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School Counselor essay

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What Is School Counseling? 14 Roles & Goals of Counselors

School counselor

From trauma and learning disabilities to bullying and course selection, life can be difficult for students. A school counselor is there to help.

The basic role of a school counselor is to support students in their psychological, academic, and social development (Heled & Davidovitch, 2020; Popov & Spasenovic, 2020).

However, the breadth of school counseling is expansive. One minute, the school counselor may provide a social-emotional lesson to a first-grade class, and the next, they collaborate with the administrative team on a new school-wide behavioral intervention system.

Let’s look at this diverse role and what the ultimate aim is for all school counselors.

Before you continue, we thought you might like to download our three Positive Psychology Exercises for free . These science-based exercises will explore fundamental aspects of positive psychology including strengths, values, and self-compassion, and will give you the tools to enhance the wellbeing of your clients, students, or employees.

This Article Contains:

What is school counseling, job description: 8 roles of a school counselor, school counselor vs school psychologist, 6 goals of a school counseling program, a word on ethical boundaries, positive education & counseling, positivepsychology.com’s tools, a take-home message.

School counseling addresses issues that may affect students’ academic performance, which includes psychosocial and behavioral challenges (Gachenia & Mwenje, 2020). School counseling services are delivered by the school counselor.

A school counselor’s role addresses students’ mental, emotional, social, and academic development (Heled & Davidovitch, 2020; Popov & Spasenovic, 2020). Schools systems in different parts of the world have varying titles for school counselors (Popov & Spasenovic, 2020):

  • Australia – student or education counselor
  • Bulgaria – pedagogical counselor
  • Denmark – pedagogical-psychological counselor
  • Russia – pedagogue-psychologist
  • Croatia, North Macedonia, and Serbia – expert associate
  • Malta, Slovenia, UK, USA – school counselor
  • Ireland – guidance counselor

For more information on this important role in the United States, please refer to the American Counseling Association’s The Role of the School Counselor .

A 2020 study by Popov and Spasenovic showed that although the title or role of the school counselor differs somewhat, the key elements of school counseling can be summarized as:

  • Supporting the psychological, academic, and social development of students
  • Resolving conflicts between all actors in school life
  • Helping students face personal problems
  • Consulting with students, parents, teachers, and principals
  • Coordinating various school activities.

Counselor role

These are just a few roles this multifunctional position may fill. It is important to note that the dominant functions of school counseling may also vary across countries. Let’s explore a few of these in depth.

Counselors help students identify their abilities, capacities, and interests, preventing dropout (Popov & Spasenovic, 2020).

The counselor may also act as a coordinator who advises students about their career orientation and decisions. In doing so, counselors may help students prepare for higher education and college admissions (Karunanayake, Chandrapala, & Vimukthi, 2020).

In Australia and Ireland, the role of the school counselor relies heavily on academic and career guidance and counseling (Popov & Spasenovic, 2020).

There can be many tricky situations within the school setting, and the counselor may act as an advocate who guides and negotiates by diplomatic means.

For example, a student may feel that they are being treated unfairly by their teacher. The counselor may also act as a mediator between students who have just had a physical altercation. Prevention is the focus for school counselors in Russia (Popov & Spasenovic, 2020), and a school counselor may be able to prevent unfavorable situations with pre-teaching social skills lessons and counseling.

Social skills teacher

In teaching social skills, a counselor can act as a researcher, specialist, expert, leader, and consultant (Karunanayake et al., 2020; Popov & Spasenovic, 2020).

The counselor must first seek a research-based social skills curriculum suited for their school demographic, deliver the content, and assist the general education teachers in utilizing the curriculum.

Sometimes all a student needs is a friend, and the school counselor can be there for the student in a professional capacity. With this professional friendship comes confidentiality and privacy.

Like a friend, the counselor may act as a mentor, supporter, advisor, listener, and believer.

Supporting students in their personal development and learning is the main role for school counselors in Denmark, Ireland, and the UK (Popov & Spasenovic, 2020).


