ED 221

OUTLINE

Assoc. Prof. Deniz Albayrak-Kaymak

(Revised, 2023)

ISSUE 4:
ROLES OF GUIDANCE-COUNSELORS:
DEVELOPMENTAL SPECIALIST AND FACILITATOR

Professional associations we commonly refer in this course are

AMERICAN COUNSELING ASSOCIATION (ACA)
https://www.counseling.org/
AMERICAN SCHOOL COUNSELOR ASSOCIATION (ASCA)
https://www.schoolcounselor.org/
TÜRK PSİKOLOJİK DANIŞMA VE REHBERLİK DERNEĞİ (TÜRK PDR DER)
https://pdr.org.tr/

The professional counselor evolved over time;

In 1952, four independent groups established the American Personnel and Guidance
Association (APGA),
In 1983, changed its name to the American Association of Counseling and Development.
In 1992, the association changed its name to the American Counseling Association (ACA) to
reflect the common bond among association members and to reinforce their unity of
purpose.

There are 19 divisions within ACA (listed below), each electing officers who govern their
activities independently, publishing journals and newsletters, and having a voice in ACA
governance. And each with a special interest and purpose. In addition, Association of
Counseling Sexology and Sexual Wellness (ACSSW) has become an affiliate organization.
A school counselor may belong to more than one division. Some divisions and regional
affiliations, depending upon counselor membership, are more active and influential than
others.
 Association for Adult Development and Aging (AADA)
 Association for Assessment and Research in Counseling (AARC)
 Association for Child and Adolescent Counseling (ACAC)
Association for Creativity in Counseling (ACC)
 American College Counseling Association (ACCA)
 Association for Counselor Education and Supervision (ACES)
 Association for Humanistic Counseling (AHC)
 Association for Multicultural Counseling and Development (AMCD)
 American Rehabilitation Counseling Association (ARCA)
 Association for Spiritual, Ethical, and Religious Values in Counseling (ASERVIC)
 Association for Specialists in Group Work (ASGW)
 Counselors for Social Justice (CSJ)
 International Association for Resilience and Trauma Counseling (IARTC)
 International Association of Addictions and Offender Counselors (IAAOC)
 International Association of Marriage and Family Counselors (IAMFC)
 Military and Government Counseling Association (MGCA) formerly ACEG
 National Career Development Association (NCDA)
National Employment Counseling Association (NECA)
 Society for Sexual, Affectional, Intersex, and Gender Expansive Identities (SAIGE)
ACA Mission Statement the mission of the American Counseling Association is to enhance
the quality of life in society by promoting the development of professional counselors,
advancing the counseling profession, and using the profession and practice of counseling to
promote respect for human dignity and diversity.

ACA Vision Statement the American Counseling Association is the publicly recognized
organization to which all professional counselors belong.

WHAT WE DO, is to promote the professional development of counselors, advocate for the
profession, and ensure ethical, culturally inclusive practices that protect those using
counseling services.

THE IMPACT is about every person’s having access to quality professional counseling to
thrive.

Values: What we believe

Counseling is a professional relationship that empowers diverse individuals, families, and
groups to accomplish mental health, wellness, education, and career goals.
The American Counseling Association (ACA) is an educational, scientific, and professional
organization whose members work in a variety of settings and service in multiple capacities.
The values that individual professional counselors hold are complemented by the following
values of ACA:

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Counseling is about change. Change requires a process of interaction and influence that
should be beneficial for the client. Welfare of the client is of utmost importance and decision
on what is beneficial cannot be left unsupervised. Therefore, quality of counseling services
are protected by professional ethics, imposed and guarded by professional associations.
Ethics requires counselor competence and this is to be evidenced by professional standards
or credentials, including accreditation, certification, and licensure.

Read the definitions and functions of these credentials to understand what they entail. Bear
in mind that all competencies are limited; counselor training does not end with diploma or
any of the credentials. Counselors need to continue their training throughout their
professional life to better serve and protect the welfare of their clients. Continuing education
activities serve for this purpose (updating knowledge, extending skills and enriching
techniques).

Part of the professional training is to be reserved for ethics. Counselors have their codes and
standards of practice to protect both the welfare of the client and the public. The same ethics
protects the professional by defining limits of responsibilities. Liability (insurance for
practice) is required to protect the professional to defend against unjust accusations.

