Reconciling the Ideals of the National Model with the Realities of School Counseling

1. Reconciling the Ideals of the National Model with the Realities of School Counseling WSCA Annual Spring Conference February 28, 2009

2. Who is Your Presenter? • Lisa Zobrist • BA in psychology from the University of Washington • M.Ed. in school counseling from Seattle Pacific University • School Counselor with Monroe School District since 2005

3. Who is My Audience? • What is your name? • What level do you work at? • How long have you been a school counselor? • What brings a smile to your face?

4. My Graduate School Thoughts • Excited! • Wanted to be a change agent • Enthusiastic about implementing the National Model • Eager to start internship, run small groups, teach classroom guidance lessons, etc.

5. “The Awakening” • Internship experience • Primary focus on individual and crisis counseling • Email, phone calls, and paperwork • Some classroom guidance around high school planning and careers • No small groups • Test coordination

6. Brief Overview of ASCA National Model • Foundation • Beliefs, philosophy, mission statement, ASCA National Standards • Delivery System • Guidance curriculum, individual student planning, responsive services, system support • Management System • Agreements, advisory council, use of data, action plans, use of time, use of calendars • Accountability • Results reports, performance standards, program audit

7. Delivery System Component Guidance Curriculum Individual Student Planning Responsive Services System Support Elementary School % of Time 35%-45% 5%-10% 30%-40% 10%-15% Brief Overview of ASCA National Model

8. Traditional School Counseling Programs • Spend most time in responsive services and non-counseling activities • Responsive services only impact a small number of students • Non-counseling activities are an ineffective use of our time

9. My School Counseling Experience • Placement changes • 2005-2006: 1.0 • 2006-2008: 0.8/0.2 split • 2008-present: 0.7/0.3 split • My split-placement positions have challenged my ability to build and maintain effective CSCPs based on the National Model

10. Discussion on Challenges of Split-Placement Positions • Challenges: • Car becomes your office • Wrong school at the wrong time • Communicating clearly • Not good for kids • Scheduling groups • No planning time • Triage • Can’t build rapport with either staff • Unmet needs • Two sets of staff meetings/ET/GT/504 • Who evaluates you? • Different sets of rules/plans/expectations • Feels reactive • What is my role according to my administrators?

11. Key Point #1: Start small • Pick one thing (and fight for it!) • Educate, educate, educate! • Don’t assume … • Communicate!

12. Communication Example

13. Key Point #2: Build Relationship with Principal • Educate about: • The National Model • Appropriate time allocations • Appropriate and non-appropriate counseling activities • Share what is most important to you about school counseling • Discuss the problem with non-counseling activities

14. Key Point #3: Assess Needs • Build a program based off of identified needs • Assess needs of key stakeholders • Staff • Program planning • Classroom guidance lessons • Small groups • Student • Program planning • Small groups

15. Key Point #4: Avoid “Crisis Mode” • Focus on prevention • Keep your appointments • Kids CAN wait and other staff can help with incidental counseling • Close your door!

16. Key Point #5: Self Assess • Key Question: “How are students different because of what I do?” • Use data and results reports • SCAATAP • Teacher and student surveys • Pre/post tests • Peer mediation program • Culminating projects

17. SCAATAP Summary Report

18. SCAATAP Non-Counseling Activities Report

19. Teacher and Student Surveys • Teacher Surveys • Kelso’s Choice survey • Small group feedback form • Classroom guidance feedback form • Student Surveys • Bullying survey • Small group feedback form

20. Pre/Post Tests 24 Students took the pre and post test.

21. More Examples of Data and Results • Peer Mediation program • Fewer office referrals for recess issues • Tally number of solved conflicts throughout the year • Culminating Projects • Bystander acrostic poems • “Row, row, row your boat” bullying songs • Anti-bullying commitment • Ways to set a good example

22. Barriers to Change • District level challenges: • WASL coordination • Excel coordination • Attendance letters • Perceptions • “They have the most free time.” • “Who else could do it?”

23. Example of a Change Process • Identify Area to Change • Collect data • Share data • Educate principal • Persistence is important • Advocate for yourself

24. The Future • My Goals: • Parent needs survey • Less time on system support • Closing the gap action plans • Principal/counselor agreement • Test coordination • Full time counselors

25. When I Feel Frustrated I… • Remember why I became a school counselor • Spend time with students • Build relationships based on trust • Live by my moral code • NGUNNGU: • “Never give up, never, never give up.” Winston Churchill

26. Resources • Books • Classroom Guidance Games by Shannon Black • Complete Group Counseling Program for Children of Divorce by Sylvia Morgolin • Small Group Counseling for Children (K-2 and 2-5 versions) by Diane S. Senn • Games • Ungame • Thinking, Feeling, and Doing Game • District Curriculum • Second Step by Committee for Children • Steps to Respect by Committee for Children • Kelso’s Choice

27. With Thanks • Feel free to contact me via email or phone • zobristl@monroe.wednet.edu • (360) 804-3503 • Questions/Comments?