In some schools, the counselor may be the frontline point person for students who misbehave. When a teacher sends a student out of the classroom, the student may be required to see the school counselor to address their behavior. The counselor may then decide on the next course of action or consult the administrators.

Counselors may also have to address attendance issues by communicating with students or parents (Karunanayake et al., 2020).


In many cases, the school counselor may act as a school psychologist while delivering counseling sessions. School counselors may sometimes have to address student trauma or remedy situations involving bullying.

In the United Kingdom, mental healthcare is also a big focus (Popov & Spasenovic, 2020).

School counselors may also be found in the classroom. They may assist the classroom teacher, provide consultation, or deliver lessons about social skills or emotional learning.

Just as the classroom teacher prepares lessons, the school counselor must also create and deliver engaging lessons while having good classroom management skills. Formatively assessing students’ knowledge during and after the lesson helps counselors to adjust the teaching or future content.

Collaborating with school staff and supporting the school organization and the teaching/learning process are also roles of the school counselor. The counselor must create and deliver a robust research-based school counseling program using data and student needs (Dimmitt & Zyromski, 2020).

Improving the overall functioning of the school, teaching, and school work is the main focus for school counseling in Croatia, Slovenia, and Serbia (Popov & Spasenovic, 2020).

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The roles of the school counselor and school psychologist are similar in that they aim to provide all students with meaningful access to the school curriculum. The biggest differences between these two professions could be the preparation/education and licensing.

Although both roles may differ between countries, states, or school districts, here are a few of the common similarities and differences.

A school psychologist is tasked with the responsibility of helping students succeed academically, socially, and emotionally. This differs from the role of a school counselor in terms of their daily tasks and scope of support.

Regarding interventions, as an example, a school counselor may be responsible for the implementation of interventions, while the school psychologist’s duty includes administering, scoring, and interpreting psychoeducational assessments that help students qualify for specific services such as special education.

A school counselor is not licensed to perform such activities. In the United States, the Individuals with Disabilities Education Act mandates that a school psychologist is required as an individualized education program (IEP) team member to interpret the instructional implications of evaluation results.

Watkins, Crosby, and Pearson (2001) found that many psychologists would prefer to administer fewer assessments and instead conduct more activities that mirror the school counselor’s role. Indeed, in addition to psychometrics, many school psychologists work with students and the school in the areas of positive behavior or conflict-resolution and bullying (National Association of School Psychologists, n.d.).

As much as a school psychologist may wish to spend more time directly with students, the school counselor will likely be providing individual, small group, class, and counseling sessions to students. In such instances, students are more likely to be referred to school psychologists only when in-depth mental health interventions are required (Wake Forest University, n.d.).

Both school psychologists and counselors may provide training to teachers to help them meet students’ diverse needs and engage with families, helping to connect them to community service providers or other crisis prevention and intervention services.

The graph below is by no means an exhaustive list, but demonstrates some of the differences and similarities between school counselors and school psychologists.

School Counselor vs School Psychologist

  • Fulfill lives School counselors help students live more fulfilling lives by addressing problematic issues (Gachenia & Mwenje, 2020). An example of a problematic issue may be a learning disability.

In collaboration with the general education teacher, the school counselor may be able to suggest strategies, implement interventions, or start the special education referral process.

  • Assist students with challenges Students face a plethora of challenges. If a student has an issue with a particular teacher, the school counselor may speak with the teacher or act as a mediator to remedy the situation.
  • Adjustment School counseling programs aim to help students attain self-awareness and adjust emotionally, socially, and psychologically (Gachenia & Mwenje, 2020).

A school counselor may create a “buddy” program that pairs a returning student with a new student to make them feel welcome. Additionally, a school counselor may prepare a student for a post-high school job, technical school, or college.

  • Promote a positive school life According to a study conducted by Gachenia and Mwenje (2020), 87% of the students who participated in counseling sessions felt more positive about their school life.

A counselor is there to help students through difficult situations both in and outside school.

