California Department of Education
Taking Center Stage – Act II

Counseling

Nonacademic interventions, such as counseling, help students learn the social and emotional skills they need for succeeding in relationships with others just as timely academic interventions help students get back on track to attaining grade-level standards (see the section on Interventions in Chapter 2 for more about academic interventions). Teachers, counselors, administrators, parents, and support staff all play a role in helping students learn appropriate behavior in dealing with others, in coping with disappointments, and in managing anger.

Adolescents come to school with many challenges and dilemmas. Counselors help professional learning community members and after-school staff deal with adolescent issues, including:

  • Relationship problems at school
  • Anxiety disorders (including test anxiety)
  • Depression or anger
  • Cutting (self-mutilation)
  • Suicidal thoughts or grief
  • Gangs and bullying
  • Pregnancy
  • Gender confusion
  • Sexual abuse
  • Boyfriend/girlfriend problems
  • Dating violence
  • Physical/emotional abuse
  • Eating disorders
  • Substance abuse
  • Family traumas (e.g., divorce, blended families, death, substance abuse)

Counselors can help school staff members understand how to listen for specific types of problems.

Students need help in expressing their emotions, needs, fears, and other anxieties in non-threatening ways. When they have access to caring adults with whom to share their feelings, they are less likely to act out. Abused or neglected children experience some of the most profound emotions, including those involving suicidal tendencies. California schools, which are legally obliged to report such situations, should have an established system for prompt referrals. The needs of abused and neglected students are complex. Although community agencies can sometimes provide safe havens, such students may still bring with them to school deep, disabling emotions. Caring teachers and counselors are vital in helping these students.1

 

In the Spotlight

Richard Henry Dana Middle School (Outside Source), a Schools to Watch™-Taking Center Stage 2006 model, Wiseburn Elementary School District. A full-time counselor works with resource staff to train teachers to recognize students with problems. The counselor also gives training during an annual in-service.2

A comprehensive school counseling program helps students understand and respect themselves and others so they can be contributing members of the learning community. Counselors also serve as important members on school intervention team meetings.

The California Results-Based School Counseling and Student Support Guidelines (2007) (PDF; 873KB; 85pp.) advocates the use of data to launch a results-based school counseling and student support system. The book lists the four components of a school counseling program: the foundation, a delivery system, a management system, and accountability. In addition, the guidelines include helpful resources in the appendixes.3

Middle grades counselors play a critical role in helping students adjust to middle school life and prepare for high school. Chapter 6, “Transitions,” provides two sections about the roles counselors can play in helping to smooth the transition processes. In addition, counselors are important members of each school team as they help students set goals that will shape their middle grades experience in preparation for high school and beyond.

Counselors also reinforce positive behaviors such as helping students set high academic, career, and personal goals. Since mentors are an invaluable resource for middle grades students in helping them with goal setting, self-esteem, and positive behaviors, counselors often coordinate mentor training and oversee the pairing of mentors with students. For more on adult mentors, see the section in Chapter 5, “Relationships.”

California developed the Support Personnel Accountability Report Card (SPARC) to provide schools and districts with an accountability structure for their school counseling and guidance programs. Each year, the California Association of School Counselors (CASC) gives “Academy Awards” to schools with outstanding counseling programs as measured by the SPARC assessment. State Superintendent Jack O’Connell recognizes schools as the “Best in the West” for having an exemplary program of counseling and student support for three consecutive years.

In the Spotlight

Granite Oaks Middle School (Outside Source), a California Middle Grades Partnership Network School, Rocklin Unified School District. To help each student succeed, the school faculty has three main goals:

  • Create a strong academic system.
  • Develop a strong support system for those who need help.
  • Create an inviting and fun environment with student-centered activities.

Once each quarter, teaching teams meet with the principal and counselor to talk about each child and to check specifically on the progress of any students who have been struggling. This “checks-and-balances” system helps the faculty to make sure no child slips through the cracks.

Resources for developing a comprehensive school counseling program are noted below.

California Department of Education Resources

External Resources

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Sexuality and family-life education

Footnotes
1Adapted from Taking Center Stage. Sacramento: California Department of Education, 2001, p. 208.
2Joyce Hinkson, "Richard Henry Dana Middle School: Teaming Builds an Unwavering Commitment to Achievement" (PDF; 426KB; 24pp.), Middle Grades Spotlight (Spring 2006), 15.
3California Results-Based School Counseling and Student Support Guidelines (PDF; 873KB; 85pp.). Sacramento: California Department of Education, 2007.
4T. Hatch and J. Bowers, The Block to Build On: Elements of ASCA’s National School Counseling Programs. Alexandria, Va.: American School Counselor Association, 2004, p. 15.