Ultimate goal in counseling is protection of well-being of clients, counselors and the public.
Society at large, protects individual rights through legal system (laws) and moral
imperatives. For example, ethically, school counselors in private practice do not meet with
students or parents in the school systems where they are assigned or employed. Dual
relations avoided protecting boundaries.

Professional Ethics, Among the topics that can call for value judgment are:
Acquired Immune Deficiency Syndrome (AIDS),
Attention Deficit/Hyperactivity Disorder,
Censorship,
Child Abuse/Neglect Prevention,
Conflict Resolution Programs,
Corporal Punishment in the Schools,
Critical Incident Response in the Schools,
Cross/Multicultural Counseling,
Discipline,
Gender Equity,
Parent Consent for Services,
Sexual Orientation of Youth,
Safety on the Internet…

ASCA (http://www.schoolcounselor.org) developed position statements on a number of

school counseling-related issues.
Hyperlinks to all of the statements at the ASCA website:
http://www.schoolcounselor.org/library/ positionstatements.doc.

Professional assurance for protection of well-being is possible through quality of counseling

services. This quality is guarded by professional ethics (codes and standards of practice), its
identification and imposition is provided by professional associations.
The top ethical principles include competence (professional preparation through formal and
continuing education as well as supervision) and confidentiality.

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Ethical practice requires counselor competence as evidenced by professional credentials,
including accreditation (diploma preferably from an accredited institution), certification
(additional training), and licensure (work permit).

Training: New standards require school counselors to graduate from approved programs
with at least 48 semester hours. Many institutions, recognizing the complexity of preparing
counselors and the difficult nature of their work, offer full two-year programs, ranging from
64 to 72 semester hours and ending in either a master's or educational specialist degree.

Certification: Professional recognition granted to a school counselor when certain

predetermined qualifications have been met, enabling a person to be employed in a public
school. Some states require as few as 24 hours beyond a teaching certificate, others require
two years of teaching experience and then a master's degree in school counseling. Sixteen
states do not require previous teaching experience but require a master's degree with
extensive field experience. In 1982, ACA created the National Board for Credentialing of
Counselors (NBCC).

Licensure: regulates the practice of mental health counseling, enables opening offices and
charging for services.
Liability (insurance for practice) is required to protect the professional to defend against
litigations or unjust accusations.

In 1967, the American School Counselor Association (ASCA) issued guidelines for the
preparation of secondary school counselors.

In 1968, ASCA adopted additional guidelines for elementary school counselors.

By 1979, the Association for Counselor Education and Supervision (ACES) adopted
standards for preparation of counselors by universities and colleges.

In 1981, the Council for Accreditation of Counseling and Related Educational Programs
(CACREP) was established to evaluate four types of counselor preparation programs:
(1) school counseling; (2) student personnel services in higher education; (3) counseling in
community and other agency settings; and (4) counselor education (doctoral level).

The International Registry of Counselor Education Programs (IRCEP), is a subsidiary

program of CACREP designed to create a global community of counselor education
programs.

CACREP is an independent agency recognized by the Council for Higher Education

Accreditation to accredit master's degree programs in:
addiction counseling
career counseling
clinical mental health counseling
marriage, couple, and family counseling
school counseling
student affairs and college counseling
CACREP also accredits doctoral programs in:
Counselor Education and Supervision

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This website is provided as a service to students who are looking for a counseling degree
program and to educators and practitioners interested in what it means to be a CACREP
accredited program.
http://www.cacrep.org/

Continuing education, All competencies are limited; counselor training does not end with
any of the credentials. Thus, there is need for updating knowledge, extending skills and
enriching techniques.

Counselors need to continue their training throughout their professional life to better serve
their clients. Life-long or continuous education is needed.
Currently, there are more jobs available than there are students graduating from accredited
university programs in almost every state. As more retirements occur, the shortage may
become acute. But because counselor certification in some states is dependent upon at least
two years of teaching experience, many do not enter the field. The vast majority of counselor
education programs in the United States have been geared toward mental health and agency
counseling.

Unless there is an imminent danger to one’s well-being (client or others), all information
shared in counseling remains private and consent is asked for release of any information.
Informed consent is neede to release information.
But school counselors have to share information about the student with other responsible
adults involved, especially with parents who are legal guardians to the child.
School records can only be partially confidential for this reason. In order to maintain student
trust, counselors need to caution their clients about the limits of confidentiality and when
necessary keep private notes separate from school files.

