Advocacy, what it means to be a leader, and of course data results reports. Each edition will dive into the real-world challenges of school counseling, offering solutions and tips from your Leadership Team and seasoned professionals.
In addition to the Beacon articles, we will host a series of webinars that will expand on these topics. These interactive sessions will allow you to ask questions, engage in meaningful discussions, and learn from experts in the field. Our goal is to create a supportive learning environment where you can gain valuable insights, share your experiences, and grow together as a community of professionals committed to making a difference.
As we embark on this journey, I encourage you to take full advantage of these resources. Whether you are a new counselor just starting out or a veteran school counselor, the “What you didn’t learn in graduate school” series will provide something for everyone.
Thank you for your continued dedication to this important work, and I look forward to growing and learning alongside you as we continue to provide “Counseling That Matters.”
Until next time, Robin Zorn President, Georgia School Counselor Association
The Mission and Vision of GSCA :
The Georgia School Counselor Association (GSCA) vision statement is to promote student success, improve student development, and continue the development of the school counseling profession. The GSCA's mission is to be essential in improving student development, assist counselors in delivering more effective services, and speak for school counselors at the state and national levels.
Letter From The President
Mission and Vision of GSCA
Living Out Our Commitment: Empowering School Counselor Advocacy
Katherine M. Wood, Ph.D., et al.
Elevating the counselor’s role in social justice, systemic change, and policy impact. pg6
Counselor Advocacy and Leadership in the Current Political Climate
Gwendolyn Ferrell, M.Ed., M.S., LPC
Strategies for supporting immigrant students and navigating today’s shifting landscape. pg10
Stress is Inevitable, Burnout is Preventable: A Conceptual Guide for Novice School Counselors
Ashley D. Cosby
Tools and a framework to help new counselors stay grounded and resilient. pg13
Building an Equitable Mindset: How School Counselors Can Transform Classrooms
Dr. Lamar C. Edmonds
How to dismantle inequities and lead change through cultural competence and inclusive practices. pg19
Expanding Post-Secondary Horizons: Creating Equitable Opportunities for All Students
Gabrielle Brundidge
Practical tips to help students explore diverse, meaningful futures college and beyond. pg21
Addressing
Disruptive Behavior in an Elementary School Counseling Program
Karen D. Rowland, Ph.D.
Intervention strategies for responding to disruptive behavior in younger students. pg24
Preparing Results Reports: Demonstrating Program Effectiveness and Evaluation
John Creger
A guide to using data to show how school counseling makes a measurable difference. pg28
Fulton School Counselor Association Annual Conference Highlights
G. Mark Ellis
Insights and inspiration from this year’s one-day professional learning event. pg29
Rest, Recharge, and Relax: A Summer Invitation for School Counselors
Robin Zorn
A joyful call to rest and rediscover what fills your cup because you’ve earned it. pg31
Nominations and Elections for the 2025 GSCA Executive Board
Dr. Jennifer Diaz
Get involved in shaping the future of GSCA—nominate yourself or a colleague today. pg33
Conference 2025 pg34
Living out our commitment: Empowering School Counselor Advocacy
Katherine M. Wood, Ph.D., CPSC, LCSW, Tennessee Technological University
Margarita Landeros, Ed.D., PPSC, California State University, Dominguez Hills
Alexis N. Dowdell, ALC, Auburn University
Malti Tuttle, Ph.D., LPC (GA), CPCS (GA), ATS, NCC, NCSC. Auburn University
The school counselor role has been rooted in social justice efforts as they are charged to serve all students long before social justice became a term used in education (ASCA 2023).
From reviewing data that indicates disparities among student groups to providing developmentallyappropriate core counseling curriculum, school counselors ensure that students’ unique needs are met. There are multiple layers that urge the school counselor commitment to social justice: school counselor commitment through the American School Counselor Association’s (ASCA) Code of Ethics (ASCA, 2022), the description for the school counselor role and corresponding position statements (ASCA, 2023), and the ASCA National Model for Comprehensive School Counseling Programs.
Professional Commitment as a School Counselor
Professional school counselors' commitment to social justice is outlined in the ASCA Code of Ethics, and calls for school counselors to educate themselves and provide opportunities for school personnel to “develop knowledge and understanding of historic and systemic oppression social justice and cultural models (e.g.,multicultural counseling, anti-racism, culturally sustaining practices) to further develop skills for systemic change and equitable outcomes for all students” (Section B.3.g., p.8; Section C.i, page 9). Rooted in counseling ethics renews the dedication to social justice, focusing on identifying students with marginalized identities to ensure they have access to available resources (Oehrtman et al., 2022; Ratts et al., 2016), with the goal of moving from discriminatory practices identified through data collection to seeking equity for students. By increasing awareness through collaboration, consultation, advocacy and education, school counselors’ commitment to social justice promotes students feeling safe and connected
The Role of the School Counselor Today
Amidst efforts to magnify the school counselor impact and work, the role still remains misunderstood in many schools creating barriers to addressing student needs systematically (Blake, 2020). There are still countless schools where the job description for the school counselor has not changed since its inception, and yet so much of the actual day-to-day for school counselors has shifted. Job descriptions should highlight how school counselors serve students today. School counselors identify opportunities within the data, and implement tiered systems of support to meet students where they are. Data has become synonymous with accountability, and the counseling profession has taken it upon to ensure that school counselors make data-informed decisions, provide students services through a multi-tiered approach, and take a stance on various needs of schools through the ASCA Position Statements. These are also a form of advocacy that delineate the school counselor role in school-wide efforts and clarify for others how they may collaborate and leverage their school counselors.