  • Generating or supporting school-wide interventions In most schools, school counselors are tasked with the responsibility to support, if not entirely create, a school-wide intervention program. Constant evaluation must also accompany this systematic change to determine if the interventions are being implemented and if they are effective (Dimmitt & Zyromski, 2020).
  • Mental health and social-emotional learning School counseling addresses mental health via school-wide lessons, social-emotional learning or individual counseling sessions. Counselors may address these needs through class, group, or individual lessons and counseling sessions (Dimmitt & Zyromski, 2020).

In sum, by addressing these goals, a school counseling program aims to improve students’ academic performance and social skills (Gachenia & Mwenje, 2020).

Role of school counselor

As a school counselor, it is important to be aware of legal and ethical ramifications of your actions (Herlihy, Gray, & McCollum, 2002).

For example, imagine a student confides that they thinking about hurting themselves. They urge you to promise not to tell anyone. While you want to practice confidentiality, ethical guidelines steer you in a different direction. Here are a few important points:

  • Counseling relationship First, it is essential that the school counselor avoid harm at all costs. The counselor must know their own values and beliefs and ensure that they do not result in bias (American Counseling Association, 2014). Furthermore, it is the counselor’s duty to be mindful of cultural differences that may affect the counseling relationship.
  • Confidentiality It is crucial that a school counselor can create a rapport with students and earn their trust. A counselor must respect the privacy of the students and provide a safe space to divulge sensitive information; however, it is also important to follow local laws.

Duty of care must be taken into consideration, and the counselor will need to notify the appropriate authority if a student is being harmed or plans to do harm (American Counseling Association, 2014; McGinnis & Jenkins, 2006).

  • Maintaining boundaries As with many relationships within the school setting, it is crucial to maintain boundaries .

A counselor must not enter a nonprofessional relationship with a student or former student (American Counseling Association, 2014). Boundary Issues in Counseling: Multiple Roles and Responsibilities by Herlihy and Corey (2014) is an extremely good book to explore many ethical situations and solutions.

How school counselors’ roles have evolved – The Boston Globe

Positive education is the combination of best-practice teaching and positive psychology. With the supreme benefits of positive psychology, it comes as no surprise that positive education and positive counseling would be just as transformational.

Uluyos and Sezgin (2021) examined the effects of positive psychology-based group counseling and found that this type of counseling reduced students’ tendency to lie.

Using the PERMA model , Martin Seligman’s intent is to educate students while fostering happiness and wellbeing. School counselors can refer to Positive Psychology in Schools and Education for Happy Students for ideas on how to get the most out of classroom conversations, various activities for emotional learning and mindfulness, and positive psychology exercises.

15 Best Positive Education Books and Positive Discipline Practices is an excellent resource to learn more about the art and benefits of positive education.

This resource is a must read if you found this article to your liking: How to Become a School Counselor: Top Degrees & Programs .

essay about school counselor

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To fully comprehend school counseling and its history, you may wish to review What Is School Psychology? The article provides several fascinating facts and experiments.

The Top 28 Counseling Books for Practitioners and Beginners is an excellent source to explore books relevant to the field of school counseling. Beginning counselors may wish to review the “Best Books for Beginners” section, and experienced school counselors would benefit by investigating the “For Counseling Children” section, which includes three excellent sources for working with students.

Considering resiliency within the classroom, a school counselor can explore Teaching Resilience in School and Fostering Resilient Learners . This comprehensive article contains 100 activities for teaching resilience and specific programs used for teaching students this important concept.

As we already know, mindfulness can be beneficial and ease the effects of stress. Mindfulness for students is especially beneficial, encouraging self-awareness. School counselors may want to refer to Mindfulness in Education: 31+ Ways of Teaching Mindfulness in Schools .

Here are a few of the many worksheets available at PositivePsychology.com that may be helpful in your school counseling practice:

  • Inside and Outside helps students describe how they feel when experiencing an emotion.
  • Self-Control Spotting is an interactive worksheet where students determine if an action shows self-control or a lack of self-control.
  • The Self-Assessment Worksheet for Older Children contains seven questions that help students examine their strengths, favorite activities, successes, and hardships.
  • Showing Responsibility is an excellent tool to explore what responsibility is and determine how to be more responsible.

