Five Hands Are Better Than One: A Collaborative Effort to Improve School Counseling Programs

High School counseling programs undeniably have potential to play an integral role in students’ lives; however, many schools do not effectively utilize evidence-based research to enhance their programs. One person does not hold the sole power to contribute to a counseling program – many people do. No matter which category you identify with, you have the potential to significantly influence the school’s program with which you associate.

How to Contribute: Be Bold and Follow the Action Items!

Counselors

Teachers tend to value counselor-teacher communication, collaboration, and teamwork (Clark & Amatea, 2011). You can help increase efficiency in counseling programs by providing direct and timely services to students, by being accessible and involved, and also by acquiring more knowledge about students’ specific needs (e.g. cultural awareness of students from differing backgrounds) (Clark & Amatea, 2011).

Administrators

The more time spent on college counseling is associated with higher four-year college-going rates (Engberg & Gilbert, 2014); therefore, school-wide assemblies and college fairs may be less likely to enhance college going rates than the time allocated for the counseling program itself. You should make your school’s counseling program a priority when considering students’ schedule structure and school resource allocations.

Teachers

You are a central ally to school counselors because you are the one who is most frequently engaging with students during school hours. You also hold insightful knowledge that may be of benefit to the counselor(s), so reach out and pair up with your fellow colleague to collaborate and increase the likelihood of improving your school’s counseling program (Clark & Amatea, 2011).

Parents

One study suggests that low-income and minority students have an increased likelihood of getting into four-year colleges if their parents attend events involving their child’s counselors (McCoy, 2010). Even if you are not the parent of a low-income or minority student, still make an effort to get involved with events being held at your child’s school. Your presence at their school events, particularly those involving the counselor, can have a positive influence on your child’s future, so do your best to attend the next event!

Students

Research suggests that less than half of students report using their high school counseling services (Gallant & Zhao, 2011). Counseling programs are often underutilized but can have significant benefits for you. Make it a goal to go to your counselor monthly for college, career, and/or personal/emotional services. If you go and are dissatisfied, send suggestions to your administrators for improvements!

Hannah Daley is a Master of Education in Counseling student at Boston University who graduated from Wake Forest University with a double major in Psychology and Sociology. After working in the social policy research field for two years, she decided she wanted a change from helping others from a distance to working directly one-on-one with individuals. Hannah is currently working toward her master’s with the goal of entering the mental health counseling field with the mission to reduce and ultimately diminish the stigma associated with receiving mental health services.

References

Clark, M. A., & Amatea, E. (2011). Teacher Perceptions and Expectations of School Counselor Contributions: Implications for Program Planning and Training. Professional School Counseling, 8

(2), 132-140.

Engberg, M. E., & Gilbert, A. J. (2014). The counseling opportunity structure: Examining correlates of four-year college-going rates.

Research In Higher Education, 55(3), 219-244. doi:10.1007/s11162-

013-9309-4.

Gallant, D. J., & Zhao, J. (2011). High school students’ perceptions of school counseling services: Awareness, use, and satisfaction.

Counseling Outcome Research And Evaluation, 2(1), 87-100.

doi:10.1177/2150137811402671

McCoy, C.H., (2010). Involving low-income parents and parents of color in college readiness activities: An exploratory study. Professional School Counseling, 14(1), 115-124.