Advocating and Inspiring Commitment
School counselors can continue to advocate and inspire commitment by focusing on the mission of their work. This can include reflecting on their “why”, informing individuals and groups about the work of school counselors, engaging in community work, and speaking to policymakers about the impact of school counseling programs.
The ASCA National Model provides a framework for building a comprehensive school counseling program and a shared vision for school counselors to foster student success. At the heart of the school counseling profession is a duty to create and implement school counseling programs that effectively target and improve student learning and behavioral outcomes (ASCA, 2023). By reconnecting to that vision and their professional and personal “why,” school counselors take an essential step to vitalizing their commitment to advocacy for all students.
While advocacy involves direct individual support to students in a school, advocacy also extends beyond the school to the surrounding community. School counselors can expand their reach beyond the classroom and actively participate in connecting students and their families to valuable resources. School counselors can also use community resources like radio, online platforms, and newspapers to educate the community about the unique role and value of the school counseling program (Havlik et al., 2019). This can ultimately create an avenue of equitable resources to support a continuously diversifying student population.
On a systemic level, school counselors can engage in advocacy by speaking to policymakers about the impact of school counseling programs. ASCA provides an Advocacy Toolkit that provides tangible resources on engaging with stakeholders at the school, district, and state levels, including templates, how to contact legislators, and supplemental materials to help facilitate those conversations (ASCA, n.d.). With growing concerns about role ambiguity for school counselors (Blake, 2020), it becomes imperative to use data as an advocacy tool when speaking to policymakers about the necessity of comprehensive school counseling programs. Data points can create a clear view into concrete facts about inequities or gaps in student outcomes and school achievement. To be prepared for those interactions with policymakers, school counselors can prepare a brief “elevator pitch” when attending any meeting with policy makers or key stakeholders to present advocacy points when the opportunity arises (Berger et al., 2022). By taking strategic and targeted advocacy approaches, school counselors can be well-positioned to be effective and committed in their work to advocate for and support all students.
Dr. Katherine Wood Dr. Margarita Landeros Alexis Dowdell
Dr. Malti Tuttle
References
American School Counselor Association. (2023). The school counselor and school counseling programs. ASCA Position Statements. https://www.schoolcounselor.org/StandardsPositions/Position-Statements/ASCA-Position-Statements/The-School-Counselor-and-SchoolCounseling-Program
American School Counselor Association (2022). ASCA Ethical Standards for School Counselors. Alexandria, VA: Author.
American School Counselor Association (n.d.). Advocacy toolkit. https://www.schoolcounselor.org/About-School-Counseling/Legislative-Issues/Advocacy-Toolkit
Berger, C., Blalock, S., Goodman-Scott, E., & Brown, E. (2022). Driving forces in elementary school counseling advocacy. Journal of School Counseling, 20(2), 1-18. https://doi.org/10.1177/2156759X221086741
Blake, M. K. (2020). Other duties as assigned: The ambiguous role of the high school counselor. Sociology of Education, 93(4), 315 – 330. https://doi.org/10.1177/0038040720932563
Havlik, S., Ciarletta, M., & Crawford, E. (2019). If we don’t define our roles, someone else will: Professional advocacy in school counseling. Professional School Counseling, 22(1), 1-10. https://doi.org/10.1177/2156759X19848331
Oehrtman, J.P. (2022). Developing and maintaining intra/interprofessional collaborative relationships for student success: A grounded theory study on school counselor collaboration. Professional School Counseling, 26(1), 1-12. https://doi.org/10.1177/2156759X221134263
Ratts, M. J., Singh, A. A., Nassar-McMillan, S., Butler, S. K., & McCullough, J. R. (2016). Multicultural and social justice counseling competencies: Guidelines for the counseling profession. Journal of Multicultural Counseling and Development, 44, 28-48. https://doi.org/10.1002/jmcd.12035
Counselor Advocacy and Leadership in the Current Political Climate
Gwendolyn Ferrell, M.Ed., M.S., LPC Auburn University, Ph.D. Student
Dekalb County School District School Counselor
School counselors occupy a critical position as advocates and leaders in their schools. Since President Trump’s January 2025 inauguration, the political climate in the United States has been in flux subsequent to the numerous executive orders his administration has issued. President Trump’s campaign promises included enacting mass deportation of undocumented immigrants and improving boarder security. The Department of Homeland Security’s Enforcement and Removal Operations (EROs) officers immediately began arresting migrants. The negative ramifications of Immigration and Control Enforcement (ICE) raids are being felt throughout the United States, including in our schools and in our communities.