Five essential roles of school counselors (5Cs) are:

counseling,
consultation,
coordination,
collaboration and
curriculum.

Fundamental interventions (Myrick, 1996) are:

I. direct/specialist/primary (individual counseling, small group counseling, and large group
guidance.)
II. indirect/generalist/secondary (peer facilitation, consultation, and coordination.)

Counselor/Student Ratios as American School Counselor Association (ASCA) (1988) are:

Ideal: 1/100
Maximum: 1/300
Recommended: 1/250 (ASCA, 2000s)
The National Center for Education Statistics survey (2010) reported a national average of
1 to 467.
since that data collected in 2008.
Among the states with the highest ratios were California (1:986), Minnesota (1:799), and
Utah (1:720).
Nearly half of the public schools has rising caseloads and work demands.

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Using a service-based developmental program for all students, rather than a traditional
therapeutic model, may enable reaching more students.

School counselors are encouraged to spend the majority (or approximately 80%) of their time
providing direct services to students through guidance curriculum, individual student
planning, and responsive services. Less time should be spent providing indirect services
through system support activities.
Gysbers and Henderson (2000) described a 44-hour week program where counselors would
manage their time as:
systems service (6 hours of coordinating activities), responsive (16 hours of direct
counseling),
planning (4 hours), and
the guidance curriculum (18 hours of consulting).
This later became the framework for the ASCA National Model (2005).

ASCA National Model (2005), presented guidelines for a framework suited for
developmental guidance programs where their roles are defined and clarified around four
fundamental components:
* Foundation: Beliefs and philosophy.
* Delivery system: Curriculum, student planning, and responsive services (e.g., counseling,
consultation and referrals), and system support.
* Management system: Analyzing data, evaluation, action plans and organized activities.
* Accountability system: Measuring progress.

“How are students different as a result of what school counselors do?“ is to be answered in a
framework of the comprehensive, data-driven school counseling program

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Yet, principals still continue to rate many inappropriate counselor activities as significant.
In Fitch and colleagues’ (2001) survey, over 50 percent of future principals rated registration,
record keeping, testing, and special education assistance as significant activities.

Priority setting is needed

by
Needs, Crisis, Intervention, Time management

Time management is about,

prioritizing services,
allowing some flexible time (FT),
allowing walk-ins (RAP sessions),
keeping protected time (PT),
using chunking,
making weekly schedules and
having an annual guidance calendar.

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Principle of parsimony;
Reaching most by use of least sources in allocating resources/services.
Starting with indirect services moving down to others (more specific ones) if needed.
Activating all existing resources.

Related terms:
Case/caseloads: Individual counseling receivers; need to be limited.
Coordination of paraprofessionals, who do not have professional training, but serve for
various roles under counselor supervision.
Managing multiple interventions, services of different types for the same individuals.

Most teacher time (3/4) is spent with advising, judging, giving opinions, reporting facts, and
providing information. Very few, if any, of these can be called facilitative of interaction. Very
little of what teachers typically do is facilitative of relations between the teacher and the
students. Most student time likewise is spent by listening. Teachers need to be listening more
and students need to be getting more active. If teachers are to fulfill their secondary roles and
perform guidance functions, they need to improve their facilitation (good communication)
skills. These skills are useful in helping students explore their ideas, make good decisions
and behave in responsible ways. Facilitation allows people to be themselves and tell more
about themselves or self disclose.

Underlying the TAP model and developmental guidance is facilitative model that consists of
4 parts:
• Conditions (caring, understanding, acceptance, respect, friendliness, trustworthiness)
• Processes (self disclosure, feedback, increased awareness and decision making,
responsible action)
• Responses (feeling focused response, clarifying, summarizing, open and closed
questions, facilitative feedback, simple acknowledgment and linking vs
advising/evaluating, analyzing/interpreting, reassuring/supporting)
• Activities/tasks (structured learning activities as in classroom guidance hours)

Facilitative conditions include friendliness along with other characteristics that are necessary
to establish trust between the counselor and the client so that they can work together.

Make sure that you read the definitions and examples of each of the four parts listed above
and the terms covered unders each of the parts. You may find understanding the facilitative
and nonfacilitative responses particularly useful in your daily life.

