TPC-Journal-V3-Issue2

78 The Professional Counselor \Volume 3, Issue 2 beyond the school. This initiative—grounded within the work-study model—provides opportunities for community work experience while maintaining school support. Students also have the opportunity to pursue an Option 2 diploma, which requires work placement in an on-the-job training or community-based training experience for at least six months. Placement sites have included garden centers, fast-food restaurants and grocery stores. Community partnerships provide great opportunities for students; however, establishing placements that are a good fit for the student and the business is a vital and crucial consideration. Employers are often not equipped to provide training and supervision to support the students’ needs, given the nature of their disabilities and the relative instability of their living situations. Other limiting issues include the number of work hours available and transportation needs for the students. Thus, these experiences require continuous efforts in locating, developing and maintaining work placements. Furthermore, the program must adequately prepare the students for placements and provide ongoing support for the students and their employers. Implications for School Counselors The on-campus experiences provide opportunities for school counselors and teachers to work together to support students in developing work aptitude, as well as emotional regulation and self-control. Successful program completion leads to eligibility for pursuit of an Option 2 diploma. The initiatives also foster patience and persistence since maintenance of the garden is required while the crops are growing and other projects must be completed. Through this experience, students learn that rewards are not always instant and that time and hard work is necessary if one is to accomplish goals. Such awareness may serve to support a successful transition to work in the community upon program completion. Developing general work skills, a strong work ethic and social skills may assist individuals with obtaining jobs in various areas following high school. The program supports academic learning by providing a link between practical career preparation and education. Science and math lessons, in accordance with state educational standards, are developed for middle and high school students. These lessons emphasize real-life educational experiences. The lessons focus on career awareness while supporting education and the transitional goals of the program. Students also learn important sequencing skills working in the garden that carry over to classroom learning. Further, the program supports the development of social skills and self-determination skills. Students learn to work together cooperatively and practice interacting with others when selling the garden produce, sewing products and earthworms. Additionally, the students have the opportunity to identify their interests, recognize their strengths, and evaluate their goals. Opportunities to experience success in both an educational and work setting support the development of a healthy self-esteem. Finally, the program fosters life skill development through budget planning and use of available monies. Thus, the initiatives are integral to the work of both the school counselor in facilitating a comprehensive school counseling program (ASCA, 2012) and the teacher in teaching academic subjects. In addition to the program students, the greater school community, including the student body and staff, benefit because the vegetable and worm gardens are visible for the entire school community. Teachers can use the garden as a reference point to educate all students about plant growth and biological systems. The clothing bank provides a service to help meet the basic needs of all students. It also offers the opportunity for increased empathy and the intrinsic satisfaction of helping others through civic involvement. Furthermore, the program promotes a positive atmosphere for growth and development, which may foster excitement about learning. The program, through a focus on a positive, collaborative learning atmosphere, has the potential to nurture excitement about active learning and dedicated participation in one’s own learning.