According to the Migration Policy Institute (MPI), as of 2023, there are approximately 13.7 million unauthorized immigrants living in the United States. The Supreme Court’s 1982 decision of Plyer v. Doe prohibits the tracking of students’ immigration status and grants undocumented students a free public education. In 2019, approximately 651,000 undocumented immigrant children between the ages of 3-17 attended school. The MPI additionally reported 6.3 million children lived in mixed status homes in which at least one person was undocumented. These statistics demonstrate the precarious position immigrants hold and the negative implications for students’ education.
The current administration is also attempting to change the ICE policy of prohibiting arrests at sensitive locations: places of worship, hospitals and schools. Despite legal challenges to President Trump’s immigration policies, entire communities, including schools are being adversely impacted. School counselors may begin to experience increased requests for assistance from students and their families to navigate this uncharted territory. As part of a comprehensive school counseling program, school counselors embrace social justice and leadership skills and must advocate for students.
Elementary, middle and high school counselors are leaders in their schools and play an integral role in the learning community. According to Rodriguez et al (2023), immigration is a disruptor to K-12 undocumented immigrants and newly arrived immigrant students’ education. The United States’ current unprecedented political climate posits school counselors to play a critical role in minimizing this disruption and by supporting the academic, career and social/emotional needs of students. According to American School Counselor’s Association (ASCA), students may experience numerous stressors that include separation from family, cultural differences, language barriers, anxiety, fear, grief, loss, caretaker, roles, concern about their future, marginalization, PTSD and retraumatization. While supporting students and providing resources to families, counselors are expected to demonstrate cultural responsiveness in this complicated and at times contentious political landscape (Attia et al, 2023).
The uncertainty of today’s political climate may provoke a wide range of emotions, especially for vulnerable immigrants. As frontline leaders, counselors can utilize a variety of strategies to aid and assist, in which the counseling relationship is salient. As a primary focus, counselors should reiterate that they provide a safe and supportive space to help students process their thoughts and feelings. As students share their fears and concerns in group and individual sessions, counselors can provide emotional support. Students can also benefit from learning specific techniques to alleviate their anxiety. These include relaxation and mindfulness activities such as deep breathing, journaling, meditation and yoga.
Furthermore, utilizing this unprecedented time as a learning opportunity to promote social justice, counselors can focus guidance lessons, assemblies and town hall meetings around themes of respect, kindness, accepting differences, etc… Encouraging youth to utilize their voices to raise awareness to the multitude of issues immigrants face, which is complicated by the fear of deportation, is another important role counselors play. They can also empower students to write and call their local and state representatives to share their worldview.
By utilizing data from multiple sources, counselors can provide differentiated support. Examples include individual and small group sessions, assemblies that are focused on the fair treatment of all students and parent workshops. Other supports are referrals to internal supports, referrals to culturally sensitive external agencies, and classroom guidance lessons. As collaborators, school counselors can also utilize data to educate staff on the physical and emotional needs of those impacted by ICE raids and deportation. As advocates, school counselors can become increasingly involved within their districts and at the state level to impact policy and effect positive change.
Today’s social and political climate creates unique challenges for school counselors. However, attending relevant professional learning opportunities and staying abreast of immigration policy changes will enhance the counselor’s self-awareness and their understanding of how their advocacy work may be impacted. As leaders, counselors must collaborate with all stakeholders to ensure they are providing social justice advocacy on behalf of all students, including immigrants during times of political uncertainty.
References
American School Counselor Association. (2016). ASCA ethical standards for school counselors https://www.schoolcounselor.org/asca/media/asca/Ethics/EthicalStandards2016.pdf
Attia, M., Staton, A. R., Evans, A., & Tang, S. (2023). Supporting immigrant students in schools: A qualitative investigation. Journal of Child and Adolescent Counseling, 9(1), 34–49. https://doi.org/10.1080/23727810.2023.2168361
Plyler v. Doe, 457 U.S. 202 (1982).
Rodriguez, S., & Crawford, E. R. (2023). School-based personnel advocacy for undocumented students through collective leadership in urban schools: A comparative case study. Journal of Research on Leadership Education, 18(3), 347–377. https://doi.org/10.1177/19427751231173144
Van Hook, J., Ruiz Soto, A. G., & Gelatt, J. (2025, February). The unauthorized immigrant population expands amid record U.S.-Mexico border arrivals. Migration Policy Institute. https://www.migrationpolicy.org/news/unauthorized-immigrant-population-mid-2023
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 health-related 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 non-counseling 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). Steps to combating burnout:
• Determine Organizational Fit
• Create Community
• Establish a Self-Care Routine
• 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. Evans-Zalewski (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 forms of self-care. 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 personspecific 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-413fb3e0-1b9938f36e68/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(1), 58–71. https://doi.org/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). 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), Article 12. 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. In P. L. Perrewé & D. C. Ganster (Eds.), Research in occupational stress and well-being (Vol. 3, pp. 91–134). Emerald Group Publishing. 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
Maslach, C., & Leiter, M. P. (2017). Understanding burnout. In C. L. Cooper & J. C. Quick (Eds.), The handbook of stress and health: A guide to research and practice (pp. 36–56). Wiley Blackwell. https://doi.org/10.1002/9781118993811.ch3
Moyer, M. (2011). Effects of non-guidance activities, supervision, and student-to-counselor ratios on school counselor burnout. Journal of School Counseling, 9(5). https://files.eric.ed.gov/fulltext/EJ933180.pdf
Building an Equitable Mindset: How School Counselors Can Transform Classrooms
Dr. Lamar C. Edmonds Lmredmonds@yahoo.com
Education is one of the greatest equalizers in society but only when it is equitable. Too often, classrooms are shaped by systemic barriers that prevent students from reaching their full potential. As school counselors, we have the power to challenge these inequities, ensuring that every student regardless of background has access to a learning environment that supports their academic and personal growth.