If you’re looking for more science-based ways to help others enhance their wellbeing, this signature collection contains 17 validated positive psychology tools for practitioners. Use them to help others flourish and thrive.

School counseling is a multi-faceted, challenging, and rewarding position in the school system.

If you are empathetic and goal driven, enjoy working with students, and wish to help them be the best they can be in their academic career and as responsible citizens, consider a career as a school counselor.

Whether you enjoy working with students or young adults, in a classroom or in your own office, collaboratively or independently, with successful students or students with challenges, school counseling may be the profession for you.

If you encompass these qualities, you could be the one to make a positive change in a student’s life!

We hope you enjoyed reading this article. Don’t forget to download our three Positive Psychology Exercises for free .

  • American Counseling Association. (2014). ACA code of ethics . Retrieved June 20, 2021, from http://www.counseling.org/docs/ethics/2014-aca-code-of-ethics.pdf?sfvrsn=4
  • Dimmitt, C., & Zyromski, B. (2020). Evidence-based school counseling: Expanding the existing paradigm. Professional School Counseling , 23 , 1–5.
  • Gachenia, L., & Mwenje, M. (2020). Effectiveness of school counseling programs on academic achievement of secondary school students in Kiambu County, Kenya.  International Journal of Education, Psychology and Counselling (IJEPC) , 5 (35), 58–64. Retrieved June 21, 2021, from http://dspace.pacuniversity.ac.ke:8080/xmlui/handle/123456789/2927
  • Heled, E., & Davidovitch, N. (2020). An occupation in search of identity—What is school counseling? Journal of Education and Learning , 9 (5).
  • Herlihy, B., & Corey, G. (2014). Boundary issues in counseling: Multiple roles and responsibilities . John Wiley & Sons.
  • Herlihy, B., Gray, N., & McCollum, V. (2002). Legal and ethical issues in school counselor supervision. Professional School Counseling , 6 , 55–60.
  • Karunanayake, D., Chandrapala, K. M. N. S., & Vimukthi, N. D. U. (2020). Students’ attitudes about school counseling. Asian Research Journal of Arts & Social Sciences , 12 (2), 21–31.
  • McGinnis, S., & Jenkins, P. (Eds.). (2006). Good practice for guidance counselling in schools (4th ed.). British Association for Counselling and Psychotherapy. Retrieved June 21, 2021, from http://youthcounsellinghull.co.uk/resources/BACP%20School%20Counselling%20Good%20Practice.pdf
  • National Association of School Psychologists. (n.d.). Who are school psychologists? Retrieved November 21, 2021 from https://www.nasponline.org/about-school-psychology/who-are-school-psychologists
  • Popov, N., & Spasenovic, V. (2020). School counseling: A comparative study in 12 countries. Bulgarian Comparative Education Society , 18 , 34–41.
  • Uluyos, M. A., & Sezgin, O. (2021). Examination of the effect of positive psychology-based group counseling on lying tendencies. Spiritual Psychology and Counseling , 6 (1), 29–46.
  • Wake Forest University. (n.d.). What’s the difference: School counselor vs. school psychologist? Retrieved November 21, 2021 from https://counseling.online.wfu.edu/blog/whats-difference-school-counselor-vs-school-psychologist/
  • Watkins, M. W., Crosby, E. G., & Pearson, J. L. (2001). Role of the school psychologist: Perceptions of school staff. School Psychology International , 22 (1), 64–73.

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Dr. Timmons

Your description of what a school psychologist does is terribly narrow. For example, many school psychologists provide direct counseling services but by putting this article out there you are perpetuating misinformation which ultimately results in confusion and students not getting the services they need.

Nicole Celestine, Ph.D.

Hi Dr. Timmons,

Thank you for your feedback — it’s helpful as we’re really committed to providing the most accurate information we can here. We’ve now revised our description about the school psychologist’s responsibilities and included more references to support this.

