Needs Assessments and the Role of a School Counselor (Essay)
- Dec 1, 2024
- 5 min read
As you all know, I am studying to become a school counselor which might explain why I have been uploading so many posts about counseling. Recently I learned the role school counselors play in needs assessments and wanted to share my knowledge.
At first, school counselors’ jobs were simply to prepare students for higher education or a career. Throughout the years, the role of a school counselor has evolved and become more defined through academic research. Now a days, school counselors support students in all aspects, in and outside of academics. Their main job is to collaborate with co-workers and other departments to assess school community needs, create a plan to address these, and implement it (ASCA,2023).
Roles of a counselor
In the academic aspect, counselors help students identify their strengths, weaknesses, skills, personal attributes, and all the necessary details to guide them in the career decision making process. Besides guiding students into a well-fitted career, counselors must also support students academically throughout their school years. This can range from following up with students who aren’t performing well in their classes, providing additional resources such as after school tutoring, peer-tutoring, extra credit, etc. It could also be providing resources for gifted students such as application waivers to programs, access to scholarships, and maybe even professional connections for future internships or jobs.
Most importantly, data collection facilitates decision-making for school counselors. It helps them evaluate the effectiveness of their programs and interventions through different types of data and data collection methods. “By using data, counselors can make informed decisions, advocate for equitable programs, and drive systemic change to support optimal student outcomes” (Young and Kaffenberger, 2018).
Statements from Needs Assessments
Part of being a school counselor includes conducting needs assessments to create and implement programs that better support students and the community. Some of the statements included in these types of assessments include student use of alcohol and drugs, learning about college opportunities, domestic violence, major health concerns. Three of these topics are not so easy to address but not impossible and necessary. A counselor may start by drafting a full plan on how to address these issues. For example, if there is a concern about student substance abuse, draft programs that could be implemented such as Making Choices and Reducing Risks (Foss et.al. 2021). Part of this plan could also include individual or group counseling options as well as community workshops on how to support at-risk students. MC&RR can be used as a developmental intervention for at-risk youth that teaches them skills on how to cope with or stop substance abuse.
To support students who are interested in learning about college opportunities, school counselors can organize college fairs, career fairs, and even college visiting vouchers. Part of helping students with the college process is to tailor counseling services to their personal interests and skills. This will include collaborating with collages and organizations to provide students with options for them to consider.
The third topic, domestic violence, is more complex. First of all, the counselor must ensure the student’s safety and have concrete signs or evidence then, follow appropriate reporting procedures. To provide the best support during the process, the counselor must create a safe and comfortable environment for the student/victim to explain the situation some more and figure out the best path to help the student. This will require collaborating with local authorities, child protective services, and any other agencies that oversee children welfare issues (ASCA,2021).
Lastly, addressing major health concerns varies depending on the case or situation. School counselors should always do their best to create awareness and provide support and resources for mental health. Students go through a lot of hormonal, physical, psychological, and emotional changes and challenges. Offering tiered support and connections to mental health experts is crucial to help them navigate all the difficulties of adolescence.
Counselor roles in interventions and data collection
School counselors are heavily involved in developmental, behavioral, and social interventions related to each of the four assessment topics discussed above. In the developmental field, they implement programs that teach or hone skills for them to address each of the topics. For example, a substance prevention program teaches skills to cope with or reduce substance abuse and can be considered a developmental intervention. In learning about college, counselors help develop a plan that aligns with their skills and personal interests. With domestic violence, counselors can provide ‘talks’ and bring in ‘speakers’ to teach students about healthy relationships and conflict resolution. For major health concerns they can provide education and resources on various health topics such as hygiene, healthy diet, stress management, etc.
Behavioral interventions are usually in a group setting. For all four of these topics, arranging group or individual counseling sessions is the way to go. This allows them to share their concerns and develop coping strategies more independently. Lastly, Social interventions are all about connecting students with off-school resources such as after school programs, healthcare providers, community support groups, and connecting with colleges.
School counselors also play a crucial role in developing student-focused, school-wide programs using data-based interventions. For addressing student use of alcohol and drugs, counselors gather data through surveys, disciplinary records, and health assessments (Young and Kaffenberger, 2018). They design prevention programs by continuously monitoring the effectiveness and tracking changes. In terms of learning about college opportunities, counselors collect data on students’ college aspirations, academic performance, and participation in college-prep activities. Based on this data, they create programs such as college fairs, campus visits, and workshops on college applications and financial aid.
When addressing domestic violence, counselors use surveys, incident reports, and counseling session notes to identify students affected by domestic violence. They develop intervention programs that include counseling, support groups, and partnerships with local agencies to provide the best support. Lastly, for major health concerns, counselors gather data through health screenings, and collaboration with school nurses. They design health promotion programs that address a variety of issues. By using data to inform their decisions, school counselors can develop effective, student-focused programs that address critical issues and promote overall well-being.
Conclusion
In conclusion, school counselors address a variety of topics through data driven decisions and collaborating with coworkers and the community to implement a variety of support programs. Learning about college opportunities, substance abuse, domestic violence, and health concerns are just a few topics from the needs assessment that a school counselor addresses on their job. Each topic has its own steps and procedures to follow but they all keep the student’s safety/well-being and overall progress as a top priority. Ultimately, counselors have a variety of tools to support each student and ensure their academic and overall success as well.
References
Young, A., & Kaffenberger, C. (2018). Data as easy as 1-2-3. American School Counselor Association. https://www.schoolcounselor.org/Newsletters/October-2018/Data-as-Easy-as-1-2-3?st=NJ
American School Counselor Association. (n.d.). The school counselor and academic development. Retrieved November 13, 2024, from https://www.schoolcounselor.org/Standards-Positions/Position-Statements/ASCA-Position-Statements/The-School-Counselor-and-Academic-Development
Foss-Kelly, L. L., Generali, M. M., & Crowley, M. J. (2024). Making choices and reducing risk (MCARR): School counseling primary prevention of substance use. The Professional Counselor. https://tpcjournal.nbcc.org/making-choices-and-reducing-risk-mcarr-school-counseling-primary-prevention-of-substance-use/
Zyromski, B., & Mariani, M. (2016). Facilitating evidence-based, data-driven school counseling. Corwin, https://doi.org/10.4135/9781506334462
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