My research, An Equitable Mindset for Elementary School Educators and the Impact of Cultural Competence, explores how cultural competence can transform classroom dynamics. Educators who develop an equitable mindset move beyond surface-level inclusion and instead create spaces where all students feel valued, seen, and capable of success. School counselors are uniquely positioned to champion this mindset and guide educators in fostering equitable classrooms.
The Power of an Equitable Mindset
An equitable mindset requires educators to shift from equality where every student receives the same resources to equity, where each student receives the specific support, they need to thrive. This shift requires three key components:
1. Cultural Competence in Teaching
Cultural competence is not just about understanding diversity; it is about embracing it in meaningful ways. Teachers who develop cultural competence recognize the backgrounds, experiences, and identities of their students and integrate these elements into their teaching. School counselors can support this by providing professional development on implicit bias, culturally responsive teaching, and inclusive classroom practices.
2. Addressing Systemic Barriers
Many students face obstacles that hinder their success whether it’s language barriers, socioeconomic challenges, or historical disparities in education. School counselors can advocate for policies and programs that ensure all students receive access to the resources they need, from mental health support to individualized learning interventions.
3. Transforming Discipline Practices
My research highlights how traditional discipline disproportionately affects students of color, often pushing them out of the classroom rather than addressing the root causes of behavior. Restorative justice approaches such as mediation, peer discussions, and conflict resolution circles help build a supportive environment rather than a punitive one. School counselors can lead the charge in implementing these strategies, helping to reduce disciplinary disparities and keep students engaged in learning.
How School Counselors Can Lead the Change
School counselors are at the forefront of promoting equity in schools. Here’s how we can take action:
• Facilitate Cultural Competence Training
Teachers need tools to create equitable classrooms. School counselors can lead workshops on bias awareness, inclusive teaching strategies, and ways to integrate diverse perspectives into lesson plans.
• Advocate for Equitable Policies
Equity goes beyond the classroom it must be embedded in school policies. School counselors can work with administrators to revise disciplinary practices, expand access to advanced coursework, and ensure that all students receive the academic and emotional support they need.
• Create Opportunities for Student Voice
Students must feel heard in order to thrive. School counselors can establish student-led equity groups, organize listening sessions, and ensure that school policies reflect the needs of the students they serve.
• Strengthen Family and Community Partnerships
True equity involves engaging families and communities. School counselors can help bridge cultural gaps by organizing multilingual parent workshops, creating inclusive communication strategies, and ensuring that families feel connected to the school’s mission.
A Call to Action
Equity in the classroom is not just an educational goal—it is a moral imperative. When we commit to cultural competence, dismantle systemic barriers, and embrace an equitable mindset, we create classrooms where every student has the opportunity to succeed. School counselors play a crucial role in this transformation. By applying the principles outlined in my research, we can help shape a future where all students—not just some—thrive in learning environments that are truly inclusive and empowering. The work of equity is ongoing, but together, we can make meaningful and lasting change—one classroom at a time.
Expanding Post-Secondary Horizons: How School Counselors Create Equitable Opportunities for All Students
Gabrielle Brundidge Gsbrundidge@gmail.com
As school counselors, we are uniquely positioned to guide students through one of the most pivotal transitions of their lives life after high school. While college remains a valuable path for many, our role extends far beyond traditional four-year institutions. We are champions of equitable postsecondary opportunities, ensuring that every student, regardless of background, has access to a future that aligns with their skills, interests, and aspirations. This includes not only higher education but also employment, military service, technical training, and apprenticeships.
Equity as a Foundation, Not an Afterthought
Equitable access to post-secondary opportunities means recognizing and addressing systemic barriers that limit students’ choices. Economic challenges, lack of exposure to career pathways, and implicit biases can all influence students’ decisions about their futures. As school counselors, we must be intentional about dismantling these barriers by:
• Providing Early and Ongoing Career Exploration
Career conversations should begin long before senior year. Through career inventories, interest assessments, and exposure to various industries, we can help students see the full range of possibilities available to them. School-wide career days, guest speakers from diverse fields, and workplace visits can open students’ minds to paths they may not have considered.
