Defining and examining school counselor advocacy

Professional School Counseling, Oct, 2004 by Julaine E. Field, Stanley Baker

Advocacy is an integral component to effective school counseling. Using focus group methodology with nine school counselors, this qualitative study examined how current school counselors define advocacy and how and when school counselors advocate on behalf of individual students. Further, this research also explored how school counselors have learned to be student advocates. Themes are presented and discussed as they relate to defining, practicing, and learning about advocacy beliefs and behaviors.

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Advocacy is a central theme in counseling, with historical roots that date back to the inception of the profession. The cultural eruption created by the Industrial Revolution served as the impetus for the guidance movement (Blocher, 1987; Gladding, 2000), which sought to provide direction for individuals who were displaced. In the year 2004, counselors 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 the cause of another or one that defends or maintains a cause (Merriam-Webster's, 1999). Kiselica and Robinson (2001) use the term advocacy counseling to describe the type of counseling whereby counselors go beyond providing traditional, direct services by also engaging in "indirect forms of helping that involve influencing the 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 the 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 the need for prevention and intervention, and an increased commitment to effective counseling practice. Finally, Kiselica and Robinson (2001) describe the skills counselors need for advocacy as "the capacity for commitment and an appreciation for human suffering; nonverbal and verbal communication skills; the ability to maintain a multisystems perspective and to use individual, group and organizational change strategies; knowledge and use of the media, technology, and the Internet; and assessment and research skills" (p. 391).

Since the 1970s, there has been a consistent call to the profession (Dworkin & Dworkin, 1971; Lee & Walz, 1998) to acknowledge the array of problems in society and the counselor's ability to be a social change agent. Recent efforts by the American Counseling Association (ACA) have fostered the resurfacing of advocacy in the 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 advocacy as an integral part of performing as a competent counseling professional (Bradley begins presidency 1998). Eriksen (1999) states that "advocacy efforts are critical to the future of the counseling profession" (p. 1). D'Andrea and Daniels (1999) state that, "counselors are professionally and ethically responsible for advocating for the rights and mental health of all socially devalued persons" (p. 2).

Advocacy is highlighted as an important role for school counselors in two current initiatives for enhancing the profession. In the American School Counselor Association's (ASCA) National Model for Comprehensive School Counseling Programs, advocacy 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 counselors participate as members of the educational team. They consult and collaborate with teachers, administrators and families to help students be successful academically, vocationally and personally" (ASCA, 1997).

The importance of advocating for the academic success of all students is expressed in the National School Counselor Training Initiative developed by the Education Trust (House & Hayes, 2002). School counselors stand on the front line daily, intervening and assisting students and parents with a myriad of social and cultural issues which influence academic success. Further, school counselors are in the unique and powerful position to be a student's voice when planning, consulting, or negotiating with teachers, administrators, and other support staff who seek to provide a school climate in which students may be successful.

For purposes of this study, advocacy is defined as an approach to school counseling in which the counselor goes beyond the traditional verbal "give and take," based on theoretical premises and techniques. A school counselor advocates on behalf of an individual student, a student group, or about a student issue; incorporates multicultural competence; provides meaningful information and additional helping resources; and lends support, including appropriate interventions, beyond the four walls of an office. School counselors who advocate also teach self-advocacy skills to students to foster an empowered frame of reference which students can use to leap future hurdles or challenges, whether they be academic, emotional, social, and/or environmentally based (e.g., discrimination). Most importantly, school counselors who are effective advocates monitor the school climate and environment to identify ways in which students' voices are not heard or are devalued.