Defining and Examining School Counselor Advocacy.

Abstract

Advocacy is an integral component to effective school counseling. Using focus group methodology with nine school counselors, this qualitative study examined how current school define and how and when school advocate on behalf of individual students. Further, this research also explored how school have learned to be student advocates. Themes are presented and discussed as they relate to defining, practicing, and learning about beliefs and behaviors. ********** Advocacy is a central theme in counseling, with historical roots that date back to inception of profession. The cultural eruption created by Industrial Revolution served as impetus for guidance movement (Blocher, 1987; Gladding, 2000), which sought to provide direction for individuals who were displaced. In year 2004, continue to assist individuals and groups in society negotiate social and cultural circumstances which directly impact their ability to thrive as well-adjusted individuals. An advocate is defined as one who pleads cause of another or one that defends or maintains a cause (Merriam-Webster's, 1999). Kiselica and Robinson (2001) use term counseling to describe type of counseling whereby go beyond providing traditional, direct services by also engaging in indirect forms of helping that involve influencing people and institutions that affect clients' lives (p. 387). Earle (1990) describes a counselor/advocate as one who possesses a nonjudgmental attitude, patience and persistence, genuine belief that change can be achieved for a particular student, client, group or socio-cultural issue, and capacity to negotiate and communicate effectively. Sue et al. (1998) define qualities of a modern advocate which include an active helping style, comfort in conducting work outside of an office environment, an external focus that attempts to change environmental barriers, a philosophy that clients/students experience problems and that clients/students are not problematic, recognition of need for prevention and intervention, and an increased commitment to effective counseling practice. Finally, Kiselica and Robinson (2001) describe need for as the capacity for commitment and an appreciation for human suffering; nonverbal and verbal communication skills; ability to maintain a multisystems perspective and to use individual, group and organizational change strategies; knowledge and use of media, technology, and Internet; and assessment and research skills (p. 391). Since 1970s, there has been a consistent call to (Dworkin & Dworkin, 1971; Lee & Walz, 1998) to acknowledge array of problems in society and counselor's ability to be a social change agent. Recent efforts by American Counseling Association (ACA) have fostered resurfacing of in form of social action as a pressing issue for consideration by counseling practitioners, educators, and researchers. It is not uncommon for modern leaders of various counseling organizations to cite as an integral part of performing as a competent counseling professional (Bradley begins presidency 1998). Eriksen (1999) states that advocacy efforts are critical to future of counseling profession (p. 1). D'Andrea and Daniels (1999) state that, counselors are professionally and ethically responsible for advocating for rights and mental health of all socially devalued persons (p. 2). Advocacy is highlighted as an important role for school in two current initiatives for enhancing profession. In American School Counselor Association's (ASCA) National Model for Comprehensive School Counseling Programs, is cited as an important responsive outreach service (Gysbers & Henderson, 2001). Specifically ASCA's position statement on Comprehensive School Counseling states that As student advocates, professional school participate as members of educational team. …

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