• Normalizing Multiple Pathways to Success
The narrative that college is the only route to success is outdated and excludes many students whose talents align with other paths. School counselors should advocate for and promote career and technical education (CTE) programs, apprenticeships, and industry certifications that provide direct access to high-demand jobs.
• Building Partnerships with Employers and Community Organizations
Collaborating with local businesses, workforce development agencies, and trade organizations allows us to connect students with internships, job shadowing, and mentorship opportunities. These realworld experiences help students build confidence and skills before they graduate.
• Making Postsecondary Planning Inclusive and Accessible
Not all students have the same level of support at home when it comes to planning for their future. Some may be first-generation college students, while others may face financial constraints that make higher education seem out of reach. By hosting FAFSA workshops, connecting students with scholarships, and ensuring that all students receive personalized post-secondary planning, we help level the playing field.
Empowering Students to Make Informed Decisions
Ultimately, our role is to equip students with the knowledge and resources they need to make informed choices about their futures. Whether a student chooses college, the workforce, the military, or entrepreneurship, they should feel confident that their decision is valued and supported.
As school counselors, we are not just guiding students toward a single destination; we are empowering them to navigate a world of opportunities. By fostering equitable access to postsecondary pathways, we ensure that every student—regardless of zip code, socioeconomic status, or background has a fair chance to achieve success on their own terms.
Our work is not just about helping students find a path; it’s about making sure the path is clear, accessible, and full of possibility.
Addressing Disruptive Behavior in an Elementary School Counseling Program
Karen D. Rowland, Ph.D, NCC, ACS, LPC, Certified School Counselor Professor of Counseling Mercer University
There is a clear correlation between disruptive behavior or delinquency and student underachievement (Nelson, 1996). Disruptive behavior that leads to delinquency interferes with student’s academic success in addition to being linked to students’ unhappiness and maladjustment in the school. Oftentimes, disruptive behavior that leads to delinquency begins during early childhood and becomes an increasingly stable behavioral pattern.
Elementary school counselors can implement a comprehensive program in response to disruptive behavior and delinquency. The implementation of an effective comprehensive program includes both individual and small group counseling, as well as classroom guidance and school-wide events designed to address this issue through prevention and intervention. Furthermore, an effective comprehensive program targeting disruptive behavior and delinquency requires the collaboration of teachers, parents, administrators, and other stakeholders.
Defining Disruptive Behavior
Disruptive behaviors, such as aggression, lying and stealing, is a term that refers to behaviors that violate social rules and impose negative actions on others (Liber, De Boo, Huizenga & Prins, 2013). These types of behavior in childhood can have negative consequences that very often lead to deteriorating parent-child interactions, early school-dropout, and crime and vandalism. Students who present disruptive behaviors are more likely to be disciplined, have co-occurring mental health concerns, lower academic achievement and relational difficulties with peers (Grothaus, 2013).
Action research revealed that following information important for school counselors to know regarding disruptive behaviors in children: boys are more likely to show physical aggression such as hitting and biting, while girls show more relational aggression such as spreading rumors and name calling, toward others. Culturally, there are high rates of discipline for African American and Hispanic/Latino students, and in families with low socioeconomic status. As research continues to emerge on the multicultural factors surrounding disruptive behaviors it is important for school counselors to be knowledgeable of these factors when designing a comprehensive school counseling program. Counseling interventions that are tailored to the student’s cultural background have shown to be effective as a method of treatment for students with disruptive behaviors (Grothaus, 2013).
Interventions
Individual and Small Group Counseling
There is a clear correlation between intervening at a younger age and having more positive outcomes (Grothaus, 2013), and using one-size-fits-all solutions is not recommended to use with students with disruptive problems. It is imperative that school counselors focus on each individual circumstance, context/environment, needs, strengths, and behavioral manifestations of individual students when designing a program with responsive services.
There should be time taken to observe and evaluate the social place and the abilities of the student before creating a counseling management plan to improve the student’s behavior. This involves the school counselor determining the who, when, and where factors of behavioral incident/s and get adult and peer responses. Examples of specific details regarding the disruptive behavior include, which adults are mostly involved, the grade level, gender, race/ethnicity, where the disruptive behavior occurred or often occurs, and any other cultural factors that may be applicable. In getting all this detailed information, school counselors can set up action plans to monitor more closely the people, places, and timing in addition to the trigger/s that sets the student off. In knowing the trigger/s can help the school counselors to guide the student in exploring alternative, effective, and appropriate responses. Other ways to get important information before, during and after the counseling intervention, is by observing, student self-reports, and interviews with teachers and family members. Valuable information can be found from monitoring progress and the diminishing disruptive behavior.
Finding out what maintains the problem like gaining attention, approval, or what is perceived as respect and determining whether the behavior/s are usually proactive and goal directed or reactive are also important to the intervention plan. For instance, if the school counselor is working with a student who is dealing with proactive aggression, the goal would be to minimize or terminate what the student perceive as gain from the disruptive behaviors. Alternately, if the school counselor is working with a student with reactive disruptive behavior, the goal would be to decrease the triggers and negative thoughts contributing to the disruptive behaviors. What can also assist in creating appropriate interventions is determining whether students behave disruptively because they are overstimulated or under stimulated. An overstimulated behavior would be the student’s attempt at trying to calm self and an under stimulated behavior would be because the student might be bored.