– Nicole | Community Manager


content was very useful


I thank the team of Positive Psychology for the work that you are doing. Every communication is very helpful in aiding the work that I am doing. As I am tasked with career guidance and workplace counselling, your tools are very useful and I just want to commend you for the good work that you are doing. Thank you


It is really an important information that guides more deeply towards the insight of counseling process. Thanking you Also I need above mentioned worksheets. That Wil be your kindness

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Measuring the Value of a Strong School Counselor

  • Posted February 19, 2020
  • By Emily Boudreau

School counselor

School counselors have long been understood as a key ingredient in college access , but the impact of counselors on student achievement has largely gone unmeasured. A recent paper from researcher Christine Mulhern , a Ph.D. student and PIER fellow at the Center on Education Policy Research at Harvard University , fills that gap, making clear just how valuable a counselor’s role can be. Indeed, Mulhern found that while teachers and counselors make an impact on students via different avenues, the effect of counselors is similar to that of teachers when it comes to educational attainment.

The findings offer more evidence of the value of the counselor role and suggest that a greater investment in school counselors may be as effective and more cost-effective than rolling out new college-going interventions that operate outside of schools, like online platforms or external mentoring opportunities. But the study also found that investing in counselors doesn't nececssarily mean hiring new counselors; it means investigating and sharing the practices of effective counselors so that more students can have access to the caliber of support they provide.

The Findings

Using methods similar to those used in teacher valued-added studies , Mulhern looked at a sample of quasi-randomly assigned high school students and their corresponding counselors from 131 schools in the state of Massachusetts. Her findings indicate that:

Counselors absolutely influence post-secondary achievement

Mulhern's paper finds that improving access to the type of support provided by the best school counselors may be a promising way to increase educational attainment and close socioeconomic gaps. By making the impact of school counselors explicit, the study provides an impetus for further investigation. Though her data did not provide detail on what practices effective counselors use, Mulhern thinks that her findings indicate that there are other avenues and levers that education leaders can consider, beyond classroom teachers, for driving opportunity.

Supporting effective counselor practices has value even when caseloads are high

There may be large benefits, like mental health outcomes, to drastic reductions in caseloads (like going from 500 students to 200), but for schools in which caseloads will remain high, focusing on developing effective counselor practices may be more cost-effective and influential. Working with a sample of counselors who had roughly an average of 285 students, Mulhern found that reducing caseloads from 285 to 220 students (which is the expected reduction from hiring one more counselor in the average Massachusetts high school) had only a marginal positive impact on educational attainment. But the paper suggests that the potential for leveraging effective practices among a school's existing counselors is significant.

Counselors can help students access information and opportunities

Mulhern shows that counselor practices, and the information they provide, can be vital in helping students access opportunities and apply to college, independent of classroom performance. “There’s this whole other area of things outside that traditional domain that students need assistance accessing, and counselors are particularly important for helping with that,” Mulhern says.

We should leverage the potential of all educators in a school

A large body of research suggests that classroom teachers are instrumental in student achievement, but Mulhern's study suggests the value of exploring how a school’s entire professional network — social workers, paraprofessionals, counselors — supports student achievement. “One thing I want to look at next," Mulhern says, "is the interaction between counselor and teacher effects — so, how are they working together, how are students navigating the different types of educators to whom they have access to figure out what they’re doing. Are they complementing each other?”

Moving forward

Counselors are a vital lever for advancing equity and educational attainment. But tapping the potential counselors offer doesn't necessarily mean that all schools need more of them. Rather, what's needed is a deeper understanding of the role counselors play, the practices that enable effective impact, and how to best match students with counselors. “Understanding that [counselors] can have important effects, but also knowing how to improve students’ access to effective counselors, is in line with a lot of policy and education goals,” Mulhern says.

Considerations for School Leaders

  • What information do our most effective counselors have, and how are they leveraging this knowledge to support their students?
  • Will reducing counselor caseloads be effective in this particular setting, or would expanding professional development opportunities have a greater impact?
  • How can different types of educators with different expertise collaborate to provide an optimal learning environment, and how should schools deploy resources to support that mix?