Question. Counselors are to be friendly, but not friends. What does this mean to you? What
does it say about counseling? In answering, think of the qualities you would expect from a
counselor and differences between professional and nonprofessional sources of help.

Facilitative processes are illustrated at JoHari’s Window (Figure 5.1, Relationship

Quadrant). The first 6 of them that are listed above are facilitative and likely to increase self-
disclosure, while the last 3 (what teachers do most) are not facilitative and tend to decrease
self-disclosure. This does not mean that non facilitative responses have no place in human
interaction, but it simply means that they do not ease communication and self-disclosure.

It is possible to see some facilitative and non-facilitative skills in use.

Recommended:

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Youtube has clips of this TV serial, Everybody loves Raymond, watch the ones on active
listening.

You may also wish to read books written by Thomas Gordon who has a series of books that
describe effectiveness training for parents (PET), teachers (TEF), leaders (LET) and sales
people (SET) as based on a communication skills model. Check our library for their copies.

LEAP: Linking and Extending the Activity Process

A counselor response to provide personal meaning by relating the process and concepts
experienced in a counseling session or activity to events and experiences outside the session.
It can provide insight or an "ah ha" experience, leading to linking past and future, connecting
the "here and now" experience in counseling to "there and then" experiences outside of
counseling. "Let's stop," "and think about what has happened."
It does not have to be a final statement or summary but can be used at any timely moment.
Still usually made toward the end of a session so that it leads to reflection.
Counselor has to be observant and aware of how feelings and behaviors are related to
various life situations.
It might be an open question that leads to further discussion or a closed one that is looking
for consensus; a rhetorical question that helps conclude the session. Or it may be a final
statement that ties the activity to the session's objective.

Practice. Try out the effects of various high facilitative responses when someone shares a
concern with you and observe how these responses change your interaction. I do not
recommend practicing the non-facilitative responses, since they may negatively influence
your relationships. But there are likely to be plenty around you, you just need to observe and
try to identify their impact.

Question.
• If you are to observe that a child is being battered by his/her parents or other adults
responsible for the child, what should/can you do?
• Is there anything wrong with sharing a problem of a student of yours with a friend to
get advice?
• What other practices of a given professional can be found unethical? Think of
examples and try to identify alternative (ethical) ways of action.

Professional ethics also requires confidentiality which means unless there is an imminent
danger to one’s well-being, all information shared in counseling remains private and consent
is asked for release of any information. Unlike mental health professionals, however, school
counselors do not have privileged communication. By law, information about students
needs to be shared with other responsible adults involved, especially with parents who are
legal guardians to the child. School records can only be partially confidential for this reason.
In order to maintain student trust, counselors need to caution their clients about the limits of
confidentiality and when necessary keep private notes separate from school files.

Counselors have five essential roles; counseling, consultation, coordination, collaboration

and curriculum (5C) and six fundamental interventions:
• direct/specialist (individual counseling, small group counseling, large group guidance)
and
• indirect/generalist (peer facilitation, consultation, coordination).

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Especially inexperienced (new kids on the block!) counselors may not know how best to
utilize their time and to pursue a balanced program to provide the above listed services at
their schools. Therefore, time management techniques are recommended to protect
counselor time by prioritizing the services. Counselors need to allow some flexible time (FT)
to allow walk-ins (RAP sessions), protect their time (PT) by use of appointments and use
chunking to achieve a series of work in a given time period. Counselors need to make
weekly schedules and have an annual guidance calendar.

Students who receive individual counseling are called “case” (“vaka” in Turkish) and
counselors need to limit their caseloads (“vaka yükü”) to allow time for other services.
Parsimony (reaching most by use of least sources) is the principle followed in allocating
resources/services. All existing resources need to be activated, including paraprofessionals
who do not have professional training, but serve for various roles under counselor
supervision. Some students may need more than a single intervention and may be targeted
by multiple interventions.

Mastery Questions
1. What is the use of counseling theories? How you feel about personal theories?
2. What is exception to confidentiality? What is privileged communication? How these
two relate?
3. What techniques school counselors use to make good use of time?
4. What is the significance of the law of parsimony at schools?
5. Explain in what ways self disclosure is essential in facilitation.
6. What are facilitative responses and what are their differing effects?
...

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