In specifically working with small groups, the school counselor can create positive experiences by teaching positive social skills, conflict resolution, dealing with peer pressure, and expressing emotions. Using solution-focused brief counseling (SFBC) with students who have disruptive behaviors has been found to be successful (Grothaus, 2013). SFBC in school settings can have positive outcomes in increasing self-esteem and positive attitudes (Vallaire et al., 2011). The small group sessions would center on past successes and expectations, current skills, positive personal qualities, and the preferred positive behaviors for each group member. In the beginning of the group sessions, students would express the behaviors they do not want to happen anymore and decide on solutions for decreasing and eventually eliminating the disruptive behaviors. The students become the experts and their language switches to “what I do want” which empower them to achieve positive outcomes while giving them ownership to their created solutions to increase the chances for long-term successful implementations of positive behaviors.
In working with elementary students with disruptive behavior issues, the small group should be no more than 5 students working in a closed group that meets at least once per week for about 3 – 4 weeks. The session should be plan for about 20-30 minutes with the school counselor incorporating the SFBC techniques of the miracle question, scaling questions, instances of success, and compliments in every session. Students would complete a self-reported survey on the type, frequency and level of their disruptive behavior/s in the first session and again in the final session. Additionally, concrete results can be measured by the number of discipline reports of disruptive behavior at the beginning of the group as a baseline, and then again at the end of the group to determine the group intervention effectiveness.
At the end of the group if there are group members who disruptive behaviors have not change or seen minimal changes then the school counselor can follow -up with individual counseling using the SFBC techniques specific to the student’s behavioral nee
Classroom Guidance/Core Curriculum
One of the school counselor's responsibility is to provide all students with lessons to achieve behavioral standards that will lead to success in school. These lessons are best done through classroom guidance or core curriculum. Including classroom guidance lessons on disruptive behavior in the school counseling core curriculum program would be an excellent way of addressing this issue to all students.
In the classroom disruptive behaviors include acts that interrupt teaching and learning when a student displays aggressive behavior, defiant behavior, loud disruptive yelling, or crying. Usually, the students that are disruptive in the learning environment are taken out of the classroom, missing main instruction time that leads to worse behaviors in the future (Fowler, 2015). Meanwhile, the students who are in the classroom have lost valuable instructional time and are oftentimes left wondering and thinking about the incidents that occurred.
An excellent way of tying in the academic standards into the classroom guidance could include a guidance activity on behavioral graphic organizer. Much like the graphic organizers used in the academic setting, behavioral graphic organizers provide students with the ability to de-escalate their problem behaviors by providing a way for students to use critical organizing and mapping of their behaviors while understanding relationships between events: the relationships between their triggers, challenging behavior, and their immediate consequences (Fowler, 2015). The graphic organizer also provides measurable feedback for the students and teachers to help aid in preventing the disruptions in the future. Students and staff involved are able to see where they were, what time the occurrence happened, and what they were doing before the disruption took place. This data can indicate if there are certain triggers causing the student to misbehave. The graphic organizer can also provide information on how quickly the issue escalated and de-escalated, in order to track behavioral development. If taught to manage all student behavior, students will be able to have a better awareness of themselves creating problem solving techniques in all settings.
School-wide Events
As part of the comprehensive program, school counselors at the elementary level can implement school-wide events designed to prevent and change disruptive behavior. School-wide events that reinforce positive school behaviors and highlight positive behaviors in students can be effective ways of addressing issues of disruptive behavior/delinquency. These school-wide events may include, choosing one positive school behavior each month, such as walking quietly in the hallway, being intentional in giving one compliment or positive response to at least one student per day, or keeping a neat desk . Students who are observed modeling the positive behavior receive the special recognition of taking a picture with the school’s mascot. The photo can be sent to the teacher’s email to be shared with the class, posted on the school counselor’s designated bulletin board, and/or email home to the student’s parents/guardians. By reinforcing positive school behavior and rewarding students when they model these positive behaviors the school counseling program is not only contributing to the overall school climate but also aiding in decreasing disruptive behaviors.
Conclusion
There are many strategies for school counselors to use to heighten the success of students who have disruptive behavior problems. Implementing individual and small group counseling, classroom guidance activities, and school-wide events into the comprehensive developmental school counseling program targeted at addressing this issue would be beneficial for all students’ success.
References
Fowler, A., & McDaniel, S. (2015). Use of a behavioral graphic organizer to reduce disruptive behavior. Education and Treatment of Children, 38(4), 1-19.
Grothaus, T. (2013). School Counselors serving students with disruptive behavior disorders. Professional School Counseling, 16(4), 245-255.
Liber, J. M., De Boo, G. M., Huizenga, H., & Prins, P. M. (2013). School-based intervention for childhood disruptive behavior in disadvantaged settings: A randomized controlled trial with and without active teacher support. Journal of Consulting and Clinical Psychology, 81(6), 975-987.