Additional Resources

  • Listen to the EdCast with Mandy Savitz-Romer to hear her talk about redefining the counselor role.
  • School counselors weigh in on the college admissions scandal.

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School Counseling Specifications Essay

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Wellness, Resilience and Prevention in School Counseling

Course specifications for school counselors in new york, technology and mental health counselors.

School counselors are professionals who are surcharged with the task of helping students to achieve their individual developments. Previously, school counselors were simply known as guidance counselors. In the modern settings, school counselors are often highly trained individuals who are expected to display high levels of professionalism. Consequently, school counselors perform various roles within the school setting including “addressing all students’ academic, career and social/emotional development needs by designing, implementing, evaluating and enhancing a comprehensive school counseling program that promotes and enhances student success” (Amatea & Clark, 2005, p. 18).

The role of school counseling staff is fundamentally different from that of counselors in other specializations. First, the impact of a school counselor is arguably higher than that of other counselors because he/she interacts with an impressionable group of clientele. Consequently, unlike other counselors, school specialists are expected to have higher levels of expertise than other individuals do. For example, in most American school systems a counselor has to have a Masters Degree in School Counseling so as to be well equipped to handle student matters.

School counselors are expected to uphold the basic ethics and professional standards of the counseling profession as well as the American School Counseling Association (ASCA). The ASCA guidelines apply specifically to school counselors and not other counseling professions. These guidelines are meant to preserve and maintain high levels of integrity within this profession. Unlike in other counseling professions, school counselors have to work under structured environments that include counseling-programs.

These counseling programs are aimed at prioritizing student-based outcomes such as enhancing competencies. Another distinct specification of school counselors is that they are expected to encompass their counseling activities with assessments and tools that can address ‘local’ students’ needs. A school counselor delivers his/her services to a targeted group that consists of members of the school community among others. Other types of counselors such as prison and grief counselors have a more limited scope of service delivery. Another distinct role of school counselors is that they have to maintain strict data records. This data acts as a guide for indicating the progress of a school counseling program. The high levels of accountability that are characteristic of school counseling are not replicated in equal terms across other specializations.

School counselors do not have a lot of freedom when it comes to their practice because they operate under strict guidelines. However, this profession is still open to revolutionary practices that can enhance its impact on students and school welfare in general. An average school counselor is often put in his/her position as a mental health specialist who exercises his/her profession through unlimited interactions with the students. Although school counselors are positioned to benefit the entire school communities, their primary concern is the students’ welfare.

Consequently, the concept of wellness in regards to school counselors mostly applies to the overall mental health of the students. One way of incorporating the concept of wellness into school counseling is by entrenching its aspects in the “curriculum and instructions that help screen students for the basic skills needed for successful transition from cradle to college and career” (Roach & Young, 2007).

This model can act as a systematic process of encompassing wellness in school curriculums. On the other hand, a system of wellness will help students to focus on assisting students to address their personal, social, academic, and career-based goals. School counselors help students to achieve these goals by assisting them to design, implement, and evaluate a comprehensive wellness program. Wellness programs are often gauged by their ability to heighten the students’ level of success.

School counselors can also enhance the levels of resilience among students by cultivating a safe learning environment within the school. Consequently, students and other members of the school community will be able to co-exist in a manner that does not lead to conflicts of interest. For instance, resilience can be achieved where counselors “regularly monitor and respond to behavior issues that impact school climate such as bullying, student interpersonal struggles, and student-teacher conflicts” (Choate, 2007, p. 320). This practice also enhances prevention whereby school counseling programs follow a path of collaboration between all the major stakeholders (students, counselors, families, and teachers among others) that aims at creating an environment of student achievement.

The profession of school counselors mostly falls under the realm of the public school system of America. The basic requirement for an entry-level public school counselor is an advanced-degree course that addresses various important topics. Some of these important topics include human growth and development, counseling theories, individual and group counseling techniques, the social foundations of humanity, testing methods, research, career development, and supervised practices among others.

