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Moving School Counseling Forward By Bob Bardwell
As I mowed my lawn the other day, I thought about what would make the school counseling profession in Massachusetts even better. There were the ob vious answers:more school counselors, fewer state mandated tasks,and a clearer role description of what a school counselor does.
While those would all be great, the one thing that would be best for our profession is the elimination of the school gui dance counselor certification and school social worker/school adjustment counselor certification in favor of a single certification: that of school counselor.
Call me crazy, but over the past few years it has become clear to me that these roles areconfusing and unclear.This is no fault of either the school guidance counselor or the school social worker/ school adjustment counselor.For most of uscurrently in these roles, our roles are clear.But those outside our professions— administrators, teachers, parents,and even students—often have no idea how we differ. And this confusion and lack of understanding sometimes results in budget money being spent inappropriately.
The most significant difference in these roles is the training required for certification. The school adjustment counselor/ social worker has a deeper background in the mental health coursework, and the school guidance counselor has an academic and career focus.
However, school guidance counselor preparation has changed over the years and contains a significant focus on the mental health component.A course by course comparison at Bridgewater State College, an institution that offers both school guidance and school adjustment counselor certification tracks, shows only five courses that are different.Considering that the mental health track requires only 12 credits more than that required of a school counselor, the difference is almost negligible.An additional prac ti cum is also required.
Although this comparison does not take into account many of the nuances of each role, I believe that these two job titles do more harm than good.If we are all striving for academic success and positive mental health for all students, what difference does it make what we are called?
Take, for example,my children’s elementary school.My boys are both fortunate enough to have a full-time school adjustment counselor available to them. Until last year, she was only part-time, but two years ago they were able to hire additional elementary counselors and she became full-time.
Although her title, technically, is “school adjustment counselor,”in my opinion, she functions as a school counselor. She does classroom guidance lessons, meets with students individually and in small groups, and works with teachers, parents, and administrators to ensure academic and personal/social success for ALL students.In other words,she functions like a school guidance counselor.
I have worked with wonderful school adjustment/social workers, and this “vision” is not meant to be a negative ap praisal of their services. Rather, it comes from discussions with colleagues from both camps.My biggest concern is that administrators, especially, are not well versed in the differences. As a result, when they hire support staff, they may not make the best decision for the ma jority of students.
Although I am biased, I feel that all counseling staff should perform classroom guidance lessons, working with students in small groups as well as providing in dividual counseling opportunities.What irks me is when I hear of a support professional who meets with students only
ROBERTBARDWELL MASCA Past President
on an individual basis.This is a missed opportunity to provide more students with access to our services.
Students and parents often are confused as well.Do they talk to the school guidance counselor just about academics or future planning and to the adjustment counselor/social worker about mental health issues?Obviously,if they have a choice between two people who can help resolve the problem, they have an option, but in some cases,the adjustment counselor/social worker doesn’t have that in formation or expertise.
It also can be frustrating when in some districts the funding source for the salary of that professional dictates which students can be seen.In some cases the ad justment counselor/social worker, if fund edthrough Special Education, is allowed to work only with students who receive services through an Individualized Educational Plan (IEP).
In terms of professional organizations a common united group might also benefit us.Currently there are two groups in Massachusetts—MASCA and MASAC
(Massachusetts Association of School Ad justment Counselors)—which provide membership opportunities for each group.
While I don’t believe that there is any “bad blood” between the two organizations, I feel that if we combine our re sour ces, talents, and membership, we could do more.Obviously,this would have ma jor ramifications.Both organizations have charters with national parent organizations, but perhaps these issues could be reconciled.Missouri is one state that has only one support professional certification. Why not in Massachusetts?
In closing, I hope my remarks do not offend anyone.That is not the intent. My dream is that all support service professionals work together toward a common goal, which is not possible now, given our backgrounds, training, and biases. A math teacher is a math teacher, even though he or she may teach different math subjects.But depending upon where one works and the job title, a school guidance counselor is not a school adjustment counselor or a school social worker.
Imagine the benefits for the students of the Commonwealth if there were one common licensure.No more division.No more turf issues. No more confusion. That is a place where I want to be. ■
A common united group could remedy the misconceptions held by students, parents, and administrators.
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