Nelson, J. R. (1996). Designing schools to meet the needs of students who exhibit disruptive behavior. Journal of Emotional & Behavioral Disorders, 4(3), 147-161.
Vallaire-Thomas, Lola, Hicks, Jamilah, Growe, Roslin, (2011) Solution-Focused Brief Therapy: An Interventional Approach to Improving Negative Student Behaviors Journal of Instructional Psychology, 00941956, Vol. 38, Issue 4
Preparing Results Report
John Creger
Data collection and reporting assesses the effectiveness of comprehensive school counseling programming in measurable terms, demonstrates how students are different because of their participation, and informs improvements to service delivery (Dimmitt, 2009; ASCA, 2019). Too often, school counselors “do the work” but do not always “show the work” by documenting and presenting data to a school’s stakeholders (Trevisan, 2000; Rainey & Anderson, 201). Collecting and presenting data to stakeholders increases the support of comprehensive counseling programming and those responsible for its implementation (Havlik et al, 2018; Mason et al, 2023). These presentation opportunities may include summative performance evaluations, advisory council meetings, staff meetings, and parent events. The ASCA National Model (2019) offers templates for school counselors to document and organize data related to closing-the-gap, small-group, and classroom lesson units by detailing what students learned and how they have changed because they participated in school counseling interventions.
Small group and classroom lesson results reports include participation data, mindset & behavior data, and outcome data. Participation data is how many students participated in the intervention, the length of sessions, and the number of sessions identified. Mindsets and behavior data is the average of students’ responses to Likert scale questions or percent correct for knowledge-based questions. This includes a pre-survey (before the intervention) and post-survey (after the intervention), and the questions are correlated to the ASCA Student Standards: Mindsets and Behaviors for Student Success (ASCA, 2021). These pre-/post-survey questions help determine how students acquired attitudes, skills, and knowledge as they relate to a presented need and ASCA student standards. When writing mindsets and behavior survey questions, it is suggested to have at least one question that correlates to each lesson’s measurable learning objective.
The outcome data reported on a results report relates to students’ attendance rates, discipline referrals, or achievement scores. This includes baseline data (before the intervention) and final data (after the intervention). When determining baseline data for an action plan and results report, one can either utilize previous years’ student data or from the current school year. Accessing school data is a collaborative effort and may require the assistance of other school team members, such a administrators, deans, instructional coaches, or attendance clerks. It is also suggested to collaborate with these team members to determine how school counseling interventions can impact student outcomes related to the school’s annual improvement plan.
Utilizing results reports can be an evaluative tool to demonstrate the effectiveness of school counseling programming. Through data analysis, school counselors can reflect on the implementation of services and how students did or did not attain the selected mindsets and behavior standards. More so, school counselors can propose any necessary changes that could be made to future interventions to enhance students’ learning and development. Overall, utilizing results reports should be in every school counselor's repertoire to document and demonstrate how school counseling programming directly impacts student outcomes.
Fulton School Counselor Association Annual One-Day Conference
G. Mark Ellis, LPC ellisg@fultonschools.org
For the past 19 years, the Fulton School District and the Fulton School Counselor Association (FSCA) leadership team have celebrated National School Counseling Week by providing FSCA members with a one-day conference. This year, FSCA partnered with The Meadows Outpatient Center in Atlanta, GA, which graciously agreed to host the event.
Mr. Tom Connell, Executive at The Meadows Behavioral Health, welcomed the FSCA professional school counselors and provided an overview of the clinical services offered by The Meadows. Ms. Marie Woods, Clinical Director at The Meadows, led counselors through experiential group activities that may be applied in the school counseling setting (e.g., Self-Holding, Floor Checks, Extension/Closure, and Feelings Made Simple). She also took a group photo during her presentation. Next, Jill Weinstein, Co-Founder and Clinical Director of Ignite at The Berman Center, demonstrated an activity designed to create community and connection in the classroom setting to help decrease anxiety and depression.
Ms. Claire Gropman, Executive Director at Caron Treatment Centers, presented on the Biopsychosocial Model of Addiction. Her presentation included aspects of treatment and recovery, considerations in the adolescent population, signs and symptoms in teens, and how to talk to teens and families about substance use. Please note: Caron Treatment Centers are nonprofit facilities.
Dr. Weston Robins, President and Founder of Eternal Strength, shared his personal “Radical Pilgrimage of Growth and Development,” along with insights on self-care and increasing awareness of mental health challenges faced by students.
The closing presentation was delivered by Piper Coffey, Vice President of Adolescent Clinical Services at Skyland Trail, who spoke on child and adolescent trauma.
In addition, for the past several years, the FSCA leadership team has requested and received a proclamation from the Georgia Governor recognizing Fulton’s professional school counselors during National School Counseling Week. These counselors go above and beyond to support the academic achievement, college and career readiness, and social-emotional development of all students. Typically, the FSCA leadership team receives the proclamation on GSCA Counselors at the Capitol Day. This year, only a few Fulton School District counselors were able to attend, so we invited GSCA members who remained at the Capitol to join us for a second photo op in the Governor’s Office.