The ASCA is at liberty to update these course requirements in accordance with prevailing conditions. All these topics are universally accepted but the New York entry requirements are as follows. An individual who wishes to be a school counselor in New York has various options of prequalification. First, he/she must have completed a counseling program in an institution that is registered in New York. Second, the individual must have a “Baccalaureate degree from a regionally accredited institution of higher education or from an institution authorized by NY Department of Education; AND At least 30 semester hours of approved graduate study in the field of school counseling” (Paisley & Borders, 2009).

Finally, an individual can be a counselor if he/she is nationally certified as a school counselor through the National Board for Professional Teaching Standards (NBPTS). The first option of licensure requires no coursework but the other two options require “completion of a Child Abuse Identification and a school violence prevention and intervention Workshop” (Bemak & Chung, 2015). Fresh graduates are also expected to go through an internship in a K-12 school setting under the supervision of an institution of higher learning. The internship must be competed when the individual is preparing to go through the preparation of certification.

The state also accepts a full year experience in a paid-capacity in lieu of internship. A letter of recommendation is only required among individuals who are from registered counseling programs. Reciprocity of certification is only allowed between parties that are in agreement with New York. However, a candidate who seeks to enter the New York system through a reciprocal agreement must be in possession of valid documentation and be ready to complete a preparation course in New York.

Alternatively, a viable candidate must have at least three years of service in a valid jurisdiction and be employed under the reciprocal certificate. Some of the non-course requirements for licensure in the city of New York include the New York State Teacher Certification Examinations and fingerprint clearances. In addition, the employer has to conduct a background check on suitable candidates.

Mental health counseling is one of the clinical specializations that carry significant weight when it comes to advanced psychology. This field is also one of the specializations that have been impacted by technology the most. The advent of the internet and all its accompanying tools has ushered in a new era of mental health counseling. The internet technology has also been applied to various counseling specialties. However, its impact has mostly been felt within mental health counseling where predictions are that some applications might act as replacements for face-to-face therapy.

A closer analysis of the influence technology in mental health counseling reveals that this phenomenon is more of an aid than a replacement. For instance, technology has facilitated anonymity during the course of mental health counseling sessions through applications like identity-stripped text messages. These types of messages are useful when counseling occurs through virtual spaces such as Second Life Virtual communities. These technological tools act as avenues where individuals might go to relief their mental tensions.

Observers have noted that “as a tool for self- or assisted therapy and for self-education, the Internet offers a greater sense of equality and reduces the stigma traditionally attached to mental health concerns” (Thomas, 2012, p. 177). Consequently, this form of technology can be useful in the training of mental health counselors. Some of the other forms of technology that can be applied as an aid or supplement in the face-to-face sessions of mental health counseling include wikis, blogs, and podcasts. Most of these avenues can be used for both learning and practice.

Amatea, E., & Clark, M. (2005). Changing schools, changing counselors: A qualitative study of school administrators’ conceptions of the school counselor role. Professional School Counseling , 9 (1), 16-27.

Bemak, F., & Chung, R. C. Y. (2015). Advocacy as a critical role for urban school counselors: Working toward equity and social justice. Professional School Counseling , 2 (1), 196-202.

Choate, L. (2007). Counseling adolescent girls for body image resilience: Strategies for school counselors. Professional School Counseling , 10 (3), 317-324.

Paisley, P. O., & Borders, L. D. (2009). School counseling: An evolving specialty. Journal of Counseling and Development: JCD , 74 (2), 150-151.

Roach, L. F., & Young, M. E. (2007). Do counselor education programs promote wellness in their students?. Counselor Education and Supervision , 47 (1), 29-45.

Thomas, H. (2012). The use of technology in mental health: applications, ethics and practice. British Journal of Guidance & Counselling , 40 (2), 177-178.

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School Counselor Essays

Essay on counselling skills, theories of counseling and techniques as a school counselor, popular essay topics.

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