For every 903 students in Arizona, there is only one school counselor
, a ratio that is nearly double the national average (450:1) and more than 3.5 times higher than the ratio recommended by the American School Counselor
Attitudes of American School Counselor
Association members toward utilizing paraprofessionals in school counseling.
For example, we know little about school-based and district-level leadership implications for school counselors
, how school counselor
leadership can influence instructional practices, how to train cohorts of school counselor
leaders, or which school counselor
leadership variables are most effective for specific program delivery.
According to the American School Counselor
Association, the student-to-counselor ratio should be 250 students to 1, or less.
The American School Counselor
Association (ASCA), a division of the American Counseling Association (ACA), chose to respond by interpreting A Nation at Risk (Gardner, 1983) and NCLB legislation as a concern that school counselors
were not seen as part of the solution (Schwallie-Giddis et al., 2003).
assisting students with disabilities School districts should clearly define the role of a school counselor
when working with students with disabilities.
Social Justice Advocacy in Schools: Standards for School Counselor
In response to Christopher Griffin's Student Counsel column ("High School Counselors
Take it on the Chin," September 2010), the American School Counselor
Association (ASCA) agrees with many of the conclusions of the Public Agenda study: More school counselors
are needed, and existing counselors should not be overloaded with noncounseling duties preventing them from spending time guiding students to academic success and postsecondary education.
The national standards of the American School Counselor
Association (ASCA, 1997; Campbell & Dahir, 1997), the Transforming School Counseling Initiative (Education Trust, 1997), and the ASCA (2003, 2005) National Model have directed school counselors
to respect the past and embrace the present but forge a new vision to the future.
In this position, I hope to serve as a conduit between universities, state departments of education, and practitioners in sharing information with them, as well as gathering information and data from them, around the role of the transformed school counselor
. The three main areas with which I work are at the state level, the university level, and with preservice school counseling programs.
If trained properly, the school counselor
is best suited to lead these changes in order to facilitate a climate of safety and support for these students, who are deserving of an equal opportunity to learn.
Alternative "stages," which the author believes are appropriate in tracing the history of the school counselor
movement, are presented as an example of this approach.