TPC-Journal-V4-Issue5

The Professional Counselor \Volume 4, Issue 5 482 Board (Bridgeland & Bruce, 2014), this reform is necessary to highlight the lack of support students receive in their pursuit of higher educational goal attainment. School counselors have historically lacked a clear identity in role and function (Bridgeland & Bruce, 2014; Clemens, Milsom, & Cashwell, 2009; Dodson, 2009; Johnson, Rochkind, & Ott, 2010; Reiner, Colbert, & Pérusse, 2009), and in response, many states have adopted the use of some form of the ASCAModel as a guide for practicing school counselors (Martin & Carey, 2012; Martin, Carey, & DeCoster, 2009). Not all states provide such guidance for their school counselors and, as a result, some school counselors are left with little continuity among schools, even within the same school district. Some counselor educators have called for more support and supervision for school counselors (Brott, 2006; DeVoss & Andrews, 2006; Somody, Henderson, Cook, & Zambrano, 2008); however, a gap between education and professional responsibility, and consequently liability, has remained apparent (Foster, Young, & Hermann, 2005; Pérusse & Goodnough, 2005). It is important to note that the aforementioned reform is linked directly to the roles and functions of school counselors (Clemens, Milsom, & Cashwell, 2009; Pérusse & Goodnough, 2005). According to NOSCA, 71% of school counselors surveyed stated that they believed academic planning related to college and career readiness was important, but only 31% believed their school was successful in fulfilling students’ needs in that area (Bridgeland & Bruce, 2014). The gap between what they believe to be important and how they deliver information and assist students in using the information is critical. To successfully bridge the gap and provide students with a consistent avenue for college and career readiness, more attention must be directed toward training school counselors and clearly defining the roles and functions of school counselors to other school professionals (Dodson, 2009; Mason & McMahon, 2009; McMahon, Mason, & Paisley, 2009; Reiner, Colbert, & Pérusse, 2009). Further inquiry is necessary to determine the possible impact of revised training and practice on the profession as well as on school counselors’ relationships with students, parents and the school community stakeholders. Counselor educators are not solely responsible for the role development of the school counselors they train; however, they have an increased personal responsibility as well (Paisley & Milsom, 2007; Pérusse & Goodnough, 2005). Consistent dialogue between counselor educators and school counselors-in-training regarding role competence in career development may provide an avenue to overall effectiveness. Currently, professional school counselors are expected to offer comprehensive, well-balanced, developmental, evidence-based school counseling programs that target social and emotional supportive services, educational and academic planning, and vocational education for all students (ASCA, 2003; Campbell & Dahir, 1997; Dugger & Boshoven, 2010; Foster et al., 2005; Martin & Carey, 2012; Martin et al., 2009; Pérusse & Goodnough, 2005). However, high school counselors continue to be scrutinized in light of the poor marks they receive from high school students and graduates regarding the counselors’ involvement in their respective postsecondary planning processes (Gibbons, Borders, Wiles, Stephan, & Davis, 2006; Johnson et al., 2010). School counselors serve in multiple—and often demanding—educational and counseling roles. In addition, school counselors are asked to further the academic and educational missions of the school, seek teacher and administrator buy-in to an integrated comprehensive guidance program, and act in a proactive manner that will enhance collaboration among all facets of the school and community (Brown, 2006; Dodson, 2009; Green & Keys, 2001; Walsh, Barrett, & DePaul, 2007). Keeping these functions in mind, one can see how critical it is for school counselors to develop particular skills in order to provide services, to promote a strong professional identity, and to obtain regular supervision and consultation (McMahon et al., 2009). In many cases, school counselors develop competencies in their roles while performing the duties assigned by their administrators or counseling supervisors; however, the basic educational training that occurs preservice