Rest, Recharge, and Relax: A Summer Invitation for School Counselors
Robin Zorn, GSCA President
Dear Joy-Bringers,
We made it! Another school year full of highs, hurdles, and heart has come to a close. And if you’re anything like me, you’ve already packed up your office (well...mostly), tied up loose ends, and said those last goodbyes to your sweet students. Now, it’s time for what I call the “Three R’s” of summer: Rest, Recharge, and Relax the Counselor’s version of a much-needed professional reset.
We pour so much into our schools, our students, and our staff all year long. Summer is the season to pour back into you. So, let’s chat about how we can soak up these slower months with some welldeserved balance, joy, and just a sprinkle of prep for what’s ahead.
Rest: Give Yourself Permission to Pause
First things first: You are allowed to rest. Not just physically, but emotionally, mentally, and spiritually. We can’t show up as our best selves in August if we don’t allow space to simply be in June and July.
Here are some ways to truly rest:
• Declare a “No-Guilt Nap Day.” Yes, it’s a thing. Schedule one. Embrace it. Pajamas optional but encouraged.
• Unplug regularly. Trade student emails for soft jazz, nature sounds, or that podcast you’ve been meaning to binge.
• Make your own office hours. That’s right office hours for you. Time blocks where no one gets to interrupt your peace.
Recharge: Do What Fills Your Cup
Recharging looks different for everyone, but it’s all about doing the things that light you up and make you feel human again not just “on call” 24/7.
Here are some simple (and fun!) ways to refuel:
• Take a “Joy Walk.” Explore a trail, your neighborhood, or even a botanical garden with your favorite iced drink in hand.
• Plan a micro-adventure. You don’t have to travel far pick a town an hour away, grab a friend or your partner, and be a tourist for the day.
• Reconnect with a hobby. Whether it’s painting, thrifting, puzzles, or pickleball, give yourself permission to play.
Relax (and Learn… just a little)
Okay, okay. I know summer isn’t just about PD and planning but for some of us, just a sprinkle of inspiration helps us feel confident and excited for the year ahead. You don’t have to go full notebookand-highlighter mode this can be fun!
Here are a few light and lovely ways to ease into growth:
• Listen to a counseling podcast while floating in the pool (or lounging in a hammock). Try The School Counselor Source or Counselor Accents
• Read a feel-good professional book. Some favorites?
The Power of Moments by Chip & Dan Heath or Permission to Feel by Marc Brackett.
• Refresh your toolkit. Visit Teachers Pay Teachers or ASCA Scene for creative counseling activities, new games, and book companions to make next year even more magical.
• Join a summer book club. Whether it’s for fun or professional growth, gathering with counselor friends virtually or in-person can fill your soul and your planner.
A Final Note from Me to You
As my time as president comes to a close, I want to extend my heartfelt thanks to each of you for making this past year so meaningful. It has truly been an honor and a joy to serve alongside such passionate, dedicated school counselors. Your support, encouragement, and commitment to our profession have inspired me every step of the way. Thank you for allowing me the privilege of leading this incredible community.
So, this summer, whether you’re floating on a lake, catching fireflies with your kids, or just sitting on the porch with your favorite snack, let this summer be your reminder that rest is productive, joy is essential, and you are enough, just as you are.
We’ll jump back into the wonderful whirlwind of school counseling soon enough. But for now, take a deep breath. Smile. Unwind. This is your time to restore all that good energy you so generously give away.
All my BEST!
Nominations and Elections for 2026-2027
Jennifer Diaz, LPC
It is that time of year again when GSCA is waiting to see which leaders are willing to step up to make a difference for Georgia’s school counselors. If you are reading this, there is no reason why YOU couldn’t be one of the next members of GSCA’s Executive Board.
Nominations are now being accepted until Friday, September 5, 2025. You can nominate yourself or encourage someone else whom you think has what it takes to be a school counseling leader for Georgia. Positions accepting nominations for this round of elections are Treasurer, Middle Director, Counselor Educator Director, Northern Director, Southern Director, Finance Committee, and Finance Committee Past President. GSCA is also seeking new nominations for a President-Elect, but this position does require that the candidate have a history of serving on GSCA’s Executive Board at some point in the last five years. All positions, except for Treasurer and President-Elect are two-year terms. The Treasurer and President-Elect positions require a three-year commitment. The PresidentElect will serve as President-Elect, then President, and then a final year as Immediate Past President.
Serving on the Executive Board for GSCA is a big commitment, but also a gift. You will bond with school counseling leaders from across our great state and be able to see school counseling from a much larger picture. Though I haven’t spoken to EVERY person that has served on the Executive Board, ALL the ones that I have spoken to, speak about the experience with warmth and appreciation for the friendships they have developed and the growth as a school counselor that they experienced. They also all speak to the sense of purpose and contribution they felt while serving the field of school counseling and helping to serve the students of Georgia.
Please consider running for an Executive Board position. You will not regret it! Information about requirements and the nomination form can be located on the GSCA website at https://www.gaschoolcounselor